Encountering Conflict 2013 VATE

8/11/2019 Encountering Conflict 2013 VATE

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Encountering Confict 2013http://jonswilliams.wikispaces.com/

Text list2 must !e taught"

#recht$ #ertolt$ %i&e o& 'alileo(1)

'reene$ 'raham$ The (uiet )merican(2)

*illman$ + , -aari$ $ The +ugmaker o& -aarehari&(A) (4)

araise +oa, (Director: Bruce Beresford) (A) (3)

t4le an 5orm

Expositor4 Essa4

5eature )rticle magaine$ newspaper$ journal" ersuasi6e

%etter to the eitor Eitorial peech

7maginati6e

hort stor4 8ialogue !etween characters

)uience

9hat 7 ha6e &oun o6er the past &ew 4ears teaching Creating anresenting regaring the importance o& auience is the &ollowing.The more ene the auience is when the stuent is writing$ themore ene their piece o& writing !ecomes. 7ronic isn;t it how theo6erwhelming majorit4 o& stuents choose to write in the somewhatgeneric expositor4 essa4 st4le/&orm." Think a!out this: i& the stuentknows who the4 are writing &or this is going to shape their language$expression$ content$ approach.

The most aske erent to a text

response?@

The wa4 texts are rea an stuie in the Creating an resentingarea o& stu4 is markel4 i>erent to how texts ha6e !eentraitionall4 stuie. The chosen texts must rea through the lens o&AEncountering Confict;. The stuent must !e a!le to ienti&4 whatconfict is represente$ who !ecomes in6ol6e an what &actorsinfuence their in6ol6ement.

)lsoB a stuent can write an excellent piece &or example" withoutetaile historical !ackgroun o& the culture in the text$ as long as

the4 respon irectl4 to the prompt$ writing appropriatel4 to st4lean &orm an use the selecte text as the !asis &or their piece o&
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writing. The intention o& Creating an resenting is to rewar goowriting.Creating an resenting is a!out allowing stuents to write in a st4lean &orm that !est suits them. )s teachers$ we guie stuents asthe4 isco6er their &a6oure metho o& writing.

*igh le6el ample Expositor4 Essa4

*ere is a high le6el expositor4 essa4. This emonstrates how thetext The +ugmaker o& -aarEhari&" is seamlessl4 anpurpose&ull4 integrate into this more &ormal writing approach. ouwill n this sample piece D http://jonswilliams.wikispaces.com/

rompt: We all have a responsibility to take an active role inthe conficts around us.

This piece is written as:mode(style): expositoryorm: rst person ormal essay

9hen 7 was 4oung$ 7 once tote guns mae o& plastic$ an &elt a thrillas 7 sighte own m4 crooke !arrel. The click o& the trigger !roughthonour an glor4$ an no game compare to war. et as the 4earspass$ 7 !egin to realise the potential horrors o& confict. #ullets areno longer plastic$ war no longer a harmless game. 7ts legac4 is o&tennot o& the glor4$ a6enture an honour 7 once imagine$ !ut o& shell

shock$ courage an atrocit4. al4$ the !lights o& confict are notonl4 eath an estruction$ nor is its insiiousness exclusi6e to theclash o& swors or the !u o& !ullets. The !oiling pot o& confict also!rings to the sur&ace some o& humanities; most etesta!le attri!utesas the4 partake an are acti6el4 responsi!le [Responding to the prompt]&or !rutal confict. *owe6er$ a person;s acti6e responsi!ilit4 inconfict ma4 !e &or the !etter$ an in other cases a6oiing it is !est.To watch the er4 fames o& the &urnace is to o!ser6e the m4ster4 o&humankin;s responsi!ilit4 in confict: it either !lackens an !urns$or renes in its a!sence or participation. [Ece!!ent introduction,pro"iding # c!e#r point of "ie$ #nd direct!% responding to the prompt&]

)nother m4ster4 is the stars. 7 o&ten look up to them an wonerwhat humanit4 must soun like &rom the hea6ens. urel4 it must !ea s4mphon4 o& tears an screams &or ironicall4$ that which iscommon to us all estro4s us all. The crimson threa o& confict$enure !4 e6er4 race an people$ is the clash an clamour thati6ies an egraes. 7t is these sorts o& conficts that we shoul nothol the responsi!ilit4 to take an acti6e role [Responding to theprompt] as it is onl4 to result in pain an !looshe. The +ugmaker o&-aarEhari&$ !4 aja& -aari an +o!ert *illman$ explores thisconcept. The protagonist$ aja& -aari$ has grown up in )&ghanistan$a lan which has long !een i6ie !4 international$ tri!al an ci6ilwar. ['!e#r no$!edge of the tet]The realit4 o& )&ghanistan as !eing a
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lan o& confict has simpl4 !ecome a &act o& li&e to its people whereAsa&et4; is onl4 an illusion. The !itter war !etween the )&ghanresistance$ the -ujahein$ an )&ghanistan;s +ussian!ackecommunist go6ernment has !een one o& the ke4 causes o& confict.#oth sies wishe to recruit e6er4 4oung )&ghani male the4 coul

