Workshop Part 2

WORKSHOP VIDEO PART 2: No More Killing, No More Dying

In Video Part 2 Itamar reflects on his experience as a killer, and specifically of being seen through a Palestinian child’s eyes as the “ultimate evil”. We follow Itamar’s internal process as he struggles with his image of being a perpetrator. Meanwhile Bassam is undergoing an experience with his prison guard where he learns that “through talking you can change the most extreme mind”. They are both going through the process of stepping out of denial.

Learning Objectives:

  • To understand the emotional and cognitive Creative Process of Stepping out of Denial
  • To consider the role of empathy and recognition in relinquishing denial of perpetrator and victim identities, violence and sacrifice.
  • What components of dialogue are important for conflict resolution?


  • The complexity and creativity involved in recognising the other's humanity i.e. your enemy in yourself, and yourself in your enemy.

Issues to Explore:

  • Itamar came to see himself as a killer when watching that film rather than when he actually killed. What helped Itamar step out of dissociation and denial?
  • How did dissociation help Bassam in prison? Can you think of examples of your own dissociation? How might we recognise individual or group dissociation or denial?
  • The dialogue with Shimon (Bassam’s prison guard) did not get Bassam released from prison, so what did Bassam gain from it?
  • What was Shimon’s part in initiating the dialogue? What transformation did Bassam and Shimon undergo through their dialogue?
  • Working with the farmer from Gaza changed Itamar’s attitudes about serving in the reserves in the occupied territories. What brought about this change in Itamar?
  • Would you like to describe a situation where your own belief system changed? Can you describe the process? Did it put you in danger – in what way and how did you protect yourself?

Facilitating the Workshop:

  1. How would you use the diagram The Ethical Mindset to help the group understand the events in Video Part 2?
  2. Consider how you might help the group recognise dissociation or stress after traumatic events: invite members to share their own experiences of dissociation.

    Examples might include wandering attention, absence of person or mind, unconscious facetious comments, orno memory of the event.

  3. Can you devise an exercise in the group, perhaps role play, which involves dialogue as seeking ‘the third’ as an alternative way out of the conflict?

    Help the group think how people can move into dialogue; practice empathic listening, feeling and feedback with the group.

  4. Considerthe complexities of bringing past and present together into a coherent understanding following traumatic experiences. Recognise that dissociationor ‘denial’ might look like a ‘safe space’ where pain can be avoided, but that resorting to this defence actually perpetuates trauma and its destructive consequences.

    Offer the perspective that accepting the pain can acknowledge and integrate trauma while denial perpetuates it.

  5. Help group members identify what support they would seek if stepping out of previous denial of an unethical set of beliefs in their community were to invoke anger or violence.
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