Faculty Profile: Joel Federman

Ph.D., Political Science, 1999, University of Southern California

M.A., Political Science, 1982, University of Southern California

B.A., Political Science, 1979, University of Wisconsin-Madison

I am Director of Saybrook's Transformative Social Change Specialization, within the School of Psychology and Interdisciplinary Inquiry.
 

During the Spring 2013 semester, I am teaching STR 6510 Theory and Practice of Nonviolence, STR 6610 Social System Transformation Theory, STR 6590 Peace Studies, STR 7079 Building Sustainability: Present Practices in Community and Society, RES 1005 Methods of Research and Disciplined Inquiry, RES 1140 Case Study Methods in Psychology, and am a member of several dissertation, thesis and essay committees.
 

I am currently working on a case study of civil society activism toward democratic reform in Egypt.  To further this research, I traveled to Egypt in August 2011, and met with democracy activists and others.

I edit a website on the topics of peace, social justice, universal compassion, and globalization, at www.topia.net, with a Facebook page at https://www.facebook.com/topia.net. I also have a growing interest in exploring ways that new communication technologies can be used in the service of transformative social change.
 

I am currently writing a book, entitled “The Politics of Universal Compassion,” a treatise on universal compassion as a political and social philosophy that can be a “third way” to modern authoritarianism and post-modern relativism. The book explores such issues as: are people capable of universal compassion; what are the political implications of universal compassion; what are the beliefs about society that limit people from actively pursuing universal compassion.

Federman, J. (2011, August 15) The world should be watching Tahrir Square. Common Dreams. Retrieved from http://www.commondreams.org/view/2011/08/15-0

Federman, J. (2007, July/August). A movement of movements: First US social forum a historic event [Online]. Tikkun Magazine. Retrieved from http://www.tikkun.org/article.php?story=socialforum

Federman, J. (2004, Feb. 16). The great Valentine wedding party. Retrieved from http://www.alternet.org/story/17861

Federman, J., & Cantor, J. (2002). Ratings for movies. In J. R. Schement (Ed.), Macmillan Encyclopedia of Communication and Information (Vol 3, pp. 833-836). New York: Macmillan Reference.

Federman, J. (2002). Time for an idealism outburst. The Peace Chronicle (The Newsletter of the Peace and Justice Studies Association), 1(4), 13.

Federman, J. (2002). Rating sex and violence in the media: Media ratings and proposals for reform. Menlo Park, CA: Henry J. Kaiser Family Foundation. Retrieved from http://www.kff.org/entmedia/loader.cfm?url=/commonspot/security/getfile....

Federman, J. (2001). Why is diversity education important? COPRED Peace Chronicle (The Consortium on Peace Research, Education and Development), 25 Volume 25(4), 8-9.

Federman, J. (1999). The politics of compassion (Unpublished doctoral dissertation). University of Southern California, Los Angeles, CA.

Wilson, B. J., Linz, D., Federman, J., Smith, S., Bryant, P., Nathanson, A., …Lingsweiler, R. (1999). The choices and consequences evaluation: A study of court TV's anti-violence curriculum. Santa Barbara: University of California. Retreived from http://www.saybrook.edu/sites/default/files/faculty/choices_consequences...

Federman, J. (1998). Media rating systems: A comparative review. In Monroe E. Price (Ed.), The V-chip debate: Content filtering from television to the internet (pp. 99-132). Mahwah, NJ: Lawrence Erlbaum.

Federman, J. (2007, July/August). A movement of movements: First US social forum a historic event [Online]. Tikkun Magazine. Retrieved from http://www.tikkun.org/article.php?story=socialforum

Federman, J. (2002). Rating sex and violence in the media: Media ratings and proposals for reform. Menlo Park, CA: Henry J. Kaiser Family Foundation. Retrieved from http://www.kff.org/entmedia/loader.cfm?url=/commonspot/security/getfile....