get their hans on. aja& in&orms us that to !e caught simpl4 meanscertain eath in !attle. The war !etween these two &orces hasprouce e6astating e>ects on the people in )&ghanistan$ whereneither sie were concerne a!out innocent ci6ilians an acte withno real conscience. 7t was simpl4 a struggle to power an as a resultcountless ha6e !een kille an maime in their continuous !attle.urel4 innocent people o not ha6e the responsi!ilit4 to partake insuch horric 6iolence$ in the acts o& callous an angerousslaughtering others. al4$ in this case$ it is the innocent that su>er!4 !eing &orce to take an acti6e role in the trage4 that is)&ghanistan. FA c!e#r #nd po$erfu! p#r#gr#ph the prompt $#s direct!%responded to&]

9hile stars onl4 hear one cacophon4$ it is confict on the ini6iualle6el [De"e!opment of point of "ie$*#rgument] where it is o&ten mostpotent. aja& recounts encountering confict at its worst when he iscapture an !rutall4$ repeatel4 torture !4 the Tali!an. 7t isimportant to note aja&;s ientit4 an situation as a *aara.Traitionall4 in )&ghanistan has !een rule !4 the ethnic majorit4$the ashtun$ whom the Tali!an is largel4 constitute o&. Culturalconfict lies at the root o& the Tali!an$ an like a re pro6es a spark$!eing a *aara meant trou!le with this group was una6oia!le.*ence aja& has two choices: [Response to the prompt #nd direct use of thetet]to attempt to ght against them$ or to fee. The term Afeeing;ma4 hol cowarl4 connotations$ howe6er it is critical to unerstanthat aja& hols a responsi!ilit4 to himsel& = to remain ali6e$ an inoing so he is a!le to support others$ such as his !elo6e &amil4.[+trong #rgument]The chances o& taking the Asa&e; option to lea6e hiscountr4 were greater than escaping the Tali!an. 7t is essentiall4 thisresponsi!ilit4 that means he oes not take an acti6e role in theconfict in )&ghanistan. [houghtfu! insight]

#ut to return to the analog4 o& re: ['!e"er !in, c!e#r!% in contro! of thesh#ping #nd de"e!opment of ide#s] without its puri&4ing an regenerati6e&orce$ rene gol woul not exist. There are times we shoulconsier when we ha6e emonstrate responsi!ilit4 to take anacti6e role in confict. Consier also the win = it ma4 !low an howlan !reak the !ranches o& the tree$ an man4 ha6e !een &elle !4its gust. *owe6er$ what ri6es the roots o& the tree eeper? 9hatmakes it stronger? 7n li&e we must all experience times o& testing.9hile sometimes it ma4 not !e the sa&est option$ one still has theresponsi!ilit4 in other circumstances to stan up an takeresponsi!ilit4 in times o& trail an su>ering. This responsi!ilit4 is not

alwa4s negati6e. )wa4 &rom war$ as an )ustralian$ we know o& theconfict !etween our glo!al humanitarian o!ligations with !orer


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securit4 = our nation;s esire to protect its !orers &rom illegalintrusion. [-ood !in to the tet] la4ing on our &ears an insecurities isthe incient on eptem!er 11 o& the terrorist attacks on the ework 9orl Trae Centre. 9hilst we ma4 !e a&rai$ it is stories likeaja&;s that remin us o& the 6iolence an !looshe in other

countries an the esperate plights o& re&uges an harrowingjourne4s to escape it. )s compassionate an empathetic humans$we ha6e$ to an extent$ the responsi!ilit4 to help these people$ whoare feeing &rom persecution an war$ who e6entuall4 arri6e on ourshores. aja& asks reaers [Rich no$!edge of the tet] to imagine i&suenl4 there were no )ustralians le&t an it was up to there&ugees incarcerate in etention centres to re!uil societ4. *isanswer is simple = the re&ugees woul !ecome the new generationo& )ustralian with all their passion an hope &or the &uture therewoul !e artists$ scientists$ mechanics$ an like all societies$ therewoul exist elements o& the criminal class. aja& urges reaers anour authorities to consier the humanit4 o& re&ugees an accentuatehow as4lum seekers ha6e !ecome 6ictims o& the !roaer confict$the war on terrorism$ [Ece!!ent !in to pre"ious ide#s]which has a>ectethe wa4 )ustralia encounters re&ugees. 9hile we &ear terrorism anterrorists$ it is up to us as a nation to act responsi!l4 an take a rolein such conficts. [.de#s #re si!fu!!% de"e!oped& Arguments #re sh#ped $ithinsight&]

