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Teaching Peace in a Time of War
Anne Roundy-Harter, M.A., M.Ed.
Thomas McCambridge, Ph.D.
Outline for Presentation
• Welcome and Introductions
• Definition of peace education
• Philosophy, Pedagogy, & Methodology
• High school- & university-level examples
• Recommendations: Group Work
• Further Resources
• Conclusion
Curricula Vitae
• Anne Roundy-Harter, M.A., M.Ed., is a principal at a Title I middle school in Ventura County. She is an Ed.D. in Educational Leadership candidate at California Lutheran University.
• Thomas McCambridge, Ph.D., is the Director of the Single Subject Teacher Credential Program at California Lutheran University, and an associate professor.
What is “peace education”?
UNICEF (2009) defines peace education as “the process of promoting the knowledge, skills, attitudes and values needed to bring about behavior change that will enable children, youth and adults to prevent conflict and violence, both overt and structural; to resolve conflict peacefully; and to create the conditions conducive to peace, whether at an interpersonal, inter-group, national, or international level.”
Peace Education Philosophy
• Universal values
• Human rights
• Respect and tolerance
• Importance of an informed citizenry
• Gender equality
• Action-orientation
• Local, national, & international foci
Peace Education Pedagogy
• Critical thinking• Inquiry• Collaborative problem-solving• Simulations• Discussing multiple solutions to scenarios• Envisioning realistic alternatives• Reflective thinking & writing• Community service
World Studies Example
• Team-taught course for h.s. sophomores• Universal questions • Thematic & chronological approaches• Alternate history (hot seat, T. of Versailles)• Simulations of trench warfare • Journaling from multiple perspectives• Collaborative book clubs• Guest speakers (soldiers & home front)• Visits to museums
Group Discussion
1. What are university programs doing today to promote peace education?
2. What barriers are there to implementing peace education in our schools? Why do they exist?
3. What can we do to remove those barriers?4. How can we encourage students to think, act,
and be peaceful?5. What next steps are you willing and able to
take to promote peace education?6. What questions still remain for you about
peace education?
Possibilities for Teacher Preparation Programs
• First, by emphasizing character education within teacher education programs– That is, in both course content and in
classroom procedure, emphasize the universal values:
• Life• Liberty• Tolerance• Human rights
Possibilities for Teacher Preparation Programs
• Respect
These are the bases of any peaceful relationship.
Teacher preparation courses should emphasize their essential importance through
course readings
group discussion
application in student teaching
These universal values are implicit throughout the Teacher Performance Expectations (TPE’s)
Possibilities for Teacher Preparation Programs
• Second, by making these ideas real within the student experience:– Emphasis on cooperative learning methods– Creation of classroom environments of
tolerance, care, and respect– Development of lesson plans, in various
disciplines, that incorporate peace education philosophies and methodologies.
Possibilities for Teacher Preparation Programs
• Third, by including ample opportunities for in-class discussion of basic questions of human rights and responsibilities, specifically– Questions of justice --- how to guarantee that
each individual receives what he or she deserves
– Questions of goodness --- in an increasingly relativistic society, how to define and act on principles that are truly universal
Possibilities for Teacher Preparation Programs
– Questions of human rights --- how to define, act on, and protect those rights which are due to us by virtue of being human
– Questions of ethics --- how to define and act on our responsibilities to one another
Possibilities for Teacher Preparation Programs
• These opportunities could involve– Concept-based classroom discussion– Simulation of conflict resolutions– Examination of historical and contemporary
texts from a variety of perspectives
Possibilities for Teacher Preparation Programs
• Fourth, promote self-reflection so that teacher candidates can examine their own thoughts and feelings about contemporary ethical issues:– Journaling– In-class discussion– Case studies– simulations
Possibilities for Teacher Preparation Programs
• Fifth, involve teacher candidates in service learning and other opportunities for community service:– Building empathy– Building compassion– Creating a tender heart in tandem with a
trained mind
Five Recommendations
1. Direct teaching and modeling of peace education aims and values
2. Cooperative, collaborative learning
3. Exploration, choice, & creativity
4. Opportunities for self-reflection (e.g., journaling, essays, TPA’s, etc.)
5. Engagement in community service and action-oriented problem-solving
Resources for Further Study
• History Alive! Curriculum
• Peace Education Center, Teacher’s College, Columbia University
• UNICEF www.unicef.usa.org (check this)
• UNESCO
Contact us!
• Anne [email protected] [email protected](805) 641-5165, x1012
Tom [email protected](805) 493-___________
