Peace and Conflict Studies和平與沖突研究

1、.Peace and Conflict StudiesA High School CourseWritten by John DaicopoulosJuly 23, 2001:Property of John Daicopoulos, 2002OverviewThere can be no doubt that conflict is a natural activity of humans. It is commonly the result of contrasting ideas, perceptions, and interests over similar needs or limi

2、ted resources. It is interdisciplinary, covering such diverse issues as: environmental concerns, human security, scientific debates, family ties, and political ideologies. With the ascent of technology it has also become a potentially globally destructive force.Whether as individuals or when acting

3、in groups, our interpersonal, inter-group, and international relationships influence how we manage and cope with conflict; but individuals act differently depending on the context of their relationships. This course is designed to provide students with a greater awareness of that context and the mea

4、ns to function within it.StrandsDe-constructing Conflict. This unit covers the multi-faceted nature of conflict. It begins with a student directed process of defining and analyzing the assumptions, sources, and types of interpersonal, inter-group, and international conflict. Then, through an examina

5、tion of the physiological and psychological character of individuals, students shall begin to comprehend the various theories of the roots of individual violence and its relation to interpersonal conflict. The image of war has transformed over history. Globally destructive conflicts arise when natio

6、ns go to war with an industrialized military. The role of technology and its implications for “total war” is investigated.Identity and Conflict. Everyone must deal with the influence and approval of their peers. Adolescent students are not immune from this potentially harmful source of conflict. The

7、 role of individual and group identity and how they relate to the notions of peer pressure, stereotyping, and in-group/out-group characteristics is investigated. The influence of conformity and the obedience of individuals to destructive authority is analyzed through multiple theories; and how all o

8、f these influences on individuals grow to destructive levels with the ideas of race, ethnicity, religion, and nationalism.Conflict Resolution. Through a variety of role play scenarios, students will study and practice many forms of non-violent conflict resolution, including interest-based negotiatio

9、n and mediation between individuals and groups, political protests, economic sanctions, and boycotts. The strengths and weaknesses of each method will be appraised through a study of the strategies involved and past successes. Analysis will involve historical situations where each method was used an

10、d why some individuals choose violent means as a solution.Building Peaceful Societies. Conflicts cause severe, and often long lasting, injury to individual relationships and social systems. Building peace requires a study of what the needs of societies or individuals are after a traumatic or violent

11、 conflict. Interpersonal needs for safety and security ascend to international standards for institutional systems and organizations to promote and sustain individual needs. Building peace requires as much work as creating war and conflict.De-constructing ConflictOverall ExpectationsBy the end of th

12、is course, students will: analyze the many facets of conflict and how it plays a significant role in their daily lives; demonstrate an understanding of how and why individuals use violence and aggression to achieve their individual goals; develop a comprehension of how the causes of regional and int

13、ernational wars and conflicts have changed over history;Specific Expectations1)Defining ConflictBy the end of this course, students will:1.1.aidentify and discuss their own assumptions of violence, aggression, and conflict (i. e. that they are inevitable, destructive, negative);1.1.bdemonstrate an u

14、nderstanding of the similarities and differences between distinct types of conflict, and differentiate between interpersonal, inter-group, and international conflict;1.1.cdevelop and discuss ideas about the cost of conflict and the areas that it affects (i.e. financial, environmental, social, human

15、relations);1.1.dformulate and discuss ideas about the value of conflict (i.e. that it can be constructive, relationship building, and necessary for growth and change);2)Individuals and ViolenceBy the end of this course, students will:1.2.adifferentiate between four different types of aggression (int

16、ernal personal energy, person to person, inter-species, systemic);1.2.banalyze the types of violence against individuals including personal violence (murder, assault, rape, bullying) and systemic violence (discrimination, poverty, politics);1.2.cidentify some of the physiological (pathology, genetic

17、, hormonal) and psychological (Freud and catharsis) theories of the roots of human violence and aggression;1.2.ddifferentiate between nature and nurture in the study of human aggression;1.2.eevaluate the importance of environment and how it affects physiological and psychological theories of aggress

18、ion ;1.2.fcompare how personal violence can lead to systemic violence; and compare how systemic violence can lead to personal violence;1.2.ganalyze ways in which personal violence can be used to eliminate systemic violence; and how systemic violence can be used to eliminate personal violence;3)Trans

19、formation of War and ConflictBy the end of this course, students will:1.3.aanalyze ways in which individual violence and aggression can lead to war and inter-group conflict;1.3.bidentify and evaluate the different key factors which have resulted in war and conflict over history (i.e. resources, poli

20、tical ideology, cultural differences);1.3.cidentify the factors which have contributed to the transformation of war and conflict (i.e. technology, communication, nationalism);1.3.ddescribe the evolution of the warrior into the professional soldier considering such effects as training and technology;

