Tag: peace studies

  • 2010: A Peace Odyssey?

    This article was originally published on Truthout.

    Another year brings another war, so it would seem. Already in the works beforehand, but now hastened by the Christmas “underwear bomber,” we are swiftly moving down a road that could lead straight to another front in the generational war without end. The al-Qaeda bogeyman rears its head, and we respond like clockwork. All aboard folks – next stop, Yemen.

    Is this really the most effective way to make national policy and decide the fates of others around the world? When a suggestible and misguided youth attempts an asinine act, does that mean we automatically must respond in kind with foolhardy actions of our own? This has led to disastrous effects already in the Global War on Terror, and equally troubling alterations in the fabric of society here at home. Simply put, if we let the terrorists dictate our course of action, then we have already lost the moral high ground and the upper hand in the larger conflict as well, as Patrick Cockburn suggests in a cogent essay on the situation in Yemen:

    “In Yemen the US is walking into the al-Qa’ida trap. Once there it will face the same dilemma it faces in Iraq and Afghanistan. It became impossible to exit these conflicts because the loss of face would be too great. Just as Washington saved banks and insurance giants from bankruptcy in 2008 because they were ‘too big to fail,’ so these wars become too important to lose because to do so would damage the US claim to be the sole super power…. But the danger of claiming spurious victories is that such distortions of history make it impossible for the US to learn from past mistakes and instead to repeat them by intervening in other countries such as Yemen.”

    Consider that we are still embroiled in an escalating war in Afghanistan as a direct response to the events of 9/11. Iraq, of course, was folded into this “terror-response” logic by the Bush administration despite clear evidence to the contrary. Pakistan has now become the new Cambodia to Afghanistan’s Vietnam in the current war that echoes actions of the past. And, now, we have our sights set on Yemen as the next front, which Marwan Bishara contends will almost inevitably lead to disastrous effects that serve to exacerbate the conditions that yield terrorism:

    “[O]ver the last several months, Yemen has emerged as the latest front. Reportedly, the US air force has participated in the bombardment of several locations in Yemen and spent tens of millions of dollars. But since the Nigerian man was apparently trained in Yemeni camps that are less threatened than Afghanistan, one can expect this war front to be expanded sooner rather than later. Waging another war in or through Yemen could prove, as in Afghanistan, untenable as the country could descend into chaos. With war against the Houthis in the north, tensions with the secessionists in the south, and the regime’s tenuous hold on power, Yemen could implode.”

    If the United States is truly to be a global leader, we are setting a poor example through our war-making policies. We are essentially mere followers in this dynamic, letting the terrorists set the agenda and walking right into the response they expect and desire from us. Recall that up front it was al-Qaeda’s stated intention to bleed America’s moral and economic resources dry by provoking us into direct military interventions in Muslim nations. By choosing the retaliatory option, we are playing precisely into their hands, and thus relinquishing the mantle of leadership.

    Similar patterns have taken hold at home. On the heels of 9/11, a fundamental reorientation of the delicate balance between liberty and security ensued. Rights of privacy, due process, habeas corpus and presumed innocence have been lost, perhaps permanently, as the constitutional architecture of two centuries eroded under our feet. Now, following the botched Christmas attack, we are likely to see a ramping up of the security apparatus, including privacy-impinging actions such as pat-downs and full-body scans. Not to mention, of course, the commitment of more resources to continue fighting the war that the terrorists wanted to goad us into all along.

    It is a grim picture coming out of 2009, but the symbolic relief of calendar change can be a powerful curative. I would like to suggest that 2010 can become a critical turning point year toward peace and prosperity if we focus our energies positively and proactively. Here are just a few suggestions for moving in that direction and making the new year one that history will recall as the beginning of the end of a mindset that has plunged the world into perpetual warfare.

    The Peace Dividend: Whatever your views on war, one thing most people can agree on is the desire to live peaceful and productive lives. This includes the existence of an economy in which ordinary people can prosper and be assured of fairness in their wages, investments and expected contributions. The war ethos has shifted trillions of dollars from public to private coffers, and it has stimulated not economic growth, but a global recession. Ending war means more resources for education, health care, community development and environmental protection – all of which promise better prospects for a peaceful world than does the path we have been on until now.

    Cultural Exchange: The high-speed potential of both the Internet and international travel has opened up – perhaps for the first time in human history – the possibility of realizing a truly global society. This does not entail giving up autonomy or sovereignty, but asks only that we remain open to and appreciate the remarkable cultural diversity of our world. The more we become educated in this regard, learning about the myriad ways in which people everywhere share similar hopes and desires despite their unique cultures, the more we will opt for peace.

    Politics Is People: For too long we have abdicated control over our lives and fortunes to remote representatives who have failed to adequately protect and promote our interests. Party politics is passé at this point, with the clarity of insight that lobbyists and corporate concerns have essentially purchased a controlling interest in politicians of all stripes. The saving grace in our system is that “the people” retain the ultimate political power, despite repeated attempts to undermine this constitutional gift from our forebears. This power is electoral, but perhaps even more importantly, it is personal, with each of us asked to make numerous daily choices regarding how we will exercise it. Simply put, we can watch peace, purchase peace, eat peace, drive peace and learn peace if we have the will to do so. And, then, politics will have no choice but to follow.

    There are many more notions along these lines, which I will leave to your imaginations to develop and implement. The basic point is that we stand today at a critical juncture, and can ill afford to slide blithely back into apathy and torpor if we are to avert that proverbial iceberg sitting just ahead on our present heading. Let history record that 2010 was the year we steered clear and instead charted a new course for ourselves and the world toward peace in our time.

  • The Future of Peace: Let Students Know Non-Violence Works

    Published by the Seattle Post-Intelligencer

    Whenever I write about non-violent theory and practice, I get several e-mails informing me that I’m dangerously naïve and, even worse, that I refuse to acknowledge there is evil in this world.

    It’s baffling, really. Not that most readers would know it but I grew up in East Oakland during the ’80s and early ’90s. That was during the peak of the crack and gang-banging era in urban America.

    I’ve seen human evil.

    So when I get an e-mail that insists I see only the little bit of good in people, unless I decide to respond by sending a mini-autobiography, I have to shrug it off and say to myself: He or she doesn’t really know me.

    Who cares, right? You can’t expect people to know details about something they have no reason to care about.

    But what’s really baffling about the claim that the philosophy of non-violence overlooks evil is this: The most celebrated practitioners of peacemaking are famous precisely because they stared human wickedness dead in the face and moved forward with a courage even the bravest of the brave must admire.

    Jesus, Gandhi, the Rev. Martin Luther King Jr., Bishop Desmond Tutu — to name just a handful — confronted more evil in a week than most of us have seen in a lifetime. The assertion that non-violence doesn’t candidly confront the demonic aspects of “real” life is clearly nonsense.

    One thing that’s so unsettling to the orthodox military mind about non-violence is that it raises a different set of questions than does conventional thinking on the use of force.

    Here’s a good example of one of those unsettling questions: Given the vast toll of human misery created by wars and violent conflicts, and given the potential (perhaps even the likelihood) that an escalating cycle of military attacks and counterattacks will eventually snuff out humanity in the fiery winds of a nuclear winter, is there an alternative to the fight-or-flight model?

    Or to put it another way: Can evil, or certain kinds of evil such as totalitarianism or fascism, be effectively fought with non-violence as a weapon? Must freedom always be defended with violence? These are the age-old questions of peace and, as a casual glance at the daily newspaper will confirm, it’s an inquiry more pressing now than ever.

    No doubt, peace is one of those things that everyone — and I mean everyone — is for. I suppose even Hitler wanted peace, which means we shouldn’t be too impressed if some political leader talks a lot about peace but does little about establishing justice. No justice, no peace.

    When it comes to peace, there are only two relevant questions: peace under what terms, and how do we get there from here?

    Our collective inability to even talk about peace in fruitful ways is largely because the subject, for all its professed importance, doesn’t get taken seriously by our education system.

    No, this isn’t a public school-bashing column. America is still a place with a proud tradition of educational excellence and a country full of able teachers.

    But I think social critic Neil Postman has it right: The biggest problem facing American education today is that our children are going into school as question marks and coming out as periods.

    In other words, most students are being taught to remember and regurgitate what Alfred North Whitehead called inert ideas. Meanwhile, teaching the art of inquiry, the skill of questioning and critical-thinking are no longer at the core of the curriculum.

    To ask well is to know much, says the ancient African proverb. A modern rendering of that proverb might read: To task well is to earn much.

    Parent-Teacher Associations, school committees, academics and politicians should be aware that standard curriculum ought to include peace studies — the history of non-violent theory and practice.

    Why? Because non-violence works. In many cases, non-violent political action has been more effective and less harmful to human life than military might. And students everywhere need to know that.

    Teachers should get their hands on Scott A. Hunt’s new book “The Future of Peace: On the Front Lines with the World’s Great Peacemakers.” Hunt gives us a glimpse of what it means to be a peacemaker in his book of profiles on living non-violent leaders.

    From the Dalai Lama to Vietnam’s leading dissident Thich Quang Do to Costa Rica’s Nobel Peace Laureate Oscar Arias, this collection of intimate conversations could serve as a textbook, introducing students to a history that is not taught in school.

    The book is well worth $25 for the inspiration it provides alone. Treat yourself. I plan to read it for the second time while I’m on vacation in Florida this week.
    *Sean Gonsalves is a columnist with the Cape Cod Times.

  • Non Violent Curriculum for Kids

    Orginally published in the Los Angeles Times Ventura County Edition

    The degree of violence in our world today, represented in our media via the television, newspapers, and internet, is deplorable. We are continuously handed pre-formulated thoughts that bombing, divorcing, and fighting are the only ways to solve disputes. With overflowing prison populations, guns in school, and escalating domestic abuse, it is no wonder that profound powerlessness and despair fester within our culture. What do we do about these problems? How do we go about reversing the cycles of inegalitarian practices which oppress so many? Whom can we solicit to address the questions of bringing peace to our disquieted world? I think I have the answer.

    Nonviolence education is a systematic curriculum designed to awaken students’ minds to the possibilities of thinking outside the ‘might makes right’ paradigm, allowing them to view global human rights as a part of their own cause, not something distinct from their own personal life experience. Peace studies education teaches the view of history from those who have worked for radical social change and fighting injustices; it promotes the values of constructive conflict prevention and resolution as well as nonviolent resistance and direct social action. Students acquire a comprehensive view of the current global situation by learning the links between poverty, religion, economics, governmental policies, technology, environment and education. In exploring alternatives to violence, students gain knowledge about their life choices, for example selective service registration. They also gain a context for their daily lives, like investigating the origins of the products they purchase and consume, i.e. whether they were tested on animals sprayed with pesticides, or what the lives, wages, and treatment of the producers are like. Peace studies education gives students the tools to constructively deal with the problems they encounter on both a personal and worldly level, as well as helping them to understand their responsibility for elevating the collective human experience.

    After teaching a revolutionary and widely successful class through the Center for Teaching Peace in Washington, D.C. last year in an urban high school and a juvenile prison, I can see a change in students’ attitudes: a motivation to mobilize toward the common cause of improving the well-being of the planet and its inhabitants. Colman McCarthy, who directs the aforementioned Center, suggests that peace rooms be designated in all schools for the resolution of disputes, and that programs be implemented so that students can become ‘peer mediators’ who serve as impartial negotiators for conflicts between fellow students. Why is peace studies not a mandatory class in school, especially when it reaches the core of how to interact and get along? What is so subversive about teaching the origins of the Hague Court, rooted in the early peace churches of Colonial America? Why is there suspicion with regards to questioning where our tax dollars go? Why is conflict management not an integral part of our school curriculum, like math or science?

    There is more money in a wartime economy than peacetime.
    We can fund an eighty-billion-dollar war, but not nonviolence classes. We can supply over three-fourths of the weapons used in the nearly forty ongoing conflicts worldwide, overtly profiting from the massacre of others, but no money can be found for teaching conflict management. At high school commencement speeches, we tell our graduating seniors to go out and be the peacemakers of the world, and yet we withhold the tools necessary to do so. Learning to co-exist with others is a fundamental component to surviving in life, and it does not necessarily come naturally or easily, especially in a world where images of violence are the norm to the point of desensitization. Our government, our leaders, our schools continuously tell us that there is just not enough money to expand the curriculum to incorporate peace studies.

    We owe it to our children to teach them that an ounce of prevention is worth a pound of cure. By implementing nonviolence classes, we can subvert the far-reaching problems associated with intolerance and mishandled anger. When we explore nonviolence curriculum we can address the problems of injustice and teach young people how to make the world more egalitarian. To effect real change and truly make a difference, each parent, each teacher-parent association, each school board, and most importantly, each student should lobby for peace studies education in each school.

    Leah Wells is a high school teacher in Ventura County, a member of Amnesty International, and personally committed to spreading nonviolence curriculum throughout our schools. She volunteers with Interface in the Youth Crisis Intervention department, as well as with the Juvenile Detention division of Ventura County.