Category: Peace Literacy

  • We Call BS

    This speech was delivered at a rally on February 17, 2018, in Fort Lauderdale, Florida.

    We haven’t already had a moment of silence in the House of Representatives, so I would like to have another one. Thank you.

    Every single person up here today, all these people should be home grieving. But instead we are up here standing together because if all our government and President can do is send thoughts and prayers, then it’s time for victims to be the change that we need to see. Since the time of the Founding Fathers and since they added the Second Amendment to the Constitution, our guns have developed at a rate that leaves me dizzy. The guns have changed but our laws have not.

    We certainly do not understand why it should be harder to make plans with friends on weekends than to buy an automatic or semi-automatic weapon. In Florida, to buy a gun you do not need a permit, you do not need a gun license, and once you buy it you do not need to register it. You do not need a permit to carry a concealed rifle or shotgun. You can buy as many guns as you want at one time.

    I read something very powerful to me today. It was from the point of view of a teacher. And I quote: When adults tell me I have the right to own a gun, all I can hear is my right to own a gun outweighs your student’s right to live. All I hear is mine, mine, mine, mine.

    Instead of worrying about our AP Gov chapter 16 test, we have to be studying our notes to make sure that our arguments based on politics and political history are watertight. The students at this school have been having debates on guns for what feels like our entire lives. AP Gov had about three debates this year. Some discussions on the subject even occurred during the shooting while students were hiding in the closets. The people involved right now, those who were there, those posting, those tweeting, those doing interviews and talking to people, are being listened to for what feels like the very first time on this topic that has come up over 1,000 times in the past four years alone.

    I found out today there’s a website shootingtracker.com. Nothing in the title suggests that it is exclusively tracking the USA’s shootings and yet does it need to address that? Because Australia had one mass shooting in 1999 in Port Arthur (and after the) massacre introduced gun safety, and it hasn’t had one since. Japan has never had a mass shooting. Canada has had three and the UK had one and they both introduced gun control and yet here we are, with websites dedicated to reporting these tragedies so that they can be formulated into statistics for your convenience.

    I watched an interview this morning and noticed that one of the questions was, do you think your children will have to go through other school shooter drills? And our response is that our neighbors will not have to go through other school shooter drills. When we’ve had our say with the government — and maybe the adults have gotten used to saying ‘it is what it is,’ but if us students have learned anything, it’s that if you don’t study, you will fail. And in this case if you actively do nothing, people continually end up dead, so it’s time to start doing something.

    We are going to be the kids you read about in textbooks. Not because we’re going to be another statistic about mass shooting in America, but because, just as David said, we are going to be the last mass shooting. Just like Tinker v. Des Moines, we are going to change the law. That’s going to be Marjory Stoneman Douglas in that textbook and it’s going to be due to the tireless effort of the school board, the faculty members, the family members and most of all the students. The students who are dead, the students still in the hospital, the student now suffering PTSD, the students who had panic attacks during the vigil because the helicopters would not leave us alone, hovering over the school for 24 hours a day.

    There is one tweet I would like to call attention to. “So many signs that the Florida shooter was mentally disturbed, even expelled for bad and erratic behavior. Neighbors and classmates knew he was a big problem. Must always report such instances to authorities again and again.” We did, time and time again. Since he was in middle school, it was no surprise to anyone who knew him to hear that he was the shooter. Those talking about how we should have not ostracized him, you didn’t know this kid. OK, we did. We know that they are claiming mental health issues, and I am not a psychologist, but we need to pay attention to the fact that this was not just a mental health issue. He would not have harmed that many students with a knife.

    And how about we stop blaming the victims for something that was the student’s fault, the fault of the people who let him buy the guns in the first place, those at the gun shows, the people who encouraged him to buy accessories for his guns to make them fully automatic, the people who didn’t take them away from him when they knew he expressed homicidal tendencies, and I am not talking about the FBI. I’m talking about the people he lived with. I’m talking about the neighbors who saw him outside holding guns.

