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lWhat is violence? What is nonviolence? This is an opportunity for individuals
to explore within a group what they feel are the greatest nonviolent actions/activities
and the worst examples of violence, as well as what lies between. It is
an opportunity to concretise what nonviolence means. It is also an opportunity,
through looking at the 'best of nonviolence' and the 'worst of violence'
to assist people to look clearly at where they can be most effectively
involved - "If I consider that the greatest form of violence/that
the greatest example of nonviolence then I think it is clear where I should
get involved......"
0. Any necessary introductions.
1. Workshop overview; the point of the exercise and what
we're going to do. Participants should be clear at what point they will
be asked to share in the group.
2. Taking one first and then the other, let the group brainstorm
different kinds and examples of violence and nonviolence, including the
following areas (these are included here as a "facilitator's check-list"
so that no important areas are missed - they are not intended for sharing
with the group but rather to help the facilitator draw out ideas from
them). Write up each brainstorm list on a flip chart sheet to be visible
by all.
- armed violence, locally and internationally, by
armies and paramilitary/civilian groups.
- family violence including child abuse, violence against
partners/domestic violence.
- other inter-personal violence including robbery, mugging,
street fights, murder, and rape (the last may also fit in the previous
category).
- structural violence (of unjust economic systems, powerlessness,
poverty and effects of poverty, starvation etc).
- violent action for political causes, reactionary
or progressive.
- work for justice locally,
- work for peace globally,
- work for third world agencies and those promoting a
just international
economic system.
- work to preserve our ecosystem.
- anti-sectarian and anti-racism work.
- other work to advance humanity and humanitarianism
Examples of 'violence' and 'nonviolence' should be listed
in separate brainstorms. With most people ideas on 'violence' come easier
so this is usually best done first, before 'nonviolence'. Particularly
with nonviolence the facilitator may need to allow time for ideas to develop
and assist the process by pointing to general areas which people might
want to consider. While the idea of a brainstorm is to hold off on discussion
and assessment of ideas until later, some leeway may need to be given
in developing 'nonviolence' examples, if oriented towards expanding the
list. The more concrete examples coming up that people are familiar with
the better.
Facilitators need to make their own judgement about how
long to allow each brainstorm run. It will vary considerably from group
to group, but 7 - 12 minutes for each might be reasonable; it can be brought
to a halt when the facilitator thinks enough areas have been covered and
enough examples generated. The brainstorm sheets need to be left on display
for the next part of the process.
3. Each member of the group is asked to
draw a rainbow shape on an A4 sheet of paper (or facilitators can photocopy
such a shape for everyone); if preferred it can be simply done as a straight
line across the page. As individuals, people are asked to fill in a representative
selection (say a dozen or fifteen from each brainstorm list) on the "Violence/nonviolence
spectrum', going from the most violent on one side (say left - make it
clear which) to the most nonviolent on the other (say right). The facilitator
can demonstrate what is being asked of people on the flip chart. If there
are too many examples brainstormed, the facilitator should clearly state
not to try to fit them all in. The time needed should be judged from how
people are getting along but something around 15 minutes for this stage
may be sufficient.
4. If time permits, members of the group
can be asked to form pairs to share what they have chosen as examples
of violence and nonviolence, and where they have placed them, and why.
This should be one person sharing after the other for perhaps three or
four minutes each.
5. In plenary the group then shares where
different people have put things. This can be done by asking everyone
where they have placed particular items, e.g. 'nuclear war', 'rape', 'anti-sectarian
work', 'green actions' or whatever. Or else each person in turn can be
asked to share briefly where they have placed things. The latter is more
feasible in a smaller group and can perhaps best be done by asking "What
most surprised you about where you placed things?".
6. If there's time there can be discussion
of items which have been placed in very different positions by people;
why did one person put it here, why did another person put it there?
7. Another option is to try to take one
or a selection of a few items and try to reach consensus on where to place
them. If there isn't full consensus the outer rim of the chart can be
used to indicate dissenting views.
8. People can also be asked "Where
do you stand in the spectrum?" and "Where would you like to
be?" although this may be easier in an 'activist group' where people
would already have awareness of issues of violence and nonviolence. This
first question can be shared initially on a one-to-one basis, giving each
person in turn a few minutes to speak about themselves. This can then
be followed by collective sharing of where people would like to move.
9. Concluding remarks; The facilitator
may need to point out that this is merely an exercise which is contrasting
some very different actions and kinds of behaviour in a way that is not
confronted often in everyday life. Its point is principally in bringing
our minds to focus sharply on violence, nonviolence, and what can be included
within these terms. It may help us to assess where we are, or could be,
involved in work for nonviolence, peace and justice. It may be a good
idea to do a closing round in the group allowing everyone a very short
comment on the workshop (as normal, people can pass if they don't want
to say anything).
10. The conclusions of the workshop could
be used as the basis of further exploratory work, particularly if there
was relative agreement in the group about what issues need to be addressed.
For example, the Nonviolent Tactics Workshop (on INNATE website) could
be used to explore possible action on a particular issue.
Timing; Absolute minimum of 60 minutes
for doing Numbers 2 - 5 above; 90 minutes would be more reasonable; up
to 150 minutes or more if doing a fuller programme based on the above.
This exercise was developed by the Nonviolent Action Training project
from a 'Peace seekers spectrum' (produced by Joan and William Sinton of
Quaker House in Belfast in the mid-1980s) which had categories already
filled in from 'warfare' on one end to 'pacifism' on the other.
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