Kansas State University
DAS 355 - Introduction to Nonviolence Studies

Cia Verschelden Phone: 532-3429; e-mail: cia@ksu.edu
Office: 226 Anderson Hall Office Hours: by appointment

COURSE DESCRIPTION
In this course, we will learn about the theory and practice of nonviolence as a method of social change and
as a way of life. We will attempt to engage our intellects, our spirits, and our bodies in the consideration of
violence and nonviolence from dynamics that occur within our own minds and souls to those that affect
the future of the Earth and its many life forms. We will share with each other from our own lived experiences
and we will listen to the wisdom of people who have practiced nonviolence in their lives and work.

STUDENT LEARNING OUTCOMES
At the completion of Introduction to Nonviolence Studies, students should be able to:
• Communicate an understanding of the theory and practice of nonviolence and historical examples of
   its application.
• Analyze possible gender differences in views and actions related to peace/war, violence/nonviolence, creation/destruction,       etc.
• Apply holistic thinking to human issues ranging from local to global.
• Demonstrate the ability to think critically about local-to-global issues related to violence/nonviolence, equality/inequality,         justice/injustice, balance/imbalance, etc.
• Articulate soundly reasoned views and opinions to the class and within small groups.
• Demonstrate the ability to listen consciously and respectfully to the views and opinions of other speakers in the class.
• See, explain, and critically analyze the relevance of the course topic to “current events.”
• Integrate course content into life experience to form a personal philosophy related to nonviolence.

UNIVERSITY GENERAL EDUCATION
This course carries the designation of University General Education (UGE). Students’ UGE experiences should inspire them to appreciate differing viewpoints, consider openly new and divergent thinking, weigh ideas with careful skepticism, challenge conventional wisdom, and explore accurate and more useful knowledge. UGE courses are to incorporate an active learning environment, an experiential context for whatever is studied, and an opportunity for students to connect ideas. The intent of the UGE program is to expand students’ breadth of education at KSU.

EXPECTATIONS FOR INSTRUCTOR
I will follow the course outline as closely as possible and will notify you of modifications in the outline if needed. I will attempt to create and maintain a classroom atmosphere in which you feel free to express your views, while remaining sensitive to the needs of others and to the need to address adequately each course topic. Students often disagree about the ideal amount of time that should be given over to lecture as opposed to discussion. Please participate in discussions while being sensitive to the constraints imposed by class size and the need to cover course material. I will interrupt discussion 1) when it seems to me that one person is dominating discussion at the expense of others and/or 2) when I think that we might not cover a course topic adequately if discussion is not limited.
The specific times that I am in my office vary from day to day. It will be most efficient for you to make an appointment with me; contact Debi (dwahl@ksu.edu, 532-5712) for an appointment or e-mail me at cia@ksu.edu if you have questions/comments.

EXPECTATIONS FOR STUDENTS
Students should inform me by phone or e-mail if they will miss class and why and get notes and other class information from a fellow student.
In addition to the obvious--reading assignments before they are discussed in class and contributing to class discussions--I appreciate straightforward feedback from you regarding how well the class is meeting your needs. Let me know if material is not clear or when its relevance to the student learning outcomes for the course is not apparent (or when you’re bored out of your mind!).
It is also expected that class participants will treat classmates with respect, avoiding contentious arguments, and observing the rules of confidentiality regarding personal information shared in class.

CLASS FORMAT
Class sessions will consist of group work, input from instructor and other speakers, various media input, and small group and class discussion. Students are expected to be active class participants, sharing personal experiences, contributing ideas generated by assignments, and expressing views based on independent study and reflection.

ASSESSMENT OF STUDENT LEARNING

Outside Speakers (50 @ 25 points each)
You are required to attend at least two events, lectures, performances, etc. that relate to the course. Some of these will be announced in class. Other events must be approved individually by me. In order to earn the full 25 points, you must write a one-page (double-spaced, size 12 type, 1” margins) summary/analysis/reaction to the speaker and the content. Papers should consist of three paragraphs comprised of the following: 1) a description of the speech, film, event, etc.; 2) your reaction and/or analysis; and 3) an explanation of its relevance to course content. In general, these will be graded primarily on content, but points will be deducted for writing errors (e.g., spelling, grammar, sentence structure, punctuation) that detract from the message.