9hen 7 was 4oung 7 not onl4 tote guns$ 7 also aspire to the stars. 7ha6e learne that 7 ha6e the responsi!ilit4 to partake in some

conficts an a6oi others. [A most e/ecti"e return to the point of"ie$] re6iousl4 mentione were the stars$ the win an the fame.)ll these are elements o& nature which share in common o&humankin$ confict an their source o& li&e. The re is !orn o&&riction$ the win o& struggles !etween warm an col air$ an thestars o& hea6enl4 explosions . ['o!ourfu! !#ngu#ge])ll are use&ul = the&urnace renes$ the win propels$ an !4 the stars humans ha6ena6igate &or centuries. [+ophistic#ted ide#s]%ikewise$ 7 will ine6ita!l4encounter a time where 7 must make a ecision [E/ecti"e return to theprompt] regaring m4 responsi!ilities to take an acti6e role in asituation o& confict$ !e it sa&e or not. 7 o not ha6e the responsi!ilit4

to participate in acts o& 6iolence an estruction howe6er as ahuman !eing 7 am incline to help others acti6el4 in times o& nee$e6en when the situations ma4 !e eeme as angerous. 5rom this 7can onl4 surmise that responsi!ilit4 ma4 !e a gi&t or sin grante inencounters o& confict$ an it is ultimatel4 up to us to use it wisel4.

The exam

)ssessment is !ase on the interrelationship among:

the uality o !ritin"in relation to the specie purpose

the hanling o& the prompt


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the uality o ideasthis$ o& course$ is &orme !4 the stu4o& the #ontextan &rom the textsstuie"

tuents presente a range o& approaches to writing in theirresponses. 9hile the expositor4 approach was still the most popular$

it was e6ient that students are bein" encoura"ed to choosean approach that best suits their !ritin" and thinkin". Therecontinue to !e &ewer !lan textual responses. 9e ha6e just lookeat a sample expositor4 essa4 that expertl4 na6igates this &orm o&writing an a6ois !eing a A!lan textual response;. 7t was pleasingto see the 6arie an imaginati6e wa4s that stuents were a!le toexplore the #ontext$ the nominated text an the prompt.tuents who wrote excellent responses were o!6iousl4 thinkinga!out responing to the prompt as written. The4 use theirunerstaning o& the texts" an concepts rom their #ontext

stu4 to in&orm the ieas the4 explore within their writing.

The less success&ul responses i not think criticall4 a!out the ieathat the prompt was communicating or ignore the promptaltogether.tuents shoul not come to the examination with preprepareresponses relating to the concepts/issues central to their Contextstu4 an ignore the iea the prompt is communicating.

7 woul suggest$ howe6er$ that it is per&ectl4 accepta!le an ineesomething that 7 encourage$ &or stuents to ha6e ientie the st4le

an &orm that the4 will !e writing in &or the exam. 5or example$ onehigh scoring stuent chose to write a letter aopting the persona o&8eput4 'o6ernor 8an&orth &rom The Cruci!le. 9hat this stuent iso well was alwa4s respone irectl4 to the prompt."

The prompt shoul !e seen as a spring!oar &or e>ecti6e writingthe ideas o the prompts must be explored.7t is important thatstuents ha6e an exact unerstaning o& the core o& the prompt.

Gse o& text

9hile stuents are &ree to create a response that is an expositor4$persuasi6e or imaginati6e piece o& writing$ the piece itsel& mustexplore the nominate Context an respon to the prompt o>ere&or that ContextBEncountering Confict.

7n aition$ the instructions are


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9hile man4 classrooms supplement the stu4 with a 6ariet4 o& othermaterial$ an this is a rich wa4 to e6elop an exploration o& thecentral ieas in the Context$ the more specic aspects o thestudy o #ontext comes rom the selected texts.

This is wh4 7 suggest starting with a 3H lessons on introuctor4acti6ities looking at the general concept o& encountering confict an&rom thereon to &ocus irectl4 an specicall4 on the text !eingstuie. Certainl4 raw parallels an examples &rom the confictencountere in the text$ !ut when the stuent writes a!out confictencountere it has to !e irectl4 relate to the text or an ieacoming &rom the text. tuents must ensure that the connection!etween the piece o& writing an the nominate text is iscerni!lean central in the ieas o& their pieces.

There is no pro6ision &or refecti6e commentar4 in the examination$so the connections bet!een the text and the prompt must beobvious !ithin the piece.

%lease remember&these instructions come rom theexaminers report.

There can !e no eniti6e a6ice on the success o& rel4ing on asingle text or emplo4ing !oth or more".

