FOR MANAGING VALUE- OR IDEOLOGICALLY-BASED CONFLICT IN CONGREGATIONS
IN A POST-SEPTEMBER 11TH WORLD
Compiled by Rev. Marjorie Bowens-Wheatley
Much of the literature on congregational conflict is geared for resource-based
conflict and conflicts around access to power. If identity-based conflict
and conflicts rooted in radically different values or ideology is
to be managed with minimal tension, a different lens and a different
set of tools are required.
The following list of resources begin to address (a) identity-based
and value-based conflicts (which are sometimes related); and to
a lesser extent (b) content focused on the impending war with Iraq
and other related aspects of "war" as defined by official Washington.
While most of these resources are not designed specifically for
faith-based groups, as a reminder of our religious values and heritage,
it is suggested that leaders light a chalice and prepare words for
centering and for closing.
ON-LINE RESOURCES
- "Constructive Conversations about Challenging Times: A Guide
to Community Dialogue," Watertown, MA Public Conversations Project,
produced February 7, 2002, 44 pp. Download at http://www.publicconversations.org
 .
A process guide for facilitators who wish to convene a structured
public dialogue on the state of the world since September 11,
2001. Includes brief discussion on the nature and benefits of
dialogue, suggestions on how to organize a two-hour dialogue,
basic facilitation skills, suggested agreements, and other helpful
information. The Dialogue participants are asked to "speak from
the heart and listen with appreciation and resilience-keeping
their ears open even when they don't like what they hear." They
are also asked to observe a set of guidelines "that foster an
exploratory, respectful, and compassionate spirit." Though the
initial suggested opening questions focused on the aftermath of
the World Trade Center tragedy, the editors have recently added
a set of starter questions for use in a dialogue about U.S. policy
toward Iraq, which can be found at: http://www.publicconversations.org/pcp/resources/resource_detail.asp?ref_id=163
.
Also offers guidelines for replacing or adding to suggested questions.
- "U.S. Policy Toward Iraq: What Should We Do? A guide for Public
Dialogue and Problem Solving," Pomfret, CT, Study Circles Resource
Center, October 1, 2002, 16 pp. Download at http://www.studycircles.org/pages/issues/uspolicy.html
.
A 6-part process guide for a two and a half hour discussion about
"the issues related to the current worldwide conversation regarding
Iraq." Parts 1, 2 and 3 include: getting to know each other, setting
the ground rules, and sharing our concerns and hopes. Parts 4
and 5 are keyed to a discussion of policy options developed by
Choices for the 21st Century Educational Program at Brown
University's Watson Institute for International Studies. Designed
for high school students and teachers, but useful for adults as
well. Includes links to related Choices resources, including:
"Responding to Terrorism: Challenges for Democracy" and "Shifting
Sands: Balancing U.S. Interests in the Middle East," and "Teaching
with the News: Crisis in Iraq." Though these are designed for
teachers, group facilitators may find them useful; each offers
an overview, background reading, framework of policy options,
and suggested five-day lesson plan, which could be adapted for
a single or multi-session discussion. Download at http://www.choices.edu/.
- "Witnessing for Peace: Saying NO to a War on Iraq: Talking Points,"
Washington Office, Unitarian Universalist Association, Office
of Advocacy and Witness, 4 pp. Includes highlights of two points:
key issues in the promotion of disarmament without war, and alternatives
to military action. Suitable for a group discussion, this resource
includes five study questions. Download at http://www.uua.org/news/2002/uuawo-talking-points-iraq-92002.pdf
For statements of various public officials, activist and faith-based
organizations, see http://www.uua.org/news/2002/iraqresources.html.
- "Iraq Resource Guide," American Friends Service Committee, Philadelphia.
Download at http://www.afsc.org/iraq/guide/Default.shtm
.
Multi-linked site chock-full of helpful resources for dialogue
or study. Most useful is a pamphlet, "Understanding the U.S.-Iraq
Crisis: A Primer," by Phyllis Bennis of the Institute for Policy
Studies, which includes the following subtitles: The U.S. Rush
to War; The World's Response, the U.N. and International Law;
The Consequences of War: Iraq and Beyond; The History of U.S.
Iraq Relation; and Alternatives to War.
