Post on 08-Apr-2018
PeaceLiteracyLessonPlan1,Chappell/CloughAug.2017PeaceLiteracy.org 1
PeaceLiteracyLessonPlan1
Preparedby
PaulK.ChappellPeaceLeadershipDirector,NuclearAgePeaceFoundation
SharynCloughPeaceLiteracyCurriculumCoordinator,Co-DirectorPhronesisLab,OregonStateUniversity
TargetedSkills
Thisplanfocusesonthreemainareasofpeaceliteracy:UnderstandingandHealingAggression;RecognizingandApplyingthePowerofRespect;andResolvingConflict/ThePowerofCalm.
Foreaseofpresentation,ithelpstothinkofeachofthesethreeareasasthemselvescomprisedofthreepeaceliteracyskills.Sothereareatotalofninepeaceliteracyskillstargetedinthisplan.
UnderstandingandHealingAggression
• Skill#1-Learnhowtoseeaggressionasadistressresponse.• Skill#2-Learnthefour-stepprocessthathelpsushealaggressioninothers.• Skill#3-Learnthefour-stepprocessthathelpsushealaggressionwithinourselves.
RecognizingandApplyingthePowerofRespect
• Skill#4–Learnhowtolistenwithempathy.• Skill#5–Learnhowtoleadbyexample.• Skill#6–Learnhowtospeaktopeople'spotential.
ResolvingConflict/ThePowerofCalm
• Skill#7–Learnhowtocalmothersdownduringconflict.• Skill#8–Learnhowtocalmourselvesdownduringconflict.• Skill#9–Learnhowtogrowfromconflict.
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PeaceLiteracyLessonPlan1InstructionsforUse
Whatfollowsaregoals,resources,andnotesoneachofthreemainareasofpeaceliteracy,organizedintheformofSocratic-styleDialogues,tohelpguidediscussion.Thedialoguesaskquestionsatanumberoflevelsandthesearehighlightedinthetext:Level1=gatheringinfo;Level2=processinginfo;Level3=applyinginfo.Thesedialogueshavebeenusedsuccessfullyacrosseducationcontexts,fromgrades4through12,inavarietyofclassessuchaslanguagearts,history,andsocialscience,aswellasinhighereducationandadulteducationclasses.AteamofeducatorsatOregonStateUniversityisworkingwithfacultyacrosstheUSandCanadatotailorthesedialoguesfurthertomeettheneedsofyoungerstudentsand/ortoothersubjectareasacrossthek-12curriculumandhighereducationclasses.ContactSharynClough(mailto:Sharyn.Clough@oregonstate.edu)formoredetails.Wehavealsoendeavoredtoshowhowtheskillshighlightedinthislessonplancanbeusedtomeetstateandprovincialstandardsforanumberofsubjectareasandage-levels.Visithttp://peaceliteracy.org/statestandardstoseehowyourstateandprovincialstandardscanbemetusingpeaceliteracyskills.Wearepleasedtosharethiscurriculumatnocostandaskonlythatyouciteus,asbelow,whenyouusedirectquotesorparaphrasedpassagesfromthislessonplan:
PaulK.ChappellandSharynClough.2017.PeaceLiteracyLessonPlan.http://peaceliteracy.org/curriculum/
Andpleasesenduscopiesofanymaterialsyouproducethatarebasedonthislessonplansowecanputthemuponthepeaceliteracywebsiteasmodelsforothers.Peaceliteracyismeanttobeshared!Thislessonplancanbeusedtoguideanumberofhour-longdiscussions(asfewasthreeandasmanyasnine)dependingonthenumberofexercises,projects,andfilmsthatareincorporatedintotheplan.Wearebuildingacompendiumofideasforgroupprojects,in-classexercises,andcommunityactivitiesaroundthethemesinthisplan.Wealsohaveresourcesforteachers.Visithttp://peaceliteracy.org/compendium/todownloadideasortocontributeyourown.Youcanfindtherelevantsectionsonthefollowingpages:
• UnderstandingandHealingAggression,pp.3-10• RecognizingandApplyingthePowerofRespect,pp.11-19• ResolvingConflict/ThePowerofCalm,pp.20-29
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PeaceLiteracyLessonPlan1
UnderstandingandHealingAggressionEssentialQuestion:
• Whatcauseshumanaggressionandhowcanwehealthosecauses?
Studentswill:
• Understandthedifferencebetweenaggressionasposturingandaggressionas
violence.• Learnhowtonoticeposturinginhumanandnon-humananimals.• Recognizeposturinginhumansattheinterpersonal,national,andinternational
level.• Developthesethreeskillsforunderstandingandhealingaggression:
o Skill#1–Learnhowtoseeaggressionasadistressresponse.o Skill#2–Learnhowtohealaggressioninothers.o Skill#3–Learnhowtohealaggressionwithinourselves.
Readings:
• FromPaulK.Chappell(Contactushttp://peaceliteracy.org/contact/usforfree
instructorcopiesofChappell’sbooks):o WillWarEverEnd?“WhyBearsRoar”o TheEndofWar,Ch.2,“TheNatureofHumanAggression”o PeacefulRevolution,Ch.2,section“TheManyFacesofDehumanization”o TheArtofWagingPeace,Ch.1,“TheLabyrinthofTrauma”andCh.2“The
SirenSongofRage”o TheCosmicOcean,Ch.1,section“TheWorld’sMostUnusualPredator”o SoldiersofPeace,Ch.2,sections“TheArtofListening”and“Authentic
Communication”
• Supplementalreadingssuchas:o Homer'sIliadforKids,andOdysseyforKidsavailablefrom
http://greece.mrdonn.org/iliad.htmlo SocialAggressionAmongGirlsbyMarionK.Underwood,Ch.1“Girls’Anger
andAggression,”pp.3-6o OnKilling,byD.Grossman,Ch.1“FightorFlight,PostureorSubmit,”pp.5-9o Why?byNikolaiPopov(apicturebookthatforcefullypresentsthe
endlessnessofretaliationandescalatingviolence)
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PeaceLiteracyLessonPlan1UnderstandingandHealingAggression
Videos:
• AnimalsPosturing
o Clash:EncountersofBearsandWolveshttp://www.pbs.org/wnet/nature/clash-encounters-of-bears-and-wolves-video-full-episode/5493/4:00to5:10;12:35to15:15(theelkisposturingandthewolvesarehunting);15:15to16:55
o ChimpanzeesPosturinghttps://www.youtube.com/watch?v=bKpZUsRJWBg)
• HumansPosturingo KeyandPeele“HoldMeBack”(ComedyCentral)
https://www.youtube.com/watch?v=e1KEC_3vygc
• Traumaandotherunderlyingfiresthatcausehumanaggressiono MikeTysonInterview(HBORealSports)
https://www.youtube.com/watch?v=erNYwF9pu6ko KeyandPeele“SchoolBully”(ComedyCentral)
https://www.youtube.com/watch?v=CUvFeyGxaaU
WebResources:
• GirlsRelationalAggressionCurriculumhttp://www.opheliaproject.org/girls.html
Exercises:
• Wearebuildingacompendiumofideasforgroupprojects,in-classexercises,andcommunityactivitiesaroundthethemesinthislessonplan.Visithttp://peaceliteracy.org/compendium/todownloadideasortocontributeyourown.
• OneexampleofanexercisetoaccompanythislessonwasdevelopedbymiddleschoolteacherSusanRadford,availablehere:http://peaceliteracy.org/s/PLweb_-RadfordAggressionAnimals.pdf
• Hereisanotherexercisethatcanbeusedinconcertwiththismaterial:
o TheAggressionJournal:Havestudentskeepajournalwheretheynotethetimestheyhavefeltaggressioninthemselves;andaskthemtoseeifafterthislessontheycanreachdeepertoidentifytheunderlyingemotionsthatarecausingtheiraggression(fear?embarrassment?).
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PeaceLiteracyLessonPlan1
IntroducingtheskillsforUnderstandingandHealingAggressionusingSocraticDialogue
• Havestudentsimagineapackofwolvesandagrizzlybearinaforest.Betweenthemisadeaddeer.Thewolvesandgrizzlybearareallhungryandwanttoeatthedeaddeer.Askstudents,“Whatusuallyhappensinthissituation?”Ifstudentssay,“Thebeareatsfirst”or“Thewolveseatfirst,”remindthemthatitdependsonhowmanywolvesthereareandhowbigthebearis.Itmightbeninewolvesandasmallbear,ortwowolvesandalargebear.Howdotheseanimalsfigureoutwhogetstoeatfirst,andwhogetstheleftovers,ifthereareanyleftovers?
