Unit rationale, description and aim
Human history is saturated with diverse instances of violent conflict, interspersed with periods of relative peace. This ranges from inter-personal and domestic conflicts, intra-communal or civil conflicts, major and minor wars, colonial oppression, genocide, the abuse of human rights through slavery, deliberate impoverishment, the maltreatment of prisoners, to various kinds of racial/ethnic, gendered and sexual violence. In this unit, students study this phenomenon with a view to understanding patterns and considering forms of response. Psychological and sociological theories of human violence are considered, alongside the extensive teachings of religious traditions that have much to say about the morality of violent action, especially when perpetrated against the innocent and the vulnerable. Biblical texts concerning violence (and their history of interpretation) as well as Catholic teachings about peace, non-violence and the morality of violent action are examined. The ‘Just War’ tradition of thought receives attention, as do examples of historic and modern slavery and abolitionist movements. The unit aims to develop students’ critical understandings of the origins and expressions of violence, and to equip them with the insights and skills needed to join with others to advocate for a more peaceful and just world. This unit is available within ACU's Core Curriculum.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Explain major theories of violence and biblical te...
Learning Outcome 01
Analyse the dynamics at play in dominant forms of ...
Learning Outcome 02
Critically reflect on ways in which conflict might...
Learning Outcome 03
Content
Topics may include:
- Foundational understanding and skills in critical analysis and argumentation.
- The teachings of religious traditions on war and violence, with a particular focus on Biblical texts and Catholic thought.
- Theories of violence: Why are human beings so violent?
- Forms and structures of violence.
- War and military conflict, including ‘Just War’, non-violent and pacifist traditions.
- Slavery, historic and modern.
- Racial and ethnic violence.
- Gendered and sexual violence.
- Human dignity and the response to violence.
Assessment strategy and rationale
To pass this unit, students are required to achieve an overall minimum grade of pass (50%). The assessment strategy is designed to enable students to display achievement of all learning outcomes.
To assure assessment in the age of generative artificial intelligence, as well as assessment authenticity, assessment is integrated with in-class activities. This involves written and oral activities assessing student understanding of key concepts, theories and debates about conflict and violence, as well as requiring them to enter into discussion with others and to produce individual pieces of work for assessment. Application to contemporary contexts will also be emphasised.
Task 1 asks students to explain major theories of violence and concepts relating to conflict and peace studies, including the Catholic tradition. It is designed to enable achievement of Learning Outcome 1.
Task 2 invites students to analyse particular forms of conflict and violence, including considering how they have been addressed. The focus of this task is on enabling students to achieve Learning Outcomes 1, 2 and 3.
In Task 3, students are asked to reflect on specific case studies and draw conclusions as to the success of conflict responses. This enables students to display achievement of all three learning outcomes.
Overview of assessments
Task 1: Conceptual Task Requires students to outl...
Task 1: Conceptual Task
Requires students to outline some of the major theories of violence, and core concepts relating to conflict and peace studies, including important contributions from the Catholic tradition.
20%
Task 2: Critical Analysis Project Requires studen...
Task 2: Critical Analysis Project
Requires students to analyse particular forms of conflict and violence, noting the specific dynamics at play, and how they have been successfully addressed (e.g., anti-war activism, community dialogues).
40%
Task 3: Integrative and Creative Application Task...
Task 3: Integrative and Creative Application Task
Requires students to critically reflect upon specific case studies (e.g., conflict evidence files, survivor voice statements, peace-making projects) to draw conclusions about the success of particular responses to conflict, with reference to Catholic thought.
40%
Learning and teaching strategy and rationale
This unit will be offered as a flipped classroom, drawing on the standard 150 hours of focused learning. Students are required to complete online modules as well as attend on-campus seminars, where some assessment will be conducted. During standard semesters, this involves approximately an hour of canvas-delivered content, including short instructional videos on key ideas and debates, a study guide, set readings, questions, and formative assessments. Students are required to attend two-hour on-campus seminars in which the week’s study materials will be discussed with peers and instructors, and where some assessment associated with unit content will be conducted. In these seminars, a range of learning activities will take place, to develop, test, and consolidate knowledge, and share ideas with others.
When delivered during summer and winter terms, the unit will similarly employ a flipped mode of delivery, blending collaborative learning and project-based learning approaches, combined with direct instruction. The collaborative learning aspect emerges most strongly through interactions in the class or online forums, which require students to enter into critical engagement with one other in thinking through key problems in the field.