The Unseen Harvest: Educating for peace in a culture of war

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The Unseen HarvestEducating for peace in a
culture of war

• A presentation on peace education
• by Susan Gelber Cannoncannon_at_ea1785.org

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• Peace education aims to change an existing
  paradigmacceptance of war as a method of solving
  international problemsto a new paradigmone in
  which human rights, social justice, sustainable
  development, and creative diplomacy are promoted
  as effective paths to national and international
  security.

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War wounds soldier and civilian alike.
These pictures of my father sanitize the war he
fought in nightmares for 60 years.
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The Human Cost of WarArt by J. Kadir Cannon
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• War, it must be recognized, even for those
  who support the conflict, distorts and damages
  those sent to fight it. No one walks away from
  prolonged exposure to such violence unscathed,
  although not all come back disturbed. Our leaders
  mask the reality of war with abstract words of
  honor, duty, glory and the ultimate sacrifice.
  These words, obscene and empty in the midst of
  combat, hide the fact that war is venal, brutal,
  disgusting Chris Hedges (in a newspaper
  commentary, The Myth and Reality of War)

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• As a daughter, as a wife, as a mother, and as
  a teacher, I want to know why we are allowing
  this as a society? In my classroom, I refuse to
  support the myth of war any more. I want to teach
  the paradigm of peace. Education is, quite
  simply, peace building by another name. It is
  the most effective form of defense spending there
  is.Kofi Annan, Secretary General, U.N.

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What are we teaching?

• What struck me as I began to study history was
  how nationalist fervorinculcated from childhood
  on by pledges of allegiance, national anthems,
  flags waving and rhetoric blowingpermeated the
  educational systems of all countries, including
  our own. I wonder now how the foreign policies
  of the United States would look if we wiped out
  the national boundaries of the world, at least in
  our minds, and thought of all children everywhere
  as our own. Then we could never drop an atomic
  bomb on Hiroshima, or napalm on Vietnam, or wage
  war anywhere, because wars, especially in our
  time, are always wars against children, indeed
  our children. --Historian Howard Zinn
• "We must inoculate our children against
  militarism, by educating them in the spirit of
  pacifism... Our schoolbooks glorify war and
  conceal its horrors. They indoctrinate children
  with hatred. I would teach peace rather than war,
  love rather than hate. --Albert Einstein

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Think. Care. Act.

• I have identified three imperatives in my
  teaching enhancing critical thinking in my
  students, helping inculcate in these future
  leaders a heightened sense of cultural competence
  (the ability to understand and interact
  constructively with people whose backgrounds and
  beliefs differ from their own) and helping
  students turn moral thinking into moral action.

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WHY?

• 1. Adolescents, while egocentric and
  self-absorbed, have more anger and fear about
  social injustice, international relations, global
  security, and issues of war and peace than we
  think they do, and these fears undermine their
  academic and social success.
• 2. Media bombardment does not help them evaluate
  information effectively. They need guidance to
  become informed and to help them think critically
  about historical and current events. And, they
  need the opportunity to express their fears and
  their hopes in a safe and supportive environment.
  
• 3. We must teach young adolescents aboutand give
  them opportunities to becomeexemplars of
  nonviolent, courageous action for peace and
  justice. This means supplementing textbooks that
  overemphasize military heroes and providing
  students with heroes of non-violence. It also
  means giving students the opportunity to ACT for
  social change.
• 4. Teaching critical thinking, cultural
  competence, and moral actionteaching children to
  think, care, and act is key to the development
  of future leaders able to peacefully and
  productively serve their fellow citizens.

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Think!

• The Socratic love of wisdom holds that to be
  human and a democratic citizen requires that one
  muster the courage to think critically for
  oneself. Cornell West, Democracy Matters

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Columbus Conundrum
Question the myths!
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Utopia Project
Your mission To design an ideal community in
North America from 1600-1700s. Everything you
decide to do must be chosen because you believe
it will result in the most fair, sustainable,
and positive outcomes for all involved.
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• We had to use critical thinking I would
  think of something and debate it with
  myself

• You cant go back in time and change stuff, but
  it did make me think in a new way
• I learned how to make a successful community,
  which we will have in the future
• I learned that you need to think beyond
  --Student evaluations of the
  Utopia Project

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American History Research Projects
The topics students choose are often lesser known
stories of U.S. history. They respond favorably
to the challenge My favorite topic was the
Multimedia Project, because I got to pick a
topic, study it for a month, and present the
topic to my class. I got to elaborate on
something I chose to studyIt also made me think.
Formal and informal DEBATES are another method
for enhancing critical thinking.
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Care!