Whenstudentssaytheanimalsfightorshare,remindthestudentsthatinmostcases,theanimalsdon’tfightorshare.Theydosomethingelse.Ifyouwanttogivethemahint,youcanask,“Whydoesabearroar?Whydowolvesgrowl?”Ifastudentmentions“roaring,”“growling,”or“intimidation”intheirresponse,theyhavetheanswer,becausetheseareallexamplesofposturing,whichishowwolvesandbearsusuallyrespondinthissituation.
• Whenanimalsinnatureposture,theymakenoiseandwanttoappearlarger.Havepicturesorvideosavailabletodemonstrateexamples.Askstudents,“Whatdoesacatdo?”Catsnotonlyposturebymakingnoise,buttheyalsoposturebyappearinglargerwhentheyarchtheirback,orwhenthehairontheirbackstandsup.• “Whatdoesarattlesnakedo?”Rattlesnakesnotonlyposturebyshakingtheirtailstomakearattlingsound,buttheyalsocoiltheirbodies,whichservesthedualpurposeofallowingthemtoappearlargerandgivingthemtheoptiontostrikeiftheyneedto.• “Whatdoesacobrado?”Cobrasnotonlymakenoise,buttheyalsolifttheirheadandspreadtheirhoodtolooklarger.• “Whatdoesagorillado?”Gorillasposturebybeatingtheirchest,showingtheirteeth,standingontheirbacklegs,orcharging.
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Here’saLevel1Questionthatinvolvesgatheringinformation:
• Askstudents,“Whydoanimalsinnaturepostureastheirfirstmethodofdefense?Whydon’ttheyjustfightinstead?”Thereasonfortheiraversiontodangerisbecausetherearenohospitalsinthewild.Evenwhenanimalswinafight,theymightsufferlife-threateninginjuries.Whenanimalsinnatureposture,theyarebasicallysayingthattheydon’twanttofightyou.Theyarebasicallyaskingyoutoleavethemalone.
Note:thisiswhyweshouldnotusethewords“violence”and“aggression”assynonyms,becausemostaggressioninnatureisactuallytryingtodeterandpreventviolence.Wecanusetheterm“warningaggression”todescribeposturing,becauseposturingisaformofaggressiontryingtodeterandpreventviolence.Ifastudentasks,“Whataboutwhenanimalsofthesamespeciesfightovermatesorterritory,suchasbuffaloramminghorns?”youcanexplainthatthisisanexampleofintraspeciesconflict,whichisoftenlesslethalthaninterspeciesviolence,suchasthatbetweenpredatorandprey.(Formoreinfoonintraspeciesconflict,seePeacefulRevolution,Ch.2,pp.48-49,“TheManyFacesofDehumanization.”)
• Ifweseeananimalposturing,butignorethewarning,theanimalhastwooptions.Askstudents,“Whatarethosetwooptions?Ifyoukeepwalkingtowardaposturingrattlesnakeandignorethewarning,whatarethesnake’stwooptions?”
Thetwooptionsarefightorflight.Remindstudentsthatposturingisawarningandifweignorethiswarningwemightgetattacked.• Askstudents,“Dohumanbeingsposture?Whatareexamplesofhumanposturing?”
Therearemanyexamplesthatyoucanuse,suchasancientGreeksoldierswearingbighelmets,soldiersscreamingwhentheygointobattle,posturingbetweenmenorwomenbeforetheygetintoafight(e.g.standingtall,puffingouttheirchests,yelling),theHakaof
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theMāoripeople,theloudnoiseofagun,deaththreats,themanyformsofposturingbetweennations,etc.Helpstudentsrecognizeandunderstandthepsychologyofposturing,whichhappensonthepersonal,national,andinternationallevels.Thiswillhelpthemseeeventsonalloftheselevelsinadeeperandmorerealisticway.Forexample,youcandiscussacurrentconflictbetweennations(suchastheconflictbetweentheUnitedStatesandNorthKorea)throughthelensofposturing.Thestockpilingofnuclearweaponsoftenfunctionsasaformofposturing.Warsoftenresultwhenposturingisnotresolvedpeacefullyandescalatesfromwarningaggressiontohostileaggression.
Menandwomen,boysandgirls,areoftenconditionedbysocietytodisplayaggressionindifferentways.Warningaggressionisposturing,whilehostileaggressionisintenttoharm.Humanscanharmnotonlywithphysicalviolencebutalsowithwordsandotherhostileformsofsocialaggression.Girlsaremoreoftenconditionedtodisplaysocialaggressionratherthanviolence,althoughthisischanging.Youmightillustratethesedifferentformsofaggressionwiththefollowingdiagram:
Here’saLevel2Questionthatinvolvesprocessinginformation:
• Explaintostudentsthathumanaggressionissimilartotheheatemittedfromafire,becauseaggressionisalwayscausedbydeeperemotions(fires)thatcausediscomfortorpain.Askthem,“Whataresomeofthefiresthatcancausetheheatofhumanaggression?”
Whenpeoplebecomeaggressive,theyarefeelingsomekindofdiscomfortorpain.Thesepainfulemotionscanincludefear,shame,humiliation,betrayal,frustration,andfeelingdisrespected,justtomentionafewexamples.Itmighthelptowritetheseontheboardwhileyoudiscussthem.Thereisalistofsomeoftheseunderlyingemotionsonp.100ofSoldiersofPeace.
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• Askstudents,“Thinkingabouttheunderlyingfiresthatcancausetheheatofhumanaggression,doyouthinkpeoplecanbeaggressivetodaybecauseofsomethingthathappenedtothemwhentheywerefiveyearsold?”
Studentsareusuallyquicktoagree.Thisisanopportunitytodiscusstherolethatpsychologicaltraumacanplayincausinghumanaggression.
• YoucanmakeuseofGreekmythologytobetterillustratetheroleoftrauma.Havestudentsreadpp.26-30fromTheArtofWagingPeace,Ch.1“TheLabyrinthofTrauma”whichdetailsthestoryoftheMinotaurandthelabyrinthinwhichitwashidden.Hereisanexcerpt:
“Aroundeverypsychologicalwound,alabyrinthisbuiltdeepinourunconsciousmind.Themoretraumaticthewound,themorecomplexthelabyrinth.TheMinotaursymbolizesourpsychologicalwounds,agonizinghumiliations,anddarksecrets...Ourpsychologicalwoundscandestroyuswhenwebecomelostinthelabyrinth.”
Here’saLevel3Questionthatinvolvesapplyinginformation:
• Askstudents,“Whatarethewoundedpartsofyourselfthatyouwouldmostliketomakepeacewith?”Aggressionisonlyoneoutletforourpain,althoughinoursocietyitisanoutletthatpeople,especiallyboysandmen,areencouragedtouse.Otheroutletsforourpaincanincludetalkingwithourfriends,artisticexpression,andcrying.Thisnextsectionofdialogueisorganizedaroundthediagrambelow,titled“Four-StepProcessforReducingtheHeatofAggression.”Beginbygettingthestudentstothinkaboutempathy.• Askstudents,“Whatisempathy?”Onceyougetsomeexamples,askthem“Howcanempathyhelpusrecognizeanddiminishthefiresunderneaththeheatofpeople’saggression?”
Byusingempathy,wecantrainourmindtoseeaggressionasadistressresponse,sinceaggressioniscausedbysomeformofdiscomfortorpain.Trainingourmindtoseeaggressionasadistressresponseallowsustointeractwithaggressivepeopleinacalmerandmoreempatheticwaythatreducesthelikelihoodofescalationandincreasesthelikelihoodofapositiveoutcome.
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Discussthediagrambelowillustratingthe“Four-StepProcessforReducingtheHeatofAggression,”whichhelpsushealaggressioninothers.Basedoneverythingthestudentshavelearnedsofar,theymaybeabletocomeupwithelementsofthisfour-stepprocessbeforeyoushowthemthediagram.
Remindstudentsthatwhenweaskourselves“whyisthispersonafraid?”wemayneverknow,andbecauseweliveinasocietywherepeoplearenottrainedtolistentotheirinnermostthoughts,theymightnotevenbeself-awareofthefirescausingthemtoactoutaggressively.
Webeginbyaskingthesequestionssilently,inourownmind,inordertosummonourempathyandtogiveusastartingpointtobehaveempatheticallytowardthepersonwhoisbehavingaggressively.Askingthesequestionsoutloud,suchas“Whyareyouafraid?”mightoffendthem,sincethereisalotofshameinoursocietyaroundfear.Askingsomequestionsoutloudintherightcontextcanbeokthough,suchas“DidIdisrespectyouinsomeway?Ididnotmeantodisrespectyou.”Thisquestion,ifaskedintherighttoneofvoice,islesslikelytocauseoffense.Wereturntoquestionsofrespectinthenextsection.
