Currently viewing the tag: "Faculty Spotlight"
The next in our series of Faculty Spotlight posts comes from Steven Block. Prof. Block currently teaches Development Economics: Macroeconomic Perspectives, Agriculture and Rural Development in Developing Countries, and Political Economy of Reform, Growth, and Equity. It was also announced today that Prof. Block will serve as Academic Dean in 2015-2016.
My interest in economics came initially from outside the field. During my senior year in college, I took a class on the politics of hunger. I found the topic compelling, and after graduating volunteered at Oxfam America. A year later, I stumbled into a class on the “economics of the world food system” and I was swept away by the realization that the dry and seemingly counterintuitive theories that filled my introduction to economics curriculum could actually be applied to analyze and propose solutions to a real-world problem that mattered. My professor in that class would later become my PhD thesis advisor, and we still collaborate on research over thirty years later.
I hope that my own teaching at Fletcher has the same effect on my students. In my class on food policy and agricultural development, I try to demonstrate the value of applied economic theory as a tool to understand the complex and emotionally vexing issue of world hunger. The topics that I cover in that class include the design of policy interventions to protect nutritionally vulnerable consumers, as well as interventions to generate income for smallholder farmers. These challenges are magnified by the recognition that consumers and producers of food often have conflicting interests (that is, producers prefer high food prices, while consumers prefer low food prices). Resolving such conflicting interests among groups in society inevitably leads to issues of political economy – another core focus of my teaching and research.
These topics also motivate much of my academic research. In recent years (often in collaboration with colleagues at Tufts’ Friedman School of Nutrition Science and Policy), I’ve investigated the measurement and determinants of agricultural productivity in Africa, the roles of maternal education and economic growth on child nutritional status, and the politics of agricultural trade policy in Africa.
My broader interest in development economics stemmed from my initial interest in hunger issues. Needless to say, hunger has its roots in poverty. But the relationship between poverty and hunger is complex, with causality running in both directions at once. I’m particularly interested in the potential for agricultural development to contribute to the broader process of economic development. Thus, core topics in my development economics class include poverty, equity, and the effect of economic growth on both. Since poverty in developing countries is disproportionately rural, development strategies that include agriculture have the potential to generate “pro-poor” growth.
While I take every opportunity in class to demonstrate the uses of economic theory in addressing these issues, I also stress the need for interdisciplinary approaches. Towards that end, I teach a class on the political economy of growth and equity in developing countries. Part of the motivation for the class is the recognition that while economic models can prescribe the “right” answers to policy challenges, politicians often make other choices — frequently to the detriment of a majority of their own citizens. In this class, we explore various paradigms that seek to explain the too frequent observation of politicians sacrificing social welfare for political survival.
Returning to our Faculty Spotlight series, today’s post comes from Cheyanne Scharbatke-Church, lecturer in Human Security. Prof. Scharbatke-Church teaches a series of intensive short-term classes, including Design and Monitoring of Peacebuilding and Development Programming, Evaluation of Peacebuilding and Development for Practitioners and Donors, and Advanced Evaluation and Learning in International Organizations.
Colleagues sometimes ask me why I stopped working in peacebuilding to be an evaluator. I respond by asking: how is determining the dynamics of a conflict and its actors, and the ability of an intervention to catalyze change, anything but peacebuilding? Understanding how change happens in complex conflict and fragile affected states, be it on issues related to corruption, rule of law, or conflict, has been the focus of my career as a practitioner-scholar. In my opinion, this is the crux of all forms of international development and peacebuilding.
As a practitioner-scholar I purposefully straddle the theory and practice communities. The issues, challenges, or questions I identify on the ground when working with partners such as the UN Peacebuilding Support Office (PBSO), ABA Rule of Law Initiative (ABA ROLI), or the International Development Research Centre (IDRC) directly feed my research and, by extension, my teaching. Real cases are always part of class discussions to bring to light the complexity of issues. In addition, through my organization Besa: Catalyzing Strategic Change, students have the opportunity to engage in projects that are committed to catalyzing significant change on strategic issues.
