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Religious Peacebuilding EMP3619HF L0101 EMP6919HF L0101 Emmanuel College
Toronto School of Theology Professor: Pamela D. Couture [email protected]
Office hours by appointment; please email Fall, 2018, Wednesdays, 11:00-1:00
Instructor Information
Instructor: Pamela Couture
Office Location: EC 112
E-mail: [email protected]
Office Hours: Before class or by appointment; please email
Course Description
This course investigates the religious grounds for peacemaking today. Each student will be responsible for following and reporting on developments in one location represented by a Tanenbaum “Peacemaker-in-Action” throughout the course. Meanwhile, the evolution of the theological/ecclesial/interfaith discussion of peacemaking will be traced through the 20th century debate between pacifism and just war; conflict resolution and transformation; peacekeeping, peacemaking and peacebuilding; humanitarian aid and development; NGOs and the military. Students will be expected to explore these debates in relation to their “case study” and may write the case study from the perspective of any faith.
Interpretive Narrative: Many of the people we think of as peacebuilders—Jesus, Mohammed, Buddha, Mohandas
Ghandi, Martin Luther King, Jr., Lester Pearson, Romeo Dallaire—are “larger than life.” But if we look around, peacebuilding is the work of untold numbers of unknown people who choose to pursue peace in the course of the ordinary daily lives they lead.
Students in this course will explore the idea of the vocation of “the practice of peacebuilding” within any role, from the standpoint of different faith traditions, in the context of a 20th century evolution of a conversation about peace. Each student will study a person who has been identified as one who practices the vocation of peace by Tanenbaum’s Peacemaker-in-Action program, or a person or community who might fit that profile. Such people display diverse practices of peace that are grounded in religious motivations. These individuals or communities will be studied intensively through four Canadian voices that speak for different kinds of practices—the Canadian Truth and Reconciliation Commission, Ursula Franklin, Ploughshares, and Romeo Dallaire. The theories they represent will be put into conversation with peacemakers around the world.
In this course we will work inductively, identifying practices that have emerged from a conversation, asking about how these practices are religiously motivated. The student will develop an
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understanding, from their own tradition and that of others, of the practice of peace as rooted within one or more spiritual and ethical perspectives.
AD/BD students are encouraged to further develop their understanding of the relationship between theology, violence and peace in Tom Reynolds’ course, “Theology, Violence and Peace” (EMT 3672HS/EMT 6672), and to further develop the historical bases for peacemaking in Phyllis Airhart’s course “Christianity and Crisis” (EMH 5801/RLG3270).
Course Resources
Required Course Texts/Bibliography
Pamela Couture, We Are Not All Victims: Local Peacebuilding in the Democratic Republic of Congo Marc Gopin, Bridges Across an Impossible Divide Jose Innocentia (Chencho) Alas, Land, Liberation and Death Squads: A Priest’s Story Tom Porter, The Spirit and Art of Conflict Transformation: Creating a Culture of Just Peace Ursula Franklin, The Ursula Franklin Reader
Course Website(s)
Quercus: https://q.utoronto.ca/
This course uses Quercus for its course website. To access it, go to the UofT Quercus login page at https://q.utoronto.ca/ and login using your UTORid and password. Once you have logged in to Quercus using your UTORid and password, look for the My Courses module, where you’ll find the link to the website for all your Quercus-based courses. (Your course registration with ACORN gives you access to the course website in Quercus.) Information for students about using Quercus can be found at: https://community.canvaslms.com/docs/DOC-10701 . Students who have trouble accessing Quercus should ask [insert college contact] for further help.]
Personal Website http://individual.utoronto.ca/name
Course Learning Objectives/Outcomes
College EC Outcome 1: Christian Faith and Heritage: 1) Demonstrate knowledge of Christian heritage and ability to interpret theological positions in relation to it. --as evidenced by students’ ability to place various peacemaking practices within the context of theological developments of the 20th century. EC Outcome 2: Culture and Context: 1) Demonstrate an ability to employ contextual analysis and be formed by it. --as evidenced by their ability to articulate historical and contemporary Canadian contributions to peacemaking practices. 2) Demonstrate critical awareness of the intercultural character and interfaith context of the global church. --as evidenced by students’ ability to articulate current developments in peacemaking that are religiously motivated around the globe. EC Outcome 3: Spiritual and Vocational Formation 1) Demonstrate growth in personal faith, emotional maturity, moral integrity, and public witness.