Class Assignments/Quizzes (100 points)
Occurring several times during the semester, these will be in-class writings over the assigned reading for the day, short in-class exercises, or homework.

Group Poster Presentation (100 points)
In groups of 2 or 3, students will research a specific nonviolent struggle and make a poster presentation to the class (the presentation will be 10-15 minutes with 5 minutes for questions and discussion). Topic information will be available in class.

Letter to the Editor (100 points)
Write a 1-2-page letter to the editor addressing one of the course topics. Short description and target newspaper due by February 27. Letter due on March 29. (10 points extra credit for submitting it to a newspaper and 10 more if the newspaper prints it)

Class Contribution (130 points)
Students are expected to be present in the classroom in both body and mind. Contributions to class discussions will be evaluated on quality as well as quantity. Students who read the assigned readings for the class period and come prepared to discuss the content will be best prepared to contribute significantly during class. Students who are passively (e.g. sleeping) or actively (e.g. talking in private discussions, working on the Collegian crossword, or being otherwise occupied) disrupting the class may be asked to leave. 1/2 of the points will be given for attendance and 1/2 for class contribution (verbal and otherwise).

Evaluation of Learning in the Course – IDEA (20 points)
This is a evaluation instrument that asks you to reflect on the learning that you have done in this course and how the instruction in the course helped you to learn. Points will be given for participation, although I will not see your responses until after I have submitted your semester grades.


Paper/project (250 points)
Propose and create/produce a paper/project through which the accomplishment of the student learning outcomes is demonstrated. Specific instructions are given at the end of the syllabus. Proposal due by February 27 and paper/project by April 10.

Final Exam (250 points)
The final exam is designed to measure the extent to which students demonstrate their knowledge and understanding in the areas listed under STUDENT LEARNING OUTCOMES (pp.1-2). It will cover material from the required readings and class sessions. No make-up exams will be given without prior arrangements. May 10, 9:40 - 11:30 am.

Grading: Course grades will be based on the total number of points accumulated.
900 -1000 A 800-899 B 700-799 C 600-699 D <600 F
An "A" is given for exceptionally good work and a "B" is given for work that is good or very good. A “C” is given for work of average quality. A “D” is given for work that is below average but meets minimum assignment requirements. "Incomplete" (I) grades will be given only when extenuating circumstances beyond a student’s control interfere with the timely completion of course requirements. Arrangements for this should be made as soon as it is known that an "I" will be requested.

UNIVERSITY AND PROGRAM POLICIES

Student Rights and Responsibilities: Information on your rights and responsibilities may be found in the Campus Phone Book - Student Life Handbook “Student Rights and Responsibilities.”

Sexual Harassment and Sexual Violence and Racial/Ethnic Harassment: Please review these university policies on pp. 30-31 of the 2002-2004 undergraduate catalog; also in the Campus Phone Book - Student Life Handbook “Policy Prohibiting Racial and/or Ethnic Harassment,” “Policy Prohibiting Sexual Harassment,” and “Policy Prohibiting Sexual Violence.”

Academic Dishonesty: Plagiarism and cheating are serious offenses and may be punished by failure on the exam, paper or project; failure in the course; and /or expulsion from the university. For more information, refer to the section on Academic Honesty in the Campus Phone Book - Student Life Handbook.

KSU Undergraduate Honor System: On all exams and papers, each student agree to the following statement: “On my honor, as a student, I have neither given nor received unauthorized aid on this academic work.”

University Policy on Accommodations: Any student with a disability who needs an accommodation or other assistance in this course should make an appointment to speak with me as soon as possible.

REQUIRED TEXT

Benjamin, M., & Evans, J. (2005). Stop the next war now: Effective responses to violence and terrorism. Maui, HI: Inner Ocean Publishing, Inc.