BOOKS
Process References
- Dudley Weeks, The Eight Essential Steps to Conflict Resolution,
(New York: Jeremy P. Tarcher/Putnam Books, 1992), 285 pp. From
a renowned professor of international relations (American University),
this book is based on the hope that differences and conflicts
can be dealt with in ways that nurture mutual development. Particularly
valuable are chapters on the ingredients of conflict (including
differing needs, perceptions, power dynamics, values and principles,
feelings and emotions) and Appendix A, Handling Frequent Problem
Areas (including dealing with anger, when one party thinks there
is no conflict, feelings about confrontation, when one party may
not want a resolution, dealing with people who only want things
their way, dealing with conflicts involving injustices, dealing
with seemingly unresolvable conflicts, and when to seek an outside
facilitator.) The principles outlined are applicable to group
conflict more than individual.
- Jay Rothman, Resolving Identity-Based Conflict (in "Nations,
Organizations, and Communities" (San Francisco: Jossey-Bass, 1997),
186 pp. The author provides a useful framework for understanding
and transforming conflict that is rooted in cultural, religious,
ethnic or social identity. The model addresses four of the major
concepts in conflict management as they relate to identity: antagonism;
resonance, invention, and action. The author has applied this
method in the Arab-Israeli conflict and worked with Unitarian
Universalists.
- David B. Lott, Conflict Management in Congregations (Bethesda,
MD: Alban Institute, 2001), 163 pp. A primer on church-based conflict,
this book includes essays by twelve contributors, many of whom
are well-regarded consultants. The book explores the nature and
dynamics of conflict, responding to conflict, and dealing with
conflict in particular cultural contexts.
- Richard S. Gilbert, The Prophetic Imperative: Social Gospel
in Theory and Practice (Second Edition) (Boston: Skinner House
Books, 2000). This book examines the "role of social justice work
in our churches, exploring the connections between spirituality
and social action and offering a historical review of our justice-making
efforts." Includes a section (pp. 54-57) about social reformer
and Unitarian minister John Haynes Holmes. When the nation was
on the brink of two world wars, Holmes and the board of trustees
of his congregation, the Church of the Messiah (now The Community
Church of New York) held radically different positions. Also useful
for discussions of the pros and cons of war is a chapter (pp.
133-149) on Congregational Mobilization for Justice that includes
models of congregational social responsibility, and discussions
on the role of the church in social and political action.
Content References
- John Howard Yoder, When War Is Unjust (Maryknoll, NY:
Orbis Books, 1996), 168 pp. A Mennonite theologian and pacifist,
the author systematically explores ethical, historical, and theological
questions: "Can any war really be considered "just"? If so, which
wars, and under what circumstances? If not, why not?" (from the
back cover). In addition to outlining the acceptable conditions
that must be satisfied before a war is deemed "just" in traditional
Christian theology, he offers a critical framework for evaluating
these conditions, and "holds proponents [of just war theory] accountable."
Includes detailed ethical questions from which to analyze the
validity of any reasoned argument-whether by a pacifist or a crusading
warmonger. Appendices include The Laws of War in Modern Treaties,
and a bibliography on both just-war tradition and nonviolent defense
alternatives.
- Walter Wink (ed.), Peace is the Way: Writings on Nonviolence
from the Fellowship of Reconciliation (Maryknoll, NY: Orbis
Books, 2000), 295 pp. "From Mahatma Gandhi to Dorothy Day to Thich
Nhat Hanh, [this book] provides an indispensable collection of
writings from the greatest peacemakers of our time" (from the
back cover).
WAR ISSUES AND YOUTH: FOR PARENTS
Compiled by Jesse Jaeger, Youth Programs Director and Ethan Field,
Youth Office Administrative Assistant
How
Teens Prepare for War
By Shepherd Smith
The Institute
for Peace and Justice
The Institute
for Peace and Justice (IPJ) is an independent, interfaith, nonprofit
organization, begun in 1970 by Jim
and Kathy McGinnis, as a response to the realities of war, racism
and global economic injustice. We are committed to the challenge,
"If you want peace, work for justice," by helping people find learn-able
and doable alternatives that incorporate justice and reconciliation
into an active quest for peace in their everyday lives.
Parenting
for Peace and Justice Network (PPJN) is an interfaith, interracial,
transnational association of families of all descriptions who see
"Shalom" - well-being, wholeness, peace, justice - in our own living
situations and in the broader community. We recognize that the well-being
of our families is tied to the well-being of our global family and
the earth itself.
Families
Against Violence Advocacy Network (FAVAN) is a broadly based
network of organizations, families and individuals committed to
violence prevention and the promotion of alternatives to violence
in our families, schools, parishes, congregations, youth groups,
colleges and prisons.
* Concerned about youth violence? Learn about our newest program,
Teens
Acting for Peace (TAP), to engage youth in working for alternatives
to violence.
* For information about FAVAN clusters, click
here.