Equally, my academic work influences my practice as it enables me to not only stay current, but to critically assess the potential value of theory against real challenges. For instance, I am leading a project, funded by the Department of State, that seeks to operationalize new approaches to corruption in the justice sector in conflict affected states. The impetus for the project came from teaching a course on Corruption and Conflict where it was clear that the proposed solutions in academia were not bounded by the practical realities of the contexts in which these responses need to be implemented.
The courses that I teach at the School are unique in a number of ways, primarily because they emphasize skills development and are offered in a three-part series taught in an intensive format. Working daily with students who are exclusively committed to the course creates a unique classroom experience characterized by camaraderie and a dedication to understanding how and why change happens. This camaraderie and engagement often lead to long-term relationships with students.
As a result I am fortunate to have the opportunity to continue to work with and learn from the alumni of my classes. Fletcher alumni now include a growing cadre of professionals who call the discipline of evaluation their profession. At the 2013 American Evaluation Association conference, over 30 alumni were in attendance in their professional capacity. They are found working throughout implementing actors and donors in the international community. I am proud to say they are advancing the practice of evaluation, from which the School in turn benefits, as they act as guest speakers, offer topics for capstones, and establish internships.
Last year, we turned the blog’s focus to members of Fletcher’s faculty. Kicking off the Faculty Spotlight series for 2015 is Antonia H. Chayes, Professor of Practice of International Politics and Law. Prof. Chayes currently teaches Civil-Military Relations and International Treaty Behavior: A Perspective on Globalization. Her post is a timely piece that demonstrates how professors can redirect their research focus when world events require.
The news story about hacking Sony Pictures dominated the holiday news. North Korea, allegedly, with its vast cyber skills, brought a major corporation to a dead halt, and moreover, exposed its seamier corporate life to a public, always voracious for gossip. President Obama promised a proportionate response — and put blame on Sony for pulling the picture from theaters after North Korea threatened dire consequences if the picture, a silly spoof on CIA assassination efforts in the hands of bumbling journalists, were released. Sony, and its independent theaters reconsidered, and a limited theater showing was made, accompanied by widespread home availability. Then North Korea’s internet went down, and it has suffered short spurts of blackout. The attribution has remained cloudy, and speculation has abounded, including the notion that a Russian group engineered the original Sony cyber exploitation simply to stir up trouble.
Then come the pundits and analysts — is this cyber-terrorism or cybervandalism? Should this be considered another step toward cyberwar — part of the spreading inkblot of a grey area that is neither peace nor war? In fact, this is just a minor episode in an ongoing set of cyberattacks and counterattacks throughout the world. Banking firms have been hacked; cyber espionage from China has caused the U.S. to indict specific members of China’s military (in absentia, of course) for cybercrimes. Have we forgotten that Estonia was brought to its knees by a cyberattack by the Russian youth group Nashe in 2007 over the removal of a statute of a Soviet soldier from the central square in Talinn?
The United States has spent billions preparing for cyberwar, yet the government lacks control of its critical infrastructure, which is most likely to be the target of an attack. 85-90% of that infrastructure in the United States and Western Europe is in private hands. The Department of Homeland Security has been anointed to take charge of private infrastructure, and an Executive Order and a Presidential Directive have been the only means to secure support from the private sector. Several bills were introduced in Congress to legislate minimum standards for private infrastructure, but these were defeated — even the mildest form of regulation. Thus private industry is expected to do on a voluntary basis what it managed to defeat as a matter of regulation. Nor it is clear which agency would run the show in a crisis — civilian or military. The disparity between the Department of Homeland Security, whose 2015 budget request was $1.5 billion, and the combined Cybercommand and NSA, request of $5.1 billion — is enormous.
Both agencies have engaged in real world simulations, and the results have not been exactly transparent. Some public reports, whose language is rather bland, suggest room for improvement. And further, U.S. Supreme Court precedents such as the “Steel Seizure” case under President Truman cast a long shadow, should the U.S. government try to seize control of private infrastructure in a crisis.