'he transerence o ideas rom the texts is critical. tudents

!ho understood and could convey sophisticated ideas romtheir texts !ere the most successul re"ardless o theapproach to !ritin" selected.tuents an teachers must notisregar the undamentals o "ood !ritin" includin"audience purpose orm and voice.These are set out in theassessment criteria an the &unamentals o& goo writing shoul !eem!ee in the writing itsel&.

7 encourage 4ou to search out sample pieces o& writing$ &romtext!ooks an colleagues. 7 su!scri!e to the concept o& 6alue aepeagog4$ that is$ help each stuent to !uil upon an e6elop

what the4 are currentl4 oing. *elp the stuent to take real anachie6a!le steps to writing in a more sharpl4 &ocusse ansophisticate manner.

ome critical a6ice &or the exam

5ormulaic approaches were limiting.

-emorise responses &aile to aress the prompts".

Gse texts as 6ehicles$ not as the centre o& the task.

)6oi retelling the plot.

9ork on the trans&erence o& ieas that are o>ere !4 thetexts.


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Teach/learn a 6ariet4 o& &orms o& writing.

7ncorporate texts in wa4s appropriate to the &orm.

ractise writing in a range o& approaches$ st4les an &orms.

Ensure there is ae


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engage in a confict? 0o$ do %ou no$ $ho the perpetr#tor isor ho$ the conict eg#n

*ow i the characters in the text !ecome in6ol6e in theconfict? 9hat oes their in6ol6ement in the confict tell usa!out the nature o& in6ol6ement an confict? ho #re $e

positioned to s%mp#thise $ith in this conict 0o$ does the$riter e!icit our s%mp#th% for p#rticu!#r ch#r#cters 0o$ dothe% pro"oe us to scorn others

*ow i people act an !eha6e when &ace with a confict?9hat &actors infuence their !eha6iour? 9hat were thesimilarities an i>erences !etween their approaches? 9hatcan we learn &rom the characters$ a!out the wa4s people!eha6e when &ace with confict?

9as the confict resol6e? 7& 4es$ how an !4 whom? 7& no$wh4 not? 9hat o!structe a resolution?

9hat were the conse


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7 n it to !e a 6alua!le exercise to get the stuents to think notonl4 a!out the mechanics o& their writing i.e. auience$ &orm$st4le$ language an tone$ !ut also the unerl4ing reasons aninfuences as to wh4 the4 are writing in this wa4. 9hat 7 mean !4this is that i& the stuent unerstans that this task has enite

expectations regaring a prompt !eing irectl4 respone to anutilise$ then hope&ull4" the stuent will create a moresophisticate piece.

) wa4 o& !eginning this process o& isco6er4 an unerstaningis !4 getting the stuents to write a prompt themsel6es 4ouecie i& it is !etter to get them to work ini6iuall4$ in pairs$ orin small groups". Then get them to share their prompts with theclass$ write them on the !oar an iscuss them. Then comparethe prompts with prompts &rom past exams. The a!ilit4 to compromise is important when responing to

confict. 2011 JC)) exam" 7t is iKcult to remain a !4staner in an4 situation o& confict.

2010 JC)) exam" 7t is the 6ictims o& confict who show us what is reall4

important. 200L JC)) exam" 7n times o& confict orinar4 people can act in extraorinar4

wa4s. 200M JC)) exam"

9e all ha6e a responsi!ilit4 to take an acti6e role in theconficts aroun us.

7n a confict$ i& 4ou are not part o& the solution$ 4ou are part o&the pro!lem.

7& we on;t help those in confict we are as !a as those whoinitiate the confict.

Confict can create a legac4 o& trage4.

*istor4 is shape !4 confict.

There is alwa4s more than one sie to an4 confict.;

Aocieties that ha6e experience historical confict learn howto create social harmon4.;

A)t the heart o& confict is &ear.;

Aometimes we nee to close our e4es an mins to realit4 i&we want to a6oi confict.;

A7n the mile o& iKcult4 lies opportunit4;. 'rowth can come

&rom confict.

A5or e6er4 pro!lem there is a solution that is neat$ simple anwrong;. Confict is o&ten more complex than it rst appears.

A8iKculties are meant to rouse$ not iscourage. The humanspirit grows strong !4 confict.;

Confict can make us !etter people

9ritten Explanation


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The &ollowing is a guie 7 use to get some" stuents to write a&uller$ more coherent written explanation. 7t is !4 no meansexhausti6e or eniti6e in its nature. 7t is just a guie.

