Encountering Conflict 2016 CURRICULUM AND ASSESSMENT Area of

‘Encountering Conflict’ 2016

CURRICULUM AND ASSESSMENT

Area of Study 2 – Creating and Presenting • The focus in this area of study is on reading and writing and their interconnection. • Students will read these texts in order to identify, discuss and analyse IDEAS and/or ARGUMENTS associated with the selected Context. • Students will then draw on the ideas and/or arguments they have gained from the texts studied to construct their own texts.

Outcome 2 • On completion of this unit student should be able to draw on ideas and/or arguments suggested by a chosen Context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context.

Task • Section B requires students to complete an extended written response. In your writing, you must draw on ideas suggested by the Context Encountering Conflict. • Your writing must draw directly from at least one selected text that you have studied for this Context ( Life of Galileo and/ or Every Man in This Village is a Liar) for the exam) and be based on the ideas in the prompt. • Your response may be an expository, persuasive or imaginative piece of writing, or a hybrid of these three styles. • You SHOULD NOT attempt a style of writing in the exam that you have not reviewed with your teacher.

Expository Writing • This style of writing is designed to explain, explore, analyse or to give information. • Typical forms include: – – – an essay feature article non-fiction prose lecture transcript report

Persuasive Writing • This style of writing is designed to persuade, argue, rebut, encourage action or inspire. • Typical forms include: – an argumentative essay – letter to the editor/ opinion article – persuasive speech

Personal/ Imaginative Writing • This style of writing is designed to entertain, divert, describe, reflect, encourage reflection and explore. • Typical forms include: – – a narrative poem descriptive writing journal entry.

Unit 3 Assessment • Produce one piece of writing in response to one of two prompts. • Your writing must have implicit or explicit reference to Life of Galileo. You may also draw on other material. • Your response may be expository, persuasive or imaginative or a hybrid of these styles. • You must complete a written explanation which identifies your choices in regards to form, audience, purpose, context and language.

• Your written explanation is only a requirement of the SAC. You are asked to explain your choices in regards to form, language, audience, purpose, and context (FLAP + C). • In order to do this, you need to have thought of reasons for your choices.

• Your work is assessed on the extent to which it blends together the ideas of the text, the prompt of the context and a sophistication in writing/ expression. Writing Prompt Ideas

• This means that a response that focuses on one area at the cost of the other two will not score highly. Writing Prompt Ideas

CONFLICT

What is ‘Conflict’? • noun /ˈkänˌflikt/ conflicts, plural – A serious disagreement or argument, typically a protracted one; – A prolonged armed struggle; – An incompatibility between two or more opinions, principles, or interests; – A condition in which a person experiences a clash of opposing wishes or needs.

Theories of Conflict • The philosophy of the 17 th century moved away from the recognition of a divine authority to an exclusively naturalistic account of man. • Thomas Hobbes (1588 -1679), recognised as a leading western philosopher, in his work ‘Leviathan’ depicted men as egoistic calculators whose overriding concern was the pursuit of private advantage.

• Hobbes depicted men as being motivated by “a perpetual and restless desire of power after power”. • Hobbes goes on to identify another disposition of human nature which, along with the desire for gain, is the most important source of conflict: pride. • Pride is makes men ambitious and perpetually inclined to compete with each other. • Hobbes’ explanation of conflict is simply put: human beings are social but conflict-prone. Given that the desire for power is inherent in human beings, naturalists (like Hobbes) would argue that conflict is inevitable.

A Christian View of Conflict • Christians believe that according to the Bible, human beings were created “in the image and likeness” of God (Genesis). • However, every person carries within himself or herself an inherited weakness - an inner-division, the effects of original sin. • We are imperfect, with a tendency to do what is wrong.

• Christians do not believe in the innate corruption of the person, but rather that free will has not been destroyed and corrupted by original sin. • The Christian view of conflict establishes man as inherently noble and moral, but with the freedom to choose. This choice, a ‘giving in’ to our baser nature, leads to conflict and discord.

Players in Conflict • Aggressor – Much has been written about the psychology of the aggressor and what allows an individual to behave in ways that are against both their upbringing and social conventions. • Victim – Apart from physical and mental aggression, Victims often feel powerless and this sense of helplessness compounds their feelings of vulnerability and victimisation.

• Bystander – The question remains if one can genuinely be a bystander to conflict and indeed what the toll of attempting to be a bystander might be. – “Evil thrives when good men do nothing. ”

• What is your view of human nature? • Do you believe that human beings are destined to engage in conflict? • What might need to happen for conflict to become a thing of the past? Is this likely to ever happen? • Can one be a bystander to conflict? • Summarise theories of Conflict explained so far – Hobbes and the Christian view of Conflict.

Life of Galileo

Historical Context • Life of Galileo is set in the 1600 s, during the Renaissance – a period of great change in Europe in which people began to look at their world in a different way. Many believed they were living in a ‘new age’, so full was it of new ideas, new discoveries and new inventions. • Renaissance Italy was a centre of artistic and intellectual ferment, the home of the great geniuses of the age – Machiavelli, Da Vinci, Petrarch and Michelangelo, among others. • Italy was the birthplace of the Renaissance, but its spirit of inquiry quickly spread throughout Europe.