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--as evidenced by students’ self-awareness of the way that they personally choose the practice of peace over responses that are potentially violent. --as evidenced by students’ ability to engage constructively with the class learning community and its academic culture.
2) Display capacity for spiritual practices requisite to leadership in church and community. --as evidenced by students’ ability to identify the grounding of the practices of peace in spiritual witness. EC Outcome 4: Practices of Church Leadership 1) Demonstrate ability to integrate theory and practice in congregational and community leadership. --as evidenced by students’ ability to evaluate the principles and effects of different kinds of peacebuilding practices in different contexts. Graduate Level
Advanced Degree
Each graduate program has detailed statements of “degree level expectations” (goals and outcomes) found in the respective program Handbooks. The harmonized course goals and outcomes (below) describe the level of knowledge and skill that will be characteristic of a typical graduate of the program. Instructors are required to develop a statement of learning outcomes for each course. These outcomes will provide benchmarks for course evaluation/grading and program assessment. Doctoral students are typically required to demonstrate higher levels of ability or expertise.
GRADUATE “DEGREE LEVEL EXPECTATIONS”
CORRESPONDING COURSE GOALS AND OUTCOMES
CORRESPONDING COURSE ELEMENTS / ASSIGNMENTS
EXPECTATIONS: In this course students are expected to demonstrate the following:
1. Depth and Breadth of Knowledge is defined as a set of increasing levels of understanding within a student’s area of specialization, methodologies, primary & secondary sources, historical developments and inter-disciplinarity.
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GRADUATE “DEGREE LEVEL EXPECTATIONS”
CORRESPONDING COURSE GOALS AND OUTCOMES
CORRESPONDING COURSE ELEMENTS / ASSIGNMENTS
2. Research and Scholarship is defined as the ability to identify a new or unresolved question, to locate that question within a corpus of scholarly research & assess critically the relevant literature, to adopt a methodology(-ies), and to then formulate a thesis and reasoned argument(s) on the basis of the evidence.
3. Level of Application of Knowledge is defined as the ability to engage in self-directed or assisted research, and the ability to produce innovative or original analysis within the context of graduate seminars and courses. In some cases this includes the application of a research language.
Students will demonstrate the ability to engage in research, organize their thoughts through powerpoint and written presentation, and present material to others.
Assignments 1, 2, 3: research on peacebuilding theory and peacemaker-in action
4. Professional Capacity or Autonomy is defined as the ability to translate the knowledge gained in other research or professional settings, e.g., to undertake further studies in their area of concentration; or to enter or return to other professional vocations for which an advanced understanding of Theological Studies is necessary or beneficial.
Students will demonstrate the ability to engage in research, analyze materials, organize their thoughts through powerpoint and written presentation, and present material to others in a cogent fashion. Students will articulate the way peacebuilding intersects their stated vocation.
Assignments 2, 3: presentation of peacebuilding theory and peacemakers-in-action; Assignment 4: focus on spiritual formation for teaching about peacebuilding
5. Level of Communication Skills is defined as clear and effective communication in both oral and written forms; the construction of logical arguments; the making of informed judgments on complex issues; and facility with standard conventions of style for scholarly writing. Cohort
Students will demonstrate the ability to engage in research, organize their thoughts through powerpoint and written presentation, and present material to others.
Assignments 1,2,3
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GRADUATE “DEGREE LEVEL EXPECTATIONS”
CORRESPONDING COURSE GOALS AND OUTCOMES
CORRESPONDING COURSE ELEMENTS / ASSIGNMENTS
formation is a component of all graduate programs.
6. Awareness of the Limits of Knowledge is defined as the recognition that Theological Studies is a complex discipline, comprising: a broad array of subject areas; methods and sources; various ecclesiastical traditions and social contexts; and, insights from other disciplines.
