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National University NEH Dialogues of War Project: Veterans Speak

NEH Discussion Group Syllabus and Schedule

 

Overview

The discussion program centers on creating a space where those affected by war and its aftermath can explore important humanities sources on war as a means of self-reflection and self-realization. Epic poetry, narrative non-fiction, military biography, memoir, and film are used to accomplish two goals: first, to explore war and the themes of trauma, loyalty, heroism, and homecoming and their effects on individuals and societies and, second, to develop a space for veterans and others to have meaningful and transformative conversations through facilitated discussions focused on these themes.

Required Discussion Group Reading/Viewing1

· Homer, The Iliad. http://classics.mit.edu/Homer/iliad.html

· Michael Herr, Dispatches (New York: Vintage, 1977, reprint 1991).

· Kim Heikkila, Sisterhood of War: Minnesota Women in Vietnam (St. Paul: Minnesota Historical Society Press, 2011).

· Karl Marlantes, What It Is Like to Go to War (London: Corvus, 2012), (pgs. 134-220). Chapters on Loyalty, Heroism, Home, and The [veteran] Club.

· John McCain, Faith of my Fathers (New York: Random House, 2000), (4 chapters), Chapter 12, “Fifth from the Bottom;” Chapter 13, “Navy Flyer;” Chapter 16, “Prisoner of War;” Chapter 28, “Free Men.”

· Heidi Squier Kraft, Rule Number Two: Lessons I Learned in a Combat Hospital (Boston: Back Bay Books, 2012).

· Hollywood films influence Americans’ understanding of war. Discussion Leaders will use curated film clips, based on NEH discussion readings, to promote dialogues on participants’ perceptions and under-standings of project themes trauma, loyalty, heroism, and homecoming in written and film contexts.

1 All materials will be provided to discussion group participants in physical or digital copy before the start date. Copies of digital documents will be printed for participants upon request.

Schedule

Two discussion groups will be capped at a maximum of twenty-five participants each. Groups will have four discussion leaders. This structure supports both whole-group discussions and facilitated smaller breakout sessions where members talk in-depth, ask questions and explore humanities themes in a more dynamic setting. Groups will meet ten times (twice monthly for five months) for 2 to 2.5 hours each time. A weekday evening and a weekend daytime group will accommodate different schedules and allow greater participation.

Schedule2

  • Meetings (M) 1-3 Reading The Iliad. Topic: The Trojan War and the problems of protracted warfare. Themes: trauma, homecoming, loyalty and heroism. Questions (M1): Are there clear heroes in war? What impact do repeated and protracted battles and prolonged war have on warriors and civilians? Questions (M2): Does loyalty change over the course of the war? Why? How? What conflicting loyalties do warriors’ have? Questions (M3): What is the psychology of the warriors at the start of the war? Does it change over the course of the war? Why? How? Are they apprehensive about returning home after such a prolonged absence? How do heroism or trauma affect homecoming?
  • Meeting 4 Reading Dispatches. Topic: Rules of war. Themes: Heroism, loyalty, trauma, homecoming. Questions: How does the expressive quality of the writing in the Iliad and Dispatches impact the reader? Does one get a different sense of heroism, loyalty, trauma or homecoming from the two readings? How are they similar or different? How do warriors’ battle actions impact homecoming?
  • Meeting 5 Reading Sisterhood of War. Topic: Women in war. Themes: loyalty, heroism, trauma, and homecoming. Questions: What defines a veteran’s military experience? In what ways are women’s experiences of war similar to and different from men’s? Are women’s contributions, loyalties, and heroism valued the same as men’s? Why? Why Not?
  • Meeting 6 Reading selection from What It Is Like to Go to War Topic: The realities of war. Themes: trauma and loyalty. Questions: Are recruits prepared for the psychic and moral challenges of combat? Can one be fully prepared for war? What value comes from combat veterans sharing war experiences?
  • Meeting 7 Reading selections from Faith of my Fathers. Topic: In depths of despair, what keeps a warrior going? Themes: trauma and homecoming. Questions: What about John McCain’s family life and background enabled him to withstand torture and confinement? What psychic and physical tolls does war take on veterans and their families? How does McCain discuss transitioning from military to civilian life?
  • Meeting 8 Reading Rule Number Two. Topic: Experiences of war, social change, and women’s roles in military combat zones. Themes: loyalty and heroism. Questions: Are women’s contributions, loyalty and heroism valued the same as men’s? How has this changed since the Vietnam War?
  • Meeting 9 Meeting Reading Rule Number Two. Topic: PTSD on the field of battle and on the Homefront. Themes: Trauma and homecoming. Questions: Does increased acknowledgment of PTSD make a difference in preparing for war or in coming home? Do women warriors face different expectations at homecoming?
  • Meeting 10 Expanding outreach. Program participants participate in a public day-long war-film festival at National University. Films screened will reflect project themes of loyalty, heroism, trauma, and homecoming. Four films, with two showing concurrently, will be screened with an hour-long discussion period following each film facilitated by NEH Discussion Leaders. Discussion Leaders will choose the films. Possible films include Coming Home (1978), Platoon (1986), We Were Soldiers (2002), Gunner Palace (2004), and The Messenger (2009).

2A reading schedule, a discussion guide with pre-discussion reading questions and possible group discussion questions, and a short summary detailing each war and its historical context, will be provided to participants.