Interreligious Dialogue and Action in Israel: Theory and Practice

GRADUATE PROGRAM IN COEXISTENCE AND CONFLICT

Interreligious Dialogue and Action in Israel: Theory and Practice

Ronald Kronish

Pro-Seminar

Class Time:Fall 2015

Saturday, Oct. 17, 2015, 17.00-20.00

Sunday, Oct. 18, 2015, 9.30-13.00, 14.00-16.00 and 16.30-18.30

Location:Heller, Room 163

Contact information for Prof. Kronish

Fall Office Hours: By appointment

Office:Heller School Building, #106

Email:

Phone:

Course Description

This pro-seminar will help practitioners understand how interreligious dialogue was led in the Israeli context, as well as the roles it can play in peacebuilding.Students will be engaged in interactive group discussion and a "reflection on practice," in order to analyze the practical work that has been conducted for more than two decades in the field. Students will also address meta-questions about interreligious dialogue.

Course Objectives

Increase awareness about the positive role that interreligious dialogue can play in peacebuilding.
Understandhow religious actors can contribute to peace in their communities and countries.
Cope positively with dilemmas, tensions, and dividers.
Build integrative conversations, optimizing active perception and persuasion.
Improve relationships.
Further the cause of peaceful resolution, coexistence and reconciliation.
Learn how to really learn from experience.

Teaching Methods

This pro-seminar will be conducted in the form of a workshop, with facilitated group discussions, and reflections on practice. It will be implemented in four sessions, following a process that the lecturer has developed over many years through his practical work in Interreligious Dialogue, Education and Action in Israel.

Each session will be done in two parts. The first one will be an interactive group discussion among the students in the seminar, facilitated by the lecturer. The second part will be a "reflection on practice", in which the students will be asked to think about what just happened and to discuss meta-questions about the role of different aspects of Interreligious Dialogue in Peacebuilding in a broad way.

Disability

If you have a documented disability on record at Brandeis University and require accommodations, please bring it to the instructor’s attention prior to the second meeting of the class. If you have any questions about this process, contact Mary Brooks, disabilities coordinator for The Heller School at .

Requirements

Attendance, Punctuality, and Active Participation

In order to benefit from experiential learning, students are required to attend every class, barring documented illness.They should arrive on time at the beginning of every class and after the break. If they know they will be absent or late, for a legitimate reason, they should make sure they warn in advance their instructor, who cannot acceptunexcused absences. Whatever the reasons, should a student miss more than one class, unfortunately, he or she will not qualify for credit. Attendance means more than just coming to class and signing the attendance sheet. Students are expected to actively participate.

Assignments and Readings

In order to ensure active participation in the best possible conditions, students should make sure they complete the assignments listed below on time. They should do so in advance of each class and submit the required documents spontaneously before each class, except if it expressly says otherwise.For the preparation of class time, it is highly recommended that students annotate personal copies of, or make notes from the readings.Theymight be called upon to discuss readings in class. Students will of course enjoy complete academic freedom in the classroom, within the limits defined by mutual respect.

Writing Requirements, and Academic Integrity

The writing requirements listed below are intended to encourage students to approach reading materials critically, to foster improved research and writing skills, and to serve as a basis for contributing to class discussion and a diversity of opinions. They are expected to devote careful attention to the technical quality of their written work, as well as its substance. Honesty matters in all academic work, and is strictly enforced by the instructor.(See:

All written work for this course must include appropriate citation of the sources used.

See section 56c (“Avoid Plagiarism”) of the Concise English Handbook.
See ‘Truth even unto its Innermost Part’ and in particular the section dealing with citations.

The university policy on academic honesty is distributed annually, as section 5 of the Rights and Responsibilities handbook. Academic integrity is critical in all that you write and say, and transgressions are treated severely. Instances of alleged dishonesty will be forwarded to the Office of Campus Life for possible referral to the Student Judicial System. Potential sanctions include failure in the course and suspension from the university. If you have any questions about this, do not hesitate to talk to your instructor, to your faculty advisor and to seek guidance.

