“Preparing the next generation of leaders and creating more informed elementary and secondary students means changing and improving curricula, setting higher standards, and ensuring that content is based on current research relevant to the world’s critical problems and urgent issues.” Coit “Chip” Blacker, FSI Director and Co-Chair, International Initiative

SPICE was established more than 30 years ago and serves as a bridge between FSI and elementary and secondary schools in the United States and independent schools abroad. SPICE’s original mission in 1976 was to help students understand that we live in an increasingly interdependent world that faces problems on a global scale. For 30 years, SPICE has continued to address this original mission and currently focuses its efforts primarily in three areas:

1. curriculum development for elementary and secondary schools;
2. teacher professional development; and
3. distance-learning education.

SPICE hopes to continue to educate new generations of leaders by addressing five key initiatives of The Stanford Challenge, announced by President Hennessy last fall.

Initiative on Human Health / 1

SPICE is working with the School of Medicine and the Center for Health Policy on a high school curriculum unit that focuses on HIV/AIDS. SPICE is collaborating with Drs. Seble Kassaye, David Katzenstein, and Lucy Thairu of the School of Medicine’s Division of Infectious Diseases & Geographic Medicine. Using an epidemiological framework, students will be encouraged to consider the many issues involved in the pandemic, including but not limited to poverty, gender inequality, and biomedical research and development. Two Stanford undergraduates, Jessica Zhang and Chenxing Han, are working with the physicians on this unit.

Initiative on the Environment and Sustainability / 2

SPICE recently completed a curriculum unit called 10,000 Shovels: China's Urbanization and Economic Development. 10,000 Shovels examines China’s breakneck growth through a short documentary that integrates statistics, video footage, and satellite images. The documentary, developed by Professor Karen Seto of the Center for Environmental Science and Policy, focuses on China’s Pearl River Delta region while the accompanying teacher’s guide takes a broader perspective, exploring many current environmental issues facing China. Stanford’s School of Earth Sciences is helping to promote this unit and documentary.

The International Initiative / 3

All of SPICE’s curriculum units focus on international topics. Two of SPICE’s most popular units are Inside the Kremlin: Soviet and Russian Leaders from Lenin to Putin and Democracy-Building in Afghanistan. Inside the Kremlin introduces students to key elements of Soviet and Russian history through the philosophies and legacies of six of its leaders—Lenin, Stalin, Khrushchev, Gorbachev, Yeltsin, and Putin. The unit includes (on DVD) six lectures by six FSI faculty members, including FSI director Coit D. Blacker; professors David Holloway and Gail W. Lapidus, CISAC; professor and deputy FSI director Michael A. McFaul; history professor Norman M. Naimark; and history professor Amir Eshel, Forum on Contemporary Europe.

Democracy-Building in Afghanistan is a teacher’s guide for a film called Hell of a Nation. The film’s lead advisor and SPICE’s key advisor was former CDDRL fellow J. Alexander Thier. Hell of a Nation documents the lives of two Afghans participating in the political process to develop a new constitution for Afghanistan—illustrating the “human face” of democracy-building and elucidating the complexities and difficulties of democratic construction in a divided and historically conflict-ridden nation.

Arts and Creativity Initiative / 4

Following 9/11, SPICE decided to develop a unit called Islamic Civilization and the Arts, which introduces students to various elements of Islamic civilization through a humanities approach. Lessons on art, the mosque, Arabic language and calligraphy, poetry, and music provide students with experience analyzing myriad primary source materials, such as images, audio clips, sayings of Muhammad, and excerpts from the Quran. In each lesson, students learn about the history, principles, and culture of Islam as they pertain to particular forms of art.

SPICE recently completed a new unit called Along the Silk Road, which explores the vast ancient network of cultural, economic, and technological exchange that connected East Asia to the Mediterranean. Students learn how goods, belief systems, art, music, and people traveled across such vast distances to create interdependence among disparate cultures. This was a collaboration with the Silk Road Project, the Art Institute of Chicago, Stanford’s Cantor Arts Center and Center for East Asian Studies, and the Shorenstein Asia-Pacific Research Center.

