This term I enrolled in a course called A Nations Argument. In this class, we learned about the times leading up to the Civil War, including the conflict between free and slave states, Charles Sumner and his being attacked by Preston Brooks, and more of the contradictions leading to the war. Other topics of discussion in this course include the vital documents that helped create this country and how their arguments were presented, have changed over time, and the importance of rights. We have also discussed how the problems seen in the Civil war connected them to the present and other papers about the USA. We have connected this to the present, where we have to challenge a part of our school. We also met with Andy Clarno, where we discussed our current course topics and relevant events happening around us, and listened to a yale lecture by David Blight on the historical aspects of our topic.
"The mediator acts as a participant and witnes to the process, so must step back in order to allow the group to reach true, autonomous consensus. The mediator asks questions and intervenes in lulls or during particularly heated interactions, all while allowing the discussion to flow naturally and the group to steer its direction."
The fact that the students are forced by a third party to resolve said disagreement. And the mention of other students as well.
P1. Students will get into arguments.
P2. Peace happens through discussion.
P1. Students will get into arguments.
P2. Peace happens through discussion.
P3. Arguments need peace.
P4. Students need help achieving peace
1.No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation
2. Peacemaking circles bring together individuals who want to engage in conflict resolution, healing, support, decision-making, or other activities when honest communication, relationship development, and community building are desired outcomes. Circles can be appropriate in business, family, judicial, social service, and other settings. They offer an alternative to other meeting processes that often rely on hierarchy, win-lose positioning, and victim/rescuer approaches to relationships and problem-solving. Circles bring people together in a way that creates trust, respect, intimacy, goodwill, belonging, generosity, mutuality, and reciprocity. The process is never about "changing others", but rather is an inhttps://www.rjssi.org/peace-making-circlesvitation to change oneself and one’s relationship with the community.
3. The three pillars of restorative justice are harm & needs, obligations, and engagement.
C. Students need a peace circle.
Forcing students who may not want to be in a peace circle might not work where instead, one can offer a cool-down period and if that person so chooses, they can then elect to be in a peace circle. The forcing of two parties to make amends instead of naturally dissolving the conflict may prove to be futile and lead to future incidence.
P1. Students get into conflict.
P2. Conflict requires an agreed-upon resolution for a fair conclusion.
P3. Students need agreed-upon resolution.
C. Students need a natural solution.
Co-Signer: FK
Students need resolutions that make sense to them and are not forced, which is how lions belong in the free and should not be caged in. If students were given a choice of conflict resolution, some may not want to participate in a peace circle. Many times, people need to cool down and process what has happened. The choice should be given to students and only then will real progress be made. This is not skirting the issue of conflict but not all people are comfortable with peace circles. Perhaps giving a choice of peace circle, written apology, or verbal explanation not face to face might offer a more collaborative approach to conflict resolution to all. If GCE is coming up with global citizens, they need to be able to adapt to conflict. The amendment that relates the most is Amendment 1. This amendment talks about how no person can be forced to give "the right answer". This falls in line with the argument of not having a forced peace circle and allowing the individual to choose how to resolve the conflict through multiple choices. This amendment demonstrates true citizenship because it allows each person to be free and choose how they want to resolve and express themselves. If one is put through a system that works for one type of argument and doesn't for others, nothing I'd bring resolved.
I spoke with my friend about the question “is a peace circle a good solution for student conflict?” Quote: “unnatural resolution is regressive.” Speaker: DB
Forcing students who may not want to be in a peace circle might not work where instead, one can offer a cool-down period and if that person so chooses, they can then elect to be in a peace circle. The forcing of two parties to make amends instead of naturally dissolving the conflict may prove to be futile and lead to future incidence.
P1. Students get into conflict.
P2. Conflict requires an agreed-upon resolution for a fair conclusion.
P3. Students need agreed-upon resolution.
C. Students need a natural solution.
Co-Signer: FK
Students need resolutions that make sense to them and are not forced, which is how lions belong in the free and should not be caged in. If students were given a choice of conflict resolution, some may not want to participate in a peace circle. Many times, people need to cool down and process what has happened. The choice should be given to students and only then will real progress be made. This is not skirting the issue of conflict but not all people are comfortable with peace circles. Perhaps giving a choice of peace circle, written apology, or verbal explanation not face to face might offer a more collaborative approach to conflict resolution to all. If GCE is coming up with global citizens, they need to be able to adapt to conflict. The amendment that relates the most is Amendment 1. This amendment talks about how no person can be forced to give "the right answer". This falls in line with the argument of not having a forced peace circle and allowing the individual to choose how to resolve the conflict through multiple choices. This amendment demonstrates true citizenship because it allows each person to be free and choose how they want to resolve and express themselves. If one is put through a system that works for one type of argument and doesn't for others, nothing I'd bring resolved.
I spoke with my friend about the question “is a peace circle a good solution for student conflict?” Quote: “unnatural resolution is regressive.” Speaker: DB
1.No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation
law, cornell. “Fifth Amendment.” Legal Information Institute, Legal Information Institute, 2023, https://www.law.cornell.edu/constitution/fifth_amendment.
2. Peacemaking circles bring together individuals who want to engage in conflict resolution, healing, support, decision-making, or other activities when honest communication, relationship development, and community building are desired outcomes. Circles can be appropriate in business, family, judicial, social service, and other settings. They offer an alternative to other meeting processes that often rely on hierarchy, win-lose positioning, and victim/rescuer approaches to relationships and problem-solving. Circles bring people together in a way that creates trust, respect, intimacy, goodwill, belonging, generosity, mutuality, and reciprocity. The process is never about "changing others", but rather is an inhttps://www.rjssi.org/peace-making-circlesvitation to change oneself and one’s relationship with the community.
3. The three pillars of restorative justice are harm & needs, obligations, and engagement.
Justice center, Hartford. “What Is Restorative Justice?” Hartford Community Restorative Justice Center, 2023, https://hartfordjusticecenter.org/what-is-restorative-justice/#:~:text=The%20three%20pillars%20of%20restorative,needs%2C%20obligations%2C%20and%20engagement.
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