• Galileo Galilei (1564 -1642) was an Italian physicist, mathematician, astronomer, and philosopher who played a major role in the emergence of the modern sciences. • In the seventeenth century, the Catholic Church was immensely powerful (and wealthy). • During this period, the popes were enjoying the peak of their influence: not just the leaders of the Roman Catholic Church they also served as secular leaders, controlling much of central Italy around their seat in Rome. • The majority of people were very religious and trusted the authority of the Church on all matters.

Plot Summary • Bertolt Brecht’s play portrays Galileo as he struggles with the church over his attempts to prove the Copernican theory of a heliocentric solar system. The play opens as Galileo teaches his theory to eleven year old Andrea Sarti, his housekeeper’s son. • He is initially celebrated as a great man of the Renaissance – until the church condemns his teachings, fearing that he will begin to question the order of the social system, too.

• For eight years, he stops his research, but when an argument about sunspots piques his interest, and he is compelled to begin his study again. His daughter, Virginia, is engaged to the wealthy and stupid Ludovico. • Ludovico breaks off the engagement when Galileo starts his research again, and Virginia resents her father for it. When Cardinal Barberini, a man of the Enlightenment, becomes Pope, Galileo hopes that the church will change its position, but Barberini, now Pope Urban VIII, is pressured to censure the scientist.

• Galileo recants his theories under threat of torture, and for the remaining years of his life, he writes in secret, only to have his papers confiscated. Only Virginia is proud of him, and she keeps a watchful eye on him. • Galileo manages to keep a copy of his work hidden in a globe, which the now 39 year old Andrea smuggles out of Italy. Andrea berates him for his recantation. Galileo admits that he recanted out of a fear of torture and proclaims that he has betrayed science.

SCENE QUESTIONS

Scene 1 - 1609, Padua 1. Why "have people believed the sun and all the stars of heaven rotate around mankind”? 2. What prompted “the new time" that Galileo speaks of? 3. What role did Galileo believe exploration played in broadening peoples’ minds? 4. Why might faith “have been enthroned for a thousand years” and now be replaced by doubt? 5. Why does Galileo make a distinction between “gawping” and “seeing”? 6. What comment does the Procurator offer about Mathematics and why?

1. What important observation does Galileo make about the need for teachers to learn? 2. What comment does the Procurator ale about the tension between the Church and Galileo’s research? 3. In asking Galileo for “another née piece of work like this famous proportional compasses” what is the Procurator suggesting about Galileo’s work? 4. What problem does Galileo highlight with hypotheses? Scene 2 - Arsenal of Venice 1. Why does the Procurator attribute the telescope to an “inscription in the great book of the arts”? 2. What is Ludovico starting to learn about science?

Scene 3 - 10 January 1610, Galileo’s Study, Padua 1. Why does Galileo mark this date as “got rid of heaven”? 2. Why were Galileo’s earlier inventions so well received? 3. Why does the Procurator refuse to see the broader benefits of Galileo's telescope? 4. Why does Sagredo “feel something not all that remote from fear”? 5. What comment might be made about Galileo’s ethics? 6. What fundamental principle does Galileo challenge with his view that “the earth is a planet and not the centre of the universe”? 7. Why does Galileo claim he taught the Ptolemaic system despite thinking it was wrong?

8. 9. What observation does Sagredo make about human reason? When Galileo says he believes “in reason’s gentle tyranny over people” what is he discounting? 10. What does Galileo believe is the difference between what Copernicus was proposing and what he is proposing? 11. Why does Sagredo believe “it is a disastrous night when mankind sees the truth”? 12. Why does Galileo name the new starts after the House of Medici? Scene 4 - Florence 1. What des the Philosopher’s use of Latin suggest? 2. What distinction is Galileo attempting to make between “the authority of Aristotle” and “tangible facts”? 3. What does Galileo mean when he says “Truth is born of the times, not of authority”?

Scene 6 - 1616, The Vatican 1. What causes the mocking at the beginning of this scene? 2. What position do the First and Second Astronomers take? 3. What position does the Old Cardinal take? 4. What conclusion does Christopher Clavius reach and what further predicament does this put Galileo in? Scene 7 - 5 March 1616 1. What analogy does Galileo use to explain his theory to Barberini? 2. What conclusion does Bellarmin say the Holy Office has reached?

Scene 8 - Rome 1. What might be the “potential dangers for humanity in wholly unrestricted research”? 2. What does the Little Monk see as the danger is suggesting Galileo’s ideas to people like his parents? What is Galileo’s response? Scene 9 - Galileo’s House, Florence 1. Why is Galileo so angry with Filippo Mucius? 2. What prompts Galileo to begin postulating his theories again? 3. What challenge does Ludovico suggest the future pope will have? Scene 10 - 1632 Carnival 1. Summarise the song sung at the carnival. What is its purpose?