The problems posed by the whole range of cyber exploitation, from cybercrime to espionage, up to attacks — are international as well as national. There has been some progress in the NATO alliance — a Center of Excellence in Talinn, reinforcing broad concern over the attack on Estonia in 2007 and the Cyber Defense Management Board, where political, military, operational and technical staff operate at the working-level. The Talinn manual fits cyber issues into the vast canvas of international law, and is now under revision. At the NATO summit in Wales, September 2014, NATO announced an enhanced cyber strategy recognizing that a cyber attack might be as harmful as a conventional attack. It affirmed that cyber defense “is part of NATO’s core task of self defense.” but added that the decision to intervene would be made on a case-by-case basis. There is a fairly weak EU directive that urges states to take protective measures.
The Budapest convention addresses cybercrime, but in the context of urging state uniformity. These measures, admittedly weak, represent a beginning of international cooperative action. Many regional organizations are at similar stages.
At Fletcher, Professor Martel had been working with a group of faculty and students on several Codes of Conduct — for states, corporations, and individuals — at the request of Lincoln Laboratories. This kind of work is the essence of Fletcher’s interdisciplinary experience. We must honor Bill’s memory by continuing the work he so cared about.
A Code of Conduct is not yet regulation — it is a pledge of behavior whose aspiration is to change norms. For those of us participating in the project, we hope to get widespread adoption and will be seeking foundation funding to do so. Fletcher’s strength in both international law and cyber studies puts us in a good position to move forward. And my forthcoming book, Borderless Wars: Civil Military Disorder and Legal Uncertainty concludes with a chapter on cyberattacks seeking more robust regulation, stating “Regulation of offensive cyberattacks cannot provide the same level of reassurance that intrusive verification of visible chemical or nuclear weapons production provides. But the very process of engaging in a widespread international cooperative effort has a deterrent effect, and may reduce, if not eliminate the threat of attack.”
Today’s post comes from Leila Fawaz, Issam M. Fares Professor of Lebanese and Eastern Mediterranean Studies. Prof. Fawaz holds a dual appointment between Fletcher and the Department of History at Tufts. She currently teaches The Arabs and their Neighbors and War and Society in the Middle East in Historical Perspective.
When I started my teaching career in the early 1980s, I used to tell my students that Turkey was not a Thanksgiving dinner, but a country of great importance. Today, I do not need to worry about our students knowing where Turkey or other countries of that region are. The Middle East is at the center of world affairs and every high school student, and certainly any advanced student, knows of its crucial importance to the United States and to the rest of the world. It is unfortunate that perennial conflicts have triggered much of our current awareness of the interdependence of all parts of the globe, yet I find it deeply rewarding to teach at The Fletcher School, where students and faculty are committed to global awareness, and where we can pursue further knowledge at the highest level of scholarship.
I love Fletcher because of its openness to different viewpoints and its commitment to internationalism. Faculty and staff are aware that our students, who come from all over the world, are our most prized charge. Students learn from one another, expose one another to different cultures and ways of thinking, and learn to respect viewpoints that they do not necessarily agree with. All of us at Fletcher are exposed to diverse cultures on a daily basis and are better teachers, and people, for it. We, the faculty, come from different disciplines, which adds a rare and important intellectual dimension to our ability to communicate with colleagues who, at other schools and institutions, are dispersed throughout departments and do not have the privilege of working together closely, on a continuous basis, as we do.
Not that I ever thought I would devote my career to education. I came to the United States in the 1970s to complete my graduate education, as so many people from other countries do, fully expecting to return to my home country of Lebanon. I never planned to have a career, and there was no pressure on me to get more education. Very simply, I loved to read and continued to do so until I found myself with the highest degree I could possibly get, a Ph.D. After that, I discovered that research continued to fascinate me and teaching energized me, so I forged forward, a bit haphazardly, in a wonderful career that brought me many rewards. The primary reward is the privilege of getting to know students who are as international and as challenging as ours are.
