lectures Flashcards

1
Q
  1. In discussing moral conflict, what do Pearce and Littlejohn mean by “incommensurate social works,” and how do incommensurate social worlds impede conflict resolution?
A

• Different ways of being, discussing things
In commensurate because they work together but not with other social worlds, hard to settle moral issues.
Example: respecting women

There exists a category of conflicts in which the cultural resources of the participants differ so much that neither provides a sufficient guide for how to resolve the conflict. In these conflicts between incommensurate social worlds, a minimum requirement of satisfactory performance includes an awareness of one’s own cultural resources, a willingness to move beyond them, and the ability to find ways of cooperatively dealing with the conflict that transcend the social worlds of the participants.
• moral values are embedded in clusters and have histories and their own logic, embedded moral orders are not negotiable, incommensurate language, inherent escalation.

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2
Q
  1. According to Pearce and Littlejohn, moral values are “embedded in clusters and have histories.” How does this interfere with resolving moral conflicts?
A

• Embedded in clusters moral orders are not negotiable.

-makes them more complicated, because you can’t untangle it, much harder to compromise, can’t separate it with clarity

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3
Q
  1. What general conflict management strategies does moral conflict tend to preclude?
A

• Compromise

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4
Q
  1. Dues discussed three “success stories” in which major conflicts were resolved, or at least reduced. What were they?
A
  • Camp David accords
  • start treaty
  • enlibra principles
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5
Q
  1. Who initiated the negotiation effort that ultimately produced the Camp David Accords between Egypt and Israel?
A

• Sedat

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6
Q
  1. How did President Carter get both Sedat and Begin to reframe their negotiations to focus on the future of both countries?
A

• Reframed the conflict to the future: their grandchildren

-showed pics of grandchildren, met with them on different days, memorized names, reframed the issues

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7
Q
  1. What leader of the United States, and what leader of the Soviet Union agreed to attempt to negotiate at treaty to reduce the numbers of their nuclear arms?
A

Reagan and Gorbachev

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8
Q
  1. The START Treaty between the United States and the Soviet Union was an example of what basic conflict management strategy?
A

• Fractionation

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9
Q
  1. What 2 governors, one liberal and one conservative joined together to develop the Enlibra Principles for deciding issues in conflicts concerning the environment?
A

• Governors Kitshaber and Leavitt tasked to draft common statement for Western Governors
-definite test question

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10
Q
  1. What are the Enlibra Principles?
A

• National standards/neighborhood solutions
• Collaboration, not polarization
• Results, not process
• Science for facts, process for priorities
• Markets before mandates
• Recognition of both benefits and costs
• Solutions transcend political boundaries
• Change a heart; change a nation
**a set of principles for governors to follow in resolving issues involving environmental issues

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11
Q
  1. After listing “7 Thruths” about major conflict (which we won’t ask you), Kenneth Cloke asks three important questions about learning to handle major conflicts. What are those questions?
A
  • Can we become more skillful at addressing the systemic, contextual and environmental factors that trigger conflicts?
  • Can we use conflict management principles pro-actively to reduce the inequalities, inequities and dysfunctions that generate systemic conflict?
  • Can we redesign our social, economic, and political communities, institutions, processes and relationships to encourage more humane, compassionate, and collaborative outcomes?
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12
Q
  1. How does Kenneth Cloke define “evil”?
A

“not initially a grand thing, evil begins innocuously with a constriction of empathy and compassion—creating a small piece of evil.”
Expands, replacing
 Empathy with antipathy
 Love with hate
 Trust with suspicion
 Exalts: Negative attitudes, brings them into the open, domination of others
 Assumes: We are good/others are not

