Dr. Greg Moses
Please consider the following links:
A working collection of links to nonviolence theory and practice in America.
In this course we will survey the history of nonviolence thought and action in America from the Iroquois history of Dekanahwideh to the poetry of Simon Ortiz, then we will test theoretical applications to contemporary challenges such as racism and the garrison state. In April we will work on collaborative research projects with students who are networked via the online Partners project.
Required Texts (in order of use):
Assignments and Grades: The final grade will be based on the following components, each equally weighed.
By the end of the course, students should be able to (1) demonstrate familiarity with the history of a nonviolence tradition in America, (2) articulate a working model of nonviolence as a systematic, general approach to social challenges, and (3) develop theoretical proposals for applying nonviolence methodology to specific social challenges. Thus, mid-term research reports will assess student familiarity with historical contributions to a general model of nonviolence. A short exercise after mid-terms will assess students' abilities to apply theoretical findings against the challenge of a booming prison population. With these competencies in place, students will be asked to join in nonviolence research projects with internet collaborators.
Excused absences should be documented within two weeks. More than two unexcused absences will result in the deduction of a full letter from the final grade. After more than four unexcused absences, the instructor reserves the right to issues a failing grade for the course.
Nonviolence and the Eleventh Thesis. Surveying student interests and objectives. A brief tour of terms: theory, model, propositions, sentences, population.
Jan. 25--Parker on the Iroquois:Dekanahwideh and the Iroquois Federation
Jan. 28-- Lynd, Parts I-III
Feb. 1-- Thoreau
Feb. 4-- William James
Feb. 8-- From Darrow to Kohn.
Feb. 11-- Trade Unionism
Feb. 15-- From passive resistance to direct action
Feb. 18-- Direct action for Civil Rights
Feb. 22-- King's English
Mid-term assignment (10 pages) Due Mar. 3:
Constructing a model of nonviolence from historical sources. What would count for six key sentences? Do you find historical precedents? How would you argue for the truth of each? Have others argued for such truths? How do the sentences fit together logically? How does it compare to other models? Why do you think your model would work? For the following sections, please continue to divide and report readings, but no typed prep is due.
Feb. 25-- Vietnam
Feb. 29-- Catholicism
Mar. 3-- Anti-Imperialism
Mar. 7-- Gulf War
Mar. 10--Global Wounds
Mar. 21--Mauer, Chs. 1-3
Mar. 24--Mauer, Chs. 4-6
Mar. 28--Mauer, Chs. 7-9
Mar. 31--Mauer, Chs. 10-12
Apr. 4--Interim Report Due (6 pages):
How does your model stand up to the problem of incarceration? Summarize what you take to be a key issue, using Mauer or other sources. Can it be addressed theoretically with your nonviolent model? What adjustments would be made? Do you have a suggestion for strategic action?
Here we begin the Partners projects with our internet collaborators.
Final report due May 12
Telephone extension: 2217.
Office: cubicle in Humanities temporary offices, ground floor of Student Center (SC 149)
Office hours: TBA.