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PAX 507 Praxis: Personal and Community Formation (1 SH)This pass/fail One-Hour bi-weekly seminar for MA in Transformational Leadership (MATL) students contributes to creating a foundation for the student’s personal development and partners with the development of the learning community that supports students throughout their time at CJP and beyond. PAX 507A nurtures the importance of community process while also providing one on once care. This online seminar is rooted in reflective conversations and is co-led by the student-teachers and the wisdom of all who inhabit our virtual learning community.
This seminar will explore themes of vocation/purpose, community creation, professional development and leadership. | View file |
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PAX 508 Praxis: Project (1-2 SH)Praxis Project involves the online experience of connecting to a practice community of other transformational leaders and coaching faculty while implementing a project in their organization or home community. A mix of asynchronous assignments and synchronous meetings allow students to engage in course material, engage in collective brainstorming of practice challenges/barriers, view transformational leadership through an emergence lens, and refine leadership skills in complex projects and programs.
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PAX 568 Transformational Leadership for Social Change (3 SH) The complex, dynamic, and frequently chaotic contexts of the 21st century call for approaches to leadership that go beyond the individualistic, competitive and exclusive leadership paradigm after which many roles are often modeled. Social change in fast-paced and interdependent contexts requires a concerted collective effort to identify problems, envision new scenarios, articulate networks and set forth movements that inspire more just and flourishing societies. The challenges of social change demand new approaches to leadership.
In this course, we look at some of the challenges facing communities, such as increasing inequality, climate change, discrimination and oppressive power dynamics, and explore leadership approaches that can be transformational in leading social change. We discuss and experiment with leadership skills such as empathy, inclusivity, fairness, adaptability and creativity, vulnerability, curiosity, and reflect how transformational leaders can foment sustainable change in different areas, from the intra-personal to the communitarian, organizational (for-profit and not for profit), and society.
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PAX 571 Restorative Justice: Principles, Theories & Applications (3 SH)This course provides a critical examination of the values, principles, and practices of restorative justice. It provides a unique opportunity to explore the philosophy of restorative justice from various perspectives, and as it is applied in various contexts. Our primary starting point is the U.S. criminal legal system and the problems posed by its dominant responses to harm and violence. We examine how restorative justice presents a contrasting philosophy of justice that addresses the needs of multiple stakeholders, draws from faith-based and indigenous approaches, and challenges interpersonal and structural forms of harm. We also explore intersections and applications of restorative justice with multiple fields and movements including racial justice, trauma healing, education, youth development, and transitional justice.
This is a core requirements for MA in Restorative Justice students. This course is offered every fall and is often offered through the annual Summer Peacebuilding Institute as well.
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PAX 585 Global Development (3 SH)This course introduces you to the field of global development through examining both the history of the field and the current debates and challenges faced by development practitioners. The purpose is to explore and critically evaluate the basic assumptions underlying the competing theories and current approaches towards alleviating poverty and global inequality. This course approaches the phenomenon of development in its broadest sense as the study of change, with attention to global justice, equity, and the historical links between development, colonialism, and global capitalism. In the course, we will explore what development means, how to measure it, and how to understand attempts to balance between economic, ecological, and equity concerns. The course engages the key propositions that emerge in contemporary development debates, and offers frameworks for evaluating theories, interventions and policies. With attention to power relations, we will consider critiques of the development project sensitive to race, gender, ecology and other political economy traditions, in dialogue with the dominant understanding of development as technical interventions for enhancing the market mechanism. This will provide a foundation for uncovering and assessing social and political structures, institutions, inequalities, and development policies as theories meet practice. [This course is cross-listed with undergraduate course PXD-485.]
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PAX 601 Mediation and Negotiation (3 SH) Negotiation is the fundamental process by which human beings discern how to resolve differences and move forward together—whether in a family, a local community, an organization, a society, or a world community. Mediation adds a third party to the negotiation process
, and has proven remarkably effective in resolving and even transforming certain disputes. This course will train participants to be effective negotiators and to serve as impartial mediators
, but and will also explore the varying contexts in which these processes take place and the variety of perspectives and worldviews that parties bring to a negotiation or mediation process.
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| name | PAX601_Mediation&Negotiation_AlabanzaSnearyAlabanza.pdf |
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PAX 610 Facilitation: Process Design & Skills for Dialogue, Deliberation & Decision-Making (3 SH)This course is designed to develop participants’ capacities as skillful facilitators and to enable them to design and lead effective group processes for dialogue, deliberation and decision-making. The course is structured around six all-day class sessions that are complemented by observation of real meetings and mentored, applied practice as facilitators in the community.
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PAX 640 STAR Level 2 (2-3 SH)Strategies for Trauma Awareness and Resilience (STAR) Level 2 invites
people who have started to bring trauma awareness into their life and work for greater resilience participants, who have completed STAR 1, to deepen their knowledge
, skills, and
skills. In Level 2, participants have a chance to:● review and deepen learning around trauma awareness and resilience● explore the complex realities and implications of structural and historical harms● practice and deepen capacity for confidence. The training invites participants to:● Apply a trauma and resilience-informed lens to their personal and professional life
● Practice trauma-informed/responsive facilitation
● Deepen learning around the connection between personal and systemic trauma (individual healing and social justice)
● Explore the complex realities and implications of collective trauma - historical and current (racism, and
● climate anxiety, pandemic, migration, etc.)