• Citizens who cultivate their humanity need an
  ability to see themselves as not simply citizens
  of some local region or group but also, and above
  all, as human beings bound to all other human
  beings by ties of recognition and concern.Martha
  Nussbaum, speech, Wesleyan University 2002

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• Bullying is people calling names, stealing,
  occasionally beating people up. It usually
  happens at school during recess. People bully to
  get attention. He or she might be going through
  tough times, such as parents getting divorced.
  Bullies are just wimps who try and act tough to
  be cool. You just have to stand up to them.
  But, dont be too meanthat means youre becoming
  the bully! --6th grade boy

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• What is bullying? I think that bullying is a
  form of putting people down, being secretive to
  outsiders, making them seem less popular and
  pushed down. Its not like its described in
  books. It happens almost everywhere, with almost
  everyone. In cliques and groups. Sometimes
  people can tease other people about nothing.Then
  everyone else will roll their eyes, giggle a
  little, say something negative, whisper or talk
  quietly about you
• What can you do about it? Have a happy
  atmosphere at home. Make a list of things that
  make you happy. Talk to a parent who understands
  and knows all the mean things that people (girls)
  can do, and who knows all the girls and their
  parents.
• For teachers Realize that these things happen,
  and if they do and you see it, talk it out.6th
  grade girl

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Roll of Thunder, Hear my Cry

• How can reading literature help you understand
  yourself and others?
• Can a novel make you change?
• How do racial issues affect people in the story?
  
• How do racial issues affect you?

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Race relations in America
As a white teacher it is important to me to teach
about race and other identity issues.
I invite guest speakers, and use books, movies,
and discussion to help all children understand
racism in the book, in the past, and in the
world today.
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Heritage Interview

• My fathers ancestors also embraced the
  old-boy network, something of which I am not so
  proud. The old-boy network is a system that
  let the rich, white, Christian children stick
  together and exclude people of different faiths
  and ethnicities Even though there have been good
  people and bad in my family, my parents hope that
  I will take after the good people. They also
  hope, however, that I will not forget about my
  more oppressive ancestors so that I never become
  like them This project has been truly enjoyable
  and quite a fun learning experience. I look
  forward to finding out more about my family.6th
  grade boy

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• Before having the interview with my mom, I
  hadnt thought about how important it was to know
  about my heritage. Now I can understand my
  behavior, my traditions, why my granddad loves to
  eat honey and tarts (German tradition), and why
  some persons in my family have blue eyes (my
  sister and my great aunts).
• All the persons must know where they come from,
  it helps them to understand other people and
  themselves. Even thought we are born in a
  specific country, we are connected to other
  countries and different traditions through our
  heritage. -- 6th grade boy

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How do racial issues affect you?

• A black girl responds
• This was the first time I thought my classmates
  really understand some of the things I have to go
  through everyday. It made me angry, but after we
  discussed it, I felt better. I think we should
  read this book in sixth grade. This is the grade
  when racial discrimination begins

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Can a novel make you change?

• A white boy responds,
• Children cant change the past, but they can
  surely change the future, and the sorrow and
  sadness that the kids share will make the
  children reading the book unite and ban racial
  cruelty forever. Thank you for having us read
  it.

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Act!

• We overwhelm children with all the suffering and
  evil in the world, but do we enable them to act?
  --Sister Joan Magnetti in Thomas Lickonas
  Educating for Character.

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• Peace education does not just mean a peaceful
  classroom. It suggests a learning environment
  in which students are acting to resolve problems,
  working with others, and taking on challenging
  tasks. --Ian Harris, How Children
  Understand War and Peace

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Citizenship Action Project CAP
Students change the worldone step at a time by
helping the environment, animals, and people in
social action projects.
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• It was fun working with my friends for a good
  cause. We could have been sitting at home
  watching television that Saturday, but instead we
  were out in the cold having a lot of fun.
  Picking up trash was disgusting, but we helped
  the environment around us. - Kati

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• A problem I am trying to solve is the
  endangerment of raptors, or birds of prey. This
  is a national problem because most raptors are
  endangered. Im educating people about raptors,
  specifically a snowy owl I gave money to
  rehabilitate.--John

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• I think it is great to turn something I love to
  do into a commitment for society. I would
  normally think a project like this is boring, and
  I did until Will suggested making comics for the
  homeless shelter children. I think its helpful
  for both us and the children at the shelter that
  we are working together for the greater good.
  -- Graham

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• When I think about the fact that I sent a child
  to school, I feel amazed. I gave a child an
  education. I gave that child a part of their
  future. Sophia
• Who knows, they can be the future leaders of the
  world. One thing Id like to change is for more
  people to have life, liberty, and the pursuit of
  happiness. Devi

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There is more good in the world

• There is a simple way to avoid pessimism about
  the bad things that tend to pop up daily When
  you think about all the little kind acts that
  people perform almost systematically, the good in
  the world completely outweighs the bad Gandhi
  resisted fighting the British, despite their
  oppression and violence towards his people. Dr.
  Martin Luther King Jr. used the same methods of
  holding back from violence, even when his
  persecutors used violence against him. Both
  leaders could easily have given in to bombs and
  guns. They did not because they are good people,
  and they knew that violence only clouds reason.
  Good still exists. Its quiet, often acting in
  small ways, but its significance is a shout in an
  empty room. It fills the space, reverberating,
  never dying. It all comes down to how you
  perceive the glasshalf full or half empty?Anna