Evaluation
Requirements
The final grade for the course will be based on evaluations in the following areas:
Basic Degree Students:
(1) Opening presentation on peacemaker-in-action (10%)
(2) Class leadership on analysis of peacemaker based on theory (35%)
(3) Final paper on vocation (35%)
(4) Participation (20%)
Advanced Degree Students:
(1) Opening presentation on peacemaker-in-action (10%)
(2) Class leadership on peacemaking theory (20%)
(3) Class leadership and written analysis of peacemaker based on theory (25%) – A substantial scholarly paper (50% pages or so)…
(4) Final reflective paper on vocation (25%)
(5) Class Participation (20%)
Details for Graded Assignments, above:
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(1) Each student will identify a Tanenbaum Peacemaker-in-Action, or another living person or community who qualifies according to the Tanenbaum criteria, whose region of the world and work the student will follow throughout the course. Each of the Tanenbaum Peacemakers-in-Action have been identified as significant grassroots leaders in their own region who 1) operate from religious motivations, 2) are relatively unknown, 3) have put their lives at risk, 4) in situations of armed conflict, 5) are locally based. In some cases, you may be able to contact these people by email. Your first assignment, the second week of class, will be to read the biographical chapter on your chosen Peacemaker in Joyce Dubensky or David Little’s Peacemakers –in-Action Vols. 1 or 2 and on the conflict in which they are engaged at Ploughshares.ca. In the second class you will report on your chosen peacemaker, including the conflict in which he/she works and the strategies he/she engages, in class, with an outline demonstrating your preparation. If you choose, you may use a video clip and imagery in your presentation. Class presentations will be limited to eight minutes. In these presentations I am looking for your clarity about your initial understand of your peacemaker’s character, the conflict in which they work, their religious background, and how and why they got committed to the work they do (for example, did they face a particular turning point in their work?) AD2, above: Advanced Degree students will lead class on one occasion, presenting the theoretical material under discussion. All students must provide the background for their presentations on course material on a written hand out or through a power point presentation. BD2, AD 3, above: Basic Degree and Advanced Degree students will be expected to lead class on one occasion interpreting the work of your peacemaker in relationship to the theoretical material under discussion that day. AD students must present their analysis of the theoretical analysis of their peacemaker’s in a written research paper with citation. In all of the class leadership presentations listed above, I will be looking for the following: Have you thought through your objectives for the session? Are you clear about the primary focus and development of the material you are trying to teach, and provided an introduction to how that will be communicated? Has your presentation included material beyond the class’s reading assignment? Have you considered the class makeup and provided background material that allows class of diverse religious and national backgrounds to understand what you are presenting? Have you thought through the aids you might need to help students follow along (handouts, powerpoints)? Have you “heard the students into speech”—in some way elicited their voice and what they know about the subject? Have you provided them time and means to process what you are learning? Have you set a tone for the class through your own presence—by enthusiasm, grace or other qualities? BD 3, AD 4, above: Your final paper will explore the subject of “the practice of peace as vocation”—the subject of the first class. Your final paper should explore the following questions: Imagine that you were writing a chapter for a book like the Tanenbaum Peacemaker-in-Action volume about yourself. What is the primary global or national level conflict that involves your faith community? What spiritual traditions within your faith can provide a foundation for the practice of peace in this conflict? What ethical traditions within your faith tradition can offer a foundation for the practice of peace in this conflict? Referring to the readings for the course, are there spiritual/ethical traditions that you might draw upon from other faith traditions? On a personal level, how do you understand your vocation, or if you don’t relate to that term, the spiritual/ethical practice that you can adopt, regardless of your role in your community, to promote peace in relation to the global/national level conflict you described in the first part of the paper? What have you learned from your Peacemaker-in-Action?
