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PACS 101

Peace is Everybody’s Business

Winter 2016

Co-instructors: Lowell Ewert, Director of Peace and Conflict Studies

Room 2103 A

Conrad Grebel University College

Phone: 519-885-0220 ext. 24380

e-mail: lmewert@uwaterloo.ca

Mary Lou Klassen

Room 2121

Conrad Grebel University College

519-885-0220 ext. 24266

e-mail: mlklassen@uwaterloo.ca

Classroom: Rm 1111 (Great Hall), Conrad Grebel University College

Class meeting times: Monday and Wednesday, 11:30 am – 12:50 pm

Office hours: For Lowell Ewert, by appointment is always best, but usually Monday,

1 – 2 pm

For Mary Lou Klassen – office hours will be Wednesday, 1-2 pm or by

appointment

Course description

This course explores ways in which individuals and groups from multiple sectors of society have

contributed to peace by engaging conflict constructively and advancing social justice. Attention

will be given to the diversity of peacemaking approaches, and to interpersonal and intergroup

as well as international application.

Context for PACS 101 Peace is Everybody’s Business

Peace is fragile. While challenging to build, and often requiring conscious, intentional and

tenacious work, it can easily be destroyed. The creation of, and necessary rebirth with every

generation, of a more fully peaceful, stable, and democratic society is a never-ending task, and

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it requires the collective efforts, energies, and imaginations of every sector of society, working

together on manifold levels, in thousands of jobs, in innumerable ways both large and

small. Only when each person and each sector contributes appropriately to this effort can a

more genuinely peaceful society result. This introductory course will explore the complex and

multifaceted nature of everyday, practical peace, by analyzing the core values that lead to

peace and ways in which diverse actors can embrace the challenge of building a society in

which the needs of most are addressed justly. Particular emphasis will be given to the roles and

responsibilities of business, government, and civil society, as well as many of the disciplines and

professions represented at the University of Waterloo, in fostering comprehensive and

sustainable peace.

Concept Map

Learning outcomes

By the end of the term, students should be able to:

Clearly articulate why peace is everybody’s business

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Critique, evaluate, and augment the core concepts, terms, and values that undergird

PACS

Summarize how their chosen vocation or discipline, as well as that of their classmates,

collectively contributes to building sustainable peace

Examine their own role and responsibility in contributing to a more peaceful and just

community, nation, and world

Visualize peace

Develop an awareness of peace research and writing

Course teaching methodology

This is a lecture course that will include significant class discussion in order to emphasize critical

analysis and discussion. It will not assume that there is one “right” answer to questions posed

or issues discussed, but rather that there are ways of thinking that will enable students to

develop their own personal philosophy. It will be assumed that students learn best and

internalize lessons learned most effectively in a process of dialogue with each other, the

instructor, and other resource materials utilized in class. Students must therefore personally

wrestle with concepts discussed in order to benefit from the course. Teaching methodologies

that will be used will include:

Student questions posed in class

Small group discussions during class

Videos clips

Exercises that challenge students to apply theory to practice

Discussion of current events relevant to course topics

Required Readings The assigned readings are meant to provide background to the issues to be discussed in

class. Students are expected to grapple with the themes of the required readings and be able to

recall their salient points. This ability will be tested through online quizzes on the readings prior

to class.

Course Assessment

Quizzes on Readings – 15%

In-class assignments – 10%

Mid-term – 25%

Peace Research Paper – 35% which includes

o Topic Proposal – 2%

o Annotated Bibliography – 10%

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o Research Paper – 23%

Final Integration Reflection Paper – 15%

PACS Research Support

The library has created a subject guide to help you carry out peace-related research. You can

access this guide at http://subjectguides.uwaterloo.ca/pacs. If you need more specialized

assistance, the Peace and Conflict Studies liaison librarian, Laureen Harder-Gissing, is available

for consultation. Laureen works with PACS faculty to order library resources and to create the

subject guide. See the guide for research tips and ways to contact Laureen.

The Writing Centre

The Writing Centre works across all faculties to help students clarify their ideas, develop their

voices, and write in the style appropriate to their disciplines. Writing Centre staff offer one-on-

one support in planning assignments and presentations, using and documenting research,

organizing and structuring papers, and revising for clarity and coherence.

