POLS 395: The Psychology of War Online Dr. Rebecca J. Hannagan

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1 POLS 395: The Psychology of War Online Dr. Rebecca J. Hannagan Course Objective: To consider the psychology of war from the perspective of society as well as soldiers. We will do this by considering themes in books as well as films and other media. We will draw conclusions based on thoughtful reflection and collaborative discussions. Course Materials: Blood Rites by Barbara Ehrenreich On Killing by LtCol Dave Grossman Articles posted on Blackboard (pdf format) Films and other materials Calculation of Grades: Your grade in this course will consist of your performance on two exams (a midterm and a final exam) and class discussion via Blackboard Discussion Board. The following is a breakdown of how the grades will be weighted: Midterm Exam 30% Final Exam 35% Discussion Board Posts 35% Discussion Board Posts A good discussion board post is one that is a true reaction to a group of readings. I want you to react to the readings and not summarize the readings. I read them. I know what they are about. I do not want a book report. I want your post to illustrate that you had some sort of an intellectual struggle with the material. I want you to take up one or more of the issues raised and talk about the problems, implications, your proposed solution, a different ( better ) way of looking at the issue, etc. Think big! Here are some Dos and Don ts that may help guide you: DO Be analytical think BIG! What are the implications of the key points of a reading or readings in the short-term, long-term, etc.? Challenge the argument or assumptions being made by an author or authors and suggest an alternative Consider problems with the approach or methodology being used and suggest an alternative Integrate common themes among the readings wherever you can DON T Summarize Tell me you think the reading was long, boring, interesting, funny, etc. You are not a literary critic. State the obvious Ignore the important themes among the readings Online Class Format: This class is offered in an online format, so there is not the typical opportunity for us to work out ideas collectively in the classroom each week. That does not mean we won t 1

2 collectively work out ideas, however. We will be using a number of mediums to engage with the course material as well as each other. Because you are not held accountable for doing the work via having to see me face-to-face several times a week, it is up to you to keep up with the work and make sure you are participating and doing the assignments. If staying ontask and being organized is not your forte, perhaps you should consider taking a traditional classroom version of this course. In short, it is your responsibility to do the work and keep up. Write reminders to yourself. Schedule alerts in your phone. Have your buddies in the class hold you accountable. I want you to be successful but much of that falls on you! Readings and Other Media/Online Content: When there are readings and other online content I refer you to, you need to read it or watch a video and/or read the accompanying story prior to doing the discussion board. In this way, the online format works just like a face-to-face class where you need to read before coming to class. It is even more important that you actually do the readings and prepare in this format since you will not have the opportunity to learn what the readings were about from other students comments as you might in a regular classroom setting. Don t be scared by the material even if it seems abstract or difficult. Part of taking college courses entails reading difficult materials and working through them to make sense of concepts being presented. Something you can do with each reading or other media I assign is to consider (and perhaps write down responses to) the following questions: What is the main research question or puzzle presented? What is this essay/article/video about? What assumptions about the puzzle are being made by the authors or presenters? What, if any, research methods are used to find an answer to the puzzle? What are the findings of the research or conclusions being presented? What suggestions would you make for improving the research or the argument and findings presented? Why would you make the particular suggestions for improvement that you do? By doing this exercise each time you read or watch something, you will get used to focusing on what the author is trying to get across, and that will help you cut through any jargon that they may be using, or concepts they present that you do not quite understand. General Information: I do not accept late work (i.e., discussion board posts), nor do I offer make-up exams. In order for this class to work, everyone needs to complete the work by the due dates. If you have a situation that requires some kind of accommodation (i.e. death of a family member, you are having a baby, etc.), you must notify me and/or be prepared to produce documentation of your situation. This syllabus is a contract between me (the professor) and you (the student). The syllabus will be available on Blackboard throughout the semester for your reference. If you choose to remain in this class I assume that you agree to the policies and procedures I have set forth in the syllabus. Academic Dishonesty: 2

3 The maintenance of academic honesty and integrity is of vital concern to the Department of Political Science and the University community. Any student found guilty of academic dishonesty shall be subject to both academic and disciplinary sanctions. If I find that you have plagiarized your academic work, you will receive an F on the assignment no exceptions. If you are caught cheating, falsifying, or otherwise misrepresenting your work twice you will fail the class. In addition, if I suspect academic dishonesty your name will be turned over to the Director of Undergraduate Studies and the Chair of the Political Science Department who will make a determination as to further disciplinary action, which may include academic probation or expulsion. Academic dishonesty includes, but is not limited to, the following: cheating, fabrication and falsification, plagiarism, and misrepresentation to avoid academic work. I would like to reiterate that I take this very seriously and therefore, so should you. Other Information: Under Section 504 of the Rehabilitation Act of 1973, NIU is committed to making reasonable accommodations for persons with documented disabilities. Those students with disabilities that may have some impact on their coursework and for which they may require accommodations should notify the Disability Resource Center (DRC) on the fourth floor of the Health Services Building. DRC will assist students in making appropriate accommodations with course instructors. It is important that DRC and instructors be informed of any disability-related needs during the first two weeks of the semester. Module 1 Class Schedule: Week of August 24 30: Course Introduction The Syllabus Intro the Class Video by Professor Hannagan Introduce yourself to the class on Discussion Board Discussion Board Due by Noon on August 30 Module 2 Week of August 31 September 6: What causes war? Do we have a theory of war? Ehrenreich Forward (pp. 1-4) and Chapter 1 (pp. 7-22) Britain s Home Front in WWI Respond to the following questions on Discussion Board: What are some things Ehrenreich found when looking for the causes of war? What was her conclusion? Do you think war is merely a continuation of policy by other means? Why or why not? Discussion Board Due by Noon on September 6 3