In graduate school, I sometimes thought that what I had to say was not important enough to express loudly, only to hear the student next to me express similar ideas with confidence. I learned that we cannot wait for perfection to get involved and that the best way to improve oneself and others is to do just that, by following one’s passions. Do not worry about taking “practical” courses that will improve your career. Study what you love; you will excel, and then you can learn how to acquire any additional skills you need. By studying at Fletcher, you’ll learn to follow your passion intellectually in a rich and energizing community, united in its love of the School and its trust in your future.
Returning to our Faculty Spotlight series, today’s post comes from Christopher (Rusty) Tunnard, Professor of Practice of International Business. Prof. Tunnard currently teaches Field Studies in Global Consulting and Social Networks in Organizations, a two-part modular course.
What’s the connection between identifying competition and cooperation between Somali warlords, discovering patterns of collaboration in the global arms market (pictured below), finding the right people to help start a business in Tanzania, shaping the media coverage of conflict in Syria, and helping teenaged girls from Islamic countries find ways to connect and to share information on gender-based issues? Besides being very “Fletcheresque” in their geographic and intellectual breadth, these are all topics that have been tackled by students in my class on Social Networks in Organizations, a course that I have been teaching at Fletcher since 2011.
If you had told me ten years ago that I’d write a doctoral dissertation on the development of resistance networks in Serbia during the Milosevic era using social network analysis (SNA) and would later create courses in this fledgling discipline appropriate for a graduate school of international relations, I might have suggested that you seek professional help. But that is exactly what I did, and I thank my lucky stars—and my advisors and students—for making it possible for me to undertake this journey.
One of the many fascinating things about SNA is that it is truly multi-disciplinary. At the annual meeting of SNA practitioners, you’ll find doctors, intelligence and military analysts, mathematicians, physicists, sociologists, business consultants, anthropologists, financial analysts, political scientists, and many more. Everyone, it seems, is interested in examining how people are connected, how they influence the networks they’re in, and how those networks shape the thinking, behavior, and actions of the individuals who comprise them. SNA has played a major role in uncovering bin Laden’s location, reducing the spread of AIDS in Africa, and identifying the key players in dodgy financial schemes (starting with the Enron case.) Although SNA has been around in academia for a few decades, it was a very simple network map of the 9/11 terrorists that rocketed it to prominence. This map, constructed from open-source data, showed that all the terrorist hijackers were within one step, or directly linked, to two individuals with direct ties to bin Laden, whom the government had been investigating for a year before the attack.
Since 2005, the incredible growth of social media such as Facebook, LinkedIn, and Twitter has redoubled the effort to understand how social networks form and can be used to promote political action (think Twitter and the Egyptian resistance) and increase the effectiveness of viral marketing (think Facebook, Google and Amazon). Images such as the one pictured here depict how Twitter users disseminate ideas and issues quickly around the world through mentions and retweets. In this case, it’s a conference hashtag that has, by midday of a full-day session, spread well beyond the core group of conference attendees and followers clustered in the middle.
Two recent developments further illustrate the pervasiveness of SNA. The Snowden revelations have, for better or worse, led to a wider appreciation of how network analysts can identify potential people of interest by looking at patterns of mobile-phone calls without using any of the content. Elsewhere, people are using a combination of SNA and sentiment analysis (ranking the relative “temperature” of words used to describe something) to look at both the spread and intensity of ideas in such diverse applications as new-product marketing on social media and identifying potential political hot-spots before they develop, by examining how issues are being discussed and mapping their velocity and geography.
While SNA is only one diagnostic tool in the arsenal of analytic techniques, it is fast becoming a must-have skill for analysts and managers alike. Its broad appeal may be due to the fact that it employs both left- and right-brain skills first to visualize and then to analyze often counter-intuitive networks of connections that cannot be easily addressed by other means. And SNA can be done using data that governments, NGOs, and companies already collect.