Scene 11 - 1633, Medici Palace, Florence 1. What can be inferred from Vanni’s comparison between what is happening in Rome and other parts of Europe? 2. What preparations has Galileo made and what does this suggest? Scene 12 - The Vatican, Rome 1. What observation does the Inquisitor make about the people gathering at the Vatican? 2. What is he suggesting is at the heart of Galileo’s hypothesis? Scene 13 - Ambassador’s Palace, Rome, 22 June 1633 1. Why is Andrea so disappointed in Galileo? 2. What observation does Galileo make at the end of this scene?

Scene 14 - Florence 1. Summarise Galileo’s monologue to Andrea. Why is he so critical of himself? Scene 15 - 1637, Italian frontier town 1. What attitude of the border guards works to Andrea’s advantage? 2. How does Brecht choose to end the play and why?

GALILEO’S CONFLICT WITH THE CATHOLIC CHURCH

Scene 7 • Cardinal Bellarmin announces the Church has officially rejected Copernicus’ theory as ‘heretical’ and instructs Galileo to abandon his view. (p. 60) • He tells Galileo that revising basic astronomical concepts could jeopardise the peasantry’s faith in the Bible and with it the entire fabric of society. • Galileo doesn’t contend that God doesn’t exit; he declares that humanity’s view of God’s creation is wrong. • Galileo is brought to the attention of the Cardinal Inquisitor. Secretaries create transcripts of the conversations had with Galileo.

Scene 8 • The Little Monk visits Galileo and tries to talk him out of maintaining his views. Galileo insists that the authorities have effectively bribed him not to stir up the peasants (lower class). (pp. 66 -7) • When the monk suggests that the truth might somehow get through on its own, Galileo replies that it needs to be forced through. (p. 68)

Scene 9 & 10 • Galileo remains silent for 8 years (1624). However, with the ascension of a new pope, who is himself a scientist, he is encouraged to resume his research into sunspots (a forbidden area). (pp. 77 -9) • 1632. Galileo publishes his work in the common language (Italian, rather than Latin ) and it spreads amongst the lower class. The response of the ‘common people’ is to declare that Galileo has broken the authority of the Bible and, consequently, the Church. (pp. 84 -5)

Scene 11 & 12 • 1633. Galileo has a copy of his book ‘Dialogues on Two World Systems’ to give the Grand Duke of Florence, but he declines it. The Inquisition summons Galileo to Rome. (pp. 87 -8 & 89) • The Cardinal Inquisitor tells the Pope of his concerns about the social unrest provoked by Galileo’s publication. Initially, the Pope is reluctant to move against the greatest physicist of the day. However, he eventually agrees that Galileo’s doctrine should be declared heretical and that he should be encouraged to recant (retract his theory) by being shown the instruments of torture. (pp. 92 -3) • Galileo goes before the Inquisition and recants his theory. (p. 95 -8)

Writing Tasks

‘Life of Galileo’ Toolbox • ‘Life of Galileo’ • Theories of Human Nature • Enlightenment • •

Expository • A Review of a recent performance of ‘Life of Galileo’ at the Arts Centre and its relevance to current debates. • Feature Article in The Age newspaper exploring the importance of scientific research in challenging ideas.

Imaginative • A letter from Virginia Galilei to her father confirming the importance of his work. • A letter from Galileo to Andrea presented as a final letter before Galileo death. • A letter from Sagredo to Galileo cautioning him against pursuing his theories.

Persuasive • An opinion piece in The Age arguing in favour of more funding for scientific research. • Keynote speech of Professor Martin Pera, Program leader of Stem Cells Australia, at an International Conference on Biomedical Research. • A speech by a Roman Catholic Cardinal against stem cell research.

Choosing a style of writing… • Ultimately, we must return to this: Writing Prompt Ideas • You need to present a style of writing that will best help you find the balance between Prompt, Writing and Ideas. • Explore maybe two options for Life of Galileo and see which works best.

Context Prompts • At the heart of conflict is fear. • Who we are is truly tested and proven when we encounter conflict. • Conflict can reveal unexpected qualities. • It is through conflict that we grow. • Survivors of conflict are forever shaped by their experiences. • Conflict brings out the best and the worst in humanity.

• Fear of what is different lies at the root of conflict. • It is through encountering conflict that an individual either grows or is corrupted. • There are no bystanders in conflict. • Understanding conflict is more important than winning it. • Conflict is an inherent part of life. • Conflict makes people act out of character.

• The victims of one conflict are often the perpetrators of another. • One conflict always contains the seed of another. • The clash between reason and belief lies at the heart of conflict. • Conflict can promote a deeper understanding between human beings.

• Conflict can be a catalyst for change. • Conflict can bring out surprising qualities in individuals. • Conflict is bound to happen when emotion rules reason. • Abuse of power creates many victims in conflict. • When encountering conflict survival overrides all rational thought.

• The nature of conflict will define the strength of one's morals. • Conflict can only be resolved if we lean how to forgive. • True courage when encountering conflict will lead to real change. • Conflict is the external manifestation of an internal struggle. • The effects of conflict are long lasting, and often remain unresolved. • It's what we learn from conflict that really matters.