Course Syllabus

DePaul University

Peace, Justice, and Conflict Studies Program

Spring Quarter 2012

Monday 03/26/2012 to Friday 06/08/2012

Basic Information

Course Number PAX 210

Course Title From International Conflict to Resolution and Peace

Professor Dr. Rey Ty

Days and Time Wednesdays 4:20-5:50 PM

Office TBA

Classroom Fullerton TBA

Email rtdpu@gmail.com

Office 2352 North Clifton Avenue, Suite 150.25, Chicago, IL 60614

Office Hours Before and after class and by appointment only. Plan to discuss your issues and concerns

before and after class with the professor. Do *not* rely on email communications only, as

there is no guarantee that I will receive them or that they will be replied in a timely manner.

Learning Contract

Course

Description:

This course is an interdisciplinary inquiry that investigates the nature of social and political

conflict; identify the structural and recurring causes of violence; devise and assess potential

approaches to armed conflict and systemic oppression; and explore the possibilities of justice,

coexistence, and reconciliation. This course examines the origin, nature, and consequences of

conflict and peace. It investigates the systemic, interstate, domestic, economic, class, social,

economic, ideological, idiosyncratic, and other factors that provide the reasons for which

conflicts arise in different contexts.

In addition to a foundational survey of the peace studies discipline, this course investigates

several of its primary components, including international theory, the theoretical and historical

origins of peace studies, conflict resolution and conflict transformation, mediation, nonviolence,

interfaith dialogue, and reconciliation. Literature used come from political science, sociology,

anthropology, economics, psychology, education, history, business, communication, religious

studies, and the humanities. Students will engage critically, creatively, and collaboratively with

texts, writing assignments, discussions, and a final project of their choice.

Course

Objectives:

This course examines the issues of conflict and conflict resolution, of war and peace, in the

modern world. As such, it intends:

1. to examine the nature, origins, and contexts of conflict and war;

2. to examine the multiple approaches for promoting conflict resolution and peace;

3. to examine some of the theoretical frameworks concerning conflict and conflict-

resolution;

4. to assess these frameworks on the basis of evidence and argument, as well as to place

them within the critical literature and apply them to real-world circumstances;

5. to investigate and assess/evaluate the nature of conflict and conflict resolution in terms

of ethical and cultural frameworks, and across various social and political contexts;

and

6. to provide opportunities to deliberate on & discuss the purposes and goals of conflict

resolution.

Required

Readings:

1. Barash, David P. (Ed.). (2009). Approaches to peace: A reader in peace studies. New

York: Oxford University Press.

2. Lamy, Steven L., John S. Masker, John Baylis, Steve Smith, & Patricia Owens.

(2011). Introduction to global politics: Brief edition New York: Oxford University

Press. Discussing international conflicts and cooperation, this book provides a

thematic approach, theoretical foundations, historical context, and analysis of world

events.

3. Steger, Manfred B. (2003). Globalization: Very short introduction (vsi). New York:

2

Oxforud University Press.

4. Steger, Manfred B. & Roy, Ravi K. Neoliberalism: vsi. New York: Oxford University

Press.

5. Townshend, Charles. (2011). Terrorism: vsi. New York: Oxforud University Press.

Supplementary

Readings:

1. Abigail, Ruth Anna & Cahn, Dudley D. (2011). Managing conflict through

communication. 4th Ed. Boston: MA: Allyn & Bacon.

2. Barash, David, & Webel, Charles P. (2009). Peace and conflict studies.. 2nd

Ed. Los

Angeles: Sage. The focus is on war, peace, reasons for war, building negative peace,

and building positive peace.

3. Bova, Russell. (2012). How the world works: A brief survey of international relations,

2/E. Longman.

4. Chomsky, N. & Foucault, M. The Chomsky-Foucault debate: On human nature.

5. Coltri, Laurie S. (2010). Alternative dispute resolution: A conflict diagnosis approach.

2nd

Ed. Upper Saddle River, New Jersey: Prentice Hall.

6. Coursier, Henri. (1962). Course of five lessons on the Geneva Conventions. Geneva:

International Committee of the Red Cross.

7. Corvette, Barbara A Budjac. (2007). Conflict management: A practical guide to

developing negotiation Strategies. Upper Saddle River, New Jersey: Prentice Hall.

8. Danziger, James N. (2011). ―Political violence,‖ Chapter 12. Understanding the

political world: A comparative introduction to political ccience, 10/E. Longman.

9. Diamond L. & Ambassador McDonald, J. (1996). Multi-Track Diplomacy: A Systems

Approach to Peace. Kumarian Press.

10. Ember, Carol R. & Melvin R. Ember. (2011). Cultural anthropology, 13/E. Ch 14.

Pearson.

11. Farmer, P. (2009). Three Stories, Three Paradigms, and a Critique.

http://www.pbs.org/now/shows/537/Shifting-Power-Dynamics.pdf

12. Galtung, J. (1969). Violence, peace and peace research. Journal of Peace Research,

6(3), 167-191.

13. Goldstein, J. & Pevehouse, J. C. International relations. 10th

Ed. New York: Pearson.

The focus is on tools of analysis, international security and international political

economy.