    If the President wants to come up to me and tell me to my face that it was a terrible tragedy and how it should never have happened and maintain telling us how nothing is going to be done about it, I’m going to happily ask him how much money he received from the National Rifle Association.

    You want to know something? It doesn’t matter, because I already know. Thirty million dollars. And divided by the number of gunshot victims in the United States in the one and one-half months in 2018 alone, that comes out to being $5,800. Is that how much these people are worth to you, Trump? If you don’t do anything to prevent this from continuing to occur, that number of gunshot victims will go up and the number that they are worth will go down. And we will be worthless to you.

    To every politician who is taking donations from the NRA, shame on you.

    If your money was as threatened as us, would your first thought be, how is this going to reflect on my campaign? Which should I choose? Or would you choose us, and if you answered us, will you act like it for once? You know what would be a good way to act like it? I have an example of how to not act like it. In February of 2017, one year ago, President Trump repealed an Obama-era regulation that would have made it easier to block the sale of firearms to people with certain mental illnesses.

    From the interactions that I had with the shooter before the shooting and from the information that I currently know about him, I don’t really know if he was mentally ill. I wrote this before I heard what Delaney said. Delaney said he was diagnosed. I don’t need a psychologist and I don’t need to be a psychologist to know that repealing that regulation was a really dumb idea.

    Republican Senator Chuck Grassley of Iowa was the sole sponsor on this bill that stops the FBI from performing background checks on people adjudicated to be mentally ill and now he’s stating for the record, “Well, it’s a shame the FBI isn’t doing background checks on these mentally ill people.” Well, duh. You took that opportunity away last year.

    The people in the government who were voted into power are lying to us. And us kids seem to be the only ones who notice to call BS. Companies trying to make caricatures of the teenagers these days, saying that all we are self-involved and trend-obsessed and they hush us into submission when our message doesn’t reach the ears of the nation, we are prepared to call BS. Politicians who sit in their gilded House and Senate seats funded by the NRA telling us nothing could have been done to prevent this, we call BS. They say tougher guns laws do not decrease gun violence. We call BS. They say a good guy with a gun stops a bad guy with a gun. We call BS. They say guns are just tools like knives and are as dangerous as cars. We call BS. They say no laws could have prevented the hundreds of senseless tragedies that have occurred. We call BS. That us kids don’t know what we’re talking about, that we’re too young to understand how the government works. We call BS.

    If you agree, register to vote. Contact your local congresspeople. Give them a piece of your mind.

  • My Story: Aidan Powers-Riggs

    Getting involved with the Nuclear Age Peace Foundation has been an incredible opportunity, and one that has complimented my academic and career interests in so many ways. I am a third-year Political Science major (emphasis in international relations) and professional writing minor at UC Santa Barbara. After graduation, I hope to work in the field of international peace and security for an NGO, the UN, or the State Department. To this end, I was driven to search for an internship that would not only get me involved in an issue of global importance, but could also provide a chance to apply the at-times abstract theories of political science and international relations to the real world. This internship has done just that, and more.

    I have been working with NAPF for several months, but the impact it has had on me feels as if it’s been years. I am exposed to countless fascinating, accomplished, and influential people each day I come in to the office or attend one of the Foundation’s many special events and lectures. I have had the opportunity to work on such rewarding projects as filming and editing videos for social media; conducting research on hot-button issues in nuclear weapons/energy; and contributing to the Foundation’s monthly newsletter, among other things.

    Not only has my knowledge of critical topics of nuclear security been greatly expanded as a result of this work, but I have been able to hone my writing and communication skills as well. This has paid dividends both in the classroom and in preparing me for the expectations and demands of a future career in international affairs.

    As I continue my involvement with this special organization, I look forward to learning even more from my many mentors here about how to be an effective peace leader, and to continue to spread the urgent message of nuclear disarmament to students like myself. As a young person, it’s easy to become numb to the seemingly-chaotic state of world affairs, and feel helpless against the tides of far-away global events. My experience at NAPF has taught me that we are all interconnected in more significant ways than you might think, and even a 20-year-old college student in a California beach town can make a real difference in the world.

