Abstract

The article examines coursework designed to engage university students in learning activities, such as constructive listening, movement, pantomime, and discussion as a way of examining violence in an interdisciplinary honors course focused on identifying some of the archetypal images underlying violence in science and society. A review of the work of students and a critique of the course outline and activities from various disciplinary perspectives such as ethics and public health are examined. In this way the one presenter invites readers from around the one world to wonder about the wisdom of teaching one course on this most sensitive yet chaotic topic of violence.