You can make multiple appointments throughout the term, or drop in at the Library for quick

questions or feedback. To book a 50-minute appointment and to see drop-in hours, visit

www.uwaterloo.ca/writing-centre. Group appointments for team-based projects,

presentations, and papers are also available.

Please note that writing specialists guide you to see your work as readers would. They can

teach you revising skills and strategies, but will not proof-read or edit for you. Please bring hard

copies of your assignment instructions and any notes or drafts to your appointment.

Assignment details and instructions

Quizzes on Readings (15% of overall grade):

There will be nine (9) T/F quizzes of which eight (8) will count. Quizzes will be worth a

total of 15% of the final grade. These will be posted on LEARN for 24 hours and must be

completed by Monday morning at 11am. Each quiz will test the readings for the

upcoming week except in a few cases which are noted in the schedule. Each week that

has a quiz is indicated below. You will have 30 minutes to complete 15 questions. No

late quizzes will be accepted.

In-class assignments (10% of overall grade):

In ten classes, students will be asked to reflect on some aspect of the class, make notes

of the discussion, or do a brief reflection on an activity after it is completed. The marks

of the highest eight will be recorded. This assignment will be graded as 100%/50%/0.

The notes handed in will receive 100% if they indicate a reasonable amount of

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discussion of the topic. More detail about expectations for this assignment will be given

in class prior to the activity. No make-up assignments will be given.

Peace Research Paper (35%)

This is a three-part assignment. All submissions use Chicago Style of annotation and will

be written double-spaced, 12 point font, and one-inch (2.5cm) margins. The assignment

includes three parts due at different times throughout the term.

o Research Topic Proposal (2%). Good research begins with defining a narrow and

specific research question or problem. This assignment will include a project title,

and a one paragraph description. The description will include a statement that asks

your research question or states your proposed thesis. It will also briefly explain

how your problem or question is relevant to PACS 101. This will be submitted to the

LEARN Dropbox by Wednesday, February 3 at 11:00 am. The instructors will

respond to your proposal by Wednesday, February 10. Once approved you may

continue with your research.

o Annotated bibliography (10%). An annotated bibliography

(http://ctl.utsc.utoronto.ca/twc/sites/default/files/AnnotatedBib.pdf) is a properly

formatted bibliography of research sources relevant to your topic. Each annotation

will include no more than two paragraphs. It will summarize the key theme of the

source and state why it is relevant to your topic. The annotated bibliography must

include at least five (5) books, 3 (three) journal articles, and 2 (two) websites. It will

be submitted to the LEARN Dropbox by 11:00 am Wednesday, February 24.

o Research Paper (23%). The research paper will be 2,500 words of writing (10-11

pages). In addition to the writing, it must include a title page, outline page, and

bibliography for a total of 13-14 pages. It should contain an introduction, thoughtful

discussion of your research topic, and a conclusion. It should also contain at least

ten (10) sources of which at least six (6) should be sources you submitted in your

annotated bibliography. An electronic copy must be uploaded to the appropriate

LEARN dropbox by 11:30 AM on Wednesday, March 23.

Final Integration Reflection Paper (15% of overall grade):

Students must submit a final reflection paper that includes two parts. The first part will

argue whether or not “peace is everybody’s business.” This section must demonstrate a

good working understanding of the course topics, grapple with principles discussed in

class, and show an awareness of the connection of peace with at least three disciplines

taught at the University of Waterloo (10%). The second part will describe your dream

job and how it expresses six (6) aspects of course content (5%).

The assignment will be a maximum of 1,250 words (6-7 pages double-spaced, 12 pt.

font). If quotations or sources outside of class materials are used they must be properly

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referenced in Chicago Style. An electronic copy must be uploaded to the appropriate

LEARN Dropbox by midnight on Monday, April 4.

Late assignments A late written assignment will be assessed an automatic penalty of 10% and will only be

accepted within one week of the due date. A valid medical document is required for medical

excuses.

Additional course policies

Excused absences: In accordance with University of Waterloo guidelines, students who desire

an excused absence for an assignment or exam must provide a note from a health care worker

documenting justification for the absence.

Academic Integrity

Academic Integrity: In order to maintain a culture of academic integrity, members of the

University of Waterloo are expected to promote honesty, trust, fairness, respect and

responsibility.