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Id Rather Teach Peace

• Over the years other teachers have suggested
  that I offer what they call balance in my
  courses, that I give students the other side
  What I have a surety about is that students come
  into my classes already well educated, often
  overeducated, in the ethic of violenceI cant in
  conscience teach the other side. Students have
  already been saturated with it. No, I say, my
  course is the other side. Coleman McCarthy,
  Id Rather Teach Peace

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Peacemakers Class Nobel to Neighborhood
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• In my teaching I have always felt that it was
  the lives of individuals that made history real
  to students, and in researching the biographies
  of the laureates I was especially interested in
  their personal stories and why they did what they
  did. A chief motive for me was to portray the
  best of the prize winners as examples for the
  rest of us, especially young people, to try to
  emulate.Irwin Abrams, Nobel Peace Prize
  biographer

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Websites for teachers and students Teach
Peace!China Today! Life in the U.S. A.! And
more

• Visit my web page at www.teachforpeace.org
• On my homepage at the Episcopal Academy, I have
  also created web pages to promote peace
  education
• http//www.ea1785.org/Eax_FacultyPage.aspx?euid10
  00

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• In The Last True Story Ill Ever Tell, Iraq
  War veteran John Crawfords account of his
  experience of the war in Iraq, Crawford quotes
  Nazi Hermann Goering, speaking at the Nuremburg
  Trials after WWII
• Naturally, the common people dont want war, but
  after all, it is the leaders of the country who
  determine the policy, and it is always a simple
  matter to drag the people along, whether it is a
  democracy, or a fascist dictatorship, or a
  parliament, or a communist dictatorship. Voice
  or no voice, the people can always be brought to
  the bidding of the leaders. This is easy. All
  you have to do is tell them they are being
  attacked, and denounce the pacifists for lack of
  patriotism and exposing the country to danger.
  It works the same in every country. Hermann
  Goering

We must prove Goering wrong. Educate thinking,
caring, and active citizens.
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Enduring understandings about peace education

• 1. Teachers teach peace in their manner,
  classroom atmosphere and curriculum. First you
  have to love them Avi
• 2. Peace education encompasses various categories
  includingglobal peace education, conflict
  resolution programs, violence prevention
  programs, global development education, and
  non-violence education.Ian Harris
• 3. Children benefit in the short and long term,
  and in academic and social domains, when actively
  taught about nonviolent solutions to local and
  global problems.
• 4. Effective peace education strategies are
  varied they may be overt and separate,
  integrated into the curriculum (especially in the
  humanities and sciences), as well as part of the
  daily structure of the school and classroom
  environment.
• 5. If we dont teach our children peace,
  someone else will teach them violence. Coleman
  McCarthy

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Why Teach Peace???

• Knowledge about peace, conflict, and war is
  acquired during childhood and applied to the
  understanding of interpersonal and intergroup
  relations. This early learning is often the
  foundation upon which new beliefs and perceptions
  are formedEducation toward a culture of peace,
  however, is not an easy undertaking. Peace is
  considered a second-order concept derived from
  the first-order concept of war, a passive
  concept which makes it extremely difficult to
  formulate activities which relate to peace.
  Whereas children have no problems when asked to
  play war, a total lack of activity and blank
  stares are observed when children or even adults
  are asked to play peace. -- Amiram Raviv,
  Louis Oppenheimer, and Daniel Bar-Tal,
  How Children Understand War and Peace

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The Unseen Harvest

• Conversation with Irwin Abrams
• Me How do I answer those who criticize peace
  education as being too slow to be effective?
  (What do I tell myself? is what I really
  wondered.)
• Irwin We work for the unseen harvest.

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The fruits of their labor
Nonviolent lunch counter sit-ins led to
desegregation of Nashville businesses over a
five-month period.
Chiles new president, Michelle Bachelet was held
in torture centers in the 1970s by dictator
Augusto Pinochet. After years in exile, she was
elected president of Chile in 2006.
Gandhis non-violent salt march in 1930 led to
Indian independence 17 years later. Gandhis
teachings inspired the nonviolent American Civil
Rights Movement.
Archbishop Desmond Tutu and Nelson Mandela of
South Africa led the country to reconciliation
after nearly 50 years of Apartheid rule.
Lech Walesa led non-violent movement for human
rights in Poland over a period of twenty years.
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The United Nations declared 2001-2010 The
International Decade for a Culture of Peace and
Non-Violence for the Children of the World.
What are we doing to teach peace?

• If we are to reach real peace in the world, we
  shall have to begin with the children.
  
  --Mohandas Gandhi

Pictures from Canadian Red Cross
http//www.redcross.ca/main.asp?id005172
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Make a Plan to Teach Peace

• 1. What will you keep?
• 2. What will you change?
• 3. What will you try?
• 4. What will you suggest?
• 5. Contact info?

Susan Gelber Cannon Episcopal Academy 376 N.
Latches LaneMerion, PA 19072 U.S.A. cannon_at_ea178
5.org