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If you would like to share how you have incorporated War
is a Force That Gives Us Meaning in your classroom, please
e-mail Julie Elliott.
NEW! Read the conflict reports written
by Dr. Monica Tetzlaff's History 217 students.
Read the IU South
Bend student created readers' guide or the Anchor
Books/Random House Readers's Guide for additional ideas
for classroom discussion.
Issues in the book of Interest to:
Literature students--Much could be done
with the idea of "the myth of war" and the use of
folklore as a nationalist tool, in addition, works discussed
include The Iliad, The Odyssey, Shakespeare's
Troilus and Cressida, Henry V and a pro-Milosevic
adaptation of Hamlet
Psychology students--The idea of the experience
of war being the best time of one's life, emotional effects
of war, particularly victims' feelings of guilt once war is
over, Freud's idea of Eros and Thanatos
Communications students--Hedges has an interesting
section where he writes about the "linguistic corruption
in war", nationalist rhetoric, reporters who become addicted
to war, myth of war through the media--the idea in news of
the myth selling better than reality, particularly in regards
to the first Gulf war
Political science students--Government aid
to despots, times when war is necessary, studies of the political
situation in Serbia, Bosnia, and Croatia, etc.
Philosophy--the idea of war making the world
understandable, the idea of suffering being part of the "higher
good" and a way for us to achieve happiness and meaning,
Niebuhr's idea of moral choice, etc.
Business students--How war effects a country's
economy--not just in the short term, but for generations,
examples of good models for economic regrowth after war and
bad examples, business ethics and war.
Nursing--Deaths of the very young and the
very old in wartime due to lack of food and medical attention--is
there an increase in birth defects or illness due to these
same issues?
Education--How do you teach the concept of
war to students?
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