This is an exciting field to inhabit, both academically and professionally, and Fletcher provides me with the opportunity both to teach this new set of skills and to learn from students whose passions and interests span the entire range of international relations.
This entry in the Faculty Spotlight feature comes from Bhaskar Chakravorti, Fletcher’s Senior Associate Dean of International Business and Finance, and the founding Executive Director of Fletcher’s Institute for Business in the Global Context. He is the author of The Slow Pace of Fast Change. He currently teaches Strategy and Innovation in the Evolving Context of International Business and Strategic Management, a module offered during the August pre-session attended by all students in the Master of International Business program. Dean Chakravorti here describes his real-world business education and his perspective on contextual intelligence that resulted.
From 1994 to 1995, I was traveling across Africa, exploring interest among various governments and telecommunications service companies in investment in the continent’s first undersea fiber-optic network. This would be a breakthrough communication technology, with the power of connecting an excluded and fragmented continent with itself, with the world, and to this newly emerging phenomenon — that none of us quite understood at the time — called the Internet.
Given its economic heft, South Africa was among my first ports of call. Those were exciting times for the country. The ANC had just assumed power and Nelson Mandela had made history as the country’s first black president. The world was suddenly considering how to connect to this hitherto isolated country and embracing a potential economic and political powerhouse.
I made what I thought was a brilliant presentation to senior bureaucrats and technologists. In my view, I had quite convincingly made the case for South Africa to be the key anchor for a fiber-optic ring that would encircle the continent with branches taking off toward other continents.
Turns out, my case wasn’t as rock solid as I had imagined. A senior minister took me aside the next day and asked if we could scrap the plans for a ring around Africa and just do a single cable that linked South Africa to …. Malaysia. That’s it. Just Malaysia. But that makes no business sense whatsoever, I protested. The minister explained that Mandela had visited Malaysia the previous year and had struck up a close friendship with Prime Minister Mahathir. The two had agreed on cooperation on many fronts. Most significantly, Malaysia had pledged help in providing voter education to South Africa, a country where nearly 18 million out of the 20 million citizens would cast their ballots for the first time, with half of the 18 million illiterate. And now, post-election, it was critical that the bonds be strengthened further.
“But consider the economics,” I continued. “A single link to Malaysia would be frightfully expensive and would not have the traffic to justify it. You would forgo the chance to connect with the rest of Africa.”
The minister politely, but firmly, let me know that while I seemed smart enough, I was not as clever as I thought I was. “You do not argue with Nelson Mandela,” he said.
Trained as an economist, this was my first small step toward an appreciation for contextual intelligence. The linear logic of business and all its analysis could not — and should not — ignore the momentum of emerging geopolitical alliances. Malaysia was already among the first of South Africa’s allies; there was a stronger relationship to be built. Mandela had personally asked for this cable as a symbol and a conduit.
Still frustrated, I walked the corridors of South Africa Telkom and ran into the old guard. These were engineers and network planners; surely, they understood economics and net present value analysis. I told them my story. They agreed that the Mandela proposal was nonsense. What was needed was a fiber-optic link directly connecting South Africa to Northern Europe. “What about connectivity to the rest of Africa?” I asked.
“Who cares about the rest of Africa?” was the universal opinion.
This was my second lesson in contextual intelligence. The old guard was all white. They were frightened about what was going to come next as their secluded reality had come to an end. While their argument was couched in business terms (after all, Northern Europe was where the business would be), their real reason was history: They desperately wanted a conduit back to the old days and to some semblance of a world that they had known all their lives. They were ready to make a “business” argument that was, in reality, an agenda that harkened back to a colonial legacy.
Yes, I was there at a true inflection point, armed with the finest analysis possible, elaborate layers of spreadsheets, and well-crafted presentations. However, real decisions are based on myriad other factors. In this case, there was, first, a big future envisioned by a master politician — and already a living legend — who could imagine the unimaginable. And second, there was a past that, while it had become politically irrelevant, still had the technocratic expertise to exert a pull in an opposite direction. If South Africa was to develop, it could not afford to ignore the technocrats entirely.