14. International Committee of the Red Cross. (2012). State Parties to the Following

International Humanitarian Law and Other Related Treaties as of 1-Mar-2012. List of

Ratification to International Humanitarian Law, including The Geneva Conventions,

their Additional Protocols, as well as the Commentaries, and other international and

regional IHL conventions. Geneva: International Committee of the Red Cross.

http://www.icrc.org/ihl

15. International Committee of the Red Cross. (2005 & 1977). Additional Protocols.

Geneva: International Committee of the Red Cross.

16. International Committee of the Red Cross. (2002). IHL: Answers to your questions.

This book discusses humanitarian law and the protection of war victims, as well as

other topics. Geneva: International Committee of the Red Cross.

http://www.icrc.org/eng/resources/documents/publication/p0703.htm

17. International Committee of the Red Cross. (1988). Basic Rules of the Geneva

Conventions and their Additional Protocols. Geneva: International Committee of the

Red Cross. http://www.icrc.org/eng/resources/documents/publication/p0365.htm

18. International Committee of the Red Cross. (1949). Four Geneva Conventions. Geneva:

International Committee of the Red Cross.

19. Lederach, J. P. (2003). The little book of conflict transformation. PA: Good Book.

20. Lederach, J. P. (2005). The moral imagination: The art and soul of building peace.

Oxford & New York: Oxford University Press.

21. Louv, Richard. NEVER SAY ―HELP‖. Leadership that Instills the Values of Personal

and Community Responsibility.

http://www.leadershipforchange.org/insights/conversation/files/Essay1.pdf

22. Macionis, John J. (2012). Chs 9 & 17. Sociology, 14/E. Pearson.

23. McCorkle, Suzanne & Reese, Melanie J . (2010). Personal conflict management:

3

theory and practice. Boston: MA: Allyn & Bacon.

24. Miller, Barbara. (2011). Cultural anthropology, Sixth Edition. Ch. 10. Pearson.

25. Nau, Henry R. Perspectives on international relations. 3rd Ed. Washington, D.C.: CQ

Press. Consistently using the realist, liberal, identity, and critical perspectives, this

book focuses on wars, development issues, and global forces for change.

26. Henslin, James M. (2012). Chs. 8 & 21. Sociology: A down-to-earth approach, 11/E.

Pearson.

27. Nye, J. Jr. (2013). Understanding Global Conflicts: An Introduction to Theory and

History, 9th Edition. Pearson Longman.

28. Pictet, Jean. (1985). Development and principles of international humanitarian law.

Geneva: Martinus Nijhoff & Henry Dunant Institute.

http://books.google.com/books/about/Development_and_principles_of_internatio.html

?id=KVWxvUxy4YMC

29. Pictet, Jean. (1975). Humanitarian law and the protection of war victims. Geneva:

Henry Dunant Institute.

30. Pictet, Jean. (1967). Principles of international humanitarian law. Geneva:

International Committee of the Red Cross.

http://books.google.com/books/about/The_principles_of_international_humanita.html?

id=Yz8_AQAAIAAJ

31. Roskin, Michael G. & Berry, Nicholas O. (2012). IR: The New world of international

relations, 9/E. Longman.

32. Roskin, Michael G., Robert L. Cord, James A. Medeiros, & Walter S. Jones. (2011).

―Political Violence,‖ Chapter 17. Political science: An introduction, 12/E. Longman.

33. Russell, S. & Ty, R. (2010). Conflict transformation efforts in the southern Philippines.

In C. Carter (Ed.). Conflict resolution and peace education: Transformation across

disciplines, pp. 157-186. New York: Pallgrave McMillan. (PDF file available)

34. Sassòli, Marco, Bouvier, Antoine A., & Quintin, Anne. (2011). How does law protect

in war? Cases, documents and teaching materials on contemporary practice in

international humanitarian law. Geneva: International Committee of the Red Cross.

35. Schirch, L. (2004). The little book of strategic peace building. Good Books.

36. Sharp, Gene. (1993). From dictatorship to democracy: A conceptual framework for

liberation. Available at http://www.aeinstein.org/organizations/org/FDTD.pdf

37. Spiegel, Steven, Elizabeth Matthews, Jennifer Taw & Kristen Williams. (2011). World

politics in a new era. New York & Oxford: Oxford University Press.

38. Spradley, James & McCurdy, David W. (2012). Conformity and conflict: Readings in

cultural anthropology. 14th

Ed. Part 7, Ch 25. Pearson.

39. Turner, Jonathan H. (2006). Chs. 9, 22, 23. Sociology. Pearson.

40. Ty, R. (2011). Social Injustice, Human Rights Based Education, and Citizens’ Direct

Action to Promote Social Transformation in the Philippines. In Education, Citizenship

and Social Justice, 6(3), 205-211.

41. Ty, R. (2010 December). Indigenous Peoples in the Philippines: Continuing Struggle.

Focus Asia-Pacific, 62, 6-9. Osaka, Japan: HuRights.

42. Ty, R. (2010). Youth and Adult Education for Social Change in the Philippines:

Linking Education with NGOs, Social Movements and Civil Society Linking

Education with NGOs, Social Movements and Civil Society. In Human Rights

Education in Asia-Pacific, Vol. I. Osaka: Hurights Osaka (Asia-Pacific Human rights

Information Center).

43. Ty, R. (2009). Where have all the indigenous peoples gone? A participatory action

research: Embracing the moment to act in a time of change. Proceedings of the

Midwest Research to Practice Conference. Chicago: Northeastern Illinois University.

(Available online).