  • My Story: Kristian Rolland

    One year ago, I walked through the Foundation’s doors – uninvited, and uncertain of what I would find. I’d heard about the Nuclear Age Peace Foundation while doing research about policy-oriented organizations in Santa Barbara, and I wanted to learn more.

    My research evolved into a year-long internship in which I learned how to go beyond “regular activism” to become an effective agent of change. It was an experience that profoundly impacts the person I am today.

    Interning at NAPF demands competence in a diverse set of subjects: effectively engaging and informing the public; making a longstanding impact on government; and using advanced technological tools to bolster advocacy efforts. It requires a growth-oriented mindset, and an unwavering willingness to reach out to individuals who can help further your cause. Last, but not least, it requires dedication to approaching the world’s problems with intellectual rigor and empathy.

    I had the privilege of working in many different areas related to advocacy and I came away with a holistic idea of what it takes to run a nonprofit. I tackled projects from intensive, scholarly research, website development, video production, article analysis and the implementation of a public outreach campaign. I had the opportunity to travel to Washington, DC, where I attended an intensive lobbying workshop and met with congressional staffers to advocate on the Foundation’s behalf. I also ran the Foundation’s online Google Adwords campaign, receiving two professional certifications in the process.

    I reached out to those with knowledge and experience, spending time with professors, marketing experts, Google representatives, digital media experts, and hibakusha (survivors of the atomic bomb). These invaluable interactions will stay with me for a long time, no doubt. They furthered my advocacy efforts and also serve as a reminder to continue networking.

    Last week marked the end of my internship at the Nuclear Age Peace Foundation. It’s as though I’m facing the world with a new pair of eyes: I feel empowered. My time there has given me an extraordinary set of new skills, and the confidence to go out and make a difference. I cannot thank my mentors enough for this opportunity of a lifetime.

  • My Story: Joy Ferguson

    My name is Joy Ferguson. I’m a senior at Westmont College with a double major in Political Science and English. I hope one day to combine my two passions into a career in political communications, working on speechwriting and campaign strategy.

    My interest in nuclear weapons goes back to my freshman year in high school when we read John Hershey’s Hiroshima for my Honors English class. The details Hersey included were so horribly eye opening, I still remember them to this day. I hadn’t yet been exposed to the realities of nuclear bombs beyond the image of a mushroom cloud and the way they were portrayed as evil weapons in action movies. At the time, we were being taught to believe the U.S. bombings of Hiroshima and Nagasaki were responsible for ending World War II and, therefore, using nuclear weapons was justified.

    Later, as I studied U.S. history in college, I learned of the continued nuclear weapons testing conducted by the United States. I saw that our country was building bigger and more destructive bombs. And I learned further about the gruesome death and destruction the United States had wrought on the people of Japan.

    Westmont has given me many opportunities, from studying abroad in England to meeting important influencers such as Bob Woodward and Doris Kearns Goodwin. One of the most thought-provoking opportunities for me was attending the Nuclear Age Peace Foundation’s Evening for Peace in October 2015. The Foundation had given our poli sci class some free tickets to the event. It was a chance to hear first-hand the harrowing and horror-filled story from a Hiroshima survivor, Setsuko Thurlow. It was this event that led me to an intern position at the Foundation. I couldn’t be more grateful to the many sponsors who made it possible for a student like me to attend this event.

    Fast forward to my first few weeks interning with NAPF. I hope to grow my political communication skills and learn from more experts and peace warriors on how true freedom from the nuclear threat can be achieved. I also hope to help educate more people on what we can do to save humanity and our planet from these horrible weapons of mass annihilation.

  • Building Peace Literacy Curriculum

    “A Year of Peace Literacy” began with NAPF Peace Leadership Director Paul K. Chappell’s talk at the Whiteside Theatre in Corvallis, Oregon last November at the invitation of an alum of Chappell’s summer workshop in 2013, Professor Linda Richards from Oregon State University (OSU). It built momentum with a quick return visit in March that saw OSU Professor Shari Clough and high school principal Eric Wright added to the team, and continued this June with “Building Peace Literacy Curriculum,” Chappell’s workshop for public school teachers and administrators held at Crescent Valley High School in Corvallis. Participants included more than 18 teachers, from every grade level at schools from Corvallis, Eugene, and Salem, as well as vice principals and principals.