● Review and share plans and questions, while connecting with others who are applying STAR learning in their lives and work.
STAR Level 1 provides foundational content for this course. In Level 2, we continue to focus on trauma’s impacts on 2 expands upon the foundational content provided in STAR 1: the impacts of trauma on the body, brain, beliefs and behavior; how those impacts often unaddressed trauma can lead to cycles of violence; and possibilities for breaking free from cycles of violence and building resilienceharm, tools for interrupting these cycles, and ways to cultivate resilience in a culturally responsive manner. The focus in STAR 2 is to review these concepts and go deeper into the impact of collective trauma (historical and current) on individuals and groups. Participants in STAR Level 2 will also have the opportunity to join the STAR Practitioner learning community for ongoing connection and exchange as well as , along with access to conceptual and practical resources.
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PAX 665 Designing Processes for Conflict Transformation (3 SH)Many of the systems in which we live and work are dysfunctional, harmful and mired in conflict. One strategy for transforming them is through deliberative dialogue processes that engage the whole system: whether community, organization or society. Such processes can enable us to respond creatively to our most complex challenges and move us toward more equitable, just and positive relationships and structures. Through this class, we will explore how complexity and identity theories, conflict analysis, and power assessment inform collaborative process design. We ask tough questions about what kind of processes are relevant for cultivating different phases of change and explore ethics underpinning the praxis of process design rooted in awareness of our ‘positionality’ in the system. We will learn about many process methodologies such as Appreciative Inquiry, Courageous Conversations, Emergent Strategies, Narrative Practice, Open Space, Polarity Management, Transformative Scenario Planning, World Café, and others. We will critically explore their underlying theories of change and theories of practice in ways that enable participants to become more creative and astute process designers. It builds upon and complements theories and skill learned in PAX 610 but does not teach facilitation skills per se. This class will be most appropriate for participants who already have some familiarity working with groups and is ideal for those with facilitation practice experience654 The Enneagram and Conflict (1 SH)The enneagram is a framework for understanding personal motivations for behavior and it can be used as an analytical and practical tool for helping us understand interpersonal conflict and what to do about it. This course will explore the enneagram, the factors that motivate conflict, how various enneagram types engage in conflict, and what can be done to address interpersonal conflict through knowledge of enneagram types. Whether you are in leadership, working with troubled personal relationships, serving as a practitioner, or working in a helping profession, this course will provide knowledge of the framework and ways of using it to address conflict.| Anchor |
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PAX 665 Designing Processes for Conflict Transformation (3 SH)Many of the systems in which we live and work are dysfunctional, harmful and mired in conflict. One strategy for transforming them is through deliberative dialogue processes that engage the whole system: whether community, organization or society. Such processes can enable us to respond creatively to our most complex challenges and move us toward more equitable, just and positive relationships and structures. Through this class, we will explore how complexity and identity theories, conflict analysis, and power assessment inform collaborative process design. Using a series of mini-case studies, we will explore the complex interactions involved in adaptive and responsive design. We ask tough questions about what kind of processes are relevant for cultivating different phases and scales of change and explore ethics underpinning the praxis of process design rooted in awareness of our ‘positionality’ in the system. We will learn about many process methodologies such as Appreciative Inquiry, Courageous Conversations, Emergent Strategies, Narrative Practice, Open Space Technology, Polarity Management, Transformative Scenario Planning, Future Search, and others. We will critically explore their underlying theories of change and theories of practice in ways that enable participants to become more creative and astute process designers.
This online class is a 3 SH class that can fulfill a high-level CT requirement for any students in the GC in Conflict Transformation or MA in Conflict Transformation programs.
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PAX 677 Restorative Justice & Whole Systems Approaches (3 SH)The reemergence of Restorative Justice (RJ) in the last 40+ years initially focused on interpersonal harm and violence, yet, more recently, is expanding to include collective harms caused by governments, corporations, or institutions against marginalized people. Rather than conceiving it as a method of ‘social reform’, if we understand RJ as a ‘social movement’ and study and apply it in that context, there is a greater potential for both serious interpersonal and structural transformation. This course is designed to empower RJ practitioners and theorists who are prepared to position themselves as change agents for justice systems shifts. This course will examine the relationship between institutional and interpersonal harms and dissect systemic harm that is an end result. Through case study research and discussions, we will explore the potential benefits and limitations of restorative and transitional justice principles and practices in building areas of accountability for systemic harms. Students will work collaboratively through a specific case study to identify and create theories of change for systemic transformation
of a carceral system. The knowledge gained from the case study will then be applied to areas of personal interest through a three-phase process, culminating in a final project and presentation.
