peace and conflict guide.pdf

I NTERNATIONAL B ACCALAUREATE O RGANIZATION

D IPLOMA P ROGRAMME

P EACE AND C ONFLICT S TUDIES

Developed at the United World College of the Atlantic

School-based Syllabus

Revised by Lodewijk van Oord and Rianne Siebenga (2005)

For first examinations in May 2007

This is an edited version of the subject guide, for use with extended essay

candidates. Assessment details for the subject are not included: please refer

to the assessment criteria in the Extended Essay guide .

Notes

1. This document should be read in conjunction with the Handbook of procedures for the

Diploma Programme, section 7, School-based syllabuses.

2. As a school-based syllabus (SBS) subject, Peace and Conflict Studies may only be

offered by schools authorised by the IB to do so before the commencement of teaching.

3. An SBS may not be combined within the same Diploma with a pilot subject or another

SBS subject.

Any queries arising from this documentation should be directed in the first instance to

hexagoncoreenqs@ibo.org .

C ONTENTS

NATURE OF THE SUBJECT

AIMS

OBJECTIVES

SYLLABUS OUTLINE

SYLLABUS DETAILS

BIBLIOGRAPHY

IB Diploma Programme guide: SBS Peace and Conflict Studies , 2005 (extract for extended essay use)

N ATURE OF THE SUBJECT

Peace and Conflict Studies takes up the challenge of the International Baccalaureate

Organization’s mission statement to promote an understanding of social and global

affairs and help create a world of greater justice and peace.

For the purpose of this course the term ‘conflict’ is used in a sense broader than that

of open violence or warfare. It includes, for instance, conflicts of interest and

examples of ‘structural’ violence. Traditionally peace has been understood as the

absence of war. Peace research, however, has suggested strongly that there are two

complementary concepts of peace. The absence of war and direct violence

(sometimes referred to as negative peace) is the first fundamental condition for and

a step towards the achievement of positive peace. The latter is based on notions of

justice, liberty, equality and co-operation; although of course these terms themselves

are open to many definitions and interpretations. Progress towards peace is

therefore a dynamic process, a movement first towards the absence of war and

violence and then towards genuine, lasting, positive peace.

Peace and Conflict Studies demands a transdisciplinary approach, combining

elements of subjects such as History, Economics, Political Thought, World Religions,

Social Psychology and Anthropology. The course is ‘value-based’ insofar as it

encourages peace rather than violence, but the intention is not to ‘pacify’ students or

to persuade them to ignore or avoid conflict. Indeed, Peace and Conflict Studies

values conflict as a means of achieving positive change. The course will inevitably

concern itself with the analysis of aggression and violence, since only by

understanding those phenomena can students learn how they might be reduced or

eliminated.

The educational philosophy that underpins this course values student discussion

over lecturing by the teacher, and values learning through experience over the

studying of vast amounts of content. The teacher should therefore set out to create a

learning environment where students feel free to speak their minds and engage in

critical and constructive debate. This will enable students to learn from peers who

might have different or even contradictory perceptions of peace and conflict. By

using different instructional formats, Peace and Conflict Studies will be a real

learning experience that will encourage students to think and reflect on their own and

others’ attitudes and behaviour.

IB Diploma Programme guide: SBS Peace and Conflict Studies , 2005 (extract for extended essay use)

A IMS

The aims of the Peace and Conflict Studies course are to enable students to:

1. explore the concepts of peace, violence and aggression within and between

individuals and societies.

2. develop an understanding of the origins and causes of conflict between and

within individuals, groups and states.

3. develop an understanding of different processes and strategies of conflict

transformation and the conditions and circumstances necessary for lasting

peace at various levels.

4. recognize the preconceptions and assumptions of their own social and

cultural environment.

5. promote the need for social justice, equality and respect for others; appreciate

diversity; combat bias, prejudice and discrimination.

6. develop an awareness of the existence of different interpretations relating to

the topics studied in the course.

O BJECTIVES

Having followed the Peace and Conflict Studies course, candidates will be expected

to:

1. define for working use certain key concepts such as peace, violence and

aggression, and grasp their importance and implications for the study of

individuals and societies.

2. interpret, explain, and distinguish between different theoretical and practical

approaches to key concepts.

3. compare, criticise and evaluate different sources and approaches to and

interpretations of the topics studied in the course.

4. apply and evaluate approaches to conflict transformation and concepts in

relation to specific conflicts at the personal, social and global level.

5. communicate their awareness and understanding of conflict and conflict

transformation on a personal, social and global level.

6. demonstrate the ability to collect, select, analyse and evaluate evidence;

organise evidence into clear, logical, coherent and relevant arguments, both

orally and in writing.

IB Diploma Programme guide: SBS Peace and Conflict Studies , 2005 (extract for extended essay use)

S YLLABUS OUTLINE

The Peace and Conflict Studies course consists of four topics. The course includes

the study of peace and conflict at three analytical levels – the personal, social and

global. It is expected that peace and conflict theories will be introduced throughout

the course in relation to the specific examples studied. While it may be useful to

begin with an analysis of different concepts of violence and peace, the following

does not prescribe a particular teaching order.

The four topics are:

Topic 1:

Concepts of peace, violence and aggression

Topic 2:

Social conflict

Topic 3:

Conflict around the globe

Topic 4:

Transforming conflict

S YLLABUS DETAILS

Topic 1: Concepts of peace, violence and aggression



Concepts of Peace and Conflict Studies

- Concepts of peace, violence and conflict

- Meaning of peace in different political traditions and religions

- Conflict dynamics (e.g. Galtung’s conflict triangle)

- Parties in conflict: positions, needs and interests.



Theories of human aggression

- Instinct theories

- Frustration / aggression theories

- Social learning theories.



Warfare

- Experimental studies of authority and obedience

- Just war theory ( Jus ad bellum and Jus in bello )

- Nature of contemporary warfare.

Topic 2: Social conflict



Prejudice and discrimination

- The nature of human difference (concepts of race, culture, identity)

- Causes of prejudice and discrimination

- Methods of tackling prejudice and discrimination.



Conformity and group influence

- Experimental studies of conformity

- Social influence.

IB Diploma Programme guide: SBS Peace and Conflict Studies , 2005 (extract for extended essay use)

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