TEACHING
peace
A Guide for the Classroom & Everyday Life
By. Leah C. WellsSponsored by the Nuclear Age Peace Foundation
Acknowledgements
Peace education is fundamentally not only about seeing the end result, but honoring the processas well. In looking at the final product, this curriculum, I am so appreciative of every personwho walked with me through the steps of this project. Thank you all for being a part of the process.This curriculum project formally began in July 2001 through the Nuclear Age Peace Foundationthrough a grant from Ethel Wells who had faith in me to do this work. I am very grateful to Dr.David Krieger, Chris Pizzinat, and the entire staff, volunteers and interns at NAPF. Thank youespecially to my buddy Kim Podzimek, and to Reid, Mona, Senita and Shawn for all their humor and hard work - you all made this happen!I began to think about writing about teaching peace almost as soon as I began teaching peace inthe fall of 1998. I owe a deep debt of gratitude to Colman McCarthy and the Center for Teaching Peace for fostering my interest in peace education. Thank you for your encouragementand for welcoming me into your classroom and supporting me as I wrote this response to your reader, Solutions to Violence. Those texts had a profound impact on me.The process of writing this curriculum has not been a solitary effort. I am especially grateful tothe Wells family for their chapter title suggestions, to the Carsons for their hospitality and for having conversations about things that really matter; to Jill for her honest critique; and to mystudents: the Class of 2001 at SBHS, to Paul Belgum and the Pacific High School group, and JoeJauregui and my students at Renaissance. You folks make this worthwhile.Very hearty thank-yous to my colleagues in teaching peace: Lea Endres who is a gifted healer and teacher, Danny Muller who has an endless supply of energy and wisdom, and Nathaniel whoembodies the reasons why it’s important to do this work. Thank you to the Chicago Gathering of 2003 for being a part of the refinement process in understanding peace education, especially MegGardinier of the Hague Appeal for Peace.Thank you also to Kathy Kelly and Voices in the Wilderness, Barbara Lubin and the Middle EastChildren’s Alliance, Michael Beer and Nonviolence International for their personal andorganizational support. Thank you to two people who have modeled good teaching and whomake me want to stay connected to classrooms: Mr. Charles Jackson of Triad High School andJason Raley of University of California, Santa Barbara.To the United Farm Workers and supporters, thank you for teaching me about multiculturaleducation and for bringing
la lucha
to the classroom. Many thanks to the networks of people inVentura County working for peace and justice, especially SOY, AFA, CPR and CAUSE.
Table of ContentsIntroductionThe Need for Peace EducationHow to Use This Book PeaceEd.orgGoals of PeaceEd.orgChapter 1: Personal PeacemakingCrucial SkepticismFiguring Out Violence and NonviolenceHot and Cold ViolenceClass CreedQuotes to ExploreGerard Vanderhaar Edward GuinanAlfie KohnAlbert Schweitzer Thich Nhat HanhVirginia WoolfeConcepts to DefineSelections from Solutions to ViolenceFor the ClassroomPeacemaker Pop Quiz Nonviolence GridExploring InterconnectednessResourcesChapter 2: What Would Gandhi Do?Modern Implications of Gandhi’s Work Quotes to ExploreGandhiSanford Krolick and Betty CannonColman McCarthyConcepts to DefineSelections from Solutions to ViolenceFor the ClassroomA Force More Powerful: GandhiV.O.M.P.: A Method of Conflict ResolutionGandhi’s Nine Steps of Peacemaking Nonviolent Power Case AnalysisResourcesChapter 3: Compassion and Intentional LivingReflections on Poverty and PrecarityQuotes to ExploreDorothy Day
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Chapter 5: Local and Global Nonviolent Action for Teaching Peace
Sponsored by the Nuclear Age Peace Foundation
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