When we discuss forgiveness, we don’t consider the question, what does it mean to be wronged?

. Northern Ireland Case Study Often,When we discuss forgiveness, we don’t consider the question, what does it mean to be wronged? Why do we experience emotion pain when slighted? Dr. Donna Hicks’s (a moderator in this video) international work in forgiveness and reconciliation is exemplary and humbling. In her book, Dignity: Its Essential Role in Resolving Conflict, she stated, “It appears that the feeling of loss is at the heart of human vulnerability – loss of dignity, loss of connection to others, and loss of life itself. Go to her website and read the essential elements of dignity (http://drdonnahicks.com/wp-content/uploads/2012/07/Essential-Elements-of- Dignity-Hicks.pdf). When some or all of these are compromised, anger, resentment, and violence can ensue. Keep them handy as you listen to Joe Doherty’s testimony. Now, discuss Mr. Doherty’s narrative in the context of the attributes that apply. Does this help you understand the reasoning behind Mr. Doherty’s actions? Why does Mr. Doherty feels no remorse, shame, or guilt but does feel regret? What attributes frame his reasoning? Use the video and prompts below for your third and final 4-6 page reflection paper. Pease send your finished paper to my email via attachment, Jeffrey.Lambe@esc.edu. The “Troubles” refer to a time in Northern Ireland when political, ethnic, and sectarian violence led ongoing strife. During this conflict, Unionist and Loyalist, who were mostly Protestants and loyal to the British Crown wanted to remain with the United Kingdom. On the other side, Irish Nationalists most of whom were Catholic wanted Northern Ireland to become united with the Irish Republic. The main participants in the troubles were various paramilitary groups on both sides along with British Army. More than 3,500 people were killed during this conflict. For this section, we will be using the video, ‘Facing the Truth’. (http://www.youtube.com/watch?v=RPpw3E7wfcg). 1. Body language often speaks volumes. Be observant as you watch the participants. Using two examples, interpret the body language of any two or more participants in this video. 2. Listen to Constable Michael Patterson’s testimony (the first person on the video). Pause the video right after he is finished. In a few sentences, write down your initial feelings toward Irish Republican Army member (Irish republican revolutionary military organization) Tommy McCristal (the man opposite him at the table). What are your first impressions? Once finished, continue the video. 3. Circumstance of events and personal identity are often key characteristics that lend to or detract from coming to terms with loss, slights, and forgiveness. Viewing oneself as a victim, the degree of victim hood felt if any, the intention of the perpetrator, considering an act as a terrorist act or one taken in the line of duty all frame situations in very different ways. What is the significance of identity, rank, and duty in Constable Patterson’s view of what happen to him and his partner? Did this help or hinder his ability to come to terms with what happened to him? How can different conceptual and emotional frame-works help or hinder the process of forgiveness? 4. What are some of the circumstances that led Tommy McCristal to join the IRA? How does Mr. McCristal justify his actions? What led to him questioning the armed part of the IRA’s cause? Constable Michael Patterson stresses acknowledgement and acceptance of responsibility in this video. What role, if any do these play in forgiveness? Go back to your initial impressions of Mr. McCristal that you jotted down before he spoke. Did your view of him change? Why, why not? 5. In this second example, the family of teenager Gavin Bret, a child of a mixed marriage (Catholic / Protestant) who was murdered by UDA members (Ulster Defense Association, a loyalist paramilitary and vigilante group) because they assumed he was Catholic. Although Alex Calderwood, a UDA member did not murder Gavin, he murdered another teenager because he was Catholic. What role did youth; identity, peer pressure, and even illiteracy play in the shaping of Alex Calderwood’s decision to join the UDA? What wound up changing his stance on his hatred for Catholics? What did you feel were the key elements that led to the seemingly amicable conclusion of this discussion? What did you feel personally? Conclude your essay. 3. End of Term Paper Texts for this class : Walker, Margaret Urban. Moral Repair: Reconstructing Moral Relations after Wrongdoing. New York, Cambridge: Cambridge University Press, 2006. Govier, Trudy. Forgiveness And Revenge. London, New York: Routledge, 2002.

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