. h#"e chosen to $rite in the form of:

.n this form . h#"e focussed on !#ngu#ge th#t is:

. h#"e m#de #n e/ort to not $rite in !#ngu#ge th#t is:ec#use the #udience m#% percei"e m% $riting #s:(#nd therefore m% purpose $i!! not e #s successfu!!% #chie"ed)&he structure of the &&&form re5uires me to:. h#"e $ritten m% m#teri#! for the #udience of:his #udience m#% e interested in m% content ec#use of thefo!!o$ing contet:he purpose of m% $riting is to re!#te to this #udience in thefo!!o$ing $#%:6% interpret#tion of the prompt h#s incorpor#ted ide#s th#t#ddress the fo!!o$ing concepts:he tet h#s he!ped to inspire m% $riting % discussing thefo!!o$ing themes:hese themes $ere r#ised % the fo!!o$ing e"ents in the tet:7in#! summ#r% st#tement: After re#ding m% $riting . fee! m%#udience $i!! !e#rn:#nd $ith this inform#tion the% m#% fee!: 8#st!%, the things .missed out #nd did not #chie"e $ere:

Encountering

9e must look closel4 at the implications o& what is meant !4Nencounterin"O. The reason !eing is that this Context is calleEncountering Confict. The wor Aencountering; &orces us asreaers to consier whether: an ini6iual eser6es confict$ that is$ the4 are culpa!le

!lameworth4" an ini6iual is innocent in the &ace o& a confict

the confict is justia!le

the confict is without cause

These &actors also etermine the manner in which peoplerespon to confict or struggle.

Common 8enitions o& Encountering:

) meeting$ especiall4 one that is unplanne$ unexpecte$or !rie&: a chance encounter in the park

) hostile or a6ersarial con&rontation a contest: a tense

na6al encounter.

)n o&ten 6iolent meeting a clash

To con&ront in !attle or contention To meet as an a6ersar4 or enem4


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To engage in confict with

To come upon or experience especiall4 unexpectel4

Common enitions o& confict:

Confict is actual or percei6e opposition o& nees$ 6alues aninterests. ) confict can !e internal within onesel&" toini6iuals. Confict as a concept can help explain man4aspects o& social li&e such as social isagreement$ conficts o&interests$ an ghts !etween ini6iuals$ groups$ ororganiations. 7n political terms$ PconfictP can re&er to wars$re6olutions or other struggles$ which ma4 in6ol6e the use o&&orce as in the term arme confict.

Confict occurs when two or more parties$ with percei6e

incompati!le goals$ seek to unermine each otherQs goal

seeking capa!ilit4. Confict in6ol6es a clash o& interests$ 6alues$ actions or

irections o&ten sparks a confict. Conficts re&er to theexistence o& that clash.

) isagreement through which the parties in6ol6e percei6e athreat to their nees$ interests or concerns

eace an confict research assume that conficts are theexpression o& opposing interests that the4 are characteristic&or moern societies that the4 are enemic in moernsocieties

The stuent as writer

IR. o as well as ha6ing an unerstaning o& the t4pes o& confict!eing encountere an the nature o& these conficts it must !eremem!ere that ultimatel4 the Creating an resenting area o&stu4 is one which assesses the stuent as a writer. The purpose o&a context stu4 is to eri6e ieas &rom texts an e6elop wa4s o&representing these in the stuents; own writing. The writing thestuents prouce must refect their engagement with the text o&stu4.

7n the examthe stuent must nominate one text. IT #IT*@" Thisnominate text then !ecomes the &ocus o& the piece o& writing. Thestuent ma4 re&er to the other text$ along with other re&erences$ !utthe text chosen must !e use as the !asis &or the piece o& writing.

I!6iousl4 the st4le an &orm that is chosen will infuence the use o&supplementar4 texts. 5or example$ it woul !e


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supplementar4 texts. To re&er once again to the examiners; report:here c#n e no de9niti"e #d"ice on the success of re!%ing on #sing!e tet or emp!o%ing oth (or more)&

The transference of ideas from the texts is critical. Students

who understood and could convey sophisticated ideas fromtheir texts were the most successful, regardless of theapproach to writing selected.

7 encourage stuents to experiment with the i>erent &orms. The4know their strengths an through reaing their work 7 can gi6e themguiance an a6ice.

%et us re&er !ack to what the examiners sai a!out use o& st4le an&orm.

+tudents presented # r#nge of #ppro#ches to $riting in theirresponses& hi!e the epositor% #ppro#ch $#s sti!! the mostpopu!#r, it $#s e"ident th#t students are being encouraged tochoose an approach that best suits their writing andthinking.

his %e#r there $ere fe$er !#nd tetu#! responses& .t $#s p!e#singto see the "#ried #nd im#gin#ti"e $#%s th#t students $ere #!e toep!ore the Context, the nominated text#nd theprompt&

7t is most important to remem!er that the writing must !e linkeclosel4 to the prompt this is wh4 we i the pre6ious acti6it4 on theprompt".

The stuent must emonstrate that the4 ha6e thought a!out$processe an pro6ie etaile an insight&ul iscussion that #ddsto their 6iews on the prompt.