    The event was organized by Professors Clough and Richards, co-Directors of Phronesis Lab: Experiments in Engaged Ethics, in the School of History, Philosophy, and Religion at OSU, along with a new team mate, Professor Mike O’Malley from the OSU College of Education.

    Workshop participants all received sample lesson plans on nine peace literacy skills which focused on three main areas: Understanding and healing aggression, resolving conflicts, and recognizing and applying the power of respect. After a presentation by Chappell, particpants broke into groups to discuss ways to incorporate the lessons into existing curriculum and to shape new curricula. Clough said, “The presentation and workshop were transformative. Thinking of our students’ peace literacy needs in terms of their psychological development was particularly helpful for me.”

    Chappell‘s presentation was titled “A New Peace Paradigm: Our Human Needs and the Tangles of Trauma.” He explained, “This is a new foundation for understanding our human problems and on this foundation we can use peace literacy skills to heal these problems.”

    Comments from educators ranged from “Paul’s insights were truly new, unique, and pragmatic” to “This is such important work and with endless rewards.”

    Clough reported, “We now have a solid team dedicated to future planning around Peace Literacy in our curricula at the primary, secondary, and post-secondary levels.”

    “A Year of Peace Literacy” will continue into September, when Chappell is scheduled to return to give several workshops in Corvallis at the university level. Clough added, “There are already a number of amazing educators around the US and Canada working on incorporating Chappell’s Peace Literacy in the classroom. The goal is for OSU to become an organizational hub that can provide resources for educators in Peace Literacy. This is more than a selection of new lesson plans. Peace Literacy is the start of an international movement.”

  • Peace Literacy Skills at Quantico Marine Corps Base Middle/High School

    Peace Literacy Skills at Quantico Marine Corps Base Middle/High School

    When Paul K. Chappell, West Point graduate and now Peace Leadership Director of the Nuclear Age Peace Foundation, wrote his first book, Will War Ever End?, he began the first page with a quote from General Douglas MacArthur: “The Soldier above all other people prays for peace for he must suffer and bear the deepest wounds of war.

    This desire for those in the military to seek peace may also extend to the Marines. At the Quantico Marine Corps Base Middle/High School in Quantico, Virginia, the Parent Educator Association (PEA) invited Chappell to address their Model UN class and an assembly of 8th grade and high school students, teachers, and administrators.

    Helene Brown, PEA chair and married to a Marine with two sons in the school, said, “Paul really impressed them with how different our world is today in terms of freedom and equality, providing us hope for our future. Many were also impressed by how different things can be even in different parts of the world…”

    Chappell’s topics for middle and high school students also include new insights into violence, anger, and aggression, and the importance of the three elements of universal respect. To students he explains, “Most conflict comes from people feeling disrespected.”

    He also discusses issues with his multi-racial identity, bullying problems, and fitting into what he perceived as an unwelcoming world.  His goal is to give middle and high school students a new set of skills to use when dealing with anger and humiliation.

    “As a child in school, I spent many years learning to read and write, but I did not learn peace literacy skills.” Chappell tells his student audience that he had been expelled from grammar school and suspended in high school for fighting. “The ideals and skills I use to wage peace I learned in the military.”

    Helene Brown also said, “His focus on respect and empathy gave us all plenty to consider in our own strivings for peace in our world.  We are very thankful for his presence at our school!”

    To learn more about the NAPF Peace Literacy program, visit peaceliteracy.org.

  • At Chautauqua: Hope and Peace Literacy

    Paul K. Chappell speaking at the Chautauqua Institution in August 2016.

    Paul K. Chappell speaking at the Chautauqua Institution in August 2016.

    “Unexpected and so fundamentally hopeful.”

