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INTRODUCTION TO WARRIOR STUDIES; COURSE DEVELOPMENT By JAY McCOY Integrated Studies Project submitted to PROF. TOM GROULX in partial fulfillment of the requirements for the degree of Master of Arts – Integrated Studies Athabasca, Alberta th January 15 , 2009 1 Course Outline Course Title: Introduction to Warrior Studies Course Code: Released: Course Duration: 14 weeks Course Credits: 3 Lecture time: 3 hours/week Category: Humanities PreRequisite(s): None Subject Area: Cultural Studies, History, Global Studies, Philosophy Department: Faculty of Arts Chair: Academic Level: First Year Course Developed By: Jay McCoy, B.A. B.Ed. Date: Fall, 2008 Course Last Revised By: N/A Date: Course Description: An interdisciplinary study of the warrior caste and/or sub-culture within world cultures, introducing concepts of warriorship and honour through the examination of warrior codes, rituals, philosophies, spiritualities, stratagems, and tactics throughout history. This course will also examine warrior concepts as they apply to various facets of contemporary life. This will be accomplished through an examination of literature, historical texts and artistic presentations. Course Outcomes: Upon successful completion of this course, the student will be able to: 1. Recall the definitions of warrior and honour. 2. List historical examples of true warrior-ship and false warrior-ship. 3. Express an understanding of the terms courage, justice and obligation. 4. Identify and evaluate examples of honour and dishonour in literature and contemporary media. 5. Identify and evaluate examples of honour and dishonour in politics, commerce, social issues and/or local or global issues. 6. Be able to argue your stance on the aforementioned identifications. 7. Compare and contrast various concepts of warrior-ship and honour between different cultures. 8. Compose as strategy for victory or betterment in any aspect of your life. 9. Confidently discuss various aspects of warriorship and honour. 10. Apply warrior qualities and insight to their own life through a greater understanding of the history. 2 3 As its title suggests this manual is designed to offer the teacher of the undergraduate level university course, Introduction to Warrior Studies full preparation and instruction on how the course may be taught. It can be used in its exact entirety as a fully comprehensive step-by-step manual or as a suggested basic outline. The teacher’s manual is designed, of course, to coincide with the students’ guide. All black print represents recommendations for discussions and for delivery of the course material. Blue print shows the exact written material within the students’ handbook. The evaluative methods of the course involve two tests, an 1200-1500 word essay, and a group presentation. Both the essay and the presentation can be on any aspect of Warrior Studies. This is a wide range of opportunity. Examples of possible topics include: an examination of the life of Genghis Khan; the effectiveness and ineffectiveness of the strategies and tactics of Hannibal Barca; contrasting and comparing the warrior culture of the Iroquois and the Apache; Beowulf as a guide to success in professional sports; Joan of Arc and Norma Rae - the spirit of the woman warrior in the workplace; or a contrast and comparison of two characters from a source of pop culture demonstrating why one is to be considered a true warrior and the other is inaccurately depicted as such. Teaching supplements (hand-outs, video disc, tests) are included in the appendix. 4 Introduction of the course and its themes; codes of honour. Following roll call and determining how each student prefers to be addressed, the instructor should make an effort to understand the students. Rather than starting with the course outline, glossary of definitions and expectations of the course, the instructor should try to illicit discussion regarding the general topics of the course and take an opportunity to get know the students and allow them to express themselves. What are you hoping to get out of this course? What inspired you to take it? What does the term „warrior‟ mean? or What does it mean to be a warrior? Examples? Give the definition as established for this course by the course designer (me): Warrior: One who: A) Understands honour, values honour, and possesses honour B) Recognizes that her/his abilities carry a responsibility and has the courage to act on that responsibility and C) Trains diligently in the arts and sciences of survival and defence. (This last aspect should be noted, as it separates warriors from non-warriors, who have warrior spirit. For example, Terry Fox was not a warrior, but it could be said that he possessed a warrior spirit.) Note that the definition of warrior hinges on comprehension of the term ―honour‖. Ask for the students‘ definitions of honour; or, if that proves to