Discipline: A student is expected to know what constitutes academic integrity, to avoid

committing academic offences, and to take responsibility for his/her actions. A student who is

unsure whether an action constitutes an offence, or who needs help in learning how to avoid

offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek

guidance from the course professor, academic advisor, or the Undergraduate Associate Dean.

When misconduct has been found to have occurred, disciplinary penalties will be imposed

under Policy 71 – Student Discipline. For information on categories of offenses and types of

penalties, students should refer to Policy 71 - Student Discipline.

Grievance: A student who believes that a decision affecting some aspect of his/her university

life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70

- Student Petitions and Grievances, Section 4.

Appeals: A student may appeal the finding and/or penalty in a decision made under Policy 70 -

Student Petitions and Grievances (other than regarding a petition) or Policy 71 - Student

Discipline if a ground for an appeal can be established. Read Policy 72 - Student Appeals.

Other sources of information for students:

Academic Integrity website (Arts)

Academic Integrity Office (UWaterloo)

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Accommodation for Students with Disabilities

Note for students with disabilities: The AccessAbility Services office, located on the first floor of

the Needles Hall extension (1401), collaborates with all academic departments to arrange

appropriate accommodations for students with disabilities without compromising the academic

integrity of the curriculum. If you require academic accommodations to lessen the impact of

your disability, please register with the AS office at the beginning of each academic term.

Course Schedule

The following course schedule may change from time-to-time to reflect the actual pace of class

discussion and movement through course topics. As this course is still relatively new, there

may also be periodic adjustments to the assigned readings to better tailor the readings to the

course content. Any changes to this course schedule will be announced in class at least a week

in advance, and an announcement circulated on Learn about changes.

Date Topic/Lecturer Readings Assignments

Monday,

January 4

Introduction

Lowell Ewert and

Mary Lou Klassen

No Reading Assignment

Wednesday,

January 6

Peace

Lowell Ewert

Universal Declaration of Human Rights.

http://www.un.org/en/documents/udhr/

“What Is Peace Studies?” , and two links

found at the bottom of the page, “Strategic

Peacebuilding Pathways,” and “Kroc Alumni

at Work,” http://kroc.nd.edu/about-us/what-

peace-studies

Malala Yousafzai. Nobel Prize Acceptance

Speech, December 10, 2014

http://nobelpeaceprize.org/en_GB/laureates/

laureates-2014/yousafzai-2014/

Monday,

January 11

Reconciliation

Mary Lou Klassen

Fanie du Toit et al. “Truth Justice Memory:

South Africa’s Truth and Reconciliation

Process [Introduction].” Institute for Justice

and Reconciliation Youtube Channel. 4 April,

2014,

https://www.youtube.com/watch?v=W3taLI3

moaM.

John Paul Lederach. “Reconciliation: The

Building of Relationship.” In Building Peace –

Sustainable Reconciliation in Divided

Quiz on Readings

for January 6, 11,

13

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Date Topic/Lecturer Readings Assignments

Societies. Washington, DC: United States

Institute of Peace, 1997. Pp 23-35.

Wednesday,

January 13

Empathy

Mary Lou Klassen

Watch the clip: Jeremy Rifkin. “The Empathic

Civilisation.” RSA Animate. Youtube. (6 May,

2010).

https://www.youtube.com/watch?v=l7AWnfF

Rc7g.

Stephen T. Asma. "The Myth of Total Love."

New York Times 5 Jan. 2013: 3(L). Academic

OneFile. Accessed 28 Aug. 2015.

Monday,

January 18

Engagement (Third

Party)

Lowell Ewert

William Ury. “The Third Side.” Chapter 1 in

The Third Side: Why We Fight and How We

Can Stop. Penguin Books, 2000. Pp. 3 – 26.

Quiz on Readings

for January 18,

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Wednesday,

January 20

Justice

Lowell Ewert

Michael J. Sandel. “Doing the Right Thing.”

Chapter 1 in Justice: What’s the Right Thing to

do? New York: Farrar, Straus and Giroux,

2009. Pp. 3 – 30.

Desmond M. Tutu. “What Comes After

Conflict and Repression?” Taken from Peace,

Justice: Human Rights Challenges for the New

Millennium, edited by Bhatia, O’Neill, Gall and

Bendin. The University of Alberta Press,

2000. Pp. 5 – 10.

Monday,

January 25

Peace Library

Resources

Laureen Harder

Gissing

Reading Assignment will be provided. Quiz on Readings

for January 25,

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Wednesday,

January 27

Writing Center

Presentation

Reading Assignment will be provided.