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• Thisnextsectionofdialogueisorganizedaroundthelastdiagrambelow,titled“Four-StepProcessforDealingwithOurOwnAggression.”Beginbyaskingstudents,“Whatdoself-reflectionandself-awarenessmean?Howdoesturningourempathyinwardtounderstandtherootcausesofourownaggressionserveasaformofself-reflection?Howdoesunderstandingtherootcausesofourownaggressionincreaseourself-awareness?”Self-reflectionandself-awarenessbasicallymeanlisteningtoourselves,whichsomepeoplealsocallmindfulness.Thebetterweunderstandtheanatomyofaggressionandotheraspectsofthehumancondition,themoredeeplywecanlistentoourselvesandothers.Discussthediagrambelowshowingthe“Four-StepProcessforDealingwithOurOwnAggression,”whichhelpsushealtherootcausesofouraggression.Thisdiagramallowsustoaddself-reflectionandself-awarenesstothediscussion.ThetechniquesreferredtoinSteps3and4ofthediagramarediscussedinthelastsectionofthisplanonresolvingconflict,andinSoldiersofPeace,Ch.2.
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PeaceLiteracyLessonPlan1
RecognizingandApplyingthePowerofRespect
EssentialQuestion:
• Whatdoesitmeantoconveyrespectandhowdoesrespecthelpussolveourpersonal,national,andglobalproblems?
Studentswill:
• Understandthethreeelementsofrespectthatareconsideredrespectfulineveryculture:o Skill#4—Learnhowtolistenwithempathy.o Skill#5—Learnhowtoleadbyexample.o Skill#6—Learnhowtospeaktopeople'spotential.
Readings:
• FromPaulK.Chappell(contactusathttp://peaceliteracy.org/contact/forfreeinstructorcopiesofChappell’sbooks):o TheArtofWagingPeace,Ch.3“TheFirstLineofDefense”andCh.7“WestPoint
andWorldPeace”o PeacefulRevolution,Ch.2“TheMuscleofEmpathy”
• Supplementalreadingssuchas:o TheAutobiographyofMartinLutherKingJr.o MalalaYousafzai:WarriorwithWordsbyKarenLeggettAbouraya
Videos:
• Usinginfantstohelpelementaryschoolchildrenlearnempathy:o TheRootsofEmpathyProject:
§ https://www.youtube.com/watch?v=gIgLGt4hZuY§ FromthePBSNewsHour(2013)coverageofthestudy
https://www.youtube.com/watch?v=XNxnTVBuy70
• Usingshelterdogstohelpprisonerslearnempathy:o DogsontheInside
§ Trailer:https://www.youtube.com/watch?v=S7ZjxPqL_EQ
• Usingrespectinpolicing: o SegmentfromCBS,OntheRoad
§ https://www.youtube.com/watch?v=ErASUGL00gQ
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PeaceLiteracyLessonPlan1RecognizingandApplyingthePowerofRespect
Exercises:
• Wearebuildingacompendiumofgrade-levelideasforgroupprojects,in-classexercises,andcommunityactivitiesaroundthethemesinthislessonplan.Visithttp://peaceliteracy.org/compendium/todownloadideasortocontributeyourown.
• Here’ssomesampleexercisesthathavebeenusedsuccessfullyinconcertwiththis
material:o BuildingtheMuscleofEmpathy
Buildingappreciationcanhelpusbuildempathy.Havestudentswritesomethingtheyappreciateabouteachoftheirclassmates,andtheneachstudentreceivesacopyofthethingsotherssaidaboutthem.Besuretosetuptheactivitysothatthecommentsareanonymous,butsoyoucanstilltrackwhowroteeachcommentforeachstudent.Alsobesuretoreadeverysheettoensurenonegativecommentsaremade.
o SelfieProjectHavestudentsidentifyonepersontheyreallydon’tknowandengageininterviewswitheachotherwheretheypracticeskillsofcommunicationwithrespect(listen,speak,act)andempathy.Takeaselfietogetherandcreatea“GettoKnowYou”summaryofeachother.
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PeaceLiteracyLessonPlan1IntroducingtheskillsforRecognizingandApplyingthePowerofRespect
usingSocraticDialogue• Askstudents,“Thinkaboutthetimesinyourlifewhenyouweremostangryatsomeone.Itwasprobablybecauseyoufeltdisrespectedinsomeway.Isthistrue?”ThisSocraticDialoguereliesonpersonalstoriesasateachingtool,sinceeveryonehasstoriesofbeinginvolvedinaconflictbecauseofdisrespect.Theolderthestudentsare,themoreeffectivethisquestioncanbe,becausetheywillhavehadalargernumberofpersonalexperiencesinvolvingdisrespectandconflicttoreflecton.
Ifstudentsaskwhatdisrespectmeans,ageneraldefinitionisthatdisrespectoccurswhenwefeelthatanotherpersonhasviolatedusinsomeway.
Here’saLevel1QuestionthatinvolvesgatheringInformation:
• Askstudents,“Mostconflictiscausedbypeoplefeelingdisrespected.Whatdoesitmeantofeeldisrespected?Whatdoesitmeantofeelrespected?”
Whenstudentsreflectonanddiscusswhatitmeanstofeeldisrespected,theywillreveal
variousformsofdisrespect.Itmighthelptowritetheseontheboard.
Whentheyreflectonanddiscusswhatitmeanstofeelrespected,theymayrevealaspectsofthethreeelementsofuniversalrespect,discussedlaterinthisdialogue,namely:ListeningwithEmpathy;LeadingbyExample;andSpeakingtoPeople'sPotential.We’llreturntothese.
Tobegin,oneformofdisrespectthatyoucandiscusswithstudentsisdisrespectcausedbyculturaldifferences.Thisdiscussioncanbeusedtoincreaseculturalawareness,andunderstandingthisformofdisrespectisespeciallyimportanttodaysinceculturesinteractmoreoften.
AsthisexamplefromTheFarSideshows,disrespectcausedbyculturaldifferencescanhappenwhenacustomthatisconsidered
respectfulorbenigninoneculturecausesdisrespectinanotherculture.
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• Askstudents,“Disrespectcanbecausedbydifferencesinculture,butarethereanyelementsofrespectthatarevaluedineveryculture?”
Buildingonthestudents’discussionofwhatitfeelsliketoberespected,helpthemunderstandwhataspectsofrespectfulbehaviormaydifferfromculturetoculture,andwhataspectsofrespectfulbehavioraresharedbyallculturesbecausetheyarepartofoursharedhumanity.Sharedhumanityreferstotheaspectsofourhumanitythatarecommontoallpeople,regardlessoftheirskincolor,religion,gender,nationality,orwhattimeperiodorculturetheylivein.Greaterliteracyinoursharedhumanitymakesitmoredifficulttodehumanizepeople.
• Whenstudentsdiscusswhatitfeelsliketoberespected,theyusuallymentionlistening.Iftheydon’tmentionthefirstelementofuniversalrespect–listening–thenpromptthembyaskingthemtoraisetheirhandiftheyhatebeinglistenedto.Ifastudentraisestheirhand,mentionthattheveryactofraisingtheirhandexpressesadesiretobelistenedto.Ifapersontrulyhatedbeinglistenedto,thatpersonwouldnotraisetheirhand,wouldnevertalk,andwouldneverexpressthemselvesinanyway.Discusshowallhumanbeingsliketobelistenedto,andhownooneinhumanhistoryhaseverseriouslysaid,“Ihateitwhenpeoplelistentome!”Whenyouaskstudentstoraisetheirhandwhenaskediftheyhatebeinglistenedto,theymighthaveconfusedlisteningwitheavesdropping.Peopleliketobelistenedto,butpeoplecanfinditdisrespectfulwhensomeoneiseavesdroppingonaprivateconversation.Thedifferencebetweeneavesdroppingandlisteningisthatlisteningimpliesconsent,whereaseavesdroppingimplieslackofconsent.Helpstudentsunderstandtheconceptofconsent,andhowlisteningdiffersfromeavesdropping.Here’saLevel2Questionthatinvolvesprocessinginformation:
• Askstudents,“Howdoyoushowthatyou’relisteningtosomeone?”
InmanycountriessuchastheUnitedStates,peopleshowthattheyarelisteningbymakingeyecontact.IfsomeonefromtheUnitedStatesisspeakingtoyouandyoudon’tmakeeyecontact,itcanbeconsidereddisrespectful.
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Forexample,ifastudentintheUnitedStatesisbeinginterviewedbyacollegeorforajob,theycanmakeabadimpressioniftheydon’tmakeeyecontactwhenthepersoninterviewingthemistalking.
