Teaching Peace Across Classrooms - A Student Reflection

February 27, 2003

Professor Coleman McCarthy

Building Peaceable Schools, SIS 519-003

Assignment #1

I’d Rather Teach Peace is a piece of literature that is captivating and inspiring. The adventures of a professor, struggling to spread peace studies to all sorts of crowds, illustrate how difficult it is to teach such a simple idea in our modern society. This journal realistically portrays the feelings of fear, anger, hopelessness, and sadness that numerous individuals in our population hold within themselves. It offers an explanation of the meaning of peace education and the significant role it possesses in all communities around the world.

In the developed era that exists today, such sorts of studies are ignored and thought to be unnecessary, either because adaptation to violence has been acquired or because powerful entities in nation-states have manipulated society for their own self-interest. The literature in this reading exemplifies this fact and urges individuals to seek peace before violence, something that is rarely practiced now because peaceful motions are easily questioned for their purpose and effect. It is easier for individuals to comprehend historical education that reflects violence as a means to obtain needs. This existing notion is a result of the education and social systems in the United States, which assist society to possess a tolerance for death and destruction. Peace is a concept that is never discussed or taught and therefore for many who begin to understand its meaning, hesitation to fully accept peace as an efficient solution is felt (McCarthy, pp. xi-xx).

Vivid examples of social uncertainty are illustrated in this book through reactions from students in diverse peace studies classrooms. The variety of students discussed in this book, exemplify the need for such a type of education and their experiences prove that teaching peace to the youths can result in positive social development.

The most captivating factor about this book was the manner that five peace ideologies were taught differently to six diverse establishments of education. Their difference in culture, students, constituents, and techniques was compelling in witnessing how one idea or hope can be shared with such an assorted number of individuals. From the prominent university of Georgetown Law, to the imprisoned establishment of Oak Hill Youth Center, the practice of peace teaching and the student’s comprehension of it is so similar and the long-term effect of peaceful thinking is captured by each student involved.

The law students at Georgetown Law were bred to believe that justice could be achieved through a system that ignores peaceful negotiation. An objective that seeks the benefits all parties involved is unpopular and fear for individuals who resemble such preference are identified to be “questionable” of their efficiency for practicing law. Supposedly these students are receiving higher education of social justice, their first experience in a peace studies course confuses even those who habitually find ease in their courses. Taking a peace studies course can even endanger their security of obtaining a future career. Employers question students’ participation in peace courses and this only proves to show that justice even in the most developed of nations, practices non-peaceful means of seeking “righteousness”. Law in our country can condemn innocent individuals to death row, but yet our nation points the finger to the underdeveloped nations who are accused of hanging guilty individuals. The students in this school served as a perfect example of how students are molded into popular thinking, and how little liberty exists within the education system.

In contrast Oak Hill Youth Center sets forth an example of how violence is taught within the family, the populace, and peers. The students in this establishment were unbelievably hopeless to any sort of positive objective. Since their youth their lives habitually demonstrated fear, disappointment, and most of all severe levels of violence. Most of the individuals in Oak Youth Center had transformed themselves to people who easily hate before they ever consider love. This behavior was acquired by the amount of deaths, abuse, and pain that were usually witnessed daily in their early years. Trusted individuals, such as family or friends, served as role models of how to “act” in society, because otherwise pain would be the only result and weakness would set in. The gripping issue about the young individuals involved was the impact that such a course developed a feeling of hope for peace and happiness. The peace program brought to them a contrasting view of thought that had been almost forgotten. Sarcasm was the first response to such a course and hesitation to share thoughts was common. The result of the program was inspirational, as maturity and ease emerged with each Oak Hill student.

The previously mentioned institutions contrast significantly with one another, but it is through this difference that the program of peace studies demonstrates its efficiency and proves to develop an alternative behavior among diverse people. Through these occurrences one can easily understand and overcome their questionable attitude of peaceful studies. When does one topic in education share stimulating change in individuals? For one course to reflect integrity and have the ability to relate to personal ideals is unique, especially considering the fact that these institutions were limited in their own manners.

A different culture from the former two is existent in the School Without Walls. At first this school strikes a sense of oddness when it states that students have the option of wearing shoes or not to class (McCarthy, pp.129-131). The liberal spirit shared among the faculty and students differs greatly from the mass of educational establishments around the country. The benefit of such a free curriculum is the fact that trust and expression are witnessed among students, more than regular institutions. As a result the students at this school seek help and overcome their fear of failing up to their parents’ dream and their own. Courses such as peace study, assists the students in obtaining a comprehension and directs their thoughts to an unconventional level, which attracts them to learn.

The pupils at Stone Ridge Sacred Heart School were examples of how the educational system accumulates high amounts of pressure in the curriculum. “Book-bags filled with books”, to the extreme level where a backpack isn’t sufficient enough to hold their books that they need a mini-luggage carrier is disturbing (McCarthy, p.24-29). In the end the amount of information that is humanly possible to retain cannot recall the high level of information thrown at students every day. The same pressure felt during the young years of education is the same one that drives older students to cease pursuing higher education. Their way of thought is obscured by facts and details that in the end these students find it hard to think on their own. Their “bubble life” creates a safe environment in the beginning but for future development this lifestyle places them in a state of vulnerability. They don’t know much about society and culture besides what is shown to them. Adulthood causes a great impact, because most of them lack the knowledge of functioning in a multi-cultural society. An example of this, mentioned in the journal, was the experience of the young girl, Michelle Dellatorre, who became intimidated when speaking to students of another race. Her first assumption was that she wouldn’t be liked because she would be stereotyped as a “typical white girl”. The acceptance soon felt after by the students in Garrison Elementary was rare but the pleasure it brought to her lifted the curtain that had been blinding her for ages. In her statement, “I can’t remember knowing any African American girls my age until I came to Stone Ridge,. . . ”, served as an example of how limited her exposure to reality she had been (McCarthy, p. 27).

I’d Rather Teach Peace influences those attending or considering to attend a peace course. This journal offers an in-depth explanation of the philosophy involved in peace education and presents supporting evidence that this form of study is necessary and beneficial for all societies around the world. Many individuals believe that settling conflicts through peaceful techniques is too “utopian” and that the reality of the world today easily dissolves such illusions. Deliberate acts of violence have reached a point in our society that its existence is inevitable. The population today doesn’t give little regard to patience for peaceful negotiations. People easily give in to their feelings and revenge seems the only option to solve existing situations.

Even though peace may be something that seems farfetched in the modern world, it is something that still exists. If more teachers, parents, and peers could practice peaceful actions, then maybe this ideal attitude could spread to many around the world. Unfortunately powerful parties in many nation-states only seek to resolutions that involve violence. Governments are influenced by their own self-interest and support for their constituents. The actions of these leaders set examples to their population, and their actions determine the fate and beliefs in their country. The few that have had the fortune to participate in a peace course are aware of these manipulations. They are aware that all systems in nations that support violence fail to comply with the good of the majority. It is up to the few who support this practice to spread their ideals to others in their society. Individuals, such as Professor Colman McCarthy make a positive change, by providing hope and relief that there is fear and hope, which are shared among individuals. These feelings bring societies together, but by using this situation in a positive manner the outcome is more effective and long-term.

Bibliography

McCarthy, Coleman I’d Rather Teach Peace, Orbis Books, New York, 2002.