Monday,

February 1

Rights

Lowell Ewert

Mary Ann Glendon. “The Illusion of

Absoluteness.” Chapter 2 in Rights Talk: The

Impoverishment of Political Discourse. The

Free Press, 1991. Pp. 18 – 46.

Eleanor Roosevelt. “On the Adoption of the

Universal Declaration of Human Rights,”

delivered to the United Nations General

Assembly, December 9, 1948.

http://www.americanrhetoric.com/speeches/

eleanorrooseveltdeclarationhumanrights.htm

Quiz on Readings

for February 1, 3

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Date Topic/Lecturer Readings Assignments

Wednesday,

February 3

Accountability

Lowell Ewert

“Universal Declaration of Human

Responsibilities.”

http://interactioncouncil.org/universal-

declaration-human-responsibilities

Truth and Reconciliation Commission of

Canada: Calls to Action (2015).

http://www.trc.ca/websites/trcinstitution/Fil

e/2015/Findings/Calls_to_Action_English2.pd

f

Research Topic

Proposal Due

Monday,

February 8

Forgiveness

Mary Lou Klassen

“What is forgiveness?” The Greater Good

Science Center, University of California,

Berkeley.

http://greatergood.berkeley.edu/topic/forgiv

eness/definition. Include the two video clips

on the page: Fred Luskin, “Wanting ‘Yes,’ and

Getting, ‘No,’” and John Kornfield, “Forgive

for You.”

Gerald Caplan. “Gaza doctor refuses to hate.”

The Globe and Mail. (18 July, 2014.)

http://www.theglobeandmail.com/news/poli

tics/gaza-doctor-refuses-to-

hate/article19680002/.

Maria Cantacuzino. “BLOG: Forgiveness – the

Oil That Heals Personal Relationships.” The

Forgiveness Project. (7 December 2015)

http://theforgivenessproject.com/blog-

forgiveness-the-oil-that-heals-personal-

relationships/

“Khaled al-Berry (Egypt).” The Forgiveness

Project. (29 March 2010).

http://theforgivenessproject.com/stories/kha

led-al-berry-egypt/

Quiz on Readings

for February 8,

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Wednesday,

February 10

Power

Mary Lou Klassen

Malcolm Gladwell. “Goliath.” Introduction in

David and Goliath: Underdogs, Misfits, and

the Art of Battling Giants. New York: Little,

Brown and Company, 2013. Pp. 3-15.

Carolyn Schrock-Shenk, “Power and Conflict,”

John Paul Lederach, “Perspectives for

Assessing and Working with Power,” and Beth

Roy, “Three Domains of Power,” in Carolyn

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Date Topic/Lecturer Readings Assignments

Schrock-Shenk, ed. Mediation and Facilitation

Training Manual. Akron, PA: Mennonite

Conciliation Service, 2000. Pp 78-83.

Brian Resnick, “How Power Corrupts the

Mind,” The Atlantic (July 2013). 2 pp.

http://www.theatlantic.com/health/archive/

2013/07/how-power-corrupts-the-

mind/277638/2/

February 15-

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READING WEEK No Classes

Monday,

February 22

Leadership

Mary Lou Klassen

Watch Linda Cliatt-Wayman, “How to Fix a

Broken School? Lead Fearlessly, Love Hard.”

United States: TED Talks, 2015.

https://www.ted.com/talks/linda_cliatt_way

man_how_to_fix_a_broken_school_lead_fear

lessly_love_hard#t-872641

Excerpts from Bert Nanus and Stephen M.

Dobbs. “The Leadership Challenge.” Leaders

Who Make a Difference. San Francisco:

Jossey-Bass, 1999. pp 3-11, 16-26.

Ira Chaleff, “Courageous Followers,

Courageous Leaders,” Ideas for Leaders

(December 2001). 3 pp.

http://www.courageousfollower.net/wp-

content/uploads/Courageous-Followers.pdf

Quiz on Readings

for February 22,

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Wednesday,

February 24

Resilience

Paul Fieguth

Reading Assignment will be provided. Annotated

Bibliography Due

Monday,

February 29

Breaking the

Silence

Lowell Ewert

Stephen Lewis. “Dallaire’s Inferno: The

Rwandan genocide retold.” The Walrus

(November/December 2003). 6 pp.

http://thewalrus.ca/2003-11-books/

Romeo Dallaire. Speech on the Prevention

and Elimination of Mass Atrocities to the

Senate of Canada (9 May 2012). 4 pp.

http://romeodallaire.sencanada.ca/en/p1029

36/

Peter Ackerman and Jack Duvall.