This is one of several seminar courses that are geared primarily to second year graduate students in the Center for Justice & Peacebuilding. These seminar courses will be capped at 15 students, with up to 18 students with special instructor permission. This course satisfies a core requirement for MA in RJ students. Students from other graduate programs should meet with the professor to determine the suitability of the course for their learning goals. In order to participate in this advanced seminar, students will be required to have completed either PAX 571 Restorative Justice OR, for MAED students, EDRJ 551 Foundations of Restorative Justice in Education. In addition, it is strongly recommended that students take PAX 533 533 Analysis or PAX 534 Foundations 1 OR, for MAED students, EDRJ 581 Analyzing Conflict in Educational Settings prior to enrolling in this course.
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PAX 684 - PAX 694 (1-3 SH)CJP attempts to offer a wide variety of courses on critical issues and skills needed in the peacebuilding field. Especially in our Summer Peacebuilding Institute (SPI) each May and June, we offer new topics courses based on what we are hearing is needed most out in the field. These topics courses are one time offerings that may or may not be offered again but are not a required part of the graduate program (though students may take these courses as elective credits). | Anchor |
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PAX 687 Critical Issues in Peacebuilding Theory and Action The Promise of Peacebuilding (3 SH) This course focuses on global peacebuilding and the issues that are of pressing importance in contemporary action. And it will center the work and voices of practitioners through regular conversations and presentations by CJP alumni and current colleagues sharing their insights on their successes and challenges. We will work with such questions as Who are the most effective actors — Civil society, state, or global governance organizations? How should peacebuilding be organized, funded and assessed? What are acceptable roles of internal local or external foreign actors? How can global peacebuilding efforts deal with state violence and war, terrorism, climate injustices and other environmental issues, migration and displacement, the legacy of colonization, silencing of indigenous voices, gender inequity, and religious and identity-based violence among others. The course will include an action project and an optional one-day field trip to Washington DC.Though peacebuilding definitions differ, the ultimate goal of peacebuilding is to put into place mechanisms for building peaceable societies and relationships. This course explores the aims of peacebuilding, how humanity has tried to bring about peace throughout history, and contemporary approaches. We will especially look at the contributions of civil society peacebuilding, and consider whether it reaches its goals contributing to social peace. We will hear stories from CJP alumni and partners as they explore the promise of peacebuilding in their context, with its successes, challenges, and possible next steps.Note: This course will be being offered as an elective course, likely during the Spring 2025 semester, and it includes an additional $50 course feefor the first time during the spring 2025 semester. It is one of the two classes that can fulfil a high-level Conflict Transformation program requirement for MA and GC students.
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PAX 688 Justice, Peace and the Biblical Story (3 SH) The Bible has often been used to justify war and other forms of violence. The biblical story has also been read and interpreted as pertaining to only personal beliefs and behavior rather than communal concerns or social issues. The intent of this course is to explore the biblical story and what it says about issues of violence, justice, and peace. How are people who embrace the biblical story called to apply these understandings to their lives, personally and collectively? How have Christian communities around the world made use of the biblical story as a core component of their efforts to work for safety, emancipation, self-determination, and healing? How can we use biblical narratives in our work to build peace and justice within communities? As we examine these questions, we will center perspectives and traditions of reading the Bible birthed by people experiencing direct violence and oppression.This course meets a core requirement for the Seminary’s faith-based peacebuilding certificate. It is also an elective option for CJP’s MACT, MARJ, MATL, GCCT and GCRJ programs. It is cross listed with Eastern Mennonite Seminary and will be offered on a semi-regular basis PAX 691 Creative Approaches to Peacebuilding (3 SH) Creativity and the arts have historically been connected to peace and conflict. Human communities have used creative and artistic techniques to harmonize self, community and nature, to witness and make sense of the world, process and express feelings and emotions, to enact power and agency, to signify the past, reflect on the present and imagine the future. Creativity and arts have also been used to promote violent conflict, and as vehicles of colonization and imperialism. Amidst these multiple roles, peacebuilding practitioners and artists have continuously engaged with creative and artistic creation seeking to foster peace, resist oppression, denounce violence and promote healing, with different levels of impact. The challenges posed by current interconnected crises such as increasing inequality, climate crisis, discrimination, oppressive power dynamics and shrinking social spaces demand creative innovations to respond to violence, ignite justice and cultivate peace.This course investigates creativity in peace and conflict and the roles of arts in peacebuilding. We will explore techniques of creativity for everyday life and artistic approaches, including movement and dance, sound and music, theater, drawing, and contemplative practices, in a participatory dynamic that combines theory, case studies and practice. The methodology is based on hands-on engagement, and invites observing one’s own transformative processes, exchanging experiences and dialoguing with theories, authors and artistic creations through critical and contextual lenses. The course aims at providing a space where participants can explore perspectives on their peace(s) and conflicts and tap into their own creativity, vulnerability, confidence, and power, developing abilities for transformation and peacebuilding. Furthermore, we will discuss potential, limitations and ethical considerations of different initiatives, as well as trauma-responsive facilitation, planning, monitoring and evaluation. The objective is that participants can actively explore techniques and approaches to creatively adapt, incorporate and develop into their own peacebuilding practice.
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