'he student can a"ree or disa"ree !ith the prompt = thisgi6es the stuent a central point o& 6iew to express in their writing$gi6ing it more coherence an unit4. This is wh4 7 n it most use&ul

to ha6e class acti6ities an iscussion centre aroun the prompt. 7tallows the stuent to !ecome more 6ersatile an conent whenealing with i>erent prompts.

*ne class activity is to compare the vie!point expressed ina prompt (or series o prompts) to the vie!point(s)presented in your set text(s) = are the4 the same$ contrasting orcompletel4 i>erent?

The overridin" purpose&or e6er4 response is to explore an aspect

o& Encountering Confict as irecte !4 the prompt$ rawing on


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rele6ant an re6ealing ieas &rom the selecte text an possi!l4Bitepens" other sources.

The specic purpose is what you want to con6e4 to the reaer.

5or example: To share 4our opinion on ieas raise !4 the prompt an the

text To challenge 4our reaers to consier an alternati6e point o&

6iew on ieas raise !4 the prompt an the text To she light on ieas raise !4 the prompt an the text

Examination assessment criteria

The examination will aress all the criteria. )ll stuent responses

will !e assesse against each criterion. The extent to which theresponse is characterise !4:

ection + , Writin" in #ontext (#reatin" and presentin")S unerstaning an e>ecti6e exploration o& the ieas$ an/orarguments rele6ant to the prompt/stimulus materialS e>ecti6e use o& etail an ieas rawn &rom the selectetext as appropriate to the taskS e6elopment in the writing o& a coherent an e>ecti6estructure in response to the task$ showing an unerstaning o&the relationship !etween purpose$ &orm$ language an

auienceS controlle use o& language appropriate to the purpose$ &orman auience

ow let us look at a series o& conficts that are encountere.

) great wa4 o& getting stuents to think a!out these conficts thatare encountere$ is to i6ie stuents into small groups an gi6ethem a confict. The4 must then n re&erences &rom the text tosupport their nings. 9ith The +ugmaker o& -aarehari& 7 ga6eeach stuent a chapter$ the4 ha to n a


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7nner confict

The (uiet )mericanN9h4 shoul 7 want to ie when huong slept !esie me e6er4

night? #ut 7 knew the answer to that erence woul li&t. 7 coul ne6er ha6e !een a pacist. To kill aman was surel4 to grant him an immeasura!le !enet. Ih 4es$people alwa4s$ e6er4where$ lo6e their enemies. 7t was their &riensthe4 preser6e &or pain an 6acuit4.O p. 3

araise +oaThe singing solierThe +ugmaker o& -aarEhari&8eication: This !ook is eicate to all those people o& )&ghanistanwho ha6e lost so much in wars = their houses$ their lim!s an theirli6es = an to those people working &or peace throughout the worl.

7 878 IT RI9 that 7 coul &eel this much sorrow without a !o4to !ur4. *ow heartsick can 7 !ecome !e&ore 7 !reak own an weepin &ront o& e6er4one? 7 waner a!out the camp with the !lanket &ormm4 !e aroun m4 shoulers$ searching &or a spot where 7 can;t !eseen an can;t !e hear. )n where woul that !e? 7 ha6e !een inthe camp &or three months. 7& such a spot exists$ wouln;t 7 ha6eisco6ere it !e&ore this a4?

The camp is 9oomera$ or reall4 m4 small part o& 9oomera$ asection calle o6em!er. 7 share o6em!er with hunres o& people

&rom lans 7 ha6e ne6er 6isite$ lans that are as m4sterious to meas m4 own homelan o& )&ghanistan is to the guars who keepwatch on us a4 an night.

9e who are watche an guare$ we who are


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which 7 ha ne6er hear. 7 on;t think an4 o& us here e6er thought o&stealing our wa4 to the hea o& a long line o& people patientl4waiting to cross a !orer to )ustralia.

-ost o& us woul ne6er ha6e erent$ !ut it is. 7& 7 were to &all asleep in the esert o& )&ghanistanwithout a soul in sight an somehow wake in the esert o&9oomera$ 7 woul know in an instant that 7 was in a strange place. 7tis not onl4 m4 e4es that woul tell me$ !ut m4 skin. The touch o& theair itsel& woul whisper it to me. -4 skin has li6e all !ut six monthso& its 30 4ears insie a &ew s


