by Cheryl Woelk
August 18, 2011
The third day of peace education focused on various content areas for peace education. The themes of "Challenging the War System," "Sharing the Earth's Resources," and "Challenging Prejudice and Affirming Diversity" were explored.
Throughout each of these learning units, we experienced the three parts of peace education: cognitive, affective, and active. Through attention to the cognitive aspects of education, we began to "know peace." For example, we learned about the extreme war spending in our world. Even 1% of the spending allocated to military could provide education for every child in the world. We also started to become aware of the ways in which military culture and war are glorified in our everyday lives through media, social narratives, and even children's toys.
From an affective point of view, we experienced situations of peace, and the absence peace, through role-plays and simulations. One example helped us feel the effects of the uneven distribution of wealth in the world. Snacks were given out, but some people received only one, others received two or three, and a few select participants received a whole package each! We reflected on our feelings about this situation and related it to the reality of the world. Even through such a simple exercise, participants shared insightful comments that helped us to begin to "value peace."
Finally, for each of the themes, participants were asked the question, "what can you do?" In groups, we discussed specific steps to take against the system of war, to share resources more equally, and to affirm diversity. We thought of things we can do on a personal level, and also larger actions that we need to take as a society. Participants were challenged to act, even if only beginning in small ways.
I think these three aspects of peace education are important to keep in mind in any course. Too often, people associate education with cognitive learning but forget about the emotional aspect of ourselves, or the actual practice of building peace in our classroom, families, and communities.
Without these two parts, however, learning remains in our heads. We may know about peace, but unless we experience the fear, discomfort, struggle, and relief that come when changing patterns of unhealthy communication, and practice facing our conflicts and uncomfortable conversations beginning with classmates and instructors, our lives will not reflect the knowledge in our heads. In some ways, it's easier to try to change the world than to change our own unhealthy habits and patterns.
Participants took in a lot of learning in three different content areas and had much to reflect on by the end of the day. However, the emphasis on cognition, affect, and action means that we will remember and carry these ideas with us as our class members seeks to educate for peace in each of our settings.
