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Notes lectures 1-7 Resilience to Violence
- Instelling
- Universiteit Leiden (UL)
Notes from lecture 1-7 of the course Resilience to Violence
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Door: JvHLU • 2 jaar geleden
Door: theresacal • 2 jaar geleden
Seem like helpful notes for the exam! thank you! :)
Door: lunaaiello2 • 2 jaar geleden
Hi! Yes, unfortunately I am having troubles with the rest of the notes, if you can leave me your email I will send you the rest of the notes right now (you can also text me privately via WhatsApp if you are part of the group chat for the course).
Voorbeeld van de inhoud
Lecture 5Why we (don’t) ght — a perspective from deep history
Prof. Dr. David Fontijn
• Violence and resilience from social/collective perspective (archeology)
• C. 1900 BCE (4000 years ago)
◦Bronze Age
◦Long-range killing (arrows)
◦Close-range, face to face slaughter
◦12 individuals, men, women and children slaughtered
How is it possible that people commit atrocities to each other?
• Part of long history
• Is violence an essential part of ‘the human condition’?
• Violence as situational/linked to religion and beliefs
Contents
1. Philosophy: Hobbes vs. Rousseau
2. Why the deep past matters
3. What Archeology can tell us
4. Peace in a violent society: the Bronze Age
5. Theory of ‘persona’ and ‘social front’
Philosophy: Hobbes vs. Rousseau
• Hobbes: before humans organised themselves into states, life was extremely violent
• With the organisation of states, peace was institutionalised
• Theory maintained and shared by Pinker 2012: scienti c study showing that in relative terms,
violence declined with time
◦In pre-historic communities, higher percentage of violent deaths
◦It has to do with the organisation of communities into states
• Rousseau: life in the deep past was peaceful
• Noble savage
• When people start to organise themselves in states, they become violent towards each other
• Sustained by popular study by Bergman: our history shows that sharing, morality, and solidarity is
the essential fabric of the human conditions (violence is an abnormality, a deviance of normal
behaviour)
◦Supported by examples from our (deep) past
Why the deep past matters
• Apparently, knowing about the deep past matters and that is what archeology does
• Shows the true nature of human kind
What archeology can tell us
• Archeology: social science, using sophisticated methods from natural sciences, DNA, isotopes,
forensic studies
• Archeology has extended reach of systematic knowledge on actions human societies with 100,000
of years
• Prehistory: 95% of entire human history
• We study (extreme) long-term history of humanity
• It has gaps but also provides numerous clues about human behaviour (violence and resilience to
violence)
• Hands-on-evidence (forensic study of bodies, skeleton, mass graves)
• Context: assessing violence within a long-term perspective (was it a coincidence or a systematic
fi
, pattern?)
• Insight into cultural appraisal of violence (religion, rituals, cosmology)
This lecture:
Examples from the past that show
• Assessing context (endemic vs occasional eruption of violence) - (long term development)
• Violence requires social role or persona
• Di erence between actual violence and celebration of violence
Case study: the Bronze Age paradox
• Endemic violence
• At the same time: resilience —> social mechanisms to curb and limit violence
• Europe, 4000 years ago (Bronze Age): simple farming communities
◦No defensive sites
◦No standing armies
◦No lasting central leadership
◦No states
◦No writing
◦(All very peaceful for almost 2000 years)
• Yet, massive numbers of weapons were in these societies!
◦Invention of the sword in Bronze Age
◦First object in human history that is uniquely designed to kill people
◦(Violent side to these seemingly peaceful communities)
• …but other evidence does not point to a continuous state of violence
◦Settlements rarely defended, lay open in the landscape
◦So: how can societies be both peaceful and violent at the same time?
Personhood/social front
• Violence as social phenomenon (comes from individuals behaving in group)
• Marcel Mauss 1934; Ervin Go man 1957
• Individuals occupy several social roles
• The ego is made up of di erent roles
• With this role comes matching behaviour and
matching dress/material culture
• With particular context come as particular social
role and behaviour
• Each role has di erent ‘social front’/persona
(clothing, objects, behaviour)
• Each role has preferred context
• With particular appearances comes particular
social expectations about tting behaviour
• Social front: often standardised front (to adopt an identity that ts a particular context)
• Speci c front: speci c social behaviour
Bronze Age: introduction sword: not a strategic ‘game changer’
• Presupposed particular way of ghting (close contact with your enemy; safe way of ghting: bow
and arrow)
• High risk, training, courage, ‘honour’, ‘prestige’
• Rule-bound way of ghting (not more e cient)
• Sword tied to honour related violence (unwritten rules are required)
• Sword often associated with toilet articles: razors, tweezers, hair rings (ideal of appearances: a
warrior should look like this, therefore the association with toilet utensils)
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