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&rom calculating the mo6es o& their rulers. The !attle &or ameasura!le hea6en has !een won thanks to ou!t !ut thanks tocreulit4 the +ome housewi&e;s !attle &or milk will !e lost time antime again. cience$ arti$ is in6ol6e in !oth these !attles. )human race which sham!les aroun in a pearl4 hae o& superstition

an ol saws$ too ignorant to e6elop its own power$ will ne6er !ea!le to e6elop those powers o& nature which 4ou people arere6ealing to it. To what en are 4ou working? resuma!l4 &or theprinciple that science;s sole aim must !e to lighten the !uren o&human existence. 7& the scientists$ !rought to heel !4 sel&interesterulers$ limit themsel6es to piling up knowlege &or knowlege;ssake$ then science can !e cripple an 4our new machines will leato nothing !ut new impositions. ou ma4 in ue course isco6er allthat there is to isco6er$ an 4our progress will nonetheless !enothing !ut a progress awa4 &rom mankinFsicV. The gap !etween4ou an it ma4 one a4 !ecome so wie that 4our cr4 o& triumph atsome new achie6ement will !e echoe !4 a uni6ersal cr4 o& horror. =)s a scientist 7 ha a uni


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')%7%EI: 'o on$ go on. The ha!it 4ou;re wearing gi6es 4ou the rightto sa4 whate6er 4ou want.T*E %7TT%E -IR: 7 stuie mathematic$ -r 'alilei.')%7%EI: That might come in han4 i& it le 4ou to amit that two

an two sometimes makes &our.T*E %7TT%E -IR: -r 'alilei$ 7 ha6e !een una!le to sleep &or threea4s. 7 couln;t see how to reconcile the ecree 7 ha rea with themoons o& Wupiter which 7 ha o!ser6e. Toa4 7 ecie to sa4 anearl4 mass an come to 4ou.')%7%EI: 7n orer to tell me Wupiter has no moons?T*E %7TT%E -IR: o. 7 ha6e manage to see the wisom o& theecree. 7t has rawn m4 attention to the potential angers &orhumanit4 in wholl4 unrestricte research$ an 7 ha6e ecie to gi6eastronom4 up. #ut 7 also wante to explain to 4ou the moti6es whichcan make e6en an astronomer renounce pursuing that octrine an4&urther.')%7%EI: 7 can assure 4ou that such moti6es are &amiliar to me.T*E %7TT%E -IR: 7 unerstan 4our !itterness. ou ha6e in mincertain exceptional powers o& en&orcement at the Church;s isposal.')%7%EI: Wust call them instruments o& torture.T*E %7TT%E -IR: #ut 7 am re&erring to other moti6es. %et me speaka!out m4sel&. -4 parents were peasants in the Campagna$ an 7grew up there. The4 are simple people. The4 know all a!out oli6etrees$ !ut not much else. )s 7 stu4 the phases o& Jenus 7 can6isualise m4 parents sitting roun the re with m4 sister$ eating

their cure cheese. 7 see the !eams a!o6e them$ !lackene !4hunres o& 4ears o& smoke$ an 7 see e6er4 etail o& their ol wornhans an the little spoons the4 are holing. The4 are !al4 o>$ !ute6en their mis&ortunes impl4 a certain orer. There are so man4c4cles$ ranging &rom washing the foor$ through the seasons o& theoli6e crop to the pa4ing o& taxes. There is a regularit4 a!out theisasters that !e&all them. -4 &ather;s !ack oes not get !ent all atonce$ !ut more an more each spring he spens in the oli6e gro6esjust as the successi6e chil!irths that ha6e mae m4 motherincreasingl4 sexless ha6e &ollowe wellene inter6als. The4 rawthe strength the4 nee to carr4 their !askets sweating up the ston4

tracks$ to !ear chilren an e6en to eat$ &rom the &eeling o& sta!ilit4an necessit4 that comes o& looing at the soil$ at the annualgreening o& the trees an at the little church$ an o& listening to the!i!le passages rea there e6er4 una4. The4 ha6e !een assurethat 'o;s e4e is alwa4s on them = pro!ingl4$ e6en anxiousl4 : thatthe whole rama o& the worl is constructe aroun them so thatthe4$ the per&ormers$ ma4 pro6e themsel6es in their greater orlesser roles. 9hat woul m4 people sa4 is 7 tol them that the4happen to !e on a small kno! o& stone twisting enlessl4 throughthe 6oi roun a seconrate star$ just one among m4rias? 9hat

woul !e the 6alue or necessit4 then o& so much patience$ suchunerstaning o& their own po6ert4? 9hat woul !e the use o& *ol4