Helpstudentsunderstandthatwhenaguestspeakerfromaculturewhereeyecontactisexpectedisgivingatalkattheirschool,theyshouldmakeeyecontactwiththespeakertoshowthattheyarelistening.Iftheydon’tlookatthespeaker,theymayunintentionallydisrespectthespeaker.
• Askstudents,“Doyouknowofcultureswherepeoplehavedifferentwaysofexpressingthattheyarelistening?”SomeofyourstudentsmightbeabletosharethatinsomeAfricancountriesitisdisrespectfultomakeeyecontactwhensomeone“higherranking”thanyouisspeaking.Toshowthatyouarelistening,youaresupposedtoquietlylookdown.
• HavestudentsreadthefollowingexcerptfromCh.3ofTheArtofWagingPeace:“Totrulylistenwemustdevelopempathy.Ifwedonotempathizewithpeoplewecannotreallyhearwhattheyaresaying.Whenwedonotlistenwithempathywehearonlytheirwords.Butwhenwelistenwithempathywealsoheartheiremotions,hopes,andfears.Weheartheirhumanity.”Thenaskstudents,“Whatdoesitmeantolistenwithempathy?”
Emphasizethatthekeytolisteningisempathy.ThiscanbuildonthediscussionofempathyinthepreviousSocraticDialogue,takingstudents’understandingofempathytoahigherlevel.• Askstudents,“Wouldyouratherworkfororbearoundpeoplewholistentoyouwithempathy,orpeoplewhodon’tlistentoyouandhaveabsolutelynoempathyforyou?”Ifhumansweren’tsupposedtolistenwithempathy,thenwhydoesitfeelsogoodwhenpeoplelistentouswithempathy,andwhydoesitfeelsobadwhenpeopledon’tlistentousandhaveabsolutelynoempathyforus?Ifhumansweren’tsupposedtolistentoeachother,whydoeseverycultureviewlisteningasrespectfulandnotlisteningasdisrespectful?Explainthatwhileallculturesagreeontheimportanceoflistening,culturescandifferintermsofwhotheyincludeinthecircleofpeopleworthlisteningto.Somecultureshavelargercirclesthanothers,andsomeculturesexcludespecificgroupsofpeoplefromthecircleoflistening.Historically,therighttovotehasoftenbeenseenasasymbolofwhoshouldbelistenedtoinasociety.InancientGreece,mostAthenianmenthoughtthattheirfellowmalecitizensshouldbelistenedto,butthatAthenianwomen,andmenandwomenwhowereslaves(noneofwhomhadtherighttovote),shouldnotbelistenedto.InUnitedStateshistory,thecircleofwhoshouldbelistenedtoexpandedintheearly19thcenturybeyondwhite
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malepropertyowners,whenwhitemenwhodon’townpropertygainedtherighttovote,andthenthecirclewasfurtherexpandedwhenothergroups,suchasAfricanAmericanmen,whitewomen,AfricanAmericanwomen,andNativeAmericanswontherighttovote.
Here’sanotherLevel2Questionthatinvolvesprocessinginformation:
• Votingisonlyonewaythatpeoplecanbelistenedto.Askstudents,“Whenpeoplewiththerighttovotefeelthattheyarestillbeingignored,whataresomeotherwaysthattheycanmaketheirvoicesheard?”
Nowmightbeagoodtimetodiscusstheroleofnonviolentmovementsinexpandingthecircleofwhoshouldbelistenedtoandhelpingpeoplemaketheirvoicesheard.• Asafollow-upquestion,youcanaskstudents,“Aretherepeopleinoursocietyandaroundtheworldwhostilldon’tgetlistenedto?”
Theymightsay“kids”inwhichcaseyouhaveagoodsetupforthediscussionbelowregardingwhenit’sappropriateforchildrentobetreateddifferentlythanadultsandwhenit’snot.
• Atthispointintroducethesecondelementofuniversalrespect:leadingbyexampleandnotbeinghypocritical.Askstudents,“Whatdoeshypocrisymean?”Whileallthreeelementsofuniversalrespectareimportantforgoodleadership,thisdiscussionofhypocrisyisanespeciallyusefulwaytointroducethecharacteristicsofgoodleaders(seeTheArtofWagingPeaceCh.3“TheFirstLineofDefense”andCh.7“WestPointandWorldPeace,”especiallypp.65-68).
• Askstudents,“Canyounameexampleswhereadultsarehypocritical?”Ihaveaskedthisquestiontofifthgradersandtheytalkedforoveranhouraboutthehypocrisyofadults.Theyweredeeplyangeredbythishypocrisy,suchaswhenadultstellchildrennottoyellatpeople,butthenadultsyellatchildrenandotheradults.IfstudentsinschooltalkedtoeachotherthewaythatmanyAmericanpoliticianstalkedtoeachother,thesestudentswouldgetintrouble.Studentshavetoldmethathypocrisymeans,“DoasIsay,notasIdo,”andtheycanfinditveryfrustratingwhenadultsbehavethisway.Thisisoneamongmanyexamplesthatshowhowpeaceliteracyisvitalandhelpfulnotonlyforstudentsinschool,butalsoforadultsofallages.Hypocrisyandotherformsofdisrespectarenotonlyaprobleminschools,butalsoinworkplaces,communities,families,nations,andtheinternationalcommunity.
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Here’saLevel3Questionthatinvolvesapplyinginformation:
• Youcanalsotiethediscussionofhypocrisytoadiscussionaboutinternationalrelations.Askstudents,“CanyouthinkofexampleswhentheUSorothercountrieshaddomesticorforeignpoliciesthatwerehypocritical?”Notlistening,alongwithhypocrisy,causesconflictnotonlyonthepersonallevel,butalsoontheinternationallevel.Toprovidedeeperinsightintointernationalproblems,youcanhelpstudentsviewtheseproblemsthroughthelensofhypocrisy,wherepowerfulnationsbasicallytellweakernations,“DoasIsay,notasIdo.”Listeningwithempathyandreducinghypocrisy,notonlyonthepersonallevel,butalsoonthenationalandinternationallevel,wouldhelpussolvemanyproblemsaroundtheworld.
Studentsmightnotfullyunderstandallthenuancesofhypocrisy.Inmanycultures,ritesofpassageareusedtodistinguishbetweenactivitiesadultscanengageinthatchildrenaredeniedaccessto.Forexample,intheUnitedStatesadrivingtestcanbeseenasakindofriteofpassagethatallowsadultstodrivewhiledenyingthistochildren.However,oursocietyforthemostpartlacksritesofpassage.• Youcandiscussritesofpassagewithstudentsandaskquestionssuchas,“Shouldoursocietyhavemoreritesofpassage?”and“Whatarepositiveaspectstoritesofpassage,andwhatareexamplesincultureswhereritesofpassagecanbeharmful?”Ritesofpassagecanbehelpfulorharmfulinavarietyofways,andweshouldthinkabouthowoursocietycanhavehelpfulritesofpassage.Asanexampleofaharmfulriteofpassage,inancientSpartaitwasaculturalriteofpassageforeliteSpartanmentospendtimeinthe“krypteai,”whichwasbasicallyastate-sponsoredterroristorganizationthatintimidatedandevenkilledslaves,inordertokeeptheslavesafraidandundercontrol.Ritesofpassagealsocreateasenseofbelongingandsharedstruggle.Thisisanopportunitytohavestudentsthinkabouthowritesofpassageingangsandfraternities,whicharemeanttocreateasenseofbelonging,canalsobeharmful.Therearenewsstoriesabouthowpeopledieduringfraternityritesofpassage.• Explaintostudentsthatsometimesconflictsarecausednotbydisrespectbutbyscarceresourceslikelandorfood.Inthesecasesdisrespectstillplaysacriticalrole,however,mostlybyamplifyingtheconflicts.Askstudents,“Whatdoyouthinkhappenswhenthosewhohaveaconflictoverlandorfoodalsodisrespecteachother?”Conflictsoverterritoryorresourcesaremostseverewhenpeoplefeelthattheyarebeingdisrespected(e.g.whenwefeelthatwearebeingtreatedunfairly,thiscanangerusnotonlybecausewesensehypocrisy,butalsobecauseitcanattackoursenseofself-worth,whichtiesintothethirdelementofuniversalrespectdiscussedbelow).Conflictsoverscarcityofteninvolvefeelingsofunfairnessandbecomemuchmoreseverewhendisrespect
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isinvolved.Thiscanbeanopportunitytodiscusswithstudentscontemporaryconflictsthatinvolvebothlandandfeelingsofdisrespect.Inthisway,understandingthethreeelementsofuniversalrespectisvitalforresolvinganykindofconflict,evenconflictsthatinvolvescarcity.Diplomacy,negotiation,andotherformsofmediationarewaystoresolvethesekindsofconflicts,andsomeofyourstudentsmightbeinterestedinpursuingcareersinthesefields.• Nowwemovetothefinalelementofrespect—speakingtopeople’spotential—whichbasicallymeanstalkingtopeopleliketheyareworthyratherthanworthless.Youmightgetthestudents’attentionbysaying,“Raiseyourhandifyoulikefeelingworthless.”