44. Ty, R., Alkarzon, A., & Hunting, E. (2010). Islam: Misconceptions, current trends, and

the role of social movements and education in promoting development, conflict

transformation and peace building. (Available online).

45. Ty, R. & Alonto, A. (2007). Intra-faith dialogue: The missing link in interfaith

dialogue. Proceedings of the African American Latino(a) Conference. Chicago:

4

Chicago State University. (Available online).Zeliger, Craig & Rubenstein, Robert A.

(2009). Building peace: Practical reflections from the field. Sterling, VA: Kumarian

Press.

Online

Resources:

1. Peace and Development Essential Books:

http://www.internationalpeaceandconflict.org/profiles/blogs/essential-books-in-the-

field

2. Conflict Transformation and Resolution Resources:

http://www.cmu.ca/library/CTSCRS.php

Free Electronic

Books

Open Access Publications at:

http://humanrightssocialjusticepeace.blogspot.com/search/label/Books

Educational

Videos:

Type ―reyty2‖ + ―theme‖ (such as ―peace‖) to access the publicly available videos online, many

of which are summaries of academic literature and research

Class Decorum: Mutual respect; safe zone; zero tolerance; no bullying; don’t share any information you do not

want to; no put downs; no invectives; no expletives; use inclusive & non-sexist language; two

tardies equal one absence; remain in class for the entire session or else be considered absent; be

polite; alright to disagree but do not attack the person; no sleeping; turn off *all* electronic

devices; no cell phones; no laptop computer; no distracting side conversations; no Sudoku,

crossword puzzle, and other games allowed; no MP3 players; no texting; no reading of

newspaper, magazines or any other reading materials not used in this class; no sit-ins; no babies

and children in the classroom. If the university permits, food & drinks are allowed but please

clean up after yourselves. Everyone has an equal chance to speak out around the table; hence,

no ―super nova,‖ no ―ping pong,‖ and no ―popcorn.‖

Don't Miss the

Forest for the

Trees:

Reading materials both answer and raise questions. The professor will not have all the answers.

This course will *not* describe in full details historical and current events, recording facts,

figures, days and dates during which certain events took place. You will *not* be committed to

memorizing facts and figures, which you will soon forget after the academic term ends. We will

attempt to see the bigger picture and not get caught up in the minute details. Students will be

exposed to analytical framework, theories, and concepts which will help you develop your own

answers and which you will remember long after you leave the university.

Class

Participation:

The professor acts as a facilitator. As students are responsible for active learning and

participation, they must come to class having read the reading materials. In alphabetical order

and on rotation basis, each student will lead team-building activities at the start of each class

session. You have to come to class having done the reading in advance and to participate

actively and substantively in discussion. Questions to guide you in your readings: (a) What are

the central problems, debates, and questions? (b) What are the key arguments? (c) What is the

evidence for the arguments? (d) What are the problems with the argument? (e) What are your

counter-arguments? (f) Why did the readings clarify or confuse? (g) How did this reading

material compare to other reading materials? (h) Do you have any relevant experiences related

to the readings? (i) What questions does the reading material raise?

Absence and

Dropping

Policy:

Mandatory attendance. You may be excused from class for religious observances but I need to

have at least 48-hour notice. Two absences result in a letter grade deduction, significantly

lowering your final grade, for example, from A (no absence) to B (absence). Three unexcused

absences amount to failing the course. In terms of dropping from the course due to absences, we

will follow the university’s policy, for which the students are responsible. You are responsible

for dropping from this class by the official deadline date.

Personal and

Family

Emergencies:

Absence due to personal medical reasons and death in the immediate family are the only valid

excuses. Please bring medical certification or death certification, respectively. Let me know of

your personal and family emergencies so that you may be excused from some of the class

policies. A note from the hospital, for example, duly signed by the authorities must be submitted

to me.

Withdrawal

Policy:

The student is responsible for keeping track of the university’s withdrawal deadline. If you

choose to stop attending class you are responsible for withdrawing from the course. I will not

do so for you. If you stop attending and have not withdrawn, a failing grade will be entered.

Submission: Late submission is not accepted and gets zero (0) point for that specific requirement.

Standards- An ―A‖ indicates an excellent and exceptional performance. This grade is reserved for students

5

Based Holistic

Grading Policy:

whose work demonstrates an extra-ordinary level of competence and distinction. A perfect

attendance record is a necessary but not sufficient criterion of excellence. A student who

regularly or always reads all the assigned materials before class meetings and volunteers

accurate comments and responds correctly to direct questions posed to him/her or the class, will

meet this standard. ―B‖ is assigned to a satisfactory performance of an assigned task. This grade

indicates that no new insight has been added, and that the student’s performance is above

average. ―C‖ indicates an average performance by a student. This grade usually indicates that a

student barely met the requirements of a task and needs to work harder. Very few students get a

―D‖, which indicates a less than satisfactory (i.e. below average) performance of tasks, and even

fewer students obtain an ―F‖, which indicates a failure to perform up to the minimum level of

expectation. Pluses (+) and minuses (-) are used to indicate better or lesser performance levels

between the grades. Students whose performance falls consistently at or below ―C‖ average

should contact me early on to find ways of addressing possible problems of comprehension,

interpretation and writing.