4 Module 3 Week of September 7-13: Total War in the Twentieth Century Ehrenreich Chapter 14 (pp ) and Chapter 13 (pp ) Respond to the following questions on Discussion Board: Think about the video on the British Home Front. How does it provide examples of Ehrenreich s discussion of total war? How does it relate to the idea of patriotism? Discussion Board Due by Noon on September 13 Module 4 Week of September 14-20: The Origins of War and Historical Evidence Ehrenreich Chapter 7 (pp ) and Chapter 8 (pp ) Watch the New Zealand All Blacks Maori Haka War Dance Watch the Original Maori Haka Dance Think about the following questions: What does Ehrenreich identify as the origin of war? How is this activity gendered? What modern examples of her concept of rough male sport and war can you think of? Module 5 Week of September 21 27: The Hunting Hypothesis Ehrenreich Chapter 3 (pp ) and Chapter 4 (pp ) Think about the following questions: What is the hunting hypothesis regarding the origins of war, and how does Ehrenreich challenge it? What is the role of symbolism (e.g., trophy taking) in both hunting and war? Module 6 Week of September 28 October 4: Hierarchy and Culture Ehrenreich Chapter 9 (pp ) and Chapter 11 (pp ) Midterm Review Summary and Synthesis Lecture by Professor Hannagan Respond to the following questions on Discussion Board: What are the parallels between the use of peasants in feudal Europe and Japan in creating the warrior elite and citizen involvement in total war as discussed in Modules 2 and 3? How did the development of weapons level down the hierarchy of the warrior elite? 4

5 Discussion Board Due by Noon on October 4 Module 7 Week of October 5-11: Midterm Exam MIDTERM EXAM DUE BY NOON ON OCTOBER 11 Module 8 Week of October 12-18: Making Soldiers Article Walking in Formation Makes Men Feel More Powerful US Marine Corps Making a Marine (Part 1) Army Ranger School Allows Women a Chance at History Respond to the following questions on Discussion Board: Think about Ehrenreich s explanation of drilling. How does this relate to the article about walking in formation? What is the psychological transformation that basic training seeks to achieve? Why is this important? Discussion Board Due by Noon October 18 Module 9 Week of October 19-25: The Will (or not) to Kill, Part I Grossman Section I, Chapters 1-4 (pp. 5-37) and Section IV, Chapters 1-2 (pp ) Respond to the following questions on Discussion Board: Ehrenreich suggested a fervor and excitement, if not a drive to war. Grossman suggests the opposite, or at least that much is needed to make killers. Who do you agree with and why? Discussion Board Due by Noon October 25 Module 10 Week of October 26 November 1: The Will (or not) to Kill, Part II TRIGGER WARNING: THIS MODULE CONTAINS VIOLENT IMAGERY Excerpts from the book Machete Season, Preface (p. vii), Fieldwork (pp ), Rejoicing in the Village (pp ) Fractured Lives: The aftermath of the Rwandan Genocide The Courage of Neighbors: Stories from the Rwandan Genocide Think about the following questions: In these reports from men who participated in the Rwandan genocide, how do they depict the killing? What do their reports suggest about Grossman s thesis that people are averse to killing other people? 5

6 Module 11 Week of November 2-8: The Psychological Consequences of War, Part I TRIGGER WARNING: THIS MODULE CONTAINS VIOLENT IMAGERY Grossman Section II, Chapters 1-7 (pp ) Now, After (PTSD from a soldier s point of view) Respond to the following questions on Discussion Board: What aspects of the experience of trauma and recovery is similar for the survivors of the Rwandan genocide and the Veteran depicted in Now, After? Discussion Board Due by Noon November 8 Module 12 Week of November 9-15: The Psychological Consequences of War, Part II Grossman, Section VII, Chapters 1-4 (pp ) 50 years on, veterans find healing by returning to Vietnam Think about the following questions: The consequences of war go beyond the immediate victims of war (as in the Rwandan survivors video) and soldiers (as in the Now, After video) to generations following war. This impacts both culture and politics. Think about how these things are related and share your thoughts about the psychological consequences of war. Module 13 Week of November 16-22: Is war Natural? Is killing human nature? TRIGGER WARNING: THIS MODULE CONTAINS VIOLENT IMAGERY First Kill Vietnam War Documentary 2/8 Iraq War Veteran Tells the Truth Respond to the following questions on Discussion Board: How can you be both attracted to and repelled by something? Is that an accurate way of describing the human fascination with war? Why or why not? Discussion Board Due by Noon November 22 Module 14 Week of November 30 December 6: Reflecting on the Psychology of War Grossman, Section VIII, Chapters 1-2 (pp ), Chapters 4-5 (pp ) 6

7 Respond to the following questions on Discussion Board: Think about all the themes and concepts introduced in this course. Is Grossman s conclusion adequate? Why or why not? Discussion Board Due by Noon on December 6 Module 15 Week of December 7-13: Final Exam FINAL EXAM Due by Noon on December 13 7