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Peace Studies Syllabus, As taught by myself 1989 - 1996, and currently by Pelham Roberts, at Atlantic College
Further on down this file is ....
The need for a systematic study of peace and conflict is particularly urgent in an age characterised by division, violence and the ultimate threat of global destruction. Furthermore, the general objectives of the International Baccalaureate, such as 'providing youth with an education that is broad enough to enhance the awareness of a common humanity and social responsibility', will be well served by a course which examines conflicts at all levels - personal, social and international - and seeks peaceful solutions to them. Moreover, in recent years conceptual and theoretical advances in peace research have provided the analytical tools for the investigation of conditions and circumstances that may aid or hinder establishment of lasting peace.
Peace and Conflict Studies demands a multi-disciplinary approach, combining elements of subjects such as History, Economics, Politics, Sociology, 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 conflicts. Indeed, Peace and Conflict Studies will inevitably concern itself to a large extent with the analysis of conflict and violence, since only by understanding those phenomena can students learn how they might be reduced or eliminated. For the purposes 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.
The aims of this course are:
1. To study the concepts of peace, violence and conflict within and between individuals and
societies.
2. To develop an understanding of the origins and causes of violence and conflict between and
within individuals, groups, nations and states.
3. To develop an understanding of different processes and strategies of conflict resolution and
the conditions and circumstances necessary for lasting peace.
4. To provide an introduction to the nature of Peace and Conflict Studies and of those academic disciplines which contribute to it.
5. To develop the academic skills relevant to the successful execution of the course.
6. To develop an awareness of the existence of different interpretations relating to the
topics studied in the course.
In the examination and coursework assessments students will be expected to:
1. Define for working use certain key concepts, such as peace, violence, conflict,
aggression, and grasp their importance and implications for the study of peace.
2. Interpret, explain and distinguish between different theoretical and practical
approaches to key concepts.
3. Compare, criticise and evaluate different approaches to and interpretations of the topics
studied in the course.
4. Show an understanding of the topics studied through the selection and effective use of
knowledge in answering specific questions.
5. Demonstrate the ability to collect, select, analyse and evaluate evidence; organise
evidence into clear, logical, coherent and relevant arguments, both orally and in writing.
6. Participate constructively in oral discussions of the topics studied.
The course includes the study of peace and conflict at three analytical levels - the individual, social and international. 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
philosophies and political systems.
Just war, pacifism, conscientious objection.
3. Examples of Peace Research, especially the causes of war.
Negative peace (peace as the absence of war and direct violence).
Positive peace (peace as inextricably linked with notions of equality, freedom and
justice.
of East and West; its effect on the relationship between East and West.
3. The dynamics of the arms race; the spread of nuclear technology; the present situation.
4. Initiatives for the control, limitation and reduction of armaments since 1945.
5. Approaches to disarmament.
This topic deals with the idea and practice of achieving peace and justice on a global scale through integration and association. It should include the following aspects:
3. Regional organisations such as the Organisation for African Unity and the movements for European integration.
4. Concepts of direct and structural violence.
The usefulness and limitations of the different theories should be examined in relation to actual social and political issues.
Although the study of social conflicts is an integral part of the course, precisely which examples are studied will vary. Possibilities include:
A study of the following should be included:
1. Concepts and strategies of alternative defence, civil disobedience, passive resistance and
pacifism; their legitimacy and effectiveness in various political circumstances.
2. Historical examples of non-violent movements, their successes, failure and possibilities for the future.
3. Ideas and practices of major figures in the field, for example
The study of this topic should include the following aspects:
Two regions will be chosen, which are current and of wide interest. Past examples and ones under current consideration include Southern Africa, Ireland, Central America, the Middle East and the Balkans.
The following areas should be studied:
1. Final written examinations (for an example follow link) (3 hours) 50%
Section A: Document/extract
(Candidates are advised to spend no longer than one and (20 marks)
a quarter hours on this section of the paper.)
Section B: Essay questions
(Candidates must answer two from the six questions not
covered in Section A.) (15 marks each)
2. Essay assignment with oral interview 35%
One essay in second term - 12.5%
One essay in third term - 12.5%
Interview based on third term essay - 10%
3. Continuous assessment 15%
About these pages
This page is not an official Atlantic College or IB publication but is an accurate reproduction of the agreed syallabus.