Breakdown of Point Distribution for Course Requirements:

ITEMS BREAKDOWN YOUR SCORE

1. Mid-Term Comprehensive Exam 200 points

2. 6-Page Max 12-point Times New Roman Single-Spaced APA

Academic Research Paper & PPT Presentation (one whole grade point

deduction for additional word/s on a 7th

page; e.g. grade of A becomes

B)

100 points

3. 6-Page Max TNR Single-Spaced APA Final Reflection Paper,

Creative PPT/Video Production & Presentation based on Social

Action, Ethnographic Immersion, or Job Shadowing, Interview, and

Critical Reflection (7th

page gets one whole grade point deduction)

100 points

4. Class Participation and Attendance 50 points

5. Diagnostic Pre-Test and Post-Test 50 points

6. Extra Credits (Bonus) (Max 50 points)

Total 500 (+50) points

Grading System:

Raw Score Percentage Quality Letter Grade

476-500 98-100% Excellent A

446-475 95-97% Very Good A-

426-445 93-94% Good B+

396-425 90-92% Satisfactory B

376-395 88-89% Satisfactory B-

346-375 85-87% Average C+

326-345 83-84% Average C

296-325 80-82% Average C-

276-295 78-79% Less Than Satisfactory D+

250-275 75-77% Passing D

0-249 50-74% Fail F

Extra Credits: All students will have the same chances to work on a project for extra credits. Talk to me

immediately if you want to work on a project, which needs my approval.

Phone Tree: For valid tardiness or class cancellations due to inclement weather or traffic conditions,

please call and notify the person after your name is listed.

Disclaimer: Test schedules, class schedules, and reading assignments are all subject to change with

notification to students attending class. We will follow the follow of our course outline. Some

topics might need less or more time; hence, adjustments will be made accordingly. Students

will be notified of changes in class and online. Guest lecturers will come when available.

Citation Format APA http://owl.english.purdue.edu/owl/resource/560/01/

Emergency Emergency Evacuation Policy and Procedures

6

http://rmehs.depaul.edu/emergency/evacuation.asp

Instructional

Strategies:

Brainstorming (B), critical reflection (CR), current events (CE) from New York Times,

energizer (E), guest speakers (GS—scheduled based on their availability), learning circle

(LC), lecture-discussion (LD), PowerPoint presentations (PPT), questions (Q), research paper

workshop (RPW), snap poll (SP), speak out (SO), student-led (SL), summary (S), video

showing (V), workshop (W)

Learning

Strategies:

Visual, Auditory, Kinesthetic, Reading-Writing Preference (VARK), Concrete Experience,

Active Experimentation, Reflective Observation, Abstract Conceptualization (Kolb)

Writing Help: For help with organizing your ideas, grammar, citing sources, avoiding plagiarism, sample

SNL assignments and much more, see the Writing Guide for SNL Students at

http://snl.depaul.edu/writing/index.html. For on-campus and online tutoring, see the DePaul

University Writing Centers at http://condor.depaul.edu/~writing/.

Course Outline, Schedule, Strategies, and Readings

Tuesdays & Thursdays, 4:20 PM – 5:50 PM

(Spring Quarter runs from Monday March 26, 2012 through Exam Week Friday June 8, 2012)

*I request the library for e-reserved copies for readings coded in green.

Figure 1: Course Overview:

Ever-Changing Realities, Theories, and Knowledge Construction of Conflict and Peace

Hour &

Session Date Topic Strategy Readings & Materials

PART I: Peace Studies: What Is Peace? Negative Peace? Positive Peace?

1. Week 1 Diagnostic Pre-Test &

Introduction: Self-Introductions,

Learning Styles, Expectation Check,

Career Options, Ground Rules,

Learning Contract, Syllabus,

Intellectual Development & Maturity;

Good Writing; Writing Academic

Papers; Student Leaders of the Day in

alphabetical order (news, summary,

teambuilding activities, etc.)

LC, LD, PPT, V;

Permanent Seating

Plan with Photo ID

for attendance

sheet; Phone tree

Syllabus, Perry on

Intellectual Development;

Hegel on Dialectics;

submit pre-test online

2. Week1 Contextual Analysis of International

Conflicts: An International Situation

B, CR, W CE

3. Week 1 Peace Studies, Peace, Structural

Violence; Negative Peace, Positive

SO, S, Q, CE, LD,

W, CR, PPT

Barash, Chs 2 & 4;

Barash & Webel Chs 1 &

7

Peace, Globalization; Occupy

Movement, Peace Keeping, Peace

Making, Peace Building. To help

you, we will have some time for a

research paper Q & A and workshop

every meeting.

10; Galtung (1969);

Goldstein Ch 3; Nye, 7;

Schirch; Steger vsi book;

Zeliger & Rubenstein Ch

1

4. Week 1 Enduring Logic of Conflict in World

Politics: Anarchy and Order; Conflict

and Cooperation

LD, CR, Q, PPT Nye, Ch 1 & 2; Spiegel

Ch 1

Part II: International Theories: What Are the Different Ways by which to View the World?