    This is how Tom Casey of Pax Christi described Paul K. Chappell’s talk given on August 19, 2016 at the Chautauqua Institution as the final lecture for the week-long summer series on “The Ethical Realities of War.” Casey joined about 1,200 other attendees in the open-air Hall of Philosophy, built to resemble the Parthenon.

    Activist and writer Susan Dixon, who is working on a book project about the Vietnam War, confirmed the talk’s emotional uplift. “Paul K. Chappell envisions a world without war and lays out a path toward that world based on history, mythology, psychology, and a deep respect for human nature. Those that lead the way will have the strength, discipline, and courage of a warrior to build a world of peace. Paul makes peace seem not only possible in theory but attainable in practice.”

    Educator Barbara Mallin referred to one of Paul’s foundational themes: “Paul gives me hope in our shared humanity because he believes the man is not violent by nature.  If violence is a learned behavior, change is possible…..peace is possible.”

    She also found hope in the new NAPF initiative on Peace Literacy. “Paul cites numerous examples of how humans have made progress in a variety of areas over the past years. It is Paul’s belief that we can also continue to make progress in ending war and waging peace. To do this we must take the time and put forth the effort needed to become peace literate. Just as math, reading, and science literacy are important, so is peace literacy, which educates us on solving the root causes of violence rather than just the symptoms.”

    Tom Casey looked into the future and added, “As I listened to Paul, I realized it is people with his military experience, deep insights into human nature, intensely realistic grasp of the world as it is, and commitment to a better world whom we need writing peace curriculums, and teaching our adults and children on how to achieve a more peaceful world.”

    Paul K. Chappell’s complete Chautauqua talk (54 minutes with 20 minutes for answers and questions) can be viewed at https://www.youtube.com/watch?v=4VpJcYLcTS8

    For more information on the NAPF initiative on Peace Literacy, visit peaceliteracy.org.

  • Peace Leadership in Minneapolis

    As a West Point graduate, Iraq war veteran, and former U.S. army captain who has struggled through extreme childhood trauma, racism, and rage, NAPF Peace Leadership Director Paul K. Chappell will bring his hopeful message of equity in education, our shared humanity, and the skills of peace literacy to the Minneapolis area from November 1-5, 2016. He will address the plenary session of the annual Missing Voices conference at St. Mary’s University on November 3. The audience will include 350 educators, administrators, and students.

    Part African-American, part Asian, and part Caucasian, Chappell grew up in Alabama with a father who suffered severe war trauma from combat roles in both the Korean and Vietnam wars. Growing up in a violent household, Chappell has sought answers to the issues of war and peace; rage and trauma; and vision, purpose, and hope.

    Chappell explains, “The extreme childhood trauma I experienced led to many behavioral problems during my childhood. I was kicked out of elementary school for fighting, almost kicked out of middle school, and suspended in high school for fighting. When I had trouble paying attention in class or acted out aggressively, my teachers would often become angry and yell at me. They did not see me as a child in pain, but seemed to imagine that I had woken up in the morning with the goal of making their life difficult. This does not mean that every child with behavioral problems is suffering from the same level of extreme trauma as I was, but recognizing that aggression is caused by some form of discomfort can give us a more realistic understanding of what a child is going through, rather than taking the child’s aggression personally.”

    For Chappell it was an English teacher who changed his life and gave him the tools he needed for self-expression and to begin to deal with his rage. “I learned about the positive difference words can make when I was fifteen years old. Back then a few simple words changed my life and I don’t think I would be alive today if those words had not been spoken to me. After I wrote a short story for an English class my tenth grade English teacher Janice Vaughn said, ‘I really liked your story. You should think about being a writer.’ I had never thought about being a writer before, because I had never liked reading books. But I pondered what she said and realized I had enjoyed writing that story. So I wrote another, and another, and another. I began writing obsessively, and when I went to West Point I spent more time writing than doing my homework.

    “A teacher might be the only person who can be a positive influence on students suffering from trauma, the only living example of how to live skillfully and constructively with strong emotion and hardship. Many parents model bad conflict resolution and listening skills for their children, and how often do people turn on their television and see people resolve conflict in a peaceful and loving way? Peace literacy helps teachers and students to model the behaviors that bring increased respect, self-worth, and a sense of belonging into our communities.”

