PDF Teaching Peace: Nonviolence and the Liberal Arts

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At over 59 million, teachers are the largest group of trained professionals in the world. As transmitters of knowledge and community leaders, teachers are powerful catalysts for lasting global change. However, their professional development is often irrelevant, inconsequential, or missing entirely. Teachers must therefore have a support network to provide the resources, training, tools and colleagues they need to fulfill their important role.

Teachers Without Borders offers that support. Through the peace education program, TWB promotes peace education as a key part of teacher professional development with the intention of supporting teachers in their roles as agents of peaceful change in their communities. The peace education program offers workshops and online courses that provide formal and nonformal educators with a foundation in peace education theory and practice.

Mission: No More Tears is a c 3 not-for-profit organization devoted to providing individualized assistance to victims of domestic violence in the U.

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We assist all victims who are scared to speak out and face tremendous barriers in leaving abusers and staying safe. No More Tears works with victims of domestic violence by providing them with legal counsel, financial assistance and psychotherapy. We help the abused in not only wiping away their tears, but also making sure that there are No More Tears!

In addition to providing services to victims of domestic violence and their children, No More Tears coordinates educational programming and training in South Florida and beyond related to responding to and preventing domestic and dating violence. We have presented at numerous local, state, and national conferences as well as to a variety of community groups, organizations, schools and universities.

TechChange partners with universities, organizations and software developers to train leaders to leverage emerging technologies for social change. We envision a world where a highly trained corps of creative and tech-savvy professionals can effectively and quickly respond to the most critical humanitarian, development and peacebuilding challenges of our time. The Academy was incorporated in Adelphi University comprises a small liberal arts college and a cluster of professional schools that have grown up in close relationship to the needs of the region.

Peace Studies at Adelphi University , launched in the fall of , is a minor that provides an interdisciplinary approach to understanding the complex nature of human rights, peace, and peacebuilding work as well as hands-on experience with local, national, and global human rights organizations. In addition to core courses, students choose among five strands, which include human rights, social justice and diversity, global justice, eco-justice, and conflict resolution.

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Catalog Record: Ahimsa and world peace; or, The case for | HathiTrust Digital Library

Back Upcoming. Back Peace Study Guide. Relaxation techniques are empathized as a means of enhancing a person's empathy, attuned communication, impulse control and thoughtful decisions, all effects of a calm nervous system and all elements of a non-violent approach to life. For the past 22 years, Rich has also shared this general approach with parents in various settings including classes sponsored by divisions of Oakland County Youth Assistance.

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As a trained community mediator, he has taught peer mediation and peace awareness at the elementary, middle and high school levels. For example, I truly believe that each and every student I have had the pleasure to met is equal in value and intelligent in their own unique way. I truly believe that it is crucial that they find their own voice and be given the chance to express what is most important to them in both their reflection papers and their semester project. I truly believe that we must "be the change we would like to see in the world" Gandhi and convey whatever qualities we deem most valuable such as respect, compassion, etc.

I truly believe education is important in real time and that we can begin immediately practicing the patience, courage, honesty, organization, inclusion and commitment that led to the success of nonviolent movements throughout history. Philosophically, my own behavior, thoughts and voice must also comply with the principles of nonviolence. I strive to model the compassion, equanimity, emotional intelligence and organized dedication of my nonviolent heroes. I strive to create a safe environment where every student feels welcomed and where their diversity is honored as an important piece in the fabric of human potential.

Simply, I strive to "be the change I would like to see in the world".


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  4. "Nonviolence, Anabaptism, and the Impossible in Communication" by Susan L. Trollinger.
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Another piece of my philosophical approach to teaching is to re-frame the educational process itself. I want students to know that they are not studying and writing for me or to earn grades. Rather, they are in this class to access their own natural intelligence and to begin searching for a heartfelt course of action that could potentially lead to their own experience of fulfillment and satisfaction.

Finally, the reason I enjoy teaching this class is that I get to watch students apply non-violent principles and move their life to a higher level of functioning. I watch them become better listeners, more empathetic co-workers, more compassionate parents, etc. Essentially, their growing commitment to emotionally intelligent interactions enhances both their lives and the lives of those around them.

These skills facilitate success in business, politics, education, personal relationships and even in the maintenance of physical health. Some essays were further developed before publication to take into account the impact of the events of September 11, and the Bush administration's assertion of the right to preemptive violence as a principle of U. The timeliness of these essays, however, rests more on the critical analysis of normative assumptions about the inevitability of violence and the redemptive quality of violence as the necessary foundation of American freedom than on their use of recent events.

A remarkable range of disciplines are explored, including theology, history, politics, communication, literature, art, theater, music, marketing, criminal justice, psychology, economics, biology, mathematics, education, and management. Readers will appreciate the clarity of ideas on nonviolence and the practicality of suggestions for presenting these ideas in teaching. In the introduction, Gerald Biesecker-Mast, one of the editors, sets the challenge to which each of the contributors will respond. Peace and nonviolence are presented as a non-conformist position in modern culture.

The Christian roots of nonviolent practice in the Mennonite tradition are given in an overview. Though the contributors share a Christian approach to nonviolence, the issues they address are the same as those identified by advocates of nonviolence from other religious or secular traditions. Two guest contributors, Glenn H.

Rich Chakrin

Stassen and Michael L. Westmoreland-White, from Fuller Theological Seminary, develop a chapter defining violence and nonviolence, and provide a survey of contemporary uses of nonviolent direct action.

The ten practices spell out how to use nonviolent direct action; promote human rights and accountability; and cooperate through international systems, arms reduction, and sustainable economic development in peace making. In subsequent chapters, each author reflects on how the challenge of nonviolence may be framed in the discipline and then offers examples of how the principles they have identified are used in teaching.


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Historians address the myth of redemptive violence, the nonviolent movement in Kosovo in the s, and George W. Bush's national security strategy of preemption. Chapters on communication and literature raise theoretical perspectives on the construction of difference as a problem rather than an expectation as well as the normative portrayal of violence in literature. The chapter on art deftly explores the move from the tradition of anti-war paintings that show the horror of violence to paintings of those human experiences associated with peace.

Examples from art clarify the peace studies conceptions of negative peace absence of violence and positive peace enhancing life to the full. The chapter on theater analyzes the violent foundation of traditions of actor training and proposes an alternative non-violent pedagogy. The chapter on choral music aptly addresses not only the choice of music for performance, but the very process of building a just community among chorus members. Chapters on social science compare the difficult relationship of democratic politics and market economics; retributive and restorative approaches to criminal justice; and the disparate emphasis in psychology on aggression and altruism.

The chapter on economics provides a detailed approach to calculating the cost of war as the basis for challenging the myths of war as an essential economic stimulus.