Grading

The final grade in this course will consist of the following components:

50%: Class Participation (attendance, punctuality, interactions)
50%: Short Paper (5 pages)

Core Texts

Marc Gopin. Holy War. Holy Peace: How Religion Can Bring Peace to the Middle East. Oxford University Press. Oxford, UK, 2005
Ronald Kronish, Editor. Coexistence and Reconciliation in Israel. Voices for Interreligious Dialogue. Paulist Press, Mahwah, New Jersey, 2015
David Smock. Editor. Interfaith Dialogue and Peacebuilding. United States Institute of Peace Press, Washington D.C., 2002

Schedule, Readingsand Other Assignments

Session 1: The Role of Personal Narrative in Dialogue and Conflict Resolution

October 17, 17:00-20:00

Discussion:

Getting acquainted: discussing issues of personal identity.
How does your personal, cultural, religious, and secular identity influence the way you relate to conflict management/ resolution/ transformation, in general, and in your country or region?

Reflection on Practice:

What is the role of personal narrative in dialogue and conflict resolution?
What are the goals of interreligious dialogue as a process of peacebuilding?
How does it differ from "Discussion" or "Q & A" (Questions and Answers)?

Required Readings

Muhammed Abu Nimer. "The Miracles of Transformation Through Dialogue: Are you a Believer?" in David Smock. Editor. Interfaith Dialogue and Peacebuilding. United States Institute of Peace Press, Washington D.C., 20002.
S. Ayse Kadyifci-Orellana. "Inter-religious Dialogue and Peacebuilding." Chapter 10, pp. 149-168 in the Wiley-Blackwell Companion to Inter-Religious Dialogue. Edited by Catherine Cornille. John Wiley and Sons, Ltd. West Sussex, UK.

Recommended Readings

David Smock. Last chapter in David Smock. Editor. Interfaith Dialogue and Peacebuilding. United States Institute of Peace Press, Washington D.C., 20002.
Yehezkel Landau . Healing the Holy Land: Interreligious Peacebuilding in Israel/Palestine. Peaceworks No. 51. The United States Institute of Peace Press, Washington DC 20002

Session 2: Studying Texts from different religious traditions

October 18, 9:30-13:00

Required Readings

Each student will be asked to bring 3 foundational texts from his or her own religion or tradition or culture, that guide him or her to want to seek peaceful coexistence and reconciliation with others (people from other religions, nationalities or cultures).
Marc Gopin. “The Use of the Word and its Limits,” in Marc Gopin. Holy War. Holy Peace: How Religion Can Bring Peace to the Middle East. Oxford University Press. Oxford, UK, 2005, pp. 144-159
Ronald Kronish. “Jewish Texts for Peace and War,” in Spiritual Resources of the Religions for Peace, Exploring the Sacred Texts in the Promotion of Peace. The Pontifical Council for Interreligious Dialogue, Vatican City, 2003, pp. 32-40

Discussion:

The texts students bring will be studied in small groups.

Reflection on Practice:

How can the study of each other's religion and cultures enhance peacebuilding?
Why is it that so many conflicts around the world are religion-based?
Can Religion/Culture be a force for resolving or transforming conflicts?

Lunch: 13.00-14.00

Session 3: Discussing the core issues of the conflict.
The Palestinian-Israeli Conflict as a case study

October 18, 14:00-16:00

Required Readings

“History of the Mid-East Peace Talks,” July 29, 2013, BBC.COM
“Is Peace Possible? A Comprehensive Guide for resolving he core issues of the Israeli-Palestinian Conflict.” SAYA. Resolution, Planning, Architecture and Urbanism.
“Is Peace Possible? A Special Report on the Israeli-Palestinian Conflict.” The Atlantic and the S. Daniel Abraham Center for Middle East Peace, 2011.

Discussion

Every conflict has core issues that need to be addressed.
What are the core issues of the Palestinian-Israeli conflict?
Discuss and analyze these core issues

Reflection on Practice

Why is it so difficult to resolve these issues?
Is the conflict symmetrical?
How does one reconcile the two main narratives, the Palestinian narrative and the Israeli Jewish one?

Coffee break: 16:00-16:30

Session 4: Moving from Dialogue to Action. Possibilities and Challenges

October 18, 16:30-18:30

Discussion

How do we move from Dialogue to Action? What are the obstacles and challenges?
What kind of actions can be effective and lead to change?
Who are the target populations for your actions?

Reflection on practice

What do you take away with you from this pro-seminar?
Reflections, conclusions, and thoughts for the future
Can Interreligious Dialogue, Education and Action be an effective tool in Peacebuilding?
How can you bring back this message and method to your community, country or region?
Possible internships in Israel and Palestine