CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
ACADEMIC SENATE
GENERAL EDUCATION COMMITTEE
REPORT TO
THE ACADEMIC SENATE
GE-014-034
HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
General Education Committee
Date: 5/26/04
Executive Committee
Received and Forwarded
Date: 6/23/04
Academic Senate
Date: 9/22/04
First Reading
GE-014-034, HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
2
Background
The College of Letters, Arts, and Social Sciences is proposing HST 433 Nonviolence in
the Modern World as a General Education Interdisciplinary Synthesis course for Area
C4 or D4.
Resources
Tara Sethia, Nancy Page Fernandez
Discussion
This course was presented to the General Education Committee on March 29, 2004.
It provides a critical understanding of nonviolence and nonviolent social change in the
modern world through a synthesis of knowledge drawn from history, philosophy,
religion, peace studies, political science and women’s studies. Prerequisites are Area
A, two courses from Area C, and two courses from Area D. The Expected Outcomes
section of the ECO includes a detailed rationale for this course as a GE synthesis
course. Evaluation of student performance is based on essays, a research paper, and
in-class discussions of books, articles, and films. Assessment involves reflection on the
ways the course synthesizes the lower division prerequisite course work, and how the
course learning experience relates to real life situations and problem solving skills
Recommendation
The GE Committee has found this course to be in compliance with the interdisciplinary
synthesis course guidelines for GE sub-areas C4 or D4. There were no comments on
the Undergraduate Studies website. The course was approved by the GE Committee
on May 26, 2004 and is now forwarded to the Academic Senate for consideration.
GE-014-034, HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
3
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
HST 433 Nonviolence in Modern World
October 12, 2003
Tara Sethia
Revised May 2004
COURSE OUTLINE
I. Catalog Description
a) Course Title: HST 433 Nonviolence in Modern World (4)
b) Catalog Description: Nonviolence in religious and philosophical traditions of the world, history of
nonviolent change in the twentieth century, role of leaders in political and social movements dedicated to
nonviolence, analysis of nonviolent worldviews and methods, and their significance in contemporary
context. 4 lecture-discussions. Open to all majors. Fulfills GE Interdisciplinary Synthesis Requirement
(Areas C and D). Prerequisites: Completion of lower division GE courses in Area A, two courses from
Area C and two courses from Area D
II. Required Background or Experience
Prerequisites: Completion of lower division GE courses in Area A, two courses from Area C,
and two courses from Area D. Fulfills GE Interdisciplinary Synthesis Requirement (Areas C or
D).
III. Expected Educational Outcomes
A. Rationale for GE Synthesis (C4 and D4).
The course will provide a critical understanding of nonviolence and nonviolent social change in
the modern world through a synthesis of knowledge drawn from history, philosophy, religion,
peace studies, political science and women’s studies.
The rationale for proposing to include this course for Humanities Synthesis (C4) is as follows.
The course focuses on in-depth understanding of human history and experience rooted in the
realms of religion, philosophy and history of ideas that have brought about nonviolent change
and transformations in personal, political, and social spheres. These ideas and experiences are
significant to explore and understand for two major reasons. First, they provide a new
perspective on the history of change through nonviolent means. Secondly, the explorations of
nonviolent philosophy and action inform and illuminate contemporary thought and behavior.
The rationale for proposing to include this course for Social Science Synthesis (D4) is as follows.
The course will enable the students to examine the role of nonviolent approaches in addressing
political oppression, social injustice, and violation of human rights. In a global context and
through the study of specific historical movements, students will identify a variety of nonviolent
methods and strategies leading to social and political change. Such understanding will enable
students to reflect on the relevance of nonviolence to contemporary social settings and may also
inform their ways of addressing conflicts and discords at personal, interpersonal and societal
levels.
4
GE-014-034, HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
B. The Expected Outcomes
More specifically, the course will enable students to:

Gain a comparative understanding of meaning and scope of nonviolence in various
religious and philosophical traditions.

Make connections between thought and action, values and culture, principles and way of
life.