I redid the analysis. We modeled-in the geo-political assumptions, accounted for different connectivity scenarios and their socio-political ramifications as well as economic impact. We resumed the debate in a more holistic manner. Context is, indeed, king. You should embrace it, understand it, and make it central to your business model analysis; most importantly, you should not ignore or fight it.
I have taken this lesson to heart, so much so that I now run Fletcher’s Institute for Business in the Global Context. Many students arrive at Fletcher with deep life experience that guides their understanding of centrality of context, but they aim to strengthen their business skills. Others have rich business and technical skills, and they seek to develop their contextual intelligence. Together, we are building a new approach to international business, one that factors in how business decisions connect with non-business factors, such as politics, history, and the human condition.
Today’s Faculty Spotlight introduction comes from a member of a select subset of the Fletcher faculty: professors who also graduated from Fletcher, where Kelly Sims Gallagher received both her MALD and PhD. Prof. Gallagher currently teaches Climate Change and Clean Energy Policy and Innovation for Sustainable Prosperity, and she directs the Center for International Environment and Resource Policy.
My favorite moment from my years as a student at Fletcher (many years ago now) occurred during my Foreign Relations of the People’s Republic of China class. Our deliberate Professor Alan Wachman embarked on his lecture on the Korean War, but got no further than about five minutes into the lecture when a hand was raised. “Yes, General?” he asked. My fellow classmate, a retired Korean general in the MALD program, slowly rose to his feet and announced, “I was there.” He then proceeded to give his own reflections on the war in general, and China’s role specifically. It was a classic Fletcher moment where (1) the global perspective is naturally provided in the classroom, (2) everyone was riveted by the moment, (3) history vividly sprang to life, and (4) the class took on a life of its own.
As a current professor, I try to foster and cultivate such moments in my own classes. Let me provide a couple of examples. In my Climate Change and Clean Energy Policy class, we do a simulation of the international climate negotiations every year, right before the annual conference of parties. Most years, we have actual climate negotiators in the class, but they never get to represent their own countries — instead, I put them into their primary adversary’s role. Most recently, I had an actual Chinese negotiator play the role of the Special Envoy for Climate Change in the United States. He set an amazing tone and forcefully argued his positions until one moment when the color in his face rose until he was bright red with emotion. We all watched with appreciation as he managed to develop an argument that he certainly violently disagreed with personally. Not only did he learn a great deal from being able to sit in the shoes of his opponent, but the rest of the class could not help but appreciate the duality of his situation. Students also got to hear during the debrief about what “really happens” in those informal negotiations in the middle of the night.
In my class this semester on Innovation for Sustainable Prosperity, we have two engineers who have actually worked on technology development, one patent expert, former Intel and Shell employees, an economist, and a dozen others from at least eight different countries who have all engaged in the innovation process somehow, somewhere. This spring, our class has been invited by the UN Department of Economic and Social Affairs to contribute background briefs on the role of technology in delivering sustainable development for the upcoming first-ever Global Sustainable Development Report. As we march through the theory, we will simultaneously study case studies, and uncover and evaluate the empirical evidence about how innovation can contribute to sustainable prosperity.
Classes at Fletcher don’t stagnate; they are dynamically evolving every day, enriched by professors and students working together in a spirit of engaged, respectful inquiry.
Today’s post in our Faculty Spotlight series comes from Joel P. Trachtman, Professor of International Law, who describes his special perspective on his field. Prof. Trachtman currently teaches International Law in International Relations, International Business Transactions, International Investment Law, International Financial and Fiscal Law, and Legal and Institutional Aspects of International Trade.
I first became interested in international law in 1975, when, as a student at the London School of Economics, I had the opportunity to study with Rosalyn Higgins, who later served as a judge on the World Court. After my undergraduate studies, I studied international law and then practiced for nine years in New York and in Hong Kong before joining the Fletcher faculty.
