Philosophy of Conflict Resolution

Katie D.

September 16, 2010 - 9:12 PM

Today was the last day of my first class in the Conflict Resolution (CRES) Masters program. It has been a fabulous month--a great introduction to the field, a way to get to know the faculty, and the beginning of a truly exciting friendship with the other twenty-six members of my CRES Cohort. School starts with a vengence on September 27th, with five new classes. But I wanted to write a brief discussion of this first class: Philosophy of Conflict Resolution.

The course description available on the CRES website ( http://conflict.uoregon.edu/ ) is as follows:

CRES 612 Philosophy of Conflict Resolution (4 credits) Graded
This course addresses some basic concepts of conflict resolution and their philosophical presuppositions. It is not a comprehensive survey of topics or theories in the field; it is selective in its approach, but in ways that mean to provoke reflection on the methods and aims of conflict resolution as a whole. Even when looking at more philosophical matters, its assumption is that philosophy is not a purely academic matter but is addressed to the practical urgencies of our lives.
The approach of the course is to ground itself in real life practical problems that are studied somewhat in the manner that law school deals with case studies. The larger conceptual and philosophical issues are drawn out of specific cases in ways that emphasize their bearing on practical problems. The cases are meant to be ones that involve real controversies, of a kind that express substantive values interests; students are asked to look at the cases sympathetically from both sides as a way of framing the task of conflict resolution. Finally, the specific cases will vary from year to year. It is the hope that each year's discussion and examination will either augment the cases or suggest new ones to be explored.

This year the introductory course was taught by Professor Cheyney Ryan, who teaches in the philosophy department in the areas of the philosophy of law and the philosophy of war and peace. He is also adept at telling stories and providing examples of ethical questions that arise in the field of dispute resolution, drawing us into discussions of our own opinions about a huge array of issues.

We discussed the history and theories of conflict resolution, including early colonial extralegal dispute resolution and religious traditions from even longer ago. We discussed different viewpoints on conflict resolution, from the visionary to the pragmatic. But we also covered subjects that involve the more complex angles of conflict resolution, from differing theories of forgiveness to ways of administering punishment for harms done. These discussions involved not only provocative texts, but also an examination of our own beliefs and their origins.

Beyond Cheyney's skills as a teacher (he's a first-name-basis professor), this class was such a joy because of my peers in the cohort. Almost everyone participated on a daily basis. We were willing to share our real beliefs, and to enter into detailed conversation about the implications of cultural assumptions and the various implications of this kind of work.

Best of all, the CRES program has an atmosphere of collaboration and community that I find so exciting. For example, the month-long course ended this evening with a celebration meal at Cheyney's house. Several of our professors were present, as was the director of the program and one of the administrative staff members. I already feel at home in this program. I can't wait to see what will happen next.