Learn about the power of nonviolence and nonviolent methods in addressing social
problems of oppression, injustice and violation of human and animal rights.

Evaluate the role of leaders such as Mahatma Gandhi, Martin Luther King Jr., Cesar
Chavez, Aung San Suu Kyi, and Nelson Mandela in leading nonviolent social change.

Examine the relevance and effectiveness of the various methods of nonviolent protests
and actions, such as petitions, peaceful parades, walk-outs, “satyagraha,” fasting, civil
disobedience, sit-ins, boycotts, non-cooperation, etc.

Discriminate among the various approaches of peace and nonviolence. For example, the
students will gain appreciation for the difference between passive nonviolence and active
nonviolence, between peace through nonviolent means and peace through war.

Assess the success of social and political movements dedicated to nonviolence in terms
of the realization of goals and objectives of these movements.

Apply their learning experience from the course to explore avenues for nonviolent
resolution to individual and social problems.
IV. Text and Readings
The readings are grouped below so as to follow the thematic structure of the course outline.
Within each thematic section the readings are also divided according to major disciplinary
emphases. These are further divided as required and supplementary readings.
Also
included at the end of the section are the films on nonviolence.
1. Nonviolence in Religious and Philosophical Traditions
Religion , Philosophy and Peace Studies
Required:
Padmanabh S. Jaini, “Ahimsa: A Jaina Way of Personal Discipline” in P.S. Jaini, Collected
Papers on Jaina Studies (Delhi: Motilal Banarsidass, 2000), pp. 3-19.
GE-014-034, HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
5
Daniel L. Smith-Christopher (ed.), Subverting Hatred: The Challenge of Nonviolence in Religious
Traditions, (Maryknoll, N ew York: Orbis Books, 2000), Selections.
Supplementary:
Richard Deats, "Religion and the Nonviolent Vision of a Global Civilization," The
International Journal of Nonviolence 3 (1996), pp. 175-178.
Krishna Mallick and Doris Hunter (eds.), An Anthology of Nonviolence: Historical and
Contemporary Voices (Westport, CT: Greenwood Press, 2002), pp. 3-42, 45-50. Primary
Source Excerpts from religious and philosophical texts.
International Relations and Peace Studies
Required:
Thich Nhat Hanh, "Ahimsa: The Path of Harmlessness," Love in Action: Writings on
Nonviolent Social Change (Berkeley: Parallax Press, 1993), pp. 65-71.
Walter Wink (ed.), Peace is the Way: Writings on Nonviolence from the Fellowship of
Reconciliation (Maryknoll, New York: Orbis Books, 2000). Selections.
Supplementary
David R. Smock, Perspectives on Pacifism: Christian, Jewish and Muslim Views on Nonviolence
and International Conflict (Washington D.C.: US Institute of Peace Press, 1995).
2. Power of Nonviolence and Nonviolent Movements for Social Change
History and Peace Studies
Required:
Richard Deats, "The Global Spread of Nonviolence," Fellowship, July/August (1996), pp. 512.
Supplementary:
Robert A. F. Thurman, "Tibet and the Monastic Army of Peace," in Kenneth Kraft, Inner
Peace, World Peace: Essays on Buddhism and Nonviolence (Albany: State University of New
York Press, 1992), pp. 77-90
History and Political Science
6
GE-014-034, HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
Required:
Peter Ackerman and Jack Duvall, A Force More Powerful: A Century of Nonviolent Conflict
(New York: Palgrave, 2000).
Supplementary:
Howard Zinn (ed.) The Power of Nonviolence: Writings by Advocates of Peace (Boston: Beacon
Press, 2002).
Feminism and Women’s Studies
Required:
Jane Meyerding, "Women and Nonviolent Action in the United States since 1950," in Roger
S. Powers and William B. Vogele, eds., Protest, Power, and Change: An Encyclopedia of
Nonviolent Action (New York and London: Garland Publishing, 1997), pp. 569-573.
Supplementary:
Pam McAllister (ed.), Reweaving the Web of Life: Feminism and Nonviolence
(Philadelphia,
PA: New Society Publishers), selections