Explaintostudentsthatsocietiesvaryonwhomtheyconsidertobe“people”andworthy.InancientGreekcity-statessuchasAthens,onlymencouldbecitizens.InancientAthens,denyingallwomencitizenshipresultedfromtheviewthattheyhavelessworththanmen.Andmostnon-Greeks,bothmenandwomen,werealsoconsideredtohavelessworth,especiallywhentheywereheldasslaves.ForAthenianmenwhowerecitizensitwasusuallyacceptabletotalkdowntothosewhohadlessworth.Thiscanbeginadiscussionaboutdehumanization,whereasocietycanviewsomepeopleashumananddeservingofrespectfultreatmentandotherpeopleassubhumanandnotdeservingofrespectfultreatment.Dehumanizationisarootcauseofracism,sexism,slavery,war,genocide,andmanyotherproblems.WefocusondehumanizationandrehumanizationinPeaceLiteracyLessonPlan2.• Allpeopleliketofeelworthyratherthanworthless.Askstudents,“Howdowetalktopeoplewhenwewanttoshowthemthattheyareworthy?”Getstudentstotalkabouthowwecancommunicatewithsomeoneinawaythatincreasestheperson’ssenseofself-worth.Also,howcanwespeaktopeople’spotentialinawaythatencouragesthemtobecomemoreempathetic,conscientious,appreciative,rational,andcourageous?
Here’sanotherLevel3Questionthatinvolvesapplyinginformation:
• Finally,it’simportanttoacknowledgethatpeople’sfeelingsofdisrespectarenotalwaysjustified.Youmightaskstudents,“Whenarepeople’sfeelingsofdisrespectunjustified?Forexample,ifaslaveownersaysthatitisdisrespectfulwhentheirslavestalkbacktothem,istheslaveowner’sfeelingofdisrespectjustified?Ifakingorqueensaysthatitisdisrespectfulwhenpeasantscriticizethemonarchy,istheirfeelingofdisrespectjustified?Ifamansaysthatitisdisrespectfulifawomanquestionshim,ishisdisrespectjustified?”
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Studentsareoftentaughtthatculturalnormsandcustomsarealwaysgoodandsomethingweshouldalwaysrespectandneverquestion,butalllong-standingsocietalinjusticeshavebeenapartofculturalnormsandcustoms.• Askstudents,“Canyouthinkofleaderswhopromotedjusticebutwereviewedintheirowntimeperiodasdisrespectingculturalnormsandcustoms?”Themovementsthatabolishedstate-sanctionedslaveryandpromotedwomen’sandcivilrightsquestionedandchallengedculture.PeoplesuchasMartinLutherKingJr.andSusanB.Anthonywereviewedintheirowntimeperiodasdisrespectingculture,becausesegregationbyraceintheAmericanSouthwasapartofculture,andtheoppressionofwomenregardlessoftheirracewasalsoaculturalphenomenon.State-sanctionedslaverywasonceadeeplyingrainedfeatureofculturesaroundtheworld.Incountlesssocieties,animalsacrificewasbothareligiousandculturalpractice.WhenEuropeanmonarchsruledsocietieswithnearlyabsolutepower,thiswasalsoaculturaltradition.Todaymanypeoplejustifybullfighting,dogfighting,andotherformsofanimalcrueltyaspartoftheirculture.Whenapersonhasdifficultyrationalizinganinjustice,therationalizationoflastresortis,“Well,it’sjustapartofourculture.”HelpstudentsunderstandthatMartinLutherKingJr.,NelsonMandela,WangariMaathai,MalalaYousafzai,andmanyotherswereviewedasdisrespectingtheculturetheylivein,buttheygottheirmoralauthoritybyconveyingthethreeelementsofuniversalrespecttoallpeople,evenmanyofthosewhoopposedthem.Helpstudentsunderstandthatculturebyitsverynatureisfluidandconstantlyevolving,andhowpeoplehaveworkedheroicallytoalignculturewithjustice.Thethreeelementsofuniversalrespect,however,donotchangeovertimeandareuniversaltoallcultures,andwemustworktoincreasethesethreeelementsinallculturesandinourglobalcommunityasawhole.• Hereareseveralopen-endedquestionstoconsiderasyouconcludethissection:“Howcanwecriticizeunjustculturalpracticeswhileemphasizingthebestaspectsofculture?Whatarethebestaspectsofculture?Howhavepeopleinhistoryusedthesenseofculturalsuperioritytodehumanizeandharmpeopleinothercultures,andhowcanweprotectagainstthisinthetwenty-firstcentury?”Theissuehereisthatdehumanizingpeoplebysayingtheyhaveaninferiorculturecanleadtoinjustice,butviewingcultureassomethingthatbelongsonasacredpedestal—assomethingthatweshouldneverquestionorcritique—canalsoleadtoinjustice.Helpstudentsunderstandthatculturebyitsverynatureisneverstatic,andwecanplayaroleinshapingcultureinwaysthatincreasepeaceandjustice.
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PeaceLiteracyLessonPlan1 ResolvingConflict/ThePowerofCalm
EssentialQuestion:
Whatistheuniversalhumanphobiaandhowdoesourunderstandingofithelpusresolveconflict?
Studentswill:
● Understandtheuniversalhumanphobiaanditsrelationtotraumaandconflict.● Learntheimportanceofmaintainingempathywhenweareinconflictwith
someone. ● Learntogivepeoplethebenefitofthedoubtwhenweareinconflictwiththem,
whichmeansseekingclarificationratherthanactingfromapositionofignorance. ● Learnnottopersonalizetheconflict,whichmeansusingempathytoescapethe
confinesofourownego,andtrainingourmindtoseetheotherfactorsplayingintotheconflict.
● Learntokeepthingsinperspective,whichmeanstrainingourmindtothinkaboutreasonswhyweappreciatepeoplewhenwecomeintoconflictwiththem.
● Developthesethreeskills: o Skill#7–Learnhowtocalmothersdownduringconflict.o Skill#8–Learnhowtocalmourselvesdownduringconflict.o Skill#9–Learnhowtogrowfromconflict.
Readings:
• FromPaulK.Chappell(contactusathttp://peaceliteracy.org/contact/forfreeinstructorcopiesofChappell’sbooks):
o TheCosmicOcean,pp.29–47(ontrauma);pp.155-156(ongrowingfromconflict);andpp.210–216(ontheuniversalhumanphobia)
o TheArtofWagingPeace,pp.69-77(oncalm);andpp.244-289(onterrorism)o SoldiersofPeace,pp.122-123(onlearningfromconflict)o TheEndofWar,pp.80–100(onmoralfury)o “ANewPeaceParadigm:OurHumanNeedsandtheTanglesofTrauma”
(PamphletexcerptfromChappell’sforthcomingbookTheTranscendentMystery:ANewParadigmforUnderstandingPeace,Trauma,andtheHumanCondition,availablefordownloadatpeaceliteracy.org.)
• Supplementalreadingssuchas:o TheGiftofFearbyGavindeBecker,esp.p.15
Videos:
• Ontrainingforremainingcalm/usingnon-violenttechniquesunderduress:o PBSTheFreedomRiders:Strategy(5mintrailer)
https://www.youtube.com/watch?v=KREQGwC_cFYo PBSTheFreedomRiders:Tactics(5mintrailer)
https://www.youtube.com/watch?v=FmUrg5j4K_0
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PeaceLiteracyLessonPlan1 ResolvingConflict/ThePowerofCalm
Exercises:
• Wearebuildingacompendiumofideasforgroupprojects,in-classexercises,andcommunityactivitiesaroundthethemesinthislessonplan.Visithttp://peaceliteracy.org/compendium/todownloadideasortocontributeyourown.
• Here’sasampleexercisethatcanbeusedtoreinforcethismaterial:o StayingCalmonSocialMedia,orDon’tFeedtheTrollsAfterworkingthroughthematerialinthissection,havethestudentsbrainstormideasforcalmingthemselvesdown.Thesemayincludethe4ideastheylearnhere:
§ Maintainempathy.§ Givepeoplethebenefitofthedoubt.§ Donotpersonalizetheconflict.§ Keepthingsinperspective.
