Overview:

1. Friendship, Love, and Justice:Strategies for ReflectionAndrew BrownSummit on Political EngagementThursday, June 4

2. Overview: Introduction Introduction Part 1: “Friendship, Love, and Justice: A Reflection on Service and Politics Part 1: “Friendship, Love, and Justice: A Reflection on Service and Politics Part 2: “Strategies for Reflection Part 2: “Strategies for Reflection

3. Aristotle on Justice • “If, then, the unjust is unequal, just is equal… if they are not equal, they will not have what is equal, but this is the origin of quarrels and complaints-when either equals have and are awarded unequal shares, or unequals equal shares. Further, this is plain from the fact that awards should be 'according to merit'; for all men agree that what is just in distribution must be according to merit in some sense.” (Nicomachean Ethics, V.3). Aristotle contemplating the bust of Homer, Rembrandt 1653

4. Aristotle on Friendship “But if one accepts another man as good, and he turns out badly and is seen to do so, must one still love him? Surely it is impossible, since not everything can be loved, but only what is good. What is evil neither can nor should be loved; for it is not one's duty to be a lover of evil, nor to become like what is bad.” (Nicomachean Ethics, IX.3). The School of Athens by Raffaello Sanzio, 1509, showing Plato (left) and Aristotle (right)

5. Questions For Discussion • 1. What do you think about the concept of justice • as equality, as giving each person “their due”? • 2. Is there such thing as something/someone that is unlovable? What happens if you extend love to an evil person, to an enemy? • 3. What is put at risk if we do not accept Aristotle’s definition of justice? • 4. Aristotle argues that the need for equality in friendship means many people face natural obstacles blocking friendship, Kings with their subjects, rich with poor, righteous with unrighteous. Is this right? Do people create friendships across social lines? Across divisions of power? • How can such a view of justice and friendship be harmful?

6. The Gospel According To Matthew On Love: “You have heard that it was said, ‘Love your neighbor and hate your enemy.’ But I tell you: ‘Love your enemies and pray for those who persecute you’” (Matthew 5: 43-44, NIV). On Justice: “You have heard that it was said, ‘An eye for an eye and a tooth for a tooth.’ But I say to you, ‘Do not resist an evildoer. But if anyone strikes you on the right cheek, turn the other also; and if anyone wants to sue you and take your coat, give your cloak as well; and if anyone forces you to go one mile, go also the second mile. Give to everyone who begs from you, and do not refuse anyone who wants to borrow from you’” (Matt. 5: 38-42, NRSV). Sermon on the Mount, by Carl Heinrich Bloch (1834-1890

7. Questions For Discussion • 1. Is this completely contrary to Aristotle’s account of • friendship? • 2. What might it mean to ‘Love your enemy’? How • does this look? Why would Aristotle object? Is this • different than friendship? • 3. One of Aristotle’s strongest stances is the voluntary nature of love. A lover seeks out a beloved because of his/her/its beauty, use, or goodness. However, Christianity appears to phrase love in the form of a command. Can ‘Love’ be commanded? • 4. How can such a position be harmful, abused, or used to hurt others?

8. Switch - Swatch 1. The room is divided down the center into two groups. Each side will take the position of their respective character (Aristotle/Christianity). 2. Moving back and forth across the room we will offer positive points of argument in favor of each position. Keep these brief (1-2 sentences). 3. After 5 minutes, we will switch sides (you can stay in your seats). Presenter (me) Yea, Aristotle! Yea, Matthew! Matthew “Supporters” Aristotle “Supporters” Final Phase: Alternatives

9. “Alternative Perspectives” • 1. Break into smaller groups of people that are around you. • 2. Meet one another and share your personal involvement with service and/or political engagement. • 3. Read aloud the ‘Alternative Perspective’ (to the group). Discuss briefly: • What does this person have to say about friendship, love, and justice? • Do they fall into debate between Aristotle and Christianity? Where? • Are they talking about the same thing? What distinguishes their position? • 4. Connect the discussion to your own service and/or contemporary politics. • How does this affect your service? How might different perspectives on love and justice influence your interaction with those in need? Those in power? • Connect these debates to contemporary world events. What is going on in the world that is implicitly impacted by particular philosophies of justice or love? • How can these perspectives help bridge the gap between service and politics? What symptoms of injustice and hate do we mend with our service that stems from faulty political policy?

