The Body and Somatics

Overview

This is the first of the six broad perspectives to be covered in the class. Before turning specifically to the body and Somatics, take time to review with the class the ideas introduced in the introduction to Part II (pages 56-61) or equivalent introductory discussion. This introduction sets up a discussion of what it means to examine different perspectives and describes common questions to ask when completing each reading. Note that the introduction also relates directly to the Reading Worksheet handout that is found in the folder for general course documents.

It is useful to remind students that the purpose for studying each perspective is not to become an expert on all the conceivable theories that arise within each perspective. Nor it it a way to begin setting up a competition among perspectives to pick the one best, or only, way to understand conflict.

Instead, the purpose is to look at the sample theories as a way to better understand a particular standpoint toward conflict work and to build a more complex framework with which to use multiple perspectives. For example, from this first perspective, you can ask “if you were a trained biologist/physiologist/geneticist, how would you approach your own investigation into a conflict?” You can even use metaphorical references. For example, you can invite your class to put on a lab coat (metaphorically speaking) and imagine themselves as clinicians who are investigating a conflict situation. For subsequent perspectives, you can invite them to adopt some other way to “wear” a perspective (such as a crushed velvet smoking jacket when studying psychodynamic theories, etc.). Have fun

There is a particular reason why the course begins with a focus on the body (or, more broadly, the physical organism in relation to its physical environment). Most people do not immediately think of the physical organism as a source of insight into conflict. Thus, it can take them a bit by surprise. This is good. It de-centers whatever assumptions they may have coming into the class.

As described in the primary reading from chapter 4, this particular perspective raises a variety of issues for students that can allow you to frame up the topic and clarify how we often confuse perspective. Examples include the following:

Some people have deeply held beliefs about the connection between the physical organism and human behavior. Some beliefs could be based on religious teachings. The first part of chapter 4 calls this out explicitly. It is important to acknowledge and contextualize this for the students.
Research on the physical organism, while using increasingly better technology (such as MRI and other imaging techniques), is for some, still suspect and thus easily dismissed. I recommend not allowing this to be a reason not to engage with the perspective. You can simply say something like “to the extent that the science is valid, ….” And then continue with the discussion.
Some may use arguments from outside this perspective to argue how problematic this perspective is. For example, you might discuss chemical castration as a response to sexual predatory behavior. In addition to arguing the research is equivocal, some may argue for or against the practice from a social justice perspective. While social justice arguments may be valid, they are outside the scope of examination of the science behind its practice. This is an opportunity to help students clarify from what perspective they are advancing their analysis.
Some students over-generalize what is meant by the ‘body.” For example. Some students might make an argument about race or ethnicity as “biological” bases for conflict. This is a good opportunity to distinguish biology from other perspectives. For example, skin pigment and physical features have biological elements but are not relevant biological sources of conflict behavior. Race and ethnicity are social constructions, which might be interesting to discuss when examining the Co-creation of meaning later in the course.

Readings and supplemental resources

Primary readings:

Perspectives on Conflict, Introduction to Part II (Pp. 56-61)
Perspectives on Conflict, chapter 4 – The Body

Supplemental resources:

Richard Birke, Neuroscience and Settlement: An examination of Scientific Innovations and

Practical Applications, 25 Ohio St. J. on Disp. Resol. 477 2010

Fox – Chemical Castration as Judicial Option – Handout for discussion (contained in content folder)

Steven R. Quartz and Terrence J. Sejnowski, Our Brains, Ourselves. in Liars, Lovers and Heroes: What the New Brain Science Reveals About How We Become Who We Are (Morrow, 2002)

Robert M. Sapolsky. Double-edged Swords in the Biology of Conflict (2018), 9 Frontiers in Psychology: article 2629

TEDTalk: “Drugs and Morals”