Butstudentsareboundtoaddothers(breathingtechniques,timeouts,etc.).Forthistobeatruebrainstormingsession,noideasarerejectedatthisstage.Writethemalldownontheboardoraflipchart.Havestudentsbreakintogroupsandchooseoneortwoofthetechniquesthattheyaregoingtopracticefortheexercise.Havestudentssharewiththeirgrouponeoftheirfavoriteshort(3minsmax)videosonyoutube(ithelpsthatthevideoisnotsomethingtheythemselveshavewrittenorcreated),thenhavethemreadthroughthecommentsuntiltheygettoanegativecomment.Havethemreflectontheirfeelingsatthisstage.Aretheyangry?Ifso,why?Hasthecommenthitanemotionalbuttonthatisunrelatedtothevideo?Istheangeronbehalfofsomeoneelse?Whatisthebestwaytorespond?Helpthemseethatreplyingtothecommentmightnotbeagoodresponseinthiscontext,butdodiscussifthereareevertimeswhenreplyingmightbehelpfulandwhatsuchareplymightlooklike.Alertstudentstothepossibilitythattheymightbecalmnowbutgetangrylater,perhapsinthemiddleofthenight.Ortheymightnotrealisetheyareangryandtaketheirangeroutonothers.Thiscallsfordeepreflection.Theymightsurpriseyou.
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PeaceLiteracyLessonPlan
IntroducingtheskillsforResolvingConflict/ThePowerofCalmusingSocraticDialogue
● Beginbyaskingstudents,“Whatisaphobia?”Phobiasareirrationalfears.Sometimesstudentswillsaythatphobiasaresimply“fears,”anditisimportanttomentionthatphobiasdonotsimplyrefertofears,but“irrationalfears.”
● Follow-upbyaskingforexamplesofphobias.
Thisisaquestionthatstudentscaneasilyrelatetoandcangivethemanopportunitytosharehowmuchtheyknow.WhenIaskthisquestion,thestudentssometimestellmeaboutsomeobscurephobiasthatIdidn’tknowabout.Remindthestudentsthatalmosteveryonehasaphobia,andit’snothingtobeashamedof.Here’saLevel1Questionthatinvolvesgatheringinformation:
● Somephobias,suchasfearofheights,spiders,orsnakes,arecommon.LieutenantColonelDaveGrossmantalksaboutthemostcommonphobiaofall—aphobiathatninety-eightpercentofhumansshare.Hecallsthistheuniversalhumanphobia.Askstudents,“Thereisaphobiathatninety-eightpercentofhumanshave;canyouguesswhatitis?”
Ninety-eightpercentofhumanshaveaphobiaofhumanaggressiondirectedatthem.Ifstudentsrespondbysaying“publicspeaking,”theyarepartiallycorrect,becausetheuniversalhumanphobiaistheunderlyingfearthatcausespeopletobeafraidofpublicspeaking.Ifstudentsrespondbysayingbeinghumiliated,betrayed,oranythingtodowithhumanbeingshurtingus,theyarealsopartiallycorrect.Theuniversalhumanphobiaencompassesallformsofmalicioushumanharmthatseemtodirectlytargetus,whichcanincludehumiliationandbetrayal.AsthisexcerptfromTheCosmicOceanmakesclear,ourfearofhumanaggressiondirectedatuscanbeevengreaterthanourfearofdeath.
“Fearofhumanaggressioncanbeevenmoreterrifyingthanfearofdeath.Forexample,everyyearinAmericahundredsofthousandsdiefromtheeffectsofsmoking,buteverydaymillionsofpeoplesmokewithoutworrying.EveryyearinAmericatensofthousands
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dieincaraccidents,buteverydaymillionsofpeopledrivecasuallytowork.However,afewmurdersbyaserialkillercancauseacitytogoonalert,strikingterrorinmanyofitscitizens.TheSeptember11attacks,eventhoughtheykilledfarfewerpeoplethancaraccidentsandsmokingrelateddeathsannually,createdsomuchfearthatourcountryhasneverbeenthesamesince.InanarticleinTheAtlantictitled“AmericansAreasLikelytoBeKilledbyTheirOwnFurnitureasbyTerrorism,”MicahZenkowrote:“Ofthe13,288peoplekilledbyterroristattacks[aroundtheworld]lastyear[2011],seventeenwereprivateU.S.citizens,or.001percent…ThenumberofU.S.citizenswhodiedinterroristattacksincreasedbytwobetween2010and2011;overall,acomparablenumberofAmericansarecrushedtodeathbytheirtelevisionsorfurnitureeachyear.Thisisnottodiminishthereal—albeitshrinking—threatofterrorism,ortominimizethelossandsufferingofthe13,000killedandover45,000injuredaroundtheworld.ForAmericans,however,itshouldemphasizethatanirrationalfearofterrorismisbothunwarrantedandapoorbasisforpublicpolicydecisions.”Thedeathofeverypersonkilledbyterrorismistragic,yetiffifteenthousandAmericanswerekilledbyterrorismeveryyear(athousandtimesthefifteenAmericanskilledin2010),thiswouldstillbelessthanhalfthenumberofAmericanskilledincaraccidentsannually(usuallybetweenthirtyandfortythousand).”FromTheCosmicOcean,pp.212-213.● Askstudents,“Ifcaraccidentsandsmokingarestatisticallymorelikelytokillus,
whydopeopletendtobesomuchmoreafraidofterrorism,massshooters,andviolenthomeinvasionthantheyareofcaraccidentsandsmoking?”
Ifstudentssaythereasonwearemoreafraidofterrorismthancaraccidentsisbecausewedonothavecontrolwhenterrorismorotherincidentsofhumanviolenceareconcerned,butwedohavecontrolwhendrivingisconcerned,youcanreferencepp.213-214ofTheCosmicOcean,whichdiscussesthelackofcontrolwehavewhenridinginataxiorsleepingwhilesomeoneelseisdriving.Also,accidentsandnaturaldisastersareanexamplewherewelackcontrol,butmostofusstillfeartheseeventslessthanwefearhumanaggressiondirectedatus(theuniversalhumanphobia).
● Todemonstratetheuniversalhumanphobia,askstudents,“Iamgoingtogiveyou
twoscenarios,andyoutellmewhichscenarioismoretraumatizing.Inthefirstscenarioyouareridingyourbike,youfalloffyourbike,andyoubreakyourleg.Inthesecondscenarioyouareridingyourbike,agroupofpeoplegrabyou,holdyoudown,andbreakyourlegwithabaseballbat.”
Thestudentsusuallyunderstandthatitwouldbefarmoretraumatizingtohaveabrokenlegcausedbymalicioushumanintent,thanbyabikeaccident.
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Here’saLevel2Questionthatinvolvesprocessinginformation:
● Askstudents,“Ifthephysicalinjury—abrokenleg—isthesameinbothscenarios,thenwhyisitmoretraumatizingifpeopleintentionallybreakourleg?”
Ifstudentssaythatitismoretraumatizingtohaveourlegbrokenbyattackersbecausetheattackerscancomeback,remindthemthataccidentscanalsoreoccur.Wecouldexperienceanaccidentatalmostanymomentofanyday,butaccidentsdonotcauseasmuchfearinmostpeopleasmalicioushumanattacksdo.Oneofthereasonsthatphysicalinjuryismoretraumatizingwhenitiscausedbypeoplemaliciouslyintendingtohurtus,isthatitinvolvesabreakdownoftrust.Theabilitytotrustotherhumanbeingsiscrucialforhumansurvival.Anotherreasonthathuman-inducedinjuryistraumatizingisthatwhensomeonehurtsusandbreaksourtrustwemighthavetogothroughtheprocessofforgivenessinordertofullyheal.Peopledon’tusuallysay,“Ineedtoforgivethetornadofordestroyingmyhome.”Forgivingotherpeoplefortheharmtheyhavecaused,orforgivingourselvesforharmwehavecaused,canbeadifficultprocess.InTheCosmicOceanpp.32-39,thenatureoftraumacausedbymalicioushumanintentionisdiscussedingreaterdetail.
● Ifstudentsreturntothelackofcontrolasasignificantvariableaffectingtrauma,
remindthemthatwedon’thavecontrolovernaturaldisasterslikeearthquakes,tsunamis,tornadoes,hurricanes,wildfires,andmudslides,butwedon’tfeartheseeventsasmuchaswefearharmcausedbymalicioushumanintention.Askstudents,“Whatismoretraumatizing,beingablackfamilyintheSouthandhavingyourhousedestroyedbyatornado,orhavingyourhousedestroyedbytheKuKluxKlan?”
