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Truth Versus Justice: A Simulation of Truth Commissions
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Teaching Module Two: Truth Commissions
By Julie Mertus
About this Module
One of the most pressing and interesting questions that arises in courses in human rights, peace studies, ethics, international relations, and political science courses is the "truth versus justice" debate. To what extent should a society emerging from conflict demand that those responsible for human rights abuses and other forms of violence be prosecuted in a court of law or otherwise held accountable? Does the punishment approach serve to publicize truth and promote justice, or does it encourage the hiding of truth and ultimately diminish justice? As an alternative to prosecution, should societies emerging from violent conflict establish commissions that encourage truth telling, through offering amnesty to perpetrators who tell the truth and confess their guilt? Under what conditions and to what extent do such "truth commissions" address the concerns of victims and promote the need for social healing? To what extent are truth commissions both preventative and restorative?
I have had great difficulty teaching the topic of truth commissions. Excellent teaching material exists describing the record of truth commissions in various parts of the world. However, students are unable to fully engage in the "truth versus justice" debate by simply reading this material. In particular, they have a hard time exploring the dimensions of the amnesty issue and of appreciating its relationship to reconciliation. Also, American students tend to see this issue as something applicable only to other places. To address these teaching concerns, I have devised this simple simulation and have based it in the United States. Instructors are free to modify it as necessary to suit the number of students in their class and the topical issues discussed.
The simulation works best with a minimum of 12 and a maximum of 25 students, but I have used it with success in classes as large as 36. I suggest that step one and two of the exercise be conducted in a class period prior to the other two steps. In any event, prepare your students well before handing out the hypothetical problem.
Step One: Introduction to Topic
Time: 45-90 minutes (suggested: do this in a class period prior to simulation)
Because students’ prior knowledge about truth commissions varies considerably, it is useful to not only assign readings on the topic, but also to show all or part of a video on the topic prior to handing out the simulation. The film, Long Night’s Journey Into Day, a profile of specific cases before the South African truth commission, serves this purpose well. You may wish to have students divide into small groups (3-6 members) for discussion.
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Teaching Module Two: Truth Commissions
By Julie Mertus
About this Module
One of the most pressing and interesting questions that arises in courses in human rights,
peace studies, ethics, international relations, and political science courses is the "truth
versus justice" debate. To what extent should a society emerging from conflict demand
that those responsible for human rights abuses and other forms of violence be prosecuted
in a court of law or otherwise held accountable? Does the punishment approach serve to
publicize truth and promote justice, or does it encourage the hiding of truth and
ultimately diminish justice? As an alternative to prosecution, should societies emerging
from violent conflict establish commissions that encourage truth telling, through offering
amnesty to perpetrators who tell the truth and confess their guilt? Under what conditions
and to what extent do such "truth commissions" address the concerns of victims and
promote the need for social healing? To what extent are truth commissions both
preventative and restorative?
I have had great difficulty teaching the topic of truth commissions. Excellent teaching
material exists describing the record of truth commissions in various parts of the world.
However, students are unable to fully engage in the "truth versus justice" debate by
simply reading this material. In particular, they have a hard time exploring the
dimensions of the amnesty issue and of appreciating its relationship to reconciliation.
Also, American students tend to see this issue as something applicable only to other
places. To address these teaching concerns, I have devised this simple simulation and
have based it in the United States. Instructors are free to modify it as necessary to suit the
number of students in their class and the topical issues discussed.
The simulation works best with a minimum of 12 and a maximum of 25 students, but I
have used it with success in classes as large as 36. I suggest that step one and two of the
exercise be conducted in a class period prior to the other two steps. In any event, prepare
your students well before handing out the hypothetical problem.
Step One: Introduction to Topic
Time: 45-90 minutes (suggested: do this in a class period prior to simulation)
Because students’ prior knowledge about truth commissions varies considerably, it is
useful to not only assign readings on the topic, but also to show all or part of a video on
the topic prior to handing out the simulation. The film, Long Night’s Journey Into Day, a
profile of specific cases before the South African truth commission, serves this purpose
well. You may wish to have students divide into small groups (3-6 members) for
discussion.
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