Peace Literacy Lesson Plan 1 - Squarespace · Peace Literacy Lesson Plan 1 ... organized in the...

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.


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:[email protected])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



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)


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?).



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.


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


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.


• 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.


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.

PeaceLiteracyLessonPlan1,Chappell/CloughAug.2017PeaceLiteracy.org10

• 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.



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


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.


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.


• 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.


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


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.



• 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


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?”


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.


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


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.


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


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.


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.


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?


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.


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)



● “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?”


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.


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.


● 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).

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