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Educating for Peace and Justice: Religious Dimensions, Grades 7-12

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DOCUMENT RESUME ED 392 723 SO 026 048 AUTHOR McGinnis, James TITLE Educating for Peace and Justice: Religious Dimensions, Grades 7-12. 8th Edition. INSTITUTION Institute for Peace and Justice, St. Louis, MO. PUB DATE 93 NOTE 198p. AVAILABLE FROM Institute for Peace and Justice, 4144 Lindell Boulevard, Suite 124, St. Louis, MO 63108. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Conflict Resolution; Critical Thinking; Cross Cultural Studies; *Global Education; International Cooperation; *Justice; *Multicultural Education; *Peace; *Religion; Religion Studies; Religious Education; Secondary Education; Social Discrimination; Social Problems; Social Studies; World Problems ABSTRACT This manual examines peace and justice themes with an interfaith focus. Each unit begins with an overview of the unit, the teaching procedure suggested for the unit and helpful resources noted. The volume contains the following units:(1) "Of Dreams and Vision";(2) "The Prophets: Bearers of the Vision";(3) "Faith and Culture Contrasts";(4) "Making the Connections: Social Analysis, Social Sin, and Social Change";(5) "Reconciliation: Turning Enemies and Strangers into Friends";(6) "Interracial Reconciliation"; (7) "Interreligious Reconciliation";(8) "International Reconciliation"; (9) "Conscientious Decision-Making about War and Peace Issues"; (10) "Solidarity with the Poor"; and (11) "Reconciliation with the Earth." Seven appendices conclude the document. (EH) * Reproductions supplied by EDRS are the best that can be made i: * from the original document. * ******************************************************************** Educating for and Justice Religious Dimensions Grades 7-12 S DEPARTMENT OF EDUCATION 0"., oft ducAhon.il Itesea,r. anl I-",,,, "PERMISSION TOREPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION EN GRANTED BY CENTER (ERICI MATERIAL HAS B 'Ill...This document has been reproduced as received from the person or organization originating it C minor changes have been made to improve repreduction quality Points ol view or opinions stater! in this RESOURCES t:,,14r4 document do not necessarily represent TO Ta EDUCATIONAL 2 &kw! OERI posit.I. or policy INFORMATION CENTERIERICI." EDUCATING FOR PEACE AND JUSTICE: RELIGIOUS DIMENSIONS GRADES 7-12 by James McGinnis Preface to the New (8th) Edition 2 How to Use This Manual 3 Unit 1: Of Dreams and Vision 9 Unit 2: The Prophets: Bearers of the Vision 2-1 Unit 3: Faith and Culture Contrasts 41 Unit 4: Making the Connections: Social Analysis, Social Sin, and Social Change 49 Unit 5: Reconciliation: Turning Enemies and Strangers into Friends 61 Unit 6: Interracial Reconciliation 71 Unit 7: Interreligious Reconciliation 81 Unit 8: International Reconciliation 91 Unit 9: Conscientious Decision-Making about War and Peace Issues 97 Unit 10: Solidarity with the Poor 115 Unit 11: Reconciliation with the Earth 129 Appendices: Prayers and Worship Services 153 "We Are a Rainbow People" 169 "The Challenge of Peace" 173 "Racism And How to Fight It" 177 "Economic Justice for All" 181 "How to Start and Sustain a Sister Church Relationship 185 "Implementing High School Service Programs 187 Copyright ©1993 Institute for Peace and Justice 4144 Lindell Blvd., #124, St. Louis, MO 63108 314-533-4445 3 Preface to the New (8th) Edition It has been seven years since we last updated our teacher's manuals. Several major developments in our work as well as in the world have led to major changes (improvements we believe) in this volume: 1.Spiritually based and more fully interfaith Each year it becomes more obvious that our peace and justice efforts must be rooted ill our faith, in an ever deepening spirituality. We think biblical reflection and prayer should become an explicit part of our classroom teaching as well as activities and reflection outside the classroom. Thus, each unit offers some biblical reflection and encourages students to pray and journal about their study and experiences. A lengthy Appendix of prayers and worship services draws especially from Christian and Jewish tradi- tions, thanks to contributions from Rabbi Susan Talve of