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BD4, AD5, above: All students will be expected to engage in excellent class participation, respecting the norms of academic culture. During the course students will be expected to read the assigned readings and come to class prepared to engage in discussion. Students will submit a rational for their grade for class participation at the end of the semester. (20%)
Grading System - Basic Degree Students
1000, 2000 and 3000 level courses use the following numerical grading scale (see section 11.2 of the BD Handbook):
90-100 (A+) Exceptional 85-89 (A) Outstanding 80-84 (A-) Excellent 77-79 (B+) Very Good 73-76 (B) Good 70-72 (B-) Acceptable 0-69 (FZ) Failure
Grading System - Graduate Degree Students
5000, 6000 and 7000 level courses use the following alpha grading scale; A+ (90-100) Profound & creative A (85-89) Outstanding
A- (80-84) Excellent B+ (77-79) Very Good B (73-76) Good B- (70-72) Satisfactory at a post-baccalaureate level FZ (0-69) Failure Please see the appropriate handbook for more details about the grading scale and non-numerical grades (e.g. SDF, INC, etc). Late arrival and late work. Please email the professor if you are going to be late or absent. Penalties: Late work may be reduced by five points per assignment, except in the case of a documented illness.
Course extensions must be approved institutionally, not by the professor. See TST Basic Degree handbook section 9.6; if you have grounds for an extension for a course, see TST Basic Degree handbook section 9.6-9.7; Conjoint Degree Handbook A7.7-A7.11. Consult the instructor and program director for further directions.
General Policies of Special Note
Accessibility. See TST Basic Degree Handbook 13.1.and http://www.accessibility.utoronto.ca/.
Plagiarism and other Other Academic Offences. See Chapter 15 of the TST Basic Degree Handbook; Section 12.4 of Conjoint Degree Handbook.
Back-up copies. Please make back-up copies of essays before handing them in.
Obligation to check email and Email communication with the course instructor. At times, the course instructor will send out important course information by email; check University of Toronto email daily. See TST Basic Degree Handbook 8.3 and 8.4.
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Pamela Couture’s additional policies:
Formatting written work: All written work should be formatted double-spaced, with one inch margins and 12 pt font, except when you enter material into an excel spreadsheet. Refer to www.chicagomanualofstyle.com if you are unsure of English language grammar, punctuation, or manuscript style. If you are having difficulty with English, please contact the Victoria University Writing Centre. Some students have found the following fee-for-service proofreading center helpful: Magnum https://magnumproofreading.com/ A note about “trigger” warnings: You are preparing for professions that by their nature presents you with potentially traumatic situations. Your professional preparation anticipates that you will meet such situations in the real world, that you will not be warned about the nature of the stimulus, and that you have to protect a person from your own reaction to situations that may be “trigger” a response in you. Much of your education will encounter the varieties of ways professionals handle these responses helpfully, for the person in your care and for yourself. (This skill is part of “safe and effective use of self.”) In this program you will likely not be warned about the kind of “triggering” event that you may encounter. In this introductory course, if you begin to lose control of your emotions, you may leave with a colleague from the class until you can collect yourself, or you may engage in other practices (journaling, meditation) that allow you to regain control. More advanced courses may have other guidelines to follow. In the end, your emotional safety is your own responsibility.
Course Schedule
Introduction
September 12: The Vocation of Building Peace In this session we will focus on the goals of the course, the vocation of peacebuilding, and getting acquainted with the Peacemakers-in-Action. You may want to read in advance Dr. Couture’s online biographical publication in the Journal of Childhood and Religion: http://www.childhoodandreligion.com/JCR/Volume_1_(2010)_files/Couture%20Sep%202010.pdf and view Erica Chenoweth’s Ted Talk on her conversion to a commitment to nonviolence https://www.youtube.com/watch?v=YJSehRlU34w.