Federman, J. (2001). Why is diversity education important? COPRED Peace Chronicle (The Consortium on Peace Research, Education and Development), 25 Volume 25(4), 8-9. Retrieved from http://www.peacejusticestudies.org/documents/summer2001.pdf

Federman, J. (1999). The politics of compassion. Unpublished doctoral thesis, University of Southern California, Los Angeles, CA.

Wilson, B. J., Linz, D., Federman, J., Smith, S., Bryant, P., Nathanson, A., …Lingsweiler, R. (1999). The choices and consequences evaluation: A study of court TV's anti-violence curriculum. Santa Barbara: University of California. Retreived from http://www.saybrook.edu/sites/default/files/faculty/choices_consequences...

Federman, J. (Ed.) (1998). National television violence study executive summary (Vol. 3). Santa Barbara: University of California. Retrieved from http://www.saybrook.edu/sites/default/files/faculty/NTVVSexecsum.pdf

Federman, J. (1998). Reinvisioning the field of peace studies. PSA News: Newsletter of the Peace Studies Association, 4(2), 1-4.

Federman, J. (1996). Media ratings: Design, use and consequences. Studio City, CA: Mediascope.

Federman, J. (Winter, 1993). Curbing media violence: Lessons from other countries. Amplifier (Journal of the Division 46, Media Psychology Section of the American Psychological Association), 6-12.

Federman, J. (l982). Toward a world peace movement. Humanities in Society, 5(1, 2), 137-147.

Teaching Global Social Transformation: Approaches to Curriculum Design," Best Practices in Peace Education Workshop, Peace and Justice Studies Association Annual Conference, University of San Francisco, San Francisco, California, October 14-17, 2004.
 

"Forging an Alternative to Permanent War: Strategies for Peace and Justice in the Post-9/11 World," Peace and Justice Studies Association Annual Conference, Olympia, Washington, October 9-12, 2003.
 

“Overcoming Conceptual Barriers to Universal Compassion,” Peace and Justice Studies Association Annual Conference, Seattle Washington, October 4-6, 2001
 

"The Politics of Compassion and the Pursuit of Community," American Political Science Association Annual Convention, Chicago, Illinois, August 31-September 3, 1995
 

"Transformative Mediation," North American Conference on Peacemaking and Conflict Resolution, Minneapolis, Minnesota, May 30, 1995
 

"The Social Effects of Video Game Violence," American Psychological Association Annual Convention, Los Angeles, California, August 13, 1994

My chief research interest is in helping people reframe and reconceive their conceptions of the human potential (personal and societal). For example, my research on universal compassion focuses on overcoming commonly held beliefs about society and human nature that limit people’s assessment of the probability of achieving that degree of compassion. These include beliefs regarding a fundamental scarcity of resources; the inevitability of violence; disbelief in the ability of people to have or maintain truly universal compassion; and a low estimation of the potential for social change in general. I have also conducted research on conflict resolution, violence prevention, media violence, and nonviolence theory and practice.

I have participated in and authored case study research, action research, and field experimental research.

I am very happy to be teaching at Saybrook because the design of the curriculum very closely reflects my own values, interests and experiences.

My teaching emphasis is supporting students as they develop and test novel perspectives and theories of the human potential, encouraging them to visualize their highest goals and act upon those visualizations. To paraphrase Carl Rogers, I believe in student-centered teaching. I am especially encouraging of students who want to think outside the box and challenge traditional preconceptions and orthodoxies within the field and in society.

As a long-time peace researcher and activist, I have extensive contacts with non-governmental organizations in the area of conflict resolution, nonviolence, violence prevention, peace, and human rights that will be useful in helping students find internship opportunities.

Research Expertise Rating Guide:

1. studied in a class or have read intensively on my own
2. special training in the form of a workshop or equivalent
3. taught a class in, or supervised research using this method (research practicum, on a dissertation or master's committee
4. used in research myself
5. published or presented at conferences my research using this method

Methods Traditionally Considered As Quantitative (But Need Not Be)

Methods That Could Use Quantitative Or Qualitative Methods

Methods Primarily Associated With Qualitative Research (But May Also Use Quantitative)

Types of Analysis