5. Week 2 Levels of Analysis: Psychological,

Individual, Interpersonal,

Bureaucratic, Organizational,

Domestic (or Political or State),

Systemic (or Social), and Global

Causes of Conflict and Peace

SO, S, Q, PPT Barash & Webel, Chs 5-

9; Bova, Ch 3; Goldstein

Ch 1; Lamy, Ch 4; Nau,

Intro & Ch 1; Nye, Ch 1;

Spiegel Ch 2

6. Week 2 Realist Perspective of Conflict and

Peace

SO, S, Q, CE, LD,

W, CR, PPT

Barash, Ch 2; Berry Ch

1; Berry Ch 1; Bova Ch 4;

Goldstein Ch 2; Nau,

Intro & Ch 1; Roskin &

Spiegel Ch 2

7. Week 2 Liberal Perspective of Conflict and

Peace

SO, S, Q, CE, LD,

W, CR, PPT

Bova Ch 5; Goldstein Ch

3; Lamy Ch5; Nau, Intro

& Ch 1; Spiegel Ch 2

8. Week 2 Identity and Social Perspectives of

Conflict and Peace: Identity &

Constructivism, Marxism, Critical

Theory, Post-Modernism, Post-

Structuralism, Feminism,

Deconstructionism, etc.

SO, S, Q, CE, LD,

W, CR, PPT

Goldstein Ch 3; Nau, Ch

1; Spiegel Ch 2

9. Week 2 Review of Contending Theories PPT, Q&A Bova Ch 1; Lamy Ch 3;

Nau Ch 1; Roskin &

Berry Ch 2; Spiegel Ch 2

PART III: Concept, Causes, History, and Changing Nature of International Conflicts & Security

10. Week 3 Political Violence: Causes & Types

of Conflicts and War

LD, PPT Barash & Webel Ch 2-4;

Danziger Ch 12;

Goldstein Ch 5-6; Roskin

& Berry Ch 12 & 15;

Roskin, Cord, Medeiros,

& Jones Ch 17; Turner

Ch 23

11. Week 3 Overview of the Evolving

International System: Continuity &

Change in History; The Two World

Wars, The Cold War, and the Post-

Cold War Era

LD, PPT Bova, Ch. 2; Goldstein,

Ch 1

12. Week 3 National Security, Global Security,

Military Power, and Terrorism

LD, PPT Lamy Ch 6; Roskin &

Berry Ch 13; Spiegel Chs

7 & 8

13. Week 3 Politics of Nuclear Bombs LD, PPT Lamy Ch 6; Roskin &

Berry Ch 14

14. Week 3 Terrorism LD, PPT Townshend, Lamy Ch 6

15. Week 3 Human Security LD, PPT Lamy, pp. 218-221

PART IV. Conflict Transformation, Resolution, Human Rights, International Humanitarian Law, and

Social Justice

8

16. Week 4 Conflict Theories: Conflict

Management, Conflict Resolution,

and Conflict Transformation

SO, S, Q, CR, W,

PPT

Barash & Webel, Ch 11

& 20

17. Week 4 The Moral Imagination: The Art and

Soul of Building Peace

Lederach, Preface & Ch 1

18. Week 4 Anthropological Perspectives of

Political Life, Social Control,

Conformity, Conflicts, Violence and

Conflict Resolution

LD, V, PPT Coleman & Watson;

Ember & Ember Ch 14;

Harris & Johnson; Miller

Ch 10; Scupin & Decorse;

Spradley & McCurdy Part

7 Ch 25; Turner Ch 9

19. Week 4 Sociological Perspectives of Social

Control and Conflict

LD, V, PPT Henslin Ch 8; Macionis

Ch 9

20. Global Governance and International

Law: Human Needs vs. Human

Rights-Based Approach; Positive

Peace, International Law,

International Organizations,

International Human Rights

SO, S, Q, GS, PPT Amnesty International,

Barash, Ch 3; Barash &

Webel, Ch 17-19; Berry

Ch 20; Bova Ch 6;

Goldstein Ch 7; Lamy Ch

7; Spiegel Ch 13; Roskin

& United Nations

21. Week 5 Conflicts and International

Humanitarian Law: Humane Law and

the Laws of War

LD, V, GS, PPT International Committee

of the Red Cross; ICRC

(as listed); Coursier

(1962); Pictet (1985;

1975; 1967); Sassòli

(2011)

22. Week 5 Power, Justice, and Change SO, S, Q, PPT PPT Lecture on Foucault

and Chomsky

23. Week 6 Role of Intellectuals, Civil Society,

Non-Governmental Organizations,

Social Movements, peace

movements; and the State

SO, S, Q, PPT Barash Ch 7; Barash &

Webel, Ch 10; Henslin

Ch 21; Macionis Ch 17;

Turner Ch 22; PPT

Lecture on Chomsky,

Clark (1991); Foucault;

Goldstein; Gramsci;

Hobbes, Locke &

Rousseau; Korten (1990);

Louv; Migdal. Nau.

Said; Sartre

24. Week 6 Models of Conflict Transformation

and Peace Building; Case Studies:

Islam & Muslims; Interfaith & Intra-

faith Muslim-Christian-Indigenous

Relations in the Philippines

SO, S, Q, CE, LD,

W, CR, PPT

Farmer; Sharp; Russell &

Ty; Ty, Alkarzon &

Hinting; Ty & Alonto

25. Week 7 Research Paper Workshop

Case Study: Indigenous Peoples in

the Philippines

SO, S, Q, PPT Ty (IP)

26. Week 7 Mid-Term Comprehensive Exam;

Sample & review questions will be

provided

Multiple Choice &

Matching Type

Bring pencils and erasers

PART V: Final Projects: Student Presentations of Case Studies of Their Own Choices

27. Week 8 The Evolving International System:

Continuity & Change in History

SO, S, Q, SL PPT Bova Ch 2; Nau Ch 2;