    Now the author of five books on waging peace, ending war, the art of living, and what it means to be human, Chappell has developed the new NAPF Peace Literacy Initiative. Peace literacy skills are life skills, and the ability to resolve conflict and wage peace not only allows us to make a positive difference in the world, but in our communities, families, and personal lives. These skills include understanding and healing aggression, learning the three elements of universal respect, and maintaining empathy during those times when it seems most difficult to do so.

    Chappell has already begun to promote peace literacy through student and faculty leadership workshops, campus-wide lectures, and classroom events. “Peace literacy educates us on solving the root causes of our problems rather than merely dealing with symptoms. During an era when humanity has the technological capacity to destroy itself, peace literacy also means survival literacy. Because of the dangers posed by nuclear weapons, war, and environmental destruction, the survival and well-being of our country and planet depend on peace literacy.”

  • Refugees and Peace Literacy

    Refugees and Peace Literacy

    When Paul K. Chappell, NAPF Peace Leadership Director, spoke about Peace Literacy in mid-May to over 400 students at the International Youth Conference for the Christian Community in Hamburg, Germany, he also addressed a number of young refugees from the Greater Middle East. Some of them spoke English, had been in Germany for a number of months, and they said they were hopeful for the future. They had survived traumatic experiences and while they were hopeful, they knew their future was not guaranteed.

    Chappell has often talked about the “muscle” of hope, and how realistic hope can survive enormous suffering even when trust has been betrayed. Unlike naïve hope which is the result of helplessness, realistic hope grows from the trust we have in ourselves, others, and our ideals. Participation in creating progress is a higher expression of hope.

    “The presence of these recent refugees made our discussion on peace less abstract and more about reality,” Chappell said. “When a face is put on an issue, our empathy can grow.”

    “It is important to recognize our shared humanity. When we understand our shared humanity we can see through the illusions of dehumanization and realize when people are trying to manipulate our human vulnerabilities in order to take advantage of us.”

    Chappell also addressed waging peace, ending war, abolishing nuclear weapons, and our responsibility to animals and creation. “The refugee crisis is an opportunity to put our ideals into action, to see ourselves in those who are fleeing oppression and war. Germany’s empathy for those fleeing from the chaos of war in search of peace is an inspiring example for all of us.”

  • Peace Leadership for Teenagers

    Peace Leadership for Teenagers

    When NAPF Peace Leadership Director Paul K. Chappell visits high schools, he broadens his talk about waging peace and ending war to often include growing up in a violent household, bullying problems, the three elements of universal respect, how positive change happens, and why we should have hope.

    Students at Mercy High School in Baltimore. Maryland recently wrote:

    “Mr. Paul’s words were greatly wise and will stay with me for a long time.”

    “What Mr. Paul spoke about really opened my eyes and I am very thankful he came to talk to us.”

    “We have the ability to change the world.”

    “I want to help and stop nuclear weapons. I want to try and work my life around trying to end war.”

    “I loved listening to his talk and perspective on life and it opened my eyes more to the aspects of life and how I see life itself.”

    “I took away that you should respect everyone.”

    “One takeaway I have from the guest speaker is the great importance of my actions that have been influenced by the past and can greatly affect the future.”

    “The thing that stood out to me the most was his belief that the world is generally a good place and it is getting better. Before his speech I generally thought things were getting worse. I did not have a lot of hope for the world. However, he brought up a lot of valid points that made me think otherwise.”

    Comments from Bethesda-Chevy Chase High School in Bethesda, Maryland included:

    “I especially enjoyed when you said how fighting often starts because of a lack of respect because I have seen that in my own life but never realized it until now.”

    “You are an inspiration to others going through hard times.”

    The practical nature of Paul’s talks for teenagers continues to find a welcoming audience.

    “Thank you so much for coming to talk to us about peace. You made some really great points that were very eye-opening and talked about big issues in a way that all people could understand. It is very hard to get a class of teenagers to get interested in some subjects, and I am very impressed that you did!”