The K-12 Initiative / 5

SPICE develops curriculum based on FSI scholarship, conducts teacher professional development seminars locally, nationally, and internationally, and also offers a distance-learning course called the Reischauer Scholars Program to U.S. high school students. At seminars at Stanford, FSI faculty members offer lectures to the teachers and SPICE curriculum writers give curriculum demonstrations that draw upon the content presented in the lectures. Last summer, Stanford professor Al Dien (Asian Languages) and the SPICE staff gave a workshop for 80 teachers in the Chicago Public Schools. World-renowned cellist Yo-Yo Ma performed at the workshop.

The Reischauer Scholars Program is a distance-learning course sponsored by SPICE. Named in honor of former ambassador to Japan Edwin O. Reischauer, a leading educator and noted scholar on Japanese history and culture, the RSP annually selects 25 exceptional high school juniors and seniors from throughout the United States to engage in an intensive study of Japan. This course provides students with a broad overview of Japanese history, literature, religion, art, politics, and economics, with a special focus on the U.S.-Japan relationship. Top scholars affiliated with the Shorenstein Asia-Pacific Research Center (including Ambassador Michael H. Armacost, Professor Daniel I. Okimoto, and Professor Gi-Wook Shin), leading diplomats, and young professionals provide web-based lectures as well as engage students in online dialogue. These lectures and discussions are woven into an overall curriculum that provides students with reading materials and assignments.

SPICE has for many years focused on the initiatives that have been identified by President Hennessy to be at the core of The Stanford Challenge. By continuing to focus on these initiatives, the SPICE staff hopes to continue to make FSI scholarship accessible to a national and international audience of educators and students, with the ultimate goal of empowering a new generation of leaders with the tools needed to deal with complex problems on a global scale.

Larry Diamond—Hoover Institution senior fellow, CDDRL democracy program coordinator, and former senior advisor to the Coalition Provisional Authority in Iraq—has just discussed causes and consequences of corruption and international efforts to control it with a room full of visiting fellows. This is not just a group of learned political scientists, however, and Diamond does not hesitate to follow a sophisticated piece of analysis with a hard-nosed, view-from-the-ground assessment. He has, for instance, just told the fellows what he thinks of a major development institution. (“I think the World Bank needs to be ripped apart and fundamentally restructured.”) He has extended the concept of a “resource curse” to include not just oil but also international assistance. (“In many countries, aid is like oil; it’s used for outside rents.”) He has recommended that institutions learn the “dance of conditionality” and exercise selectivity, choosing countries to invest in based on demonstrated performance. But the 27 fellows around the table know a thing or two about corruption. Most of them face it in their home countries; many of them have made fighting it part of their work. And almost all of their hands go up to tell Diamond that there is something he missed, or something he got right.

This year’s 27 Stanford Summer Fellows on Democracy and Development—outstanding civic, political, and economic leaders from developing democracies—were selected from more than 500 applicants to take part in the program, which FSI’s Center on Democracy, Development, and the Rule of Law (CDDRL) hosted July 30–August 17, 2007. They traveled to Stanford from 22 countries in transition, including Iraq, Afghanistan, Iran, Pakistan, China, Russia, Egypt, Nigeria, Kenya, and the Democratic Republic of the Congo. And like their academic curriculum during the three-week program, which examines linkages among democracy, economic development, and the rule of law, their professional experiences and fields of study center on these three areas, assuring that each fellow brings a seasoned perspective to the program’s discussions.

“Should the United States promote democracy? Can the United States promote democracy?” The curriculum for the first week focused on defining the concepts of “democracy,” “development,” and the “rule of law” and identifying institutions that support democratic and market development. Using selected articles and book chapters as starting points for discussion, CDDRL Director Michael A. McFaul and Marc Plattner, National Endowment for Democracy vice-president for research and studies, began the weeklong module with an examination of what democracy is and what definition or definitions might apply to distinguish electoral democracy, liberal democracy, and competitive authoritarianism. Another question discussed was whether there was such a thing as Islamic democracy, Asian democracy, Russian democracy, or American democracy.