Nye 3

World War I SO, S, Q, SL PPT Lamy, Ch 2; Nau Ch 3;

Nye 3

9

World War II SO, S, Q, SL PPT Nau Ch 4; Nye 4

The Cold War SO, S, Q, SL PPT Nau Ch 5; Nye 5; Spiegel

Ch 4

Post-Cold War Era SO, S, Q, SL PPT Nau Ch 6; Nye 6; Spiegel

Ch 6

Terrorism and the World after 9/11 SO, S, Q, SL PPT Nau Ch 7

28. Week 8 Research Paper Workshop

Case Study: Cyprus, Sri Lanka

SO, S, Q, Video;

Guest Speakers

Ty (Cyprus)

29. Week 9 From Colonialism to Decolonization SO, S, Q, SL PPT Roskin & Berry Ch 7;

Spiegel Ch 5

Asia Case-Study Presentations &

Submission of 10-page paper

(students in alphabetical order),

hardcopy & electronic copy:

Afghanistan, Bougainville, Burma,

East Timor, Iran, Iraq, Israel-

Palestine, Kashmir, Kurds, Nepal,

Philippines, Sri Lanka

SO, S, Q, SL PPT Presentations

Vietnam and the Warping of National

Interest

Roskin & Berry Ch 4

West Asia & North Africa (aka

“Middle East”): Eternal Warfare in

the Holy Land

Roskin & Berry Ch 8

Arab Spring (Tunisia, Egypt, Syria,

Yemen, etc.),

Latest journal articles &

current events news

Oil and Turmoil in the Persian Gulf Roskin & Berry Ch 9

30. Week 9 Occupy Movement Case-Study

Presentations & Submission:

movement as a whole, U.S., Europe

& elsewhere

SO, S, Q, SL PPT Presentations

Africa Case-Study Presentations &

Submission: Eritrea, Rwanda,

Somalia, Sudan, South Africa

SO, S, Q, SL PPT Presentations

31. Week 9 Latin America Case-Study

Presentations & Submission: Chile,

Colombia, Nicaragua, Peru; plight of

the undocumented migrant laborers

SO, S, Q, SL PPT Presentations

Trouble and Hope in Latin America Roskin & Berry Ch 10

32. Week 9 Europe Case-Study Presentations &

Submission: Bosnia and

Hercegovina, Chechnya, Kosovo

SO, S, Q, SL PPT Presentations

33. Week 10 Social Action: Exposure, Immersion,

and Engaged Learning. Submit

hardcopy signed Site

Learning/Serving Form in class, if

necessary.

1. Organize, document, and analyze

(6-page max single-spaced) event(s)

addressing topics from the class

2. Produce an original work of art –

accompanied by 6-page max single-

spaced artist’s statement, examining a

topic from the class.

LD, SO, S, Q, V;

for interviews,

photos & videos,

prepare a consent

form for approval

& signature

Class vote (members

present): DPU-wide Class

Project (PAX 210

initiated & co-sponsored

conference on a T or Th)

or Individual Field Visit

for Community

Assessment

10

3. Organize an event on campus that

deals explicitly with a topic from the

class, with a 6-page max single-

spaced essay reflecting on the

experience.

4. Participate in peace or social

justice activism in Chicago and

writing 6-page max single-spaced

essay chronicling, analyzing, &

interpreting these experiences.

6. Conduct and document (6-page

max single spaced) an oral history

project related to a theme from the

class.

34. Week 10 Sharing of Social Action

Experience (Whole Class Activity

or Individual Projects)

SO, S, Q, SL (PPT,

Photos, Video, 6-

page single-spaced

max Paper)

Edited video presentation

and plenary discussion for

the whole-class project.

Or, for individual

projects: Five minute-max

self-explanatory videos

each. 1 whole point

deduction for videos 5

minutes & 1 second or

more (e.g. grade from A

to B)

35. Week 11 Post-Test: Final Reflection,

Synthesis, Debriefing, Personal

Pledge of Commitment, Post-Test

Survey, and non-graded formal

university evaluation

SO, S, Q Individual students’

statement of commitment

and integrative model or

concept map; online

impact assessment

survey; official university

evaluation

Figure 2: Course Content Summary:

Ever-Changing Realities, Theories, and Knowledge Construction of Conflict and Peace

11

Self, Society, and Modern World (SSMW) Learning Outcomes:

SSMW courses should demonstrate at least one learning outcome in each category.

Substantive

learning outcomes:

This course emphasizes the third outcome:

1. Students will use the constructs of power, diversity, and/or culture to

describe examples of where, why and how inequities exists in modern

society.

2. Students will be able to frame a theory about the relationship between

individuals and modern society.

3. Students will be able to analyze the impact of at least one political, social, or

economic institution or social structure on society.

Methodological &

critical thinking

learning outcomes:

This course emphasizes the second outcome:

1. Students will be able to articulate an argument based on theory and

empirical evidence regarding the modern world.

2. Students will be able to analyze critically research and arguments about the

modern world.

Personal/ reflective

learning outcomes:

This course emphasizes both outcomes:

1. Students will be able to reflect, in writing, upon their role in the modern

world, including their relationship to their own and/or other communities.

2. Students will be able to analyze social problems and public policies on the

basis of ethics and values.