It is great to be a law professor at Fletcher, where law is one of several areas of international public policy study. While the disciplines of history and political science specialize in the study of how and why governments take particular actions, and economics specializes in the study of the consequences of government and private sector actions, law specializes in the implementation and interaction of government policies, and in how businesses interact with governments.
My research has two streams: (i) economic analysis of international law and (ii) international trade law.
First, I have been one of the early adopters of economic methods in the study of international law. The field of law and economics has revolutionized legal study during the past 30 years, but it took a bit longer to get to international law. My 2008 book, The Economic Structure of International Law (Harvard University Press), explored and consolidated some of the ways in which economic analysis helps us to understand the causes and effects of international legal rules, using tools from price theory, public choice, transaction cost economics, and game theory. I’ve been at Fletcher since 1989, and have now been thoroughly Fletcher-ized, so as to see international public policy and business problems as multidimensional issues, requiring interdisciplinary analysis. My 2013 book, The Future of International Law: Global Government (Cambridge University Press), extended this way of thinking to look at changes in globalization, democratization, demography, and technology in order to suggest the ways that these changes would result in increasing demands for international legal solutions to international cooperation problems. That book won the International Studies Association’s prize for best book on international law for 2013.
By placing international law in a social scientific context, I am able to explain it better, and critique it better, in the classroom. Traditional legal analysis and scholarship looks only for consistency and internal logic. A social science-based legal scholarship examines more broadly the links between social ends and legal means, and demands intellectual rigor in critiquing legal rules. For example, my courses in international trade law and international investment law begin with a careful analysis of the economics and political economy, and an analysis of the economic and political roles of law, in these fields.
My second stream of research is international trade law. This is an area of international law in which economics and politics are extremely important. One focus of my work within international trade law has been on the relationship between trade liberalization and national regulatory autonomy. This is the central issue of globalization: how can we attain greater integration for efficiency, while maintaining the maximum ability to achieve local public policy goals? I recently wrote a short paper on this topic for inclusion in a book of recommendations for trade ministries on how to proceed in WTO negotiations after the December 2013 Bali Ministerial Conference and the rather modest agreement it produced. My paper was entitled “Unleashing Recognition in International Trade,” and was included in an e-book entitled Building on Bali: A Work Programme for the WTO, edited by Simon Evenett and Alejandro Jara, former deputy director-general of the World Trade Organization.
I enjoy making the tools of legal analysis and argument available to Fletcher students, and showing how these tools complement and incorporate social scientific and historical argumentation. Based on my experience revealing and explaining these analytical tools and arguments to students at Fletcher for the past 25 years, I recently published a book that succinctly explains how lawyers analyze and argue. It is entitled The Tools of Argument: How the Best Lawyers Think, Argue, and Win.
Our next profile by a Fletcher professor comes from Alex de Waal, who is Executive Director of the World Peace Foundation and a Research Professor at the Fletcher School. In addition to directing the World Peace Foundation, Prof. de Waal currently teaches Conflict in Africa.
An occupational hazard of my job as Executive Director of the World Peace Foundation is that, when I introduce myself, people tend to snicker. In the twenty-first century, apparently, advocates of “world peace” seem to be beauty queens or practitioners of levitation. It wasn’t always so. A hundred years ago, when the World Peace Foundation was established, there was a strong movement for world peace, in America and many other countries. It was perfectly respectable for political leaders to espouse resolving all disputes between nations by negotiation and law, not by force. Fifty years ago, in his commencement address to the American University, President John F. Kennedy chose the theme of world peace, “a topic on which ignorance too often abounds and the truth is too rarely perceived — yet it is the most important topic on earth.” Our goal at the World Peace Foundation is to make world peace once again a regular topic of public discourse, and an accepted goal of public policy.