Faculty including Diamond, CDDRL associate director for research Kathryn Stoner, Stanford president emeritus and constitutional law scholar Gerhard Casper, Stanford Law School lecturer Erik Jensen, and economists Avner Greif and Seema Jayachandran “team-taught” individual sessions as the week progressed. Fellows and faculty discussed how to define and measure development, the role and rule of law in societies, how legal systems affect democratic development, constitutionalism, electoral systems, parliamentary versus presidential systems, horizontal accountability, and market development. Fellows worked in groups to discuss and present their conclusions about an issue to their colleagues, comparing experiences and sharing insights into how well political parties and parliaments constrained executive power and how civil society organizations contributed to democratic consolidation.

In addition to discussing their personal experiences with democracy promotion, economic development, and legal reform, fellows met with a broad range of practitioners, including USAID deputy director Maria Rendon Labadan, National Endowment for Democracy president Carl Gershman, U.S. Court of Appeals Ninth Circuit Judge Pamela Rymer, IREX president Mark Pomar, Freedom House chairman and International Center on Nonviolent Conflict founding chair Peter Ackerman, International Center on Nonviolent Conflict president Jack DuVall, The Orange Revolution documentary filmmaker Steve York, and government affairs attorney Patrick Shannon. Guest speakers talked about their fieldwork, offered practical advice, and answered fellows’ questions.

This component grounded the classroom discussions in a practical context. “It was important for our visiting fellows to interact with American practitioners, both to learn about innovative techniques for improving democracy practices but also to hear about frustrations and failures that Americans also face in working to make democracy and democracy promotion work more effectively,” explained McFaul. “We Americans do not have all the answers and have much to learn from interaction with those in the trenches working to improve governance in their countries.”

As the program’s curriculum shifted to democratic and economic transitions for week two, McFaul and Stoner-Weiss balanced the structure of the classroom with guest lecturers, a documentary film premiere, and field trips to Google headquarters and San Francisco media organizations to put into practical context the components discussed theoretically in the classroom. The field trip to San Francisco included a session with KQED Forum executive producer Raul Ramirez, a briefing with the editorial board at the San Francisco Chronicle, and a discussion of links between violence against women and children and poverty, health, and security at the Family Violence Prevention Fund.

“We are building an extraordinary community of democratic activists and officials who have a deeper understanding of the types of institutions that secure freedom, control corruption, and foster sustainable development.” The third week’s curriculum looked at international and domestic efforts to promote democracy, development, and the rule of law. This integrative module drew on the teaching caliber of Stephen D. Krasner (FSI senior fellow), Peter B. Henry (Graduate School of Business), Allen S. Weiner and Helen Stacy (Stanford Law School), and Nicholas Hope (Stanford Center for International Development) as well as Casper, Jensen, McFaul, and Stoner-Weiss. Through case studies and, in particular, comparison of successes and failures in the fellows’ own experiences, faculty and fellows explored and assessed international strategies for promoting rule of law, reconciliation of past human rights abuses, democracy, and good governance. The discussions, occasionally contentious, circled in on a set of central questions: Should the United States promote democracy? Can the United States promote democracy? What are the links between democracy and increasing the rule of law, controlling corruption, rebuilding societies shattered by massive human rights violations, and promoting good governance?

Despite the intellectual rigor of the coursework and discussion, and the exploration of practical applicability with guest speakers and field trips, the Stanford Summer Fellows on Democracy and Development Program was designed as much to stimulate connections among field practitioners and to provide a forum in which to exchange ideas. “Through the summer fellows program, we are building an extraordinary community of democratic activists and officials who have a deeper understanding of the types of institutions that secure freedom, control corruption, and foster sustainable development, and who are keeping in touch with us and with one another,” said Diamond. “When I meet our ‘alumni’ fellows in subsequent years, they speak movingly of the bonds they formed and the insights they gained in these three fast-paced weeks.”

To ensure they fulfill their goal of building a small but robust global network of civic activist and policymakers in developing countries, CDDRL launched a Summer Fellows Program Alumni Newsletter. The newsletter is based on an interactive website that will allow the center to strengthen its network of leaders and civic activists and facilitate more groundbreaking policy analysis across academic fields and geographic regions, the results of which will be promptly fed back to its activist alumni in a virtual loop of scholarship and policymaking. “We envision the creation of an international network of emerging political and civic leaders in countries in transition,” said Stoner-Weiss, “who can share experiences and solutions to the very similar problems they and their countries face.”