SSMW writing

expectations:

Students in SSMW Learning Domain courses will demonstrate that they have mastered

one or more of the learning outcomes through writing. It is expected that the equivalent of

ten pages (which may be distributed across a series of assignments including papers,

exams, journals, problem-sets and in-class writing assignments) will be required. At least

five of those pages must be written outside class.

Rubric for Academic Research and Presentation

(See Educational Videos for Sample Research Papers)

Qualitative

Research

Quantitative

Research

Historical

Research

Philosophical

Research

Theoretical

Research

Make sure there’s

congruence!

Make sure there’s

congruence!

Make sure there’s

congruence!

Make sure there’s

congruence!

Make sure there’s

congruence!

One paragraph

abstract

One paragraph

abstract

One paragraph

abstract

One paragraph

abstract

One paragraph

abstract

I. Introduction I. Introduction I. Introduction I. Introduction I. Introduction

A. Problem or

Issue

A. Problem A. Problem A. Problem A. Problem

B. Research

Questions (What)

B. Research

Hypotheses (Why)

B. Research

Questions (What)

B. Research Questions

(What)

B. Research

Questions (What)

C. Objective C. Purpose C. Objective C. Objective C. Objective

D. Perspective:

Symbolic

Interactionism,

Structural

Functionalism,

Conflict

D. Theoretical

Framework

D. Theoretical

Framework

D. Perspective: Non-

Western, Classical,

Modern, Post-Modern,

Post-colonial, Feminist

D. Perspectives: e.g.

Realist, Liberal,

Marxist, Critical,

Critical Race,

Feminist, Postmodern

E Key Terms E Key Terms E Key Terms E. Definition of Terms E Key Terms

II. Literature

Review

II. Literature

Review

II. Literature

Review

II. Literature Review II. Literature

Review

Note: For your key terms and literature review: *Quote* latest contending definitions and theories of key terms from

primary sources: peace (p. building, p. keeping, and p. making) and conflict (conflict resolution, c. transformation,

and c. resolution).

12

III. Methodology III. Methodology III. Methodology III. Methodology III. Methodology

A. Qualitative

Research Design:

Descriptive Non-

Experimental

Design:

Ethnography, Case

Study, Multi-Site

Studies

A. Quantitative

Research Design:

Experimental

Design, Quasi-

Experimental

Design or

Correlational

Design

A. Historical

Research Design

A. Research Design:

Philosophical Inquiry:

Dialectics, Post-

Structuralism,

Deconstruction

A. Qualitative

Research Design:

Descriptive Non-

Experimental Design:

B. Data Collection

Methods:

Participant

Observation,

Interview, Focus

Groups, Recordings,

Archival Document

Search and Analysis,

Artifacts,

Triangulation

B. Data

Collection

Methods: Survey,

Tests, Secondary

Data, Comparative

Statistical Analysis

B. Data Collection:

Document Analysis

B. Data Collection:

Document Analysis

B. Data Collection:

Document Analysis

C. Data Analysis:

1. Ground

Theory Approach:

Coding, Patterns,

Interpretation

2. Or

Phenomenological

Approach: Discover

Essence of

Experience

3. Or

Ethnographic

Approach: Focus on

cultural behavior of

groups

4. Or Narrative

Analysis: Study

stories to find out

how people make

sense of the world

5. Or Discourse

analysis: Study

speech to find out

the underlying social

and ideological

influences

C. Data Analysis:

Graphs, Charts,

Tables

C. Data Analysis C. Data Analysis:

Classification,

Deconstruction

C. Data Analysis:

Analysis, Critique,

and Synthesis

IV. Findings and

Discussion:

Questions are

inductively

answered

IV. Analysis and

Interpretation:

Hypotheses are

deductively

confirmed or

refuted

IV. Body : Origin,

Development,

Problems, and

Future Prospects;

or Contending

Perspectives

IV. Body : Arguments,

(Analysis) Counter-

Arguments (Antithesis),

Production of New

Philosophical

Knowledge (Synthesis)

IV. Body :

Arguments,

(Analysis) Counter-

Arguments

(Antithesis),

Production of New

Philosophical

Knowledge

(Synthesis)

V. Conclusion V. Conclusion V. Conclusion V. Conclusion V. Conclusion

A. Summary: A. Summary A. Summary and A. Summary and A. Summary and

13

Answers to research

questions. A theory

or model is

developed. Provide a

summary table or

figure.

Hypotheses are

confirmed or

refuted. Provide a

summary table or

figure.

Critique. Provide a

summary table or

figure.

Critique. Provide a

summary table or

figure.

Critique. Provide a

summary table or

figure.

B. Implications for

future research

B. Implications

for future research

B. Implications

for future research

B. Implications for

future research

B. Implications for

future research

C. Implications to

theory or social

practice

C. Implications to

theory or social

practice

C. Implications to

theory or social

practice

C. Implications to

theory or social practice

C. Implications to

theory or social

practice

D. Implications to

policy

D. Implications to

policy

D. Implications to

policy

D. Implications to

policy

D. Implications to

policy

References References References References References

Note: References must be academic or professional journal articles or books. They must not be more than five years

old, except for seminal work (e.g. Galtung and United Nations instruments) and except for statistical updates