Zinn, H. (2005). The power of nonviolence: Writings by advocates of peace. Boston: Beacon Press.

Course Packet, available at the Arts & Sciences Copy Center, Eisenhower Hall, Rm. 11.

COURSE SCHEDULE

Jan 11 Intro. & syllabus review
16 “Intro: Retaliation” (vii) “Let a Man Overcome Anger by Love” (3) “from ‘War’” (8) POWER
18 “Declaration of Independence from the War in Vietnam” (113) POWER
“Loving Your Enemies” PACKET
23 “Newer Ideas of Peace” (39) “The Trial of Scott Nearing and the American Socialist Society” (42)
“Pacifism” (47) “The Root of War is Fear” (96) POWER
25 Chapter 3 STOP
30 “Albert Einstein on Pacifism” “Patriotism or Peace” “Pray for Peace but Pay for War”
“Unity Statement of the Women’s Pentagon Action, USA” PACKET

Feb 1 Chapter 1 STOP
6 “Civil Disobedience” (15) “Neither Victims nor Executioners” (57) POWER
8 “Organic Balance as a Conceptual Framework for Social Change Movements”
“Steps Toward Inner Peace” PACKET
13 Chapter 2 STOP, “The Dilemma of the Absolute Pacifist: A Conversation” (178) POWER
15 Chapter 5 STOP
20 “Loving Your Enemies” “The Doctrine of the Sword” “Ahimsa” “Total Forgiveness” PACKET
22 Chapter 4 STOP, “Women and the Peace Movement” “The Atomic Bombing of Hiroshima and
Nagasaki: The Role of Women in the Japanese Peace Movement” “Dorothy Day” “Jeannette
Rankin” PACKET
27 “Mothers and Men’s Wars” “Sexism, Violence, and the Nuclear Mentality”
“Rape is All Too Thinkable for Quite the Normal Sort of Man” PACKET

Mar 1 War Tax Resistance (6 sections) PACKET
6 Chapter 6 STOP
8 Media – Israel/Palestine
13 Case study – Israel/Palestine
15 “Diet for a New America” “Diet for a Small Planet” PACKET
Spring Break
27 Poster presentations
29 Poster presentations

Apr 3 Poster presentations
5 Poster presentations
10 Poster presentations
12 Chapter 9 STOP
17 Economic justice
19 Chapter 8 STOP
24 “Seniors for Peace” (video)
26 Chapter 10 STOP

May 1 Action planning
3 Course evaluation & “Roots of Rhythm”

Final Exam – May 10, 9:40 - 11:30 am

Introduction to Nonviolence Studies Paper/Project Description
(8-10 pages, 12 pt. type, 1” margins, double-spaced)

1. Identify a particular problem or conflict (a. local - campus or community; b. national; c. global)

2. Research, describe, and analyze historical and/or current responses, solutions, attempts at resolution.
a. look for patterns over time and across situations
b. identify the “sides” or various points of view or perspective
c. define the positions of each side in terms of needs and interests

3. Add perspective – put the issue within larger and larger cultural contexts; describe the whole system within
which the problem exists; attempt to separate the problem from the people involved; look at mutuality.

4. Create a continuum, locating the problem within it – from earliest, the most basic instance of the conflict to
its most disastrous possible outcome. Do the same thing in terms of timeframe – from its earliest occurrence
to the present to the future. Look at various possible futures.

5. From this frame of reference, analyze the conflict as if it were a system that has become out of balance –
think of a human body analogy, a gyroscope, a mobile. Look for alternative solutions – ways, actions, policy
changes, laws, attitudes and behaviors – that can aid in rebalancing the system so that it works better for
everyone involved. (Nonviolent action = interventions that bring better balance to a dysfunctional
system/relationship with the goal of sustainability.)

6. Applying your learning from class readings, videos, presentations, and your own research, describe
practical steps for nonviolent action to address the issue and bring resolution.