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Course Keys ****

In a class focused upon mitigating alienative conflicts --- it can be helpful to survey the class to find the issues 
and/or conflicts over values, ideals, behaviors, causes, etc. --- regarding which there are class members interested
and/or concerned; and facilitate the formation of teams of two to four students to with diverse views - - - to cooperate
in writing statements describing their various points of view on chosen Alienative-Conflicts of mutual interest.  The
over-all-focus should be on seeking to agree within the team about how participant/victims in each chosen Alienative-
Conflict, might move towards cooperating in efforts to Mitigate-their-own-Alienative-Conflicts.

Part of the efforts may helpfully focus upon what are regarded by team members as important differences regarding: facts,
values, goals, ideals, means, justice, rights, responsibilities, duties, etc.  Team members may helpfully include their
perceptions of each other, in regards to how each one views the issues and/or conflicts.  Team members need to be aware
that pure-objectivity in these regards may not be possible and/or desirable.  Reflexive-perceptions of issues, conflicts 
and each other --- which are not objective, may need to play central roles in these efforts.

Polarizations and dichotomizations regarding what ideals, values, virtues, principles, etc. - - - should be held in 
the highest esteem, will need to be avoided to the greatest extent possible.  To be able to help others in people's 
efforts to Mitigate-their-own-Alienative-Conflicts--- we need to be able to engage in open and honest dialogues with 
each other about what such Alienative-Conflicts "look-like" from the perspective of people who are positioned in various
places within the Alienative-Conflicts; and to describe to each other's satisfaction what the reflexive realities "look-
like" from those different "Points-of-View".

As in "Model-UN Exercises", students may seek to represent people at the poles of current Alienative-Conflicts; then
reverse roles; then critique the: contentions, assumptions, attitudes, lacks-of-coherence, authenticity and integrity
in the representations presented by each other as regards: positions, attitudes, assumptions, reasoning, logic, etc.

Polarizations regarding what ideals, values and virtues should-be-held-in-highest-esteem --- might also be the focus
of efforts to represent and critique descriptions offered from the point of view of basing personal and/or communal 
decisions about setting priorities --- narrowly upon:

 1. Personal antipathy and emotions, or
 2. Prejudices against particular groups of persons, or
 3. Particular traditions and habits of a particular culture, or
 4. The Logic and/or Reasoning affirmed within a particular paradigm, or
 5. Some set of Absolute: Prescriptions/Proscriptions, or
 6. Personal-Loyalty to some charismatic leader, or
 7. A particular set of Religious: Doctrines, Rituals, Transitions Leaders; or
 8. A particular person or group's way of interpreting their honored Scriptures, or
 9. Some highly mathematical/computational way of viewing all realities, or
10. Economic-Systems which take:   Greed, Concentrations-of-Wealth, and Concentrations-of-Power --- for granted; or
11. The points of view of supporters of Military-Industrial-Congressional-Complexes; and of supportive Corporations, or
12. The Visions, Dreams, Aspirations and Fantasies of an Off-of-the-Main-Stream Religious-Group.

All of the above efforts will need to be engaged in to help participants in turn help other people to cooperate in the
work of Mitigating-their-Own-Alienative-Conflicts with their Alieantive-Fruits.