21、1.3.edemonstrate an understanding of the concept of “total war” and how it affects the citizens, society, environment, culture, and politics of a nation before, during, and after war and conflict;Personal and Group Identity in ConflictOverall ExpectationsBy the end of this course, the student will:

22、identify the relationship between the individual and identity in the creation and escalation of conflict; evaluate the major contributions that social structures have in defining group identity and its role in conflict;Specific Expectations1)Personal Identity and ConflictBy the end of the course, th

23、e student will:2.1.aidentify and compare the various ways, methods, terms, and phrases individuals use to group and categorize themselves (ethnicity, race, team affiliation, language);2.1.bdescribe the different types of groups that form to serve collective needs (unions, political associations, clu

24、bs, gangs);2.1.cdefine the concepts that are central to stereotyping individuals and groups;2.1.ddifferentiate between making generalizations from individual characteristics to group inferences and from group characteristics to individual inferences;2.1.edescribe the influence that stereotyping play

25、s in formulating in-group/out-group generalizations;2.1.fevaluate the relevance that in-group/out-group generalization has in the creation and escalation of conflict;2.1.gidentify and assess the major influences that peer-pressure and conformity play in their personal lives;2.1.hanalyze the psycholo

26、gical and sociological impact conformity, power, and authority play in the creation and escalation of conflict (Milgram, Robbers Cave, Zimbardo);2.1.ianalyze how the military, gangs, and organized crime use training and initiation to overcome individuality and personal conscience;2.1.jexplain why hu

27、man behaviour varies depending on context and on the individuals involved;2)Group Identity and ConflictBy the end of the course, the student will:2.2.adifferentiate between race (physical characteristics) and ethnicity (cultural, linguistic) and how they relate to creating and exacerbating regional

28、conflicts;2.2.banalyze current and recent past conflicts around the world that are of a racial or ethnic cause such as South Africa, Southern US states, present day Germany;2.2.cdiscuss in their own view how racism can be an example of systemic violence against a peoples;2.2.devaluate the importance

29、 of religion in creating and exacerbating regional conflicts such as Northern Ireland, Bosnia;2.2.edifferentiate between civic (loyalty to a state) and ethnic (loyalty to a peoples) nationalism;2.2.fdemonstrate an understanding of how nationalism creates and exacerbates regional conflicts such as Qu

30、ebec, Kashmir, East Timor;Conflict Resolution TechniquesOverall ExpectationsBy the end of this course, the student will: evaluate the effectiveness of various forms of conflict resolution available and the organizations and social structures designed to implement them; analyze and demonstrate the pr

31、ocess of interest-based negotiation through multiple role plays and scenarios; describe the various roles a “third-sider” can play; analyze and demonstrate the various methods of mediation through multiple role plays and scenarios, including group mediation; effectively evaluate various forms of non

32、-violent conflict resolution;Specific Expectations1)Traditional TechniquesBy the end of this course, the student will:3.1.adescribe different forms of traditional conflict resolution along a spectrum of individual control (i.e. negotiation, arbitration, adjudication;3.1.bdemonstrate an understanding

33、 of the social and civic institutions for each method and their cost -effectiveness;3.1.cdemonstrate through role plays the different stages of traditional negotiation (preparation, developing position, opening statements, negotiation, closing);3.1.didentify various strategies for negotiation (i.e.

34、Prisoners Dilemma, tit-for-tat);2)Interest-Based NegotiationBy the end of this course, the student will:3.2.adifferentiate between traditional and interest-based negotiation;3.2.bdemonstrate through role plays an understanding of the process of interest-based negotiation (issues, interests, brain-st

35、orming, BATNA);3.2.cassess the value and effectiveness of interest-based negotiation as a form of conflict resolution and as a method for improving human relationships;3.2.devaluate the role of groups and teams in the negotiation process;3.2.eevaluate the impact of anger and power in negotiations an

36、d demonstrate appropriate techniques to manage their impact;3)MediationBy the end of this course, the student will:3.3.aidentify the different roles and responsibilities that a mediator plays in the conflict resolution process;3.3.bdemonstrate an ability to recognize the important criteria necessary

37、 for a mediation (i.e. voluntary participation, freedom from violence);3.3.cdescribe and perform through role plays the steps involved in a mediation (i.e. introduction, issues, interests, brain-storming, closure);3.3.drecognize the value of mediation as a transformative process in human relations;4

38、)Group Conflict ResolutionBy the end of the course, the student will:3.4.aidentify strategies for mediating between groups in conflict (i.e. communities, work-places, geographic regions);3.4.bresearch and present models for a school-based conflict resolution mechanism;3.4.canalyze the impact of indi