Eventhoughthephysicalresult—adestroyedhome—isthesameinbothscenarios,moststudentswillagreethatitismoretraumatizingifourhomeisdestroyedbypeoplewhohateus,ratherthanbyanaturaldisaster.IfastudentsaysthathavingahousedestroyedbytheKuKluxKlanismoretraumatizingbecausetheKKKcancomeback,remindthemthat,likeaccidents,naturaldisasterssuchastornadoescanalsoreoccur,sometimesseasonally.AlthoughthisSocraticDialogueisfocusedonconflictresolutionandthepowerofcalm,understandingtheuniversalhumanphobiaintermsofthepainthatcanresultwhenpeopleaggressivelyhurtusandthepowerofforgivenessandreconciliationforhealingthishurt,cangiveusalensthroughwhichtobetterunderstandconflictsintheclassroom,alongwithconflictsincommunities,nations,andtheworld.
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Youcanalsousetheuniversalhumanphobiaasalenstodiscussavarietyofhistoricalandmoderntopicsinpoliticsandsocialstudies.
● Youmightaskstudents,“Howhavepoliticalleadersusedtheuniversalhuman
phobiatomanipulatetheirpeople?”Discusshowfear,especiallyintheformoftheuniversalhumanphobia,canimpairourempathy,reason,andevenourconscience.Whenourempathy,reason,andconscienceareimpaired,webecomemoresusceptibletopropagandaandmanipulation.ThereadingonterrorismfromTheArtofWagingPeace(pp.244-289)discussesterrorismfromaforeignpolicyperspective,especiallythewayOsamabinLadentookadvantageoftheuniversalhumanphobiatosetatrapforAmericans.Youcanalsohavestudentsreadfromthepamphlet“ANewPeaceParadigm:OurHumanNeedsandtheTanglesofTrauma,”whichdiscusseshowtraumaandourhumanneedscanurgesomepeopletowardjoiningviolentextremistgroups.Here’sasetofLevel3Questionsthatinvolvesapplyingthisinformation:
● Youcanaskstudentsanumberofquestionsaboutthetopicofterrorism,suchas:“Whataresomeoftherootcausesofterrorism?HowdidOsamabinLadentrytomanipulatetheuniversalhumanphobiawithinAmericans?Didhesucceed?Howcanpeoplereacttoterrorisminwaysthatcausethemandtheircountryevenmoreharm?”
Beclearwithstudentsthatterrorismiscertainlyaproblem,butunderstandingtheuniversalhumanphobiarevealsdeeperdangersofterrorism,suchashowwecanreacttoterrorisminwaysthatmakeourcountrylesssafe,andhowpeoplecanusefearofterrorismtomanipulateus.Also,weshouldremindstudentsthatitisimportanttohaveempathyandnotbelittlepeople’sfearofterrorism.Peoplewanttheirfamiliestobesafe,andhavingourfamilymembershurtbyotherhumanbeingsinaterroristattackcanbedevastating.Althoughfearoftragediessuchasterroristattacks,massshootings,andviolenthomeinvasionscanseemirrationalfromastatisticalperspective(sincetheyaresounlikelytohappentous),fearingtheseeventsisnotcompletelyirrationalinthesensethatthesekindsofharmcanbefarmoredevastatingtoourpsychologythanotherformsofharmnotcausedbymalicioushumanintent.
● Returningtoquestionsofleadershipfromthedialoguesforskills4,5,and6,and
keepinginmindwhatwenowknowabouttheuniversalhumanphobia,askstudents,“Howcanleadersmakeusmorecourageousratherthanafraidinthefaceofterrorism?
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Leaderscannurturecourageinpeoplebyhelpingusidentifytherootcausesofterrorismandotherproblems,andalsobyshowingwaystohealthosecauses.Wealsobecomemorecourageouswhenweareempoweredtotakesomekindofconstructiveaction,sincehelplessnessandfeartendtogotogether.Finally,wecanbuildcouragewhenwearenotnaiveandbewilderedbyviolence,butinsteadunderstandviolenceonaverydeeplevelthatallowsustobetterpredictit.Toreinforcethislastpoint,havestudentsreadthisexcerptfromGavindeBecker’sTheGiftofFear:“Thehumanviolenceweabhorandfearthemost,thatwhichwecall‘random’and‘senseless,’isneither.Italwayshaspurposeandmeaning,totheperpetrator,atleast.Wemaynotchoosetoexploreorunderstandthatpurpose,butitisthere,andaslongaswelabelit‘senseless,’we’llnotmakesenseofit.Sometimesaviolentactissofrighteningthatwecalltheperpetratoramonster,butasyou’llsee,itisbyfindingthehumanness—hissimilaritytoyouandme—thatsuchanactcanbepredicted.”(p.15)
Theuniversalhumanphobianotonlyhelpsexplainthebehaviorofnationalgovernmentsandpoliticalorganizationsbutalsointerpersonalrelations.Fearofaggressionfromotherhumansisoneofthereasonsthatpeopleareoftenafraidofinterpersonalconflict.Anotherreasonpeopleareoftenafraidofinterpersonalconflictisthattheyhaveneverbeentrainedineffectivetechniquestoresolveconflict.
Whenwe’reafraidofconflict,weoftentrytoavoidit.However,ifwedon’twanttodirectlyconfronttheconflictandstillwanttoexpressouranger,thiscanleadustoactoutouraggressioninapassiveorindirectway.
● Askstudents,“Whatareexamplesofpassiveaggressivebehavior?”
Passiveaggressivebehaviorisverycommonandcanhappeninaworkplace,school,home,oranywherehumansinteract.Eye-rollingandsarcasmareformsofpassiveaggressivebehaviorthatstudentsarefamiliarwith.Youcanhaveaverylivelydiscussionwithstudentsaboutsarcasm.Eventhoughitcansoundfunnyattimes,sarcasmindirectlycommunicatesaggression.ThisFarSidecartoonshowsanexampleofpassiveaggressivebehavior.
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Eventhoughthiskindofaggressionispassive(inthesenseofcommunicatinginanindirectway),itisstillhostile.Returningtothefirstdiagramfromthedialoguesforskills1,2,and3,rememberthathostileaggressioninvolvesintenttoharm.Passiveaggressivebehaviorinvolvesintenttoharmthroughindirectcommunication.
● Askstudents,“Whataresomethingswecandotohelpcalmotherpeopledown
whentheyareindistressandfeelaggressive?Whenyouareindistressandfeelaggressive,whataresomethingsthatpeoplehavedonetohelpcalmyoudown?”
ThereadingfromTheArtofWagingPeace,pp.69-77,iscalled“ThePowerofCalm,”anditdiscussesthreewaystocalmpeopledown:1)BeCalm;2)ListenandBeRespectful;and3)ShowCareandConcern.
● Askstudents“Howdoestheescalationofaggressionmakeitmoredifficultto
resolveconflict?Howdoesbeingcalmhelpusresolveconflict?”Harnessingthepowerofcalmcanmakeusmuchmoreeffectiveataccomplishinganychallengingtaskweareinvolvedin,includingresolvingconflict.ThisisexplainedinTheArtofWagingPeace,“Calmreducesthechaos,confusion,andunpredictabilityinasituation...Aggressionincreasesthechaos,confusion,andunpredictabilityinasituation.Calmandaggressionarebothalsocontagious.Calmpeoplecantransformahostilesituationintoapeacefulandproductivediscussion,whereasaggressioncanhaveadominoeffect,causingthesituationtospiraloutofcontrol.”(p.108)Youcanalsorelatethepowerofcalmtostudents’everydayexperiencesbydiscussinghowpeoplewhoareinvolvedinmartialarts,musicalperformances,variousteamsports,andevenboxingknowthatwhentheyarecalmunderpressure,theirmindsfunctionoptimallyandtheycanperformbetter.Inthefollowingquote,Lt.Col.DaveGrossmandiscusseswhythepowerofcalmisevenimportantwhenwagingwar.Sowhywouldn'tthepowerofcalmbeevenmoreimportantwhenwagingpeace?“Asawarrior,yourconcernisalwaystohelpothers,andtodothatyoumustbetherockofcalm.Whenthewholeworldiscomingungluedandallaboutyouarelosingtheirheadsandblamingitonyou,yourjobistobethatrockthatotherscananchorthemselvesto...Paniccanbecontagious,andsoiscalm.Asawarrior,youmustbeanexampleofcalm.”(p.337)
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Here’saLevel3Questionthatinvolvesapplyinginformation:
● “Whataresomethingswecandotohelpourselvesremaincalminthemidstofconflictwithsomeone?”