be difficult, ask for aspects of honour. Courage, honesty, loyalty, patriotism, chivalry (gentlemanly behaviour), altruism are some of the qualities likely to be mentioned. List them on the board and after you have compiled a list, address each attribute individually - advocating and arguing for each. For example; Should honesty be on this list? Aren‟t there times when being honest is shameful? Two examples: you significant other (romantic partner) spends hours cooking a special birthday meal for you -it‟s awful. what should you say? 5 I More extreme: your mother runs into the house in a panic, shouting that there are men trying to kill her. She runs and hides in the closet. A moment later three men with guns show up and ask you if you have seen a woman fitting your mother‟s description anywhere in the area. Do you respond HONESTLY? Following this discussion give the definition of honour established for this course, expressed by author Major Forrest E. Morgan: Honour: Honour is composed of three tenets; justice, obligation and courage. -Justice is simply, knowing the difference between right and wrong and doing what’s right. -Obligation is the requirement that you repay every kindness and assistance that you have accepted from others. -Courage is the willingness to act justly and fulfill your duties, despite fear of personal loss or harm. 1 Next discussion: Is there anyone you would deem a warrior? How has that person influenced you? and Why is a course such as this one beneficial or even necessary? Following this discussion, offer the students Sun-Tzu`s explanation regarding the study of war: The art of war is of vital importance to the state. It is a matter of life and death; a road to either safety or to ruin. Hence, under no circumstances can it be neglected. Sun Tzu, The Art of War 2 What did he mean? Does it apply in any way to this course? iii 6 Table of Contents: Unit 1: Codes of Honour Unit 2: African and Middle Eastern Concepts of Warriorship Unit 3: Asian Concepts of Warriorship Unit 4: European Concepts of Warriorship Unit 5: North and South American Concepts of Warriorship Unit 6: Oceanic Concepts of Warriorship Unit 7: Women Warriors Unit 8: The Metaphysics Unit 9: Warriorship in Contemporary Vocations Unit 10: Warriorship in Contemporary Media and Pop Culture 7 iii Unit 1: Codes of Honour 8 Unit 1: Codes of Honour: Explain to the students: A warrior class exists in almost every culture all over the world. It is rare to find such a caste without a governing code of honour imbedded in its lifestyle. Although some of the warrior castes within earth‘s history have developed amongst spiritual people in sacred places it should not be assumed that these codes are merely an extension of religious beliefs. Have volunteers (or choose students to) read aloud this opening section on codes of honour: Warrior codes of honour are a pragmatic development of warrior culture. Warriorship has been an integral part of history. The history of our world is filled with life revolving around struggle. The development of codes of conduct, which help define warriors, was a pragmatic evolution. As dangerous as the world is, a world void of the codes of honour would be far grimmer. Regarding Sub Tzu‘s The Art of War, historical literature author, James Clavell, wrote: I truly believe that if our military and political leaders in recent times had studied this work of genius, Vietnam could not have happened…the Bay of Pigs could not have occurred; the British empire could not have been dismembered; and in all probability, World War I and II would have been avoided—certainly they would not have been waged as they were waged, and the millions of youths obliterated unnecessarily and stupidly by monsters calling themselves generals would have lived out their lives.3 Clavell‘s words, as well as, my own, may seem an exaggeration, but consider that the misuse of power from those who possess ability without possessing a deep moral code is often as evident in world history as it is watching a bully on a playground. The largest crimes against humanity took place during World War II. Therein, was an obvious absence of virtue on the part of Nazis. No true warriors would see fit to the execution of one harmless civilian, let alone, the attempted extermination of a race of people beginning with their women, elderly and children. This is in contrast to a portion of German history, which finds its origins in Prussia, championed by the valiant warrior, Fredrick the Great. Some historians portray Fredrick as an amoral leader. Perhaps, a true historian with experience that humbles mine could explain that; but until then, it seems an unfit description of a ruler, who was a motivator of his people and an effective administrator, who has been given credit for extending the Academy of Science and for promoting elementary education.
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