WAR ISSUES AND YOUTH: FOR YOUTH
Compiled by Jesse Jaeger, Youth Programs Director and Ethan Field,
Youth Office Administrative Assistant
Facts
on Military Service and Conscientious Objection
UUA Washington Office
Peace Games
Peacegames empowers students to create their own safe classrooms
and communities by forming partnerships with elementary schools,
families, and volunteers.
American
Friends Service Committee - Peacework
Peacework is a monthly journal published since 1972 by the New
England Regional Office of the AFSC. Originally it covered resistance
to military conscription and war tax resistance, but after the war
in Southeast Asia it branched out to coverage of other issues, from
nuclear power to the freedom movement, from disarmament to economic
justice, from simple living to community organizing. Today it covers
the full range of "Global Thought and Local Action for Nonviolent
Social Change," with a special focus on the northeastern United
States.
Act
Now to Stop War and End Racism
Excerpt:
FEBRUARY 13: Teach-ins, forums, and youth and student action on
the 12th anniversary of the deliberate destruction of the Amariyah
Bomb Shelter. On this day in 1991, the U.S. unleashed an unprecedented
massive assault, a pinpoint attack by two precision missiles launched
from a stealth bomber against an air raid shelter. Hundreds and
hundreds of young people, mainly children, and some of their mothers,
were incinerated in this calculated effort to terrorize the Iraqi
people in the Gulf War.
HELPING CHILDREN AND FAMILIES
WITH A FAITH-BASED RESPONSE TO FEAR AND WAR
Compiled by Rev. Pat Hoertdoerfer, Children, Family and Intergenerational
Programs Director
As a community of faith, we Unitarian Universalists covenant "to
affirm and promote the inherent worth and dignity of every person;
justice, equity, and compassion in human relations; a free and responsible
search for truth and meaning; the right of conscience and the use
of the democratic process within our congregations and in society
at large; the goal of world community with peace, liberty, and justice
for all." The foundations of our faith are based on the value of
reason and the precept of love. In these difficult and uncertain
times, we are called to implement these principles and live faithfully.
If you want peace, work for justice.
The UUA published a lifespan curriculum series In Our Hands:
A Peace and Social Justice Program (Grades 1-3, Grades 4-6, Junior
High, Senior High, Adult) in the early 1990s. The rationale
of this series linked peace and justice, each requiring the other.
Although the adult, senior high, and junior programs are currently
out of print, they are available from the UUA RE Loan Library and
many district loan libraries. The two programs for children explore
concepts of fairness, enemies/friends, conflict resolution, and
earth stewardship and these curricula are available from the UUA
Bookstore.
In the face of escalating violence, escalate love.
As intergenerational communities of faith the most important ingredient
of help we provide is our presence with one another. Communication
and respect are the guidelines. In the face of escalating words/acts
of hate, anger, and revenge, we can escalate our willingness to
listen and our words of kindness toward others. In our families
we can LISTEN to the words and actions of children and youth; AFFIRM
their feelings and worries; SHARE our mutual feelings and expressions
of love; RESPOND through safe outlets of communication, play, and
touch; ACT in collective ways through family prayers, UU educational
forums and gatherings, and interfaith services.
www.uua.org/families
for faith-based family resources and Family Matters Task Force endeavors.
Institute for
Peace and Justice and Parenting for Peace and Justice Network
is an independent, interfaith educational organization. Their K-12
grade resources include Educating for Peace and Justice, Educating
for a Just Society, Building Shalom Families, Families Against Violence
Advocacy Network, and more.
Educators
for Social Responsibility
offers comprehensive programs and K-12 grade resources on social
and emotional learning, character education, conflict resolution,
violence prevention and intergroup relations.
Public
Conversations Project
provides two guides for parents and leaders to help facilitate dialogue
about our post-September 11th world. Their online resources are
Constructive Conversations about Challenging Times: A Guide to
Family Dialogue and Constructive Conversations about Challenging
Times: A Guide to Community Dialogue.
YES! A
Journal of Positive Futures
is an independent, nonprofit organization that supports people's
active engagement in creating a more just, sustainable, and compassionate
world. Two back issues #20 Can Love Save the World? (Winter
2001) and #21 What Does It Mean to Be an American? (Spring
2002) contain many thought-provoking essays and inspirational poems
to enhance family discussions and intergenerational dialogue.
Children's
Defense Fund
has resources for talking with children about tragedy and violence
as well as advocacy strategies for Leave No Child Behind
legislation initiatives.
Talking
With Kids About Tough Issues
is a Web resource for parents and teachers to help facilitate communication
and health around tough issues, such as the news, violence, crisis,
and more.
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