I came to the World Peace Foundation after twenty-five years of working as a reflective practitioner, mostly in Africa. I was an advocate for and critic of humanitarian action in famine, an exponent of human rights but a critic of some of the activities pursued in the name of human rights, and most recently an advisor to mediation efforts in Sudan. I was recurrently troubled by the way in which many international efforts to end suffering and promote human wellbeing ended up having unintended and adverse consequences. And I was determined that critically analytic social science, grounded in the lived realities of people in these difficult places, could help remedy these shortcomings.
Political leaders and senior officials in governments and international agencies are rarely critical thinkers — they are simply too busy responding to the next problem to be reflective, analytical and creative. Some years ago, I began to suspect that the key to solving the most intractable public policy problems is not to influence decision makers — who will adjust their actions only at the margin anyway — but to invest in building intellectual capital among young professionals and students, who will go on to change the world. And in turn, I realized that the best way to attract the best students to the problems that concerned me, such as war and famine, is to make these subjects intellectually challenging — to fasten onto the most fascinating debates and dilemmas, and to have the courage of theorizing a complicated reality.
The World Peace Foundation and I joined The Fletcher School at the same time, in 2011. In my twin roles as foundation director and professor, I have been trying to put this philosophy into practice. I teach a class, “Conflict in Africa,” in which I try to make the subject intellectually exciting as well as relevant to the real issues of the day. (For better or worse, the case studies I select seem to hit the news just as they come up in the class schedule.) I also continue with my work as a practitioner, especially with the African Union’s peace and security initiatives. The World Peace Foundation, meanwhile, has a growing array of research and advocacy topics, including the “how mass atrocities end” program (led by WPF Research Director, Prof. Bridget Conley-Zilkic), our “African peace archive” that documents the inner workings of mediation processes, research on the “political marketplace” and “political entrepreneurship,” and a new project on corruption and the global arms business. I see this all as a contribution to making it possible to talk seriously about peace, not just in specific places, but in the whole world.
The next post in our Faculty Spotlight series comes from Miguel E. Basáñez, adjunct professor and director of the Judiciary Reform Program, who describes his path to Fletcher. Prof. Basáñez currently teaches Culture, Human Values and Development, in addition to directing the Judiciary Reform Program, which is generally offered in the summer.
Prospective Fletcher students are nearly always afflicted with a severe case of wanderlust, and have usually racked up an impressive record of traveling, working, and studying abroad. As such, I’m sure that all of you have experienced the collision of different values, beliefs, and ways of life that we call “culture shock.” My own experiences with culture shock — primarily as a Mexican graduate student in Great Britain in the 1970s — were so powerful that they never left me, and indeed inspired me to make the study of cultural values the basis of my academic career.
After many years in government and running my own public polling firm, I came to Fletcher, where I research human values and teach the seminar “Culture, Human Values and Development.” In my course, we seek to answer some of the deepest questions around culture: Is it even possible to talk about national cultures? How can cultures be studied and measured? How do particular cultural traits impact the development of economic, political, and social systems? Should policymakers seek to influence people’s values and beliefs, and if so, how can it be done? Fletcher’s great diversity is a huge advantage in these discussions, as even in a small seminar we usually have students from many different parts of the world, and they bring new and valuable perspectives to the conversation. In fact, sometimes I think I’ve learned more from my students than they have from me!
As an outgrowth of my work on culture, I’ve also started to do work on judicial reform, since a country’s legal system is both a cause and a consequence of its culture. I currently direct the Fletcher Judiciary Reform Program, which brings policymakers and professionals to our school for executive training programs on how best to manage the transition from an inquisitorial to an adversarial justice system. To date, we have trained almost 200 Mexican professionals, judges, and lawyers in week-long crash courses in comparative law. In addition, the program does research and puts on events related to security, rule of law, and prosperity in Latin America, such as immigration reform and promotion of innovation.
There are opportunities for Fletcher students to be involved with each of these programs, and I continue to be impressed by their dedication, intelligence, and intellectual curiosity. Fletcher students have so much to offer, and mentoring them is one of the best parts of my work.
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