Tohelpusremaincalminthemidstofconflictweneedtofocusonfourthings:
1. Maintainempathywhenweareinconflictwithsomeone.2. Givepeoplethebenefitofthedoubtwhenweareinconflictwiththem,which
meansseekingclarificationratherthanactingfromapositionofignorance.3. Donotpersonalizetheconflict,whichmeansusingempathytoescapethe
confinesofourownego,andtrainingourmindtoseetheotherfactorsplayingintotheconflict.
4. Keepthingsinperspective,whichmeanstrainingourmindtothinkaboutreasonswhyweappreciatepeoplewhenwecomeintoconflictwiththem.
Ifwecanpracticethesefourbehaviors,thiswillnotonlyhelpusremaincalm,butthiswillalsohelpusclearupmiscommunicationandmisunderstanding,resolveconflict,andbuildacultureoftrust.Clearingupmiscommunicationandmisunderstandingisimportant,sincemosthumanconflictiscausedbypeoplefeelingdisrespected(asdiscussedinthedialoguesforskills4,5,and6),andmanyinstancesofdisrespectarecausedbymiscommunicationandmisunderstanding.Anexampleisfeelingthatsomeoneisdemeaningus,whichistheoppositeof“speakingtoourpotential”(skill6),whenthesenseofbeingdemeanedmayactuallyderivefromamiscommunicationormisunderstanding.Thisiswhygivingpeoplethebenefitofthedoubtissoimportant,becauseitencouragesustoseekclarificationratherthanactingfromapositionofignorance,therebyallowingustoclearupmiscommunicationandmisunderstanding.
● Nowyoucanbuildonthesepoints.Askstudents,“Whenweareinconflictwith
someone,howmightithelpforustohaveempathyforthem?”Aslongaswemaintainempathyfortheperson,wearelesslikelytobeaggressivewiththem,andwearemorelikelytokeepourtemperundercontrol.Wemightstillbecomealittlefrustrated,buthavingempathykeepsthisfrustrationfrombuildingtoafloodofrage.Ragepreventsusfrombeingabletoreasonclearly.Thatisonereasonwhywehavetoputsomucheffortintostrengtheningourmuscleofempathy.● Oftenwhenweareinaconflictwithsomeonewelearnlaterthatwewere
mistakenandthatwehadmisunderstoodtheperson.Askstudents,“Whatdoesitmeantogivesomeonethebenefitofthedoubt?”and“Howmightthishelpusremaincalmduringaconflict?”
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Givingpeoplethebenefitofthedoubtmeansseekingclarificationratherthanactingfromapositionofignorance.Whenwejumptoconclusionsweactfromapositionofignorance.
● Wenextmovetoadiscussionoftheproblemsthatcanarisewhenwepersonalize
conflicts.Askstudents,“Whenwepersonalizeaconflict,howcanthisdistorthowweseetheconflict?Howcanseeingbeyondourselveshelpusgainamoreaccurateunderstanding?”
Whenwepersonalizeaconflict,weputourselvesatthecenter.Notpersonalizingaconflictmeansputtingtheconflictatthecenter,andtryingtounderstandthefactorsrevolvingaroundtheconflict.Wearejustoneofthosefactors.Wemightbetheprimaryfactorcausingtheconflict,ortheconflictcouldbecausedbyotherfactorsnotrelatedtous,suchasthepersonhavingabaddayatworkorreactingtotrauma.
Youcanillustratethisontheboardwithtwodiagrams,onetitled“PersonalizingtheConflict”whereyouwritetheword“Me”atthecenter,anddrawthefactorsrevolvingaroundtheword“Me”(similartohowpeopleusedtothinkthattheSunandplanetsrevolvedaroundtheEarth).Andthendrawaseconddiagramtitled“NotPersonalizingtheConflict”withthewords“TheConflict”atthecenter,and“Me”alongwithotherfactorsrevolvingaround“TheConflict"(similartohowwenowknowthattheplanets,includingtheEarth,revolvearoundtheSun).NotpersonalizingtheconflictissimilartotheCopernicanRevolutionthatchangedwhatwasatthecenter.
● Whenweareinaconflictwithsomeoneweoftenloseperspective.Forexample,
wesuddenlydislikeeverythingaboutthem.Askstudents“Haveyoueversuddenlydislikedeverythingaboutsomeonewhenyougotintoaconflictwiththem?Howdidthisaffectthewayyousawtheconflict?”
Whenwesuddenlydislikeeverythingaboutsomeonewhenwegetintoaconflictwiththem,thiscancauseustoloseperspectiveandmaketheconflictseembigger.Sharewithstudentsthatoneeffectivetechniqueforkeepingtheconflictinperspectiveistotrainourmindtothinkaboutreasonswhyweappreciatepeoplewhenwehaveconflictswiththem.Evenasmallconflictcanblowthingsoutofproportionandcauseustoloseperspective,andcultivatingappreciationhelpsuskeepthingsinperspective.Manypeoplehavedestroyedfriendshipsandrelationshipsoversmallconflicts,becausetheylostperspective.
Remindstudentsthattheseareskills,andlikeanyskill,wewillnotmasterthemovernight.Strengtheninganyskillrequirespracticeandeffort.
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Here’sanotherLevel3Questionthatinvolvesapplyinginformation:
● Evenifwecan’tavoideveryconflict,wecanoftenlearnalotfromconflict.Askstudents,“Howcanwegrowfromconflict?Whatcanwelearn?”
Toguidethispartofthediscussion,havestudentsreadthisexcerptfromTheCosmicOcean:“Conflictsinahumancommunityarenormal,buttheydonothavetobedestructive.Justasburningembersareaninevitableconsequenceofcampfires,conflictsareaninevitableconsequenceoflivinginahumancommunity.Ifburningembersarenotextinguishedproperly,theycanspreadfireanddestroyanentireforest.Inasimilarway,ifconflictsarenotresolvedproperly,theycanspreadstrifeanddestroyanentirecommunity.Allofuscanlearntodousetheembersofconflictwiththewaterofeffectiveconflictresolution.Whenconflictsareresolvedeffectively,theygivepeopleanopportunitytoclearupmisunderstandings,betterunderstandeachother,andstrengthentheirbondsofsolidarity.”(pp.155-156)AndthisexcerptfromSoldiersofPeace:“Martialartsandthemilitarytaughtmetoseeconflictasanopportunity,becauseitcanallowustoarriveatgreaterclarityandunderstanding.Whatcausessomuchharmisnotreallyconflict,butdestructiveconflictresolution.”(pp.122-123)Learningfromconflictisaskillthattakesalotofpractice.
● Finally,acknowledgethatsometimesitisimportanttofeeloutragewhenwe
witnesscertainkindsofconflicts.Askstudents,“Whatkindsofconflictsshouldcauseustofeeloutrage?”
Beingcalmdoesnotmeanthatweneverfeeloutrage.ConfrontinginjusticecansometimescauseustofeelmoraloutrageorwhatIrefertoinTheEndofWar,as“moralfury.”Butourmindsfunctionoptimallyandwearebestpreparedtosolveproblemslikeinjusticewhenwearecalm.Martialarts,sports,performancearts,andthemilitaryteachpeopletheimportanceofbeingcalmunderpressure.
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● Askstudents,“Howcanthepowerofcalmhelpuschannelourmoralfuryin
constructiveways?”
DiscussthisexcerptfromTheArtofWagingPeace:“Whenpeopletellusaboutatrulyunjustproblemtheyarehaving,themoralfurywithinuscaneruptlikeaburningflame.Aflameiscalm,butalsointense.Itissoothing,butalsofierce.Theflameofmoralfurycanbecalmandsoothingtothosetreatedunjustly,whileintenselyandfiercelyopposingtheforcesofinjustice.”(p.76)Moralfuryisanemotion,andpeoplewithempathyandconscienceofteninstinctuallyfeelthisemotionwhentheywitnessinjustice.Thisisagoodthing.Butmoralfuryisnotastrategy.Itisnotaplanorroadmapforovercomingtherootcausesofinjustice.Whenpeoplecriticizeactivistsforbeingoutragedbyinjusticeandtryingtosolveproblemswithemotionratherthanreason,weshouldkeepinmindthatfeelingmoralfuryaboutinjusticeisnottheproblem,andtheworldwouldbebetteroffifmorepeoplefeltoutragedbytheinjusticesthatsomanyignore.Instead,theproblemiswhenpeoplemistaketheemotionofmoralfuryforastrategy.Moralfuryisfuelthatcanpropelastrategytowardpracticalsolutionsforreducingandendinginjustice. Foralongerdiscussionofmoralfury,havestudentsreadTheEndofWar(pp.80–100).