(newspapers). You must use at least five academic sources, such as academic journals and textbooks, not counting

seminal work and statistical updates. Correctly and consistently use APA citation format. The research paper will be

typed in Word format, 12-point Times New Roman font, six pages maximum, single spaced, including

references. Observe standard margins (1" on sides and bottom and 1-1/2" on top of page). Submit hardcopy to me in

class and the digital copy as an attachment in an email. Each paper will be graded based on demonstrated proficiency

with the topic; integrity and quality of research; depth and originality of analysis; clarity in organization and writing;

mechanics (grammar, spelling, punctuation, references, etc.), and preparedness for the research paper workshop and

the research paper presentation. All papers will be published in one electronic book (e-book) & will be available

online. Sample research papers can be found at:

http://www.lindenwood.edu/mwr2p/docs/papers/Beltran-FigueroaTy.pdf

https://www.msu.edu/~mwr2p/TyAl-KarzonHunting-MR2P-2010.pdf

https://www.msu.edu/~mwr2p/Ty1-MR2P-2010.pdf

http://www.umsl.edu/continuinged/education/mwr2p06/pdfs/B/Ty_GABRIELA.pdf

Sample Integrative Congruence Chart for Academic Research

Problems Questions Objectives Findings Recommendation

a) Little discussion on

A

What is A? To describe A A is X + Y Include A in studies

b) No information on

B

What is B? To discover B B affects Z Need to conduct research on B

c) No one is doing C What is C? To explain C C is accidental Replicate research to see if C is

always only accidental

Statement on

academic integrity:

Check the university website for the complete statement on academic integrity.

(http://academicintegrity.depaul.edu/Resources/Students/index.html)

The significant passage is the preamble: ―DePaul University is a learning community that

fosters the pursuit of knowledge and the transmission of ideas within a context that

emphasizes a sense of responsibility for oneself, for others and for society at large. To

preserve the quality of education offered to students, the university is responsible for

maintaining academic integrity and protecting all those who depend on it, including

DePaul’s community partners and institutional affiliates. Violations of academic integrity, in

any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own

development as responsible members of society, to the pursuit of knowledge, and to the

transmission of ideas. All members of the university community share the responsibility for

creating conditions that support academic integrity.‖

(http://academicintegrity.depaul.edu/AcademicIntegrityPolicy.pdf)

Statement on

academic

Students who feel they may need an accommodation based on the impact of a disability

should contact me privately to discuss their specific needs. All discussions will remain

14

accommodations: confidential.

To ensure that you receive the most appropriate reasonable accommodation based on your

needs, contact me as early as possible in the quarter (preferably within the first week of

class), and make sure that you have contacted the:

- The PLuS Program (for LD, AD/HD) at 773-325-1677, Student Center #370, and/or

- The Office for Students with Disabilities (for all other disabilities) at 773-325-1677,

Student Center #370

Sample Consent Form for Field Research Dealing with One International Conflict, Justice and Peace Issue

ADULT (18 or older)

I am at least eighteen years old. I am publicly known for my work with a non-governmental organization;

hence, I am invited to take part in this research. I am aware that my participation is voluntary and I am free to

participate in the research project titled ____________________ being conducted by (your name), a student at

_________ University. I have been informed that the goal of this inquiry is to _____________________________.

I understand that if I agree to participate in this study, I will be asked to do the following: (1) take part in an

interview; and (2) share my writings or published articles about my _____ work efforts that promote __________.

I am aware that my participation is voluntary and I am free to decide not to participate or to withdraw at

any time without penalty or prejudice, and that if I have any additional questions concerning this study, I may

contact my professor, Dr. Rey Ty at (phone).

As my work is public information, I decide to have all information gathered during this study to be made

public, as I want to publicize all my social-action-related (sample) activities that promote positive social change and

peace (sample), so that I can inspire more people to do ____________ work. I understand that there are no known

risks or discomforts associated with this study.

By participating in this research, I will benefit in the following ways: (1) to gain knowledge about ______,

(2) to have the opportunity to participate in a qualitative research study, and (3) to have my name and my work,

which are already publicly recognized, mentioned in the research papers.

I acknowledge that I have received a copy of this consent form.

________________________________________________ ______________________

Signature of Participant Date

I give my consent to have my name appear in the research findings which will be publicized.

________________________________________________ ______________________

Signature of Participant Date

I give my consent for the researcher to quote me in any papers or articles resulting from this interview which will be

publicized.

________________________________________________ ______________________

Signature of Participant Date

I give my consent to have my photographs appear in the research findings. The researcher can take my photos and I

will provide photos to the researcher, if needed. My photos can be posted online.

________________________________________________ ______________________

Signature of Participant Date

I give my consent to have videos of me be taken and used in the research. The researcher can take videos of me and

post them online.

________________________________________________ ______________________

Signature of Participant Date

I give my consent for all the interviews to be tape-recorded and publicized.

________________________________________________ ______________________

Signature of Participant Date

15

Your Name, Your Address, Your Phone, Your email; Dr. Rey Ty, Peace, Justice & Conflict Studies Program,

DePaul University, 2352 N. Clifton Ave., Chicago IL 60614, Phone: 773-325-1147

Expectation Check and Leveling Off

Name Self Peers Professor Content Methodology

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

11)

12)

13)

14)

15)

16)

17)

18)

19)

20)

Name Self Peers Professor Content Methodology

Phone Tree

Note: If you can’t reach the next person, skip & call the person right after the next person. Also, try calling back the

next person.

Rey Ty’s Phone __________________________

Line 1 Line 2

Name Phone Name Phone