39、vidual and group identity in group conflicts;5)Diverse Methods of Conflict ResolutionBy the end of this course, the student will:3.5.adifferentiate between boycotts, economic and political sanctions, political protests, civil disobedience, diplomacy, and terrorism;3.5.bdescribe the strengths and wea

40、knesses of boycotts, economic and political sanction, political protest, civil disobedience, and diplomacy offer as forms of conflict resolution;3.5.cevaluate the role of cultural influences on the decisions made by individuals for non-violent conflict resolution (example Indias past and Gandhi);3.5

41、.dassess the necessary provocations that push individuals from non-violent to violent conflict resolution;3.5.edemonstrate an understanding of the root causes and intent of terrorism and terrorists;3.5.fdescribe the similarities and differences between professional soldiers and terrorists;3.5.ganaly

42、ze the transformation of terrorism due to technology;Building Peaceful SocietiesOverall ExpectationsBy the end of this course, the student will: develop an understanding of the many psychological and sociological needs that individuals and groups require after a violent or destructive conflict, and

43、to analyze the many methods used to achieve those needs; describe the various forms of international human rights laws and the international structures and organizations designed to implement them; demonstrate an understanding that local and global business and media play a role in conflict; create

44、and evaluate many ways to develop a peaceful society;Specific Expectations1)Post-conflict ReconciliationBy the end of this course, the student will:4.1.aanalyze the psychological and sociological impact conflict has on human relationships;4.1.bdifferentiate between restitution, reconciliation, and r

45、esolution in post-conflict situations;4.1.cdescribe the different approaches that various cultures use to address post-conflict needs (victim-offender restitution, circle conferencing, Truth and Reconciliation Commissions;4.1.didentify the roles, responsibilities, and impact that peacekeepers and pe

46、acekeeping have in post-conflict situations (i.e. Cyprus, East Timor, Middle East);4.1.eidentify the influence peacekeeping has on the peacekeepers involved (i.e. Rwanda, Bosnia);4.1.fexplain the impact that war and conflict has on the lives of children and child soldiers;4.1.gdefine in their own wa

47、y the conditions necessary to re-integrate war-affected children and refugees back into stable society;4.1.hassess the physical and psychological impact that war and conflict has on refugees and internally displaced peoples;2)Human Rights Law/Law of WarBy the end of this course, the student will:4.2

48、.aidentify and assess the origin, intent, and application of the Geneva Conventions and their subsequent Protocols;4.2.bdescribe the process and impact of past war-crimes tribunals (i.e Yugoslavia, Rwanda);4.2.cdefine the concepts that are central to the creation of the United Nations, the Universal

49、 Declaration of Human Rights, and its Covenants;4.2.deffectively communicate their ideas about the operation of the UDHR, its Covenants, and the concept of international customary law;4.2.edemonstrate an understanding, through a mock trial, of the International Criminal Courts origin, intent, proces

50、s, and future;3)Organizations involved in Human Rights and ConflictBy the end of this course, the student will:4.3.adescribe the different types of international non-governmental organizations involved in human rights protection and conflict;4.3.bdemonstrate an ability to organize, interpret, analyz

51、e, and present information about one of the various international non-governmental organizations involved in human rights protection and conflict;4)Business and ConflictBy the end of this course, the student will:4.4.ademonstrate an understanding of the concept of the military-industrial complex and

52、 its impact on the creation and escalation of war and conflict over history and today;4.4.bformulate appropriate ideas about the merit of various business and corporate practice in the creation, escalation, and profit of conflict;4.4.cdescribe the different types of agreements and coalitions that bu

53、siness and international; organizations have formed to manage conflict (i.e. Global Compact);4.4.didentify local and international businesses which have contributed to peace and human rights around the world;5)The Media and ConflictBy the end of this course, the student will:4.5.aanalyze the role of

54、 the media in influencing individual and group behaviour when reporting on war and conflict;4.5.bevaluate the role that cultural influences have on the media in creating stereotypes, and in-group/out-group characteristics;6)Creating ChangeBy the end of this course, the student will:4.6.aformulate ap

55、propriate ideas about the types of peace possible (i. e. peace through an absence of violence and war, peace in the presence of non-harmful constructive human and societal relationships;4.6.bidentify, describe, and present workable strategies to achieve and maintain peace (education, whistle-blower

56、legislation, “breaking rank,” a new world order);4.6.cdefine the concept of “just war” and evaluate its strengths and weaknesses against the concept of peace;Daily Lesson Plans PreambleThe following 89 Lesson Plans are based upon an 18 week 110 hour Ontario Ministry of Education approved full credit

57、 course.There are normally 90 lessons of 75 minutes each in a semestered class. This course would have to be considerably revised if offered as 180 half-period classes, especially considering the required length of many of the role plays.Lessons 11, 24, 61, and 90 are not presented and left for evaluation purposes (at the end o