10. Why Reflection? Experiencing Sharing ‘Service makes you probe the depth of your reasoning, morals, and the way you envision the world… [W]hen you arrive at a “work site” you have to ask yourself, “Why am I doing this?” “What are my reasons for doing this?” “Why is this situation like this to begin with?” “Have I contributed to this?”…The Bonner Program allows those questions to be asked and answered in a way that transforms [your] experience.’ Jeremy Campbell, Davidson College Printed in Not Merely a Duty… a Bonner Publication, 2002 Processing Generalizing Applying Based off of David A. Kolb’s Learning Cycle theory. Found at http://www.bonner.org/resources/Reflectionresources/reflectionresources.html

11. Step 1: Topic • Reflection is focused on engaging aspects of common concerns among participants. • What concerns or questions do you engage? • What experience/expertise do you have to offer? • Be sure to consider constraints (what can I teach?): • How much time do I have? • What is my audience and what are their common concerns? • Is experience needed? ? ? ? ???? What did I do? How did I do?

12. Step 1a: Resources • What are your resources? • Personal experiences • News programs • TV shows • Magazine and newspaper articles • Short stories and novels • Readings in philosophy, psychology, sociology, history • How will you present your resources? What selections? What media? • Know your resources well! Reflect yourself. What do you think? • Make the connection b/t resources and topic. ? ? ? ???? What did I do? How did I do?

13. Step 2: Determine Your Goal • What do you want your participants to experience and take away from the meeting? • Think: • Head: intellectual, cognitive, knowledge, concepts, ideas • Heart: feelings, attitudes, experiences, intangible things • Hands: handouts, materials, things to keep and refer to later ? ? ? ???? What did I do? How did I do?

14. Step 3: Create Activities, Brainstorm Ideas • People generally learn better from doing: • Writing, Discussing, Drawing/Painting, Role Playing, Videos... • Remember: Activities do not fill space. How does this connect to your concerns (topic) and goal? • Think: • “How do I make my reflection time more interactive? • “How do I make this more relevant?” ? ? ? ???? What did I do? How did I do? What did I do? How did I do?

15. Step 4: Programming Flow • Design an outline for your reflection so that it directs people through the same concerns, questions, realizations, connections that you hope they experience. • Your reflection should have a clear beginning, middle, and end. • Beginning: • Introduction • Set the tone • Establish credibility/create a surprise • Middle: • Concepts • Build to goals • Develop audience interaction • End: • Bring everything to the final transition/ realization/ close • Share ? ? ? ???? What did I do? How did I do? What did I do? How did I do?

16. Step 5: Write the Reflection Content • You have developed the topic, resources, goals, activities, flow…now write the reflection itself. • Design the presentation of the content of the reflection. • Write the guide in such a way that it can be shared/presented by another. • What are the questions that will drive the discussion? How can you lead the audience to the same thoughts, connections? • Focus, focus, focus: What is your topic? Your Goals? • Get Feedback! • Return to Step 1. Circular Process. ? ? ? ???? What did I do? How did I do? What did I do? How did I do?

17. Step 6: Share! Using social media tools for reflection. Ideas for using social media: Bonner Wiki Page

18. Bonner Resources (Wiki) Bonner Resources (Wiki)

19. Bonner Resources (Wiki)

20. Step 6: Share! Using social media tools for reflection. Blogging: mobalize.org’s MoBlog Video/Podcast: YouTube’s Citizen Tube

21. Bonner Foundation: • http://www.bonner.org • Check out the Resources Tab and look under “Reflection Resources” • You will also find under the Resources tab other Reflection materials and modules. • Learning Circles Workshop: • http://www.bonner.org/resources/modules/modules_pdf/BonCurFacilLearnCircles.pdf • Sample Reflections: • http://www.bonner.org/resources/Reflectionresources/reflectionresources.html • Leading Reflection Curriculum: • http://www.bonner.org/resources/modules/modules_pdf/BonCurLeadingReflection.pdf • Civic Reflection Website: • http://civicreflection.org/online_tools/ • Roosevelt Institute: • http://rooseveltinstitution.org/ • CIRCLE: Center for Information and Research on Civic Learning and Engagement: • http://www.civicyouth.org/ • Aristotle: Nicomachean Ethics. Online version: • http://classics.mit.edu/Aristotle/nicomachaen.html • Thomas Aquinas: Summa Theologica. See especially the second part of the second part • (SECUNDA SECUNDÆ PARTIS): • http://newadvent.org/summa/ • Soren Kierkegaard: Works of Love Good Resources Go Deeper