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13
Q
  1. What does Cloke regard as the “deepest form of evil”?
A

injustice

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14
Q
  1. What are the 1st, 9th, & 10th steps in Cloke’s “10 Steps from Argument to dialogue”?
A
  • 1.) Agree on ground rules
  • 9.) Redesign institutions and systems to transcend conflicts at their source
  • 10.) Get feedback, evaluate, learn, continue improving
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15
Q
  1. How does Cloke define: substantive change, transformational change, and transcendent change?
A
  • Substantive change: occur when modifications are made in content, or things themselves.
  • Transformational change: take place when alterations are made in the forms, processes, and ways change takes place.
  • Transcendent change: happen when shifts take place in the hearts, spirits, attitudes, relationships, and the very being of the people who are touched by the change.
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16
Q
  1. What did Robert Mnookin advise about whether George W. bush should negotiate with Afghanistan after 9/11?
A

don’t negotiate

17
Q
  1. What 6 questions did Robert Mnookin consider in developing his recommendation to George W. Bush about whether to negotiate with Afghanistan after 9/11?
A

only found 5??
• Alternatives to negotiation? Military force.
• Reasonable prospect an agreement would be carried out? No.
• Potential costs of negotiating? Undermine credibility. Set bad precedent. Loose ability to form coalition.
• US interests at stake? Yes.
• Alternative morally justifiable? Yes.

18
Q
  1. How does Robert Mnookin define an “evil person”?
A

• Evil person, by disposition, repeatedly commits evil acts.

19
Q
  1. How does Robert Mnookin define “evil”?
A

• “An action that involves intentional infliction of grievous harm on another human being in circumstances where there is no adequate justification.”

20
Q
  1. What “negative cognitive traps” does Mnookin list as potentially getting in the way to resolving difficult conflicts?
A
  • Tribalism (group identity)
  • Demonization
  • Dehumanization
  • Moralism/self righteousness
  • Zero-sum fallacy
  • Fight/flight
  • Call to battle
21
Q
  1. What “positive cognitive traps does Mnookin list as potentially getting in the way of resolving difficult conflicts?
A
  • Universalism
  • Contextual rationalization and forgiveness
  • Rehabilitation and redemption
  • Shared fault and responsibility
  • Win-win
  • Appeasement
  • Call for peace/pacifism
22
Q
  1. What is the official mission of the Harvard Negotiation Project?
A

• “To improve the theory and practice of conflict resolution and negotiation by working on real world conflict, interventions, theory building, education & training, and writing & dissemination of new ideas”

23
Q
  1. In the April 15 lecture summarizing what we have learned about moral/cultural conflicts, Dues discussed 6 kinds challenges these conflict present. What are they?
A
  • beliefs and belief clusters
  • ignorance about facts and people
  • identity issues and goals
  • inability to compromise ethics
  • failures of empathy
  • there are bad people, no constructive way but to defeat them
24
Q
  1. In the April 15 lecture summarizing what we have learned about moral/cultural conflicts, Dues listed 7 concepts or techniques that have been used successfully to help resolve moral conflicts. What are they?
A
  • Reframing
  • Fractionating
  • Shared/mutual interest
  • clarifying goals
  • breaking through to empathy
  • Building trust
  • Defining issues in terms of present and future not past
25
Q
  1. According to apologia theory, what are the three things an organization can do through discourse?
A
  • Apologia: an effort to defend reputation and protect image… NOT NECESSARILY AN APOLOGY!!!
  • The organization may deny, explain, or apologize for actions through discourse
26
Q
  1. What are prodromes?
A
  • A precursor or harbinger; also a warning event.

* warning signs. Look for before a crisis (example: Enron blackouts)

27
Q
  1. When does crisis communication occur?
A

• the dialog between the organization and its publics, prior to, during and after the negative occurrence

28
Q
  1. What are the five stages of a crisis?
A
  • Detection-see the signs (prodomic stage) that a crisis may be coming, deviation from norm-can refer to system within organization
  • Prevention/ preparation- foster development of organizational policies, make people aware, reduce use of hazardous things/material, initiating by training, allow for communication
  • Containment- fire containment example, have to understand public, public controls perception of crisis
  • Recovery- build reputation back up-back to where they were or higher (ex: Stronger by Kelly Clarkson)
  • Learning: learn and assess crisis, learn what to do next time.