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cripture$ which has explaine an justie it all = the sweat$ thepatience$ the hunger$ the su!missi6eness = an now turns out to !e&ull o& errors? o: 7 can see their e4es wa6ering$ 7 can see themletting their spoons rop$ 7 can see how !etra4e an ecei6e the4will &eel. o no!o4;s e4e is on us$ the4;ll sa4. *a6e we got to look

a&ter oursel6es$ ol$ uneucate an wornout as we are? The onl4part an4!o4 has e6ise &or us is this wretche$ earthl4 one$ to !epla4e out on tin4 star wholl4 epenent on others$ with nothingre6ol6ing roun it. Iur po6ert4 has no meaning: hunger is not trialo& strength$ it;s merel4 not ha6ing eaten: e>ort is no 6irtue$ it;s just!ening an carr4ing. Can 4ou see now wh4 7 rea into the *ol4Congregations ecree a no!le motherl4 compassion a 6astgooness o& soul?')%7%EI: 'ooness o& soul@ )ren;t 4ou reall4 sa4ing that there;snothing &or them$ the wine has all !een runk$ their lips areparche$ so the4 ha !etter kiss the cassock? 9h4 is there nothing&or them? 9h4 oes orer in this countr4 mean the orerliness o& a!are cup!oar$ an necessit4 nothing !ut the nee to work onesel&to eath? 9hen there are teeming 6ine4ars an cornels on e6er4sie? our Campagna peasants are pa4ing &or the wars which therepresentati6e o& gentle Wesus is waging in 'erman4 an pain. 9h4oes he make the earth the centre o& the uni6erse? o that the eeo& eter can !e the centre o& the earth@ That;s what it is all a!out.ou;re right$ it;s not a!out the planets$ it;s a!out the peasants o& theCampagna. )n on;t talk to me a!out the !eaut4 gi6en tophenomena !4 the patina o& age@ ou know how the -argariti&era

o4ster prouces its pearl? #4 a mortall4 angerous isease whichin6ol6es taking some unassimila!le &oreign !o4$ like a grain o&san$ an wrapping it in a slim4 !all. The process all !ut kills it. Tohell with the pearl$ gi6e me the health4 o4ster. Jirtues are not ano>shoot o& po6ert4$ m4 ear &ellow. 7& 4our people were happ4 anprosperous the4 coul e6elop the 6irtues o& happiness anprosperit4. )t present the4 6irtues o& exhaustion eri6e &romexhauste els$ an 7 reject them. ir$ m4 new pumps will per&ormmore miracles in that irection than all 4our riiculous superhumansla6ing. = A#e &ruit&ul an multipl4;$ since 4our els are not &ruit&ulan 4ou are !eing ecimate !4 wars. )m 7 suppose to tell 4our

people lies?T*E %7TT%E -IR much #git#ted: 9e ha6e the highest o& all moti6es&or keeping our mouths shut = the peace o& min o& the less&ortunate.')%7%EI: 9oul 4ou like me to show 4ou a Cellini clock that Carinal#ellarmin;s coachman !rought roun this morning? -4 ear &ellow$authorit4 is rewaring me &or not istur!ing the peace o& min o&people like 4ou parents$ !4 o>ering me the wine the4 press in thesweat o& their countenance which we all know to ha6e !een mae in'o;s image. 7& 7 were to agree to keep m4 mouth shut m4 moti6e

woul !e thoroughl4 low ones: an eas4 li&e$ &reeom &rompersecution$ an so on.


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T*E %7TT%E -IR: -r 'alilei$ 7 am a priest.')%7%EI: ou;re also a ph4sicist. )n 4ou can see that Jenus hasphases. *ere $ look out there@ *e points at the winow. Can 4ou seethe little riapus on the &ountain next to the laurel !ush? The go o&garens$ !irs an thie6es$ rich in two thousan 4ears o& !ucolic

inecenc4. E6en when he was less o& a liar. )ll right$ let;s rop it. 7too am a son o& the Church...

)lso consier the &ollowing when looking at Encountering Confict: ocietal confict hilosophical / ieological Confict The &actors which shape an infuence experience 9h4 the resolution o& the conficts" is &acilitate or hinere The e>ect an conseect an conseerent wa4s people respone to confict. *ow the resolution o& the conficts" is &acilitate or hinere

-in mappingChoose one o& the texts 4ou are stu4ing &or Creating anresenting: Encountering Confict. Create a min map thatrepresents the main t4pes o& confict encountere. +emem!er to usethe ieas that 4ou ha6e gathere &rom the pre6ious acti6it4.

7 am min&ul that people are unou!tel4 at i>erent le6els o&conence an anxiet4 regaring this component o& the JCE English


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course. -4 aim was not to present specic insights into the texts 7a6oie oing this as 7 wante to &ocus more on the emans anexpectations o& writing &or Creating an resenting. 7 am assumingthat 4ou ha6e 4our own unerstanings an interpretations o& thetexts. lease use the text!ooks a6aila!le an J)TE material. 7 woul

encourage 4ou to encourage the stuents to n their own 6oicean their own unerstaning o& the confict encountere in thetexts". I& course there will !e stuents who will isregar thisencouragement$ !ut there is a lot o& !asic skills an insights we asteachers can e

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Encountering Conflict 2013 VATE