 

SSFDD ALUMNI FOCUS: VIOLET GONDA
A producer and pre s ent er for SW Radio Africa (London), Violet Gonda was a Stanford Summer Fellow on Democracy and Development in 2006, the same year her station was named the International Station of the Year by the Association of International Broadcasters. "CDDRL brings together a cross-section of people from different backgrounds, different careers," Gonda said. "Politicians, lawyers, activists ... all in the same room. It is an amazing group of people."

Banned from returning to her home country because of her journalism work at the radio station-"we are welcome in Zimbabwe but only in the prisons"-Gonda "literally eat[s], breathe[s], and dream[s] Zimbabwe." The summer fellows program, she said, gave her a broad perspective on what's going on in other countries; "it is so intensive ... you can really compare and contrast democracy on every continent." One thing Gonda found is that "when you look at these leaders, you'd think they all were born of the same mother ... and the ways people respond to these crises are the same."

Gonda had such a positive experience at Stanford that she decided to apply for, and was accepted to, the prestigious John S. Knight Fellowships for journalists for the academic year 2007-08. "It's always been Zimbabwe, Zimbabwe, Zimbabwe," she said. "Now I finally have time to sit down and read a book, write an article, go to seminars, sharpen my skills." She is not exactly sitting still however. In December she gave a presentation on Zimbabwe's political situation for the Center on African Studies, and will also be discussing Zimbabwe at the Palo Alto Rotary Club and the Bechtel International Center. "Media in America does not have a lot of international news, particularly on Africa," Gonda said. "So it's a good opportunity to talk about Zimbabwe, and I will take advantage of it."

She is also working on developing new content for SW Radio Africa and plans to interview FSI scholars she met through the summer fellows program so "We are building an extraordinary community of democratic activists and officials who have a deeper understanding of the types of institutions that secure freedom, control corruption, and foster sustainable development." that Zimbabweans can understand what is going on in different countries. Close contact with program alumni means that she has friends and colleagues in other parts of that world who can be called on for their perspective on situations. While SW Radio Africa's mission is "to record and to expose" developments in Zimbabwe, Gonda explained, "it's good to compare, to show people we are not alone, that this is happening elsewhere."

Suicide bomb ers are not all alike . Palestinians prepare elaborate martyr videos before their killings and become celebrities afterward, while Iraqi Sunnis kill their fellow citizens in obscurity. In Afghanistan, the suicide bombers have their own distinction: They are known for their ineptness, often blowing themselves up without killing anyone else.

“They’re not efficient,” said Martha Crenshaw, a senior fellow at the Center for International Security and Cooperation (CISAC) at the Freeman Spogli Institute for International Studies. She arrived at Stanford this summer, after several decades of studying terrorism as a professor of government at Wesleyan University in Middletown, Conn.

Afghan suicide bombers tend to be poorer, younger and less educated than suicide bombers elsewhere, Crenshaw said during a recent CISAC seminar. She cited a United Nations report that accused the Taliban of strapping explosives to boys, despite a commitment not to recruit those too young to have facial hair. Promises of motorcycles and cell phones have been used as inducements.

One boy whose mission failed was interviewed by U.N. workers. “He somehow thought he would survive the attack and get to spend the money they had promised him, not quite understanding that he would not be there,” Crenshaw said in an interview following her talk.

In Afghanistan, as elsewhere, the person wearing the explosives belt or driving the car bomb is the least valuable person in the terror group, Crenshaw said. The key people are the bomb maker and the organizer: “They never send the bomb maker with the bomb.” In Israel, security officials target the bomb makers for assassination.

“It’s the organization that decides who’s going to be attacked and when and where and why,” Crenshaw said. “Then they recruit somebody to carry it out. So the person carrying the bomb really is just a foot soldier.”

Afghanistan’s most famous suicide attack happened in 2001, just two days before the 9/11 assault on the United States. Al-Qaida operatives masquerading as journalists preemptively blew up tribal warlord Ahmad Shah Massoud in anticipation that he might aid U.S. troops if they eventually invaded Afghanistan in search of Osama bin Laden.