“Introduction,” taken from A Force More

Powerful: A Century of Nonviolent Conflict.

St. Martin’s Press, 2000. Pp. 1 – 9.

Quiz on Readings

for February 29

and March 2

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Date Topic/Lecturer Readings Assignments

Wednesday,

March 2

Acknowledgement

(Denial)

Lowell Ewert

Stanley Cohen. “Knowing and Non-Knowing:

The Psychology of Denial.” Chapter 2 in

States of Denial: Knowing About Atrocities

and Suffering. Polity Press, 2001. Pp. 21 –

50.

Monday,

March 7

Mid-term

Wednesday,

March 9

Music and Peace

Mark Vuorinen

Rosamund Stone Zander and Benjamin

Zander. “ __________.” The Art of

Possibility: Transforming Professional and

Personal Life. Toronto: Penguin Books, 2002.

Pp ___

Benjamin Zander. “The Transformative

Power of Classical Music.” United States:

TED Talks, 2008.

https://www.ted.com/talks/benjamin_zande

r_on_music_and_passion

Monday,

March 14

Peace and

Business

Lowell Ewert

Brian J. Grim. “Four ways businesses can help

to build peace.” World Economic Forum Blog

(9 October 2012). 4 pp.

https://forumblog.org/2014/10/businesses-

help-build-peace/

UN Global Compact website, “The Ten

Principles,”

https://www.unglobalcompact.org/what-is-

gc/mission/principles

“Guide to Corporate Sustainability,” UN

Global Compact publication, read through

page 9 of the guide,

https://www.unglobalcompact.org/docs/publ

ications/UN_Global_Compact_Guide_to_Cor

porate_Sustainability.pdf

Quiz on Readings

for March 9, 14,

16

Wednesday,

March 16

Peace and

Environment

Mary Lou Klassen

"Wangari Maathai - Nobel Lecture.”

Nobelprize.org. Nobel Media AB 2014.

http://www.nobelprize.org/nobel_prizes/pea

ce/laureates/2004/maathai-lecture-

text.html.

Aaron Sayne. “Climate Change Adaptation

and Conflict in Nigeria.” United States

Institute of Peace. Special Report 274 (June

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Date Topic/Lecturer Readings Assignments

2011).

http://www.usip.org/sites/default/files/Clim

ate_Change_Nigeria.pdf.

Monday,

March 21

Peace and

Engineering

Paul Heidebrecht

Dean Nieusma and Ethan Blue. “Engineering

and War.” International Journal of

Engineering, Social Justice, and Peace 1/1

(2012): 50-

62. http://library.queensu.ca/ojs/index.php/I

JESJP/article/view/3519/4320

Quiz on Readings

for March 21, 23,

28

Wednesday,

March 23

Vision

Mary Lou Klassen

Lisa Schirch. “Strategic Design of

Peacebuilding.” The Little Book of Strategic

Peacebuilding. Intercourse, PA: Good Books,

2004. Pp 63-80.

“‘Get It Done’: Urging Climate Justice, Youth

Delegate Anjali Appadurai Mic-Checks UN

Summit.” Democracy Now. Youtube. 9

December 2011.

https://www.youtube.com/watch?v=Ko3e6

G_7GY4

Anjali Appadurai, “What is activism?”

TEDxYouth@Biddeford. Youtube. 25 May,

2013.

https://www.youtube.com/watch?v=zDVA7r7

r0d0

Research Paper

Due

Monday,

March 28

Legacy

Lowell Ewert

Todd Henry. “Die Empty.” Chapter 1 in Die

Empty: Unleash Your Best Work Every Day.

New York: Portfolio/Penguin, 2013. Pp. 1 –

13.

Rachel Naomi Remen. “Introduction.” Taken

from My Grandfather’s Blessings: Stories of

Strength, Refuge and Belonging. New York:

Riverhead Books, 2000. Pp. 1 – 13.

Wednesday,

March 30

Conclusion

Lowell Ewert

No Reading Assignment