TASKs for democracy

PLANNING
Preparation
Activity 1-4: set up the room so that the chairs are in groups as far away from one another as possible. Prepare
the roles and the “examples of conflicts” for step 1.
Assessment: Set up the room to enable the group to move about. Set one table aside. Allow time to prepare
the envelopes.
Material and equipment
Black and red marker pens
Index cards
Envelopes containing the resources for the topics chosen
Tips and potential difficulties
This activity involves work on images of the other. A preparatory activity focusing on the identification
of conflict situations, for instance, could help the teachers to adapt the activity to their working
environment.
The written word is important here. The written method makes for detachment, increases the time
for thought before views are expressed and helps the teacher to keep control of potentially explosive
situations.
It is absolutely vital for silence to be maintained during the writing phase.
The discussion time in the full group is essential: it enables in-depth thought to be given to stereotypes
so as not to reinforce the images of the other that emerge from what is written.
Keep on repeating the rules of the game: respecting what other people say, sharing speaking time,
no insults, no raising voices, etc.
The trainer will move round the groups to make sure that everything takes place in a spirit of dialogue.
Encourage the use of “I” instead of “you” in the dialogue phase.
Take care to choose documents that will provoke relatively strong reactions among the participants
because they do not tally with their beliefs, convictions or ideologies.
The trainer will be very vigilant with regard to any escalation in emotions brought on by the activity.
Advice on dealing with controversial issues is given below.
The fact that the documents are distributed randomly increases the possible number of different situations
and makes the exercise more like role-playing: the participants can discard the envelopes that
upset them to a greater or lesser degree. Peaceful reactions are, of course, more likely if the contents
of the envelopes are in line with the recipients’ views.
TASK SHEET 1
Preparatory reading
Learning to love life
“Why am I saying this to you as a young mother? And does the apocalypse strategy concern you personally? Yes
it does, in fact! War has ceased to be a matter only for men, and adult men. It no longer makes any distinction
between the sexes or between age groups … and the son you are holding on your knees is already its recruit.
I repeat, your son has inherited the capacity for collective suicide, and it was you who passed it on to him. At
the same time, however, and in exchange, you passed on a new and marvellous dignity to him; he is and will
be responsible for life. Responsible for life … who gave me that idea? Memory.
TASKs for democracy Page 268