Environmental Studies
Required:
Krishna Mallick, “Gandhian Satyagraha and the Chipko Movement,” in An Anthology of
Nonviolence ( Westport, CT: Greenwood Press, 2002), pp. 279-285.
3. Leaders of Nonviolent Movements and their Vision for Change
Political Science and Philosophy
Required:
GE-014-034, HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
7
Mohandas K. Gandhi, Non-Violent Resistance or Satyagraha (New York: Schocken Books,
1961), 6-19, 34-36, 177-203.
Martin Luther King, Jr., "Nonviolence and Social Change," Trumpet of Conscience (New York:
Harper & Row, 1967), 53-64.
Supplementary:
Lawrence Carter, George Miller and Neelakanta Radhakrishnan, Global Ethical Options in the
traditions of Gandhi, King and Ikeda (New York: Weatherhill, 2001).
Wilson Hurley, "His Holiness the Dalai Lama's Nonviolent Struggle for Tibet," The
International Journal of Nonviolence 3 (1996), 29-35
Biography
Required: Students will have a choice of reading a biography of any one of the many leaders
of nonviolence . Following are examples in this category.
Dennis Dalton, Mahatma Gandhi: Nonviolent Power in Action (New York: Columbia
University Press, 1993).
Eknath Easwaran, Nonviolent Soldier of Islam: Badshah Khan:, A Man to Match His Mountains
(Petaluma, CA: Nilgri Press, 1984).
Richard Etulain, Cesar Chavez: A Brief Biography with Documents (New York: Palgrave,
2002).
4. Nonviolence: Strategies and Methods
Religion and Spirituality
Required:
H.H. Tenzin Gyatso, the Fourteenth Dalai Lama, "Compassion in Global Politics," Kindness, Clarity, and Insight, trans. and
edited by Jeffrey Hopkins (Ithaca, NY: Snow Lion Publications, 1984), 58-64.
Supplementary:
Mohandas K. Gandhi, Vows and Observances (Berkeley: Hills Books, 1993), pp. 35-117.
Conflict Resolution and Peace Studies
Required:
Robert J. Burrows, "The Gandhian Conception of Nonviolence," The Strategy of Nonviolent
Defense: A Gandhian Approach (Albany: State University of New York Press, 1996), 97-123.
GE-014-034, HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
8
Gene Sharp, "Nonviolent Struggle: An Effective Alternative," in Kenneth Kraft, Inner Peace,
World Peace: Essays on Buddhism and Nonviolence (Albany: State University of New York
Press, 1992), pp. 111-125.
Political Science and History
Ronald M. McCarthy, "Methods of Nonviolent Action," in Roger S. Powers and William B.
Vogele (eds.), Protest, Power, and Change: An Encyclopedia of Nonviolent Action (New York and
London: Garland Publishing, 1997), 319-328.
Henry David Thoreau, “Civil Disobedience;” Nelson Mandela, “Selections from Long Walk
to Freedom,” in Krishna Mallick and Doris Hunter (eds.), An Anthology of Nonviolence:
Historical and Contemporary Voices (Westport: Greenwood Press, 2002), pp. 51-66, 133-150.
5. Nonviolence in Thought and Action: Relevance for the Twenty-first Century
Sociology and Current Affairs
Required:
Mark Juergensmeyer, Gandhi’s Way: A Handbook of Conflict Resolution (Berkeley: UC
Press, 2002), sections 1-2.
Suppplementary:
Robert L. Holmes (ed.) Nonviolence in Theory and Practice (Waveland Press, 2001).
Michael Nagler, Is There No Other Way? The Search for a Nonviolent Future (Berkeley:
Berkeley Hills Books, 2001), pp. 273-205.
Additional Resources: Documentaries and Films
Ahimsa: Nonviolence. Directed by Michael Tobias. Narrated by Lindsay Wagner. Direct
Cinema Ltd.
A Force More Powerful. Directed by Steve York. PBS: Films for the Humanities and Sciences,
2000. ( Six cases of nonviolent mass movements, each half hour).
Gandhi. Directed by Richard Attenborough. RCA/Columbia Pictures, 1982.
SOA: Guns and Greed. Maryknoll Productions, 2000.
Long Night's Journey Into the Day. Directed by Deborah Hoffman and Frances Reid.
California Newsreel, 2000. (Documentary of 4 trials conducted by the Truth and
Reconciliation Commission in South Africa.)
V. Minimum Student Material
GE-014-034, HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
9
Required readings, excerpts of primary sources and handouts, a notebook and
access to internet, word processing software etc.