Today, al-Qaida, the Taliban and Hizb-i-Islami (the group led by Gulbuddin Hekmatyar) aim their suicide attacks at U.S. and Afghan government forces, but the victims are overwhelmingly civilian bystanders, often large numbers of children. Many of the bombers, Crenshaw said, are recruited from religious schools across the border in Pakistan.

The predominant motivation for terrorists to employ suicide attacks is strategic, not religious, according to Crenshaw. One suicide bomber kills many people, a perfect example of what the U.S. military calls asymmetric warfare. According to the United Nations, since the 1980s suicide bombers have been involved in only 4 percent of the world’s terror attacks, but have caused 29 percent of the deaths.

Crenshaw gave her CISAC talk the day of the bloody suicide-bomber attack on Pakistani opposition leader Benazir Bhutto. With some 140 deaths and 500 injuries, it was the deadliest of more than 50 suicide attacks in Pakistan in recent years. Bhutto survived without injury, but if she had died, the volatile country could have come unglued, according to Crenshaw. “It shows you how one major suicide bombing could make a big difference,” she said.

Her interest in terrorism began in graduate school in the late 1960s. Her first book, Revolutionary Terrorism (Hoover Institution Press, 1978), was on guerilla warfare against the French during the Algerian war for independence from 1954 to 1962. It still sells on Amazon, for $100.

How does one research suicide bombers, since most of them, by definition, are dead? “We don’t have very many studies that are based on extensive interviews,” Crenshaw said. The one well-known body of work based on interviews involves failed Palestinian suicide bombers held in Israeli prisons. But the prisoners have told their stories so often that it is difficult to separate truth from imagination, according to Crenshaw.

Scholars of terrorism in general can turn to trial transcripts, databases of newspaper stories or the “Harmony Project” documents captured from al-Qaida and posted online by the U.S. Military Academy at West Point.

But less has been written specifically about suicide bombers. “In Iraq, it’s very difficult to know who they were, even. They’re dead and they’re blown to bits, too,” Crenshaw said. “You might not have a hand with fingerprints, for example. Surprisingly enough, often they do seem to find heads. But still, how do you identify someone in Iraq, where you don’t have a record of who the population is to begin with? There are no identity cards, no nothing. Really, we’re just guessing.”

The predominant motivation for terrorists to employ suicide attacks is strategic, not religious, according to Martha Crenshaw.

Crenshaw’s most recent paper, “Explaining Suicide Terrorism: A Review Essay” (Security Studies, Vol. 16, No. 1, January 2007), relied on the bookstore: She bought and read 13 books about suicide bombers, then produced a review of them all as a guide to other researchers.

CRENSHAW'S RESEARCH AGENDA
Why is the United States the target of terrorism? Crenshaw is answering this question, as a lead investigator with the National Consortium for the Study of Terrorism and Responses to Terrorism at the University of Maryland, a Department of Homeland Security Center of Excellence. Her research focuses on groups that have targeted the United States or its interests since the mid-1960s, placing incidents in context by comparing them with instances in which groups displayed similar anti-American ideas but did not resort to terrorism.
"Contrary to popular belief, only about 10 percent of active terrorist groups have targeted the United States," she says. "You have to get into the local politics to see what's going on" with anti-U.S. terrorism abroad. Such attacks can be aimed at the local regime, she explained.
Crenshaw is also editing a book tentatively titled The Consequences of Counterterrorist Policies in Democracies, to be published by the Russell Sage Foundation which supported the research.
And "The Debate over ‘New' versus ‘Old' Terrorism," a paper Crenshaw presented at the 2007 American Political Science Association meeting, is set to appear in an edited volume. Crenshaw questions common claims that terrorism in recent years has taken on a completely new character, more religious and lethal.
"Terrorism has changed over time, but there is no fundamental difference between ‘old' and ‘new' terrorism," she said. Researchers and policymakers should "ask why some groups cause large numbers of civilian casualties and others do not," she said, "rather than assuming that religious beliefs are the explanation for lethality."