September 19: Student Reports on Peacemakers-in-Action Please review the Peacemakers-in-Action webpage of the Tanenbaum Center for Interreligious Understanding, and read through the biographical sketches of the Peacemakers and the nominees for the 2015. Please do this early in the week and choose the peacemaker you would like to study throughout the course. Email me with your choice, so that I can make sure that students are choosing different peacemakers. Note Assignment #1 (in evaluation, below): this oral report in class is due January 11. The Vocation of Peace and Faith Traditions The following selections will demonstrate the way that the practice of peace is located in different spiritual/ethical traditions:
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September 26: Methodist, Pentecostal and Indigenous African Read for discussion: Couture, We Are Not All Victims (students may purchase this book from me for the author’s price of $30 CAD). As you read, please keep track of your thoughts: “What is the spiritual/ethical foundation of the practice of peace in this story?” Come to class prepared to contribute to that discussion. First hour: Discussion of We Are Not All Victims Second hour: Analyzing Spiritual/Ethical foundations for peace; principled and non-principled commitments to non-violence October 3: Jewish, Christian, Muslim Read: Marc Gopin, Bridges Across an Impossible Divide, about his relationship with the Canadian-Syrian Hind Karawat. His central theme is that the key to the peacemaker is their spirituality. As you read, please keep track of your thoughts: “What is the spiritual/ethical foundation of the practice of peace in this story?” Come to class prepared to contribute to that discussion. October 10: Roman Catholic and Mayan Read: Chencho Alas, Land, Liberation, and Death Squads: A Priest's Story, Suchitoto, El Salvador, 1968-1977 (Wipf and Stock), 2017. As you read, please keep track of your thoughts: “What is the spiritual/ethical foundation of the practice of peace in this story?” Come to class prepared to ask Chencho questions and to contribute to that discussion. Second Hour: Introduction to Canada’s heritage in peacebuilding This session introduces the evolution of a conversation from the non-violent witness of Ghandi and King, into conversations about pacifism and just war, into conflict resolution and transformation, into peace keeping and peace building, and nonviolent civil resistance. Pamela D. Couture, “Books and Bytes,” review article on books and websites on peacemaking in The Clergy Journal, April 2008, 39-42, available on reserve at EC library; Andrew Mitrovica, “True North: What Does Canada Stand for Now?” U of T Magazine, Spring, 2011, 25-29. Available online at http://www.magazine.utoronto.ca/feature/foreign-policy-canada-place-in-the-world-21st-century/. An information background piece on Lester Pearson can be found at http://www.nobelprize.org/nobel_prizes/peace/laureates/1957/pearson-bio.html. The Canadian Practice of Peace and Faith Traditions October 17: Pacifism and Feminism Read: The Ursula Franklin Reader Presenting students refer also to: Wikipedia entry, Ursula Franklin, http://en.wikipedia.org/wiki/Ursula_Franklin#Pacifism.2C_feminism_and_war; Mark Twain, The War Prayer, available in several presentations on the Internet; Read: Women in Religious Peacebuilding (attached to blackboard page); Global Peace Initiative for Women http://www.gpiw.org/; Student presentations:
1. Presentation of Ursula Franklin (AD)______________ 2. Interpretation of your case study in relation to Ursula Franklin_____________
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October 21: Reading Week, No class October 31: Peacekeeping All students read: Lester Pearson and the Suez Crisis http://www.suezcrisis.ca; Presenting students can find additional information in: Romeo Dallaire, Shake Hands with the Devil1; Canadian Peacekeepers Missions: http://members.shaw.ca/kcic1/peacekeepers2.html; UN Pearson Peace Medal: http://www.unac.org/en/news_events/pearson/index.asp Student presentations: First hour: Peacekeeping in Canadian tradition (AD)___________ Second hour: Interpretation of your case study in relation to “peacekeeping” and “the responsibility to protect”_____________ November 7: Truth and Reconciliation This session studies the 20th century development, most notably in South Africa, of truth and reconciliation commissions as a way to heal a culture after systemic violence. The sessions will be based on South African sources as well as writing on Canada’s Truth and Reconciliation Commission in response to aboriginal residential schools. All students read extensively on the TRC-Canada web page: http://www.trc.ca/websites/trcinstitution/index.php?p=3 and Apologies http://www.ainc-inac.gc.ca/ai/rqpi/apo/index-eng.asp Presenting students can find additional information in: Kim Pamela Stanton, Truth Commissions and Public Inquiries: Addressing Historical Injustices in Established Democracies, thesis submitted to the Faculty of Law, University of Toronto, for the degree of Doctor of Juridical Science, 2010, and International Indigenous Law Journal volume on Truth and Reconciliation http://ir.lib.uwo.ca/iipj/vol2/iss3/ Student presentations: 1. Presentation of Truth and Reconciliation concepts (AD):_________ 2. Presentation of your case study in relation to Truth and Reconciliation concepts:____________ November 14: Conflict Resolution and Transformation All students read Tom Porter, The Spirit and Art of Conflict Transformation: Creating a Culture of Just Peace,2 (bibliography below.) http://justpeaceumc.org/who-we-are/about-justpeace/staff/tom-porter/
1 Roméo A. Dallaire and Brent Beardsley, Shake Hands with the Devil : The Failure of Humanity in Rwanda,
Vintage Canada ed. (Toronto: Vintage Canada, 2004). 2 Thomas W. Porter, The Spirit and Art of Conflict Transformation : Creating a Culture of Justpeace (Nashville,
Tenn.: Upper Room Books, 2010).
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Student Presentations: Presentation of conflict resolution: Presentation of case study of peacemaker: November 21: Civil Resistance from Ghandi to Standing Rock All students read Peter Ackerman and Hardy Merriman, “A Checklist for Ending Tyranny,” in Matthew Burrows and Maria J. Stephan, eds., Is Authoritarianism Staging a Comeback? Washington, D.C.: The Atlantic Council, 2015; and Chapter 3 from Erica Chenoweth and Maria J Stephan, Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict. New York, Columbia University Press, 2011. Available at: International Center for Nonviolent Conflict Resource Library https://www.nonviolent-conflict.org/resource-library/?fwp_keyword_search=Why%20Civil%20Resistance%20Works Presentation of civil resistance (Pam): ______ Presentation of case study of peacemaker:______ November 28: Final Presentation of Peacemakers Presentation:___ Presentation: ___ December 5: Final discussion: The Vocation and Practice of a Peacebuilder See standard posted statements on Academic Expectations, Writing Centre Support, Students with Disabling Conditions, Class Participation on Blackboard site. December 12: No class, Final Papers due by email Bibliography Articles: Pamela D. Couture, “Books and Bytes,” The Clergy Journal, April 2008, 39-423. (Will be attached to Quercus) Electronic resources: Andrew Mitrovica, “True North: What Does Canada Stand for Now?” U of T Magazine, Spring, 2011, 25-29.
https:www.tanenbaum.org/programs/peace http://www.trc.ca/websites/trcinstitution/index.php?p=3 http://disarmingconflict.ca/ernie-regehr/ http://www.ploughshares.ca/ http://en.wikipedia.org/wiki/Ursula_Franklin#Pacifism.2C_feminism_and_war http://www.cpt.org/
3 Pamela D. Couture, "Books and Bytes," The Clergy Journal 84, no. 6 (April 2008).
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http://ir.lib.uwo.ca/iipj/vol2/iss3/ http://www.childhoodandreligion.com/JCR/Volume_1_(2010)_files/Couture%20Sep%202010.pdfhttp://www.childhoodandreligion.com/JCR/Volume_2_(2011)_files/Couture%20May%202011.pdf
Bibliography
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Churches, 1979. Cejka, Mary Ann, and Tomás Bamat. Artisans of Peace : Grassroots Peacemaking among Christian
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Routledge, 2013. Chenoweth, Erica and Maria J Stephan. Why Civil Resistance Works: The Strategic Logic of Nonviolent
Conflict. New York, Columbia University Press, 2011. Chernus, Ira. American Nonviolence : The History of an Idea. Maryknoll, NY: Orbis Books, 2004. Couture, Pamela D. "Books and Bytes." The Clergy Journal 84, no. 6 (April 2008): 39-42. Coward, Harold G., and Gordon S. Smith. Religion and Peacebuilding Suny Series in Religious Studies.
Albany: State University of New York Press, 2004. Dallaire, Roméo A., and Brent Beardsley. Shake Hands with the Devil : The Failure of Humanity in Rwanda.
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Gopin, Marc. To Make the Earth Whole : The Art of Citizen Diplomacy in an Age of Religious Militancy.
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