VI. Minimum College Facilities
Classroom with a whiteboard or chalkboard. The classroom should accommodate at
least 25 students. Ideally a smart class room with computerized audio-visual
equipment and Internet access to show documentaries and demonstration of
internet based resources.
VII. Course Outline
The course will have five major thematic parts as follows:
1. Discussion of meaning and role of nonviolence in the religious and philosophical
traditions such as the Judeo-Christian and Islamic traditions; Indic traditions of
Buddhism, Hinduism, and Jainism. Exemplars of nonviolence.
2. The Power of Nonviolence: Nonviolent Movements in the Twentieth Century
Nonviolent movements for self rule in Russia, India, Afghanistan, and Poland; against
the dictator in El Salvador 1944, and the continuing resistance against military junta and
violation of human rights in Myanmar (Burma).
Nonviolence and campaigns for Civil Rights and Democracy including cases of
satyagraha campaign in South Africa, campaign for civil rights in the American South,
campaign against Apartheid, the Intifada, and the campaign for the restoration of
democracy in the Philippines.
Nonviolence and campaign for the rights of women and the tribals such as the Chipko
movement in India.
3. Leaders of nonviolent movements such as Mahatma Gandhi, Bhadshah Khan (Frontier
Gandhi), Martin Luther King, Jr., Cesar Chavez, Dalai Lama, Aung San Suu Kyi. Their
nonviolent thought and action and their visions of nonviolent social order.
4. Nonviolence: Strategies and Methods of Nonviolent Action. Analysis of various
visions, strategies and methods pertaining to nonviolent action and movements such as
satyagraha, fasting, non-cooperation, boycotts, civil disobedience, sit-ins, etc.
5. Reflections: Why is nonviolence a force? Can the legacies of such a force inform our
approaches for dealing with violence and problems of social injustice today?
Explorations in devising nonviolent methods relevant for the twenty-first century.
VIII. Instructional Methods
GE-014-034, HST 433, NONVIOLENCE IN THE MODERN WORLD
INTERDISCIPLINARY SYNTHESIS COURSE – AREA C or D
10
Lecture, analysis of primary sources, structured discussion of readings along
guidelines, problem based group discussions, handouts to supplement and clarify
core readings and films.
IX. Evaluation of Outcomes
Student performance will be assessed through the following.
a) Take-home thematic essays (two) based on the critical analysis and integration of course
readings, lectures, class discussions and films (if applicable).
b) A short research paper allowing students to develop a thesis about a topic or issue and support it
with variety of sources from humanities and social sciences.
c) Discussion in class of assigned primary sources, books and articles to enable students to develop
skills of reflection, oral communication and critical thinking.
d) Discussion of films in class leading to a brief written report requiring them to reflect critically on
the value of films in enriching their understanding about the subject matter.
Course grade will be calculated as follows.
Take-home essays 40%
Research Paper 20%
Report on Films 20%
Class Participation 20%
X. Assessment
In either oral or written assignments, or both, the students will be asked to reflect on the
following:
a) In what way(s) did the course synthesize lower-division course work to deepen your
understanding of nonviolence and social change in a comparative and global context?
b) How did the course advance your understanding of humanities and social sciences?
c) Did the course allow you to make connections between human thought and action, leaders and
mass movements, religion and politics, and philosophy and history?
d) In what way(s) did the course learning experience relate to real life situations or provide you with
problem solving skills? For example, how your understanding of methods of nonviolent social
change inform your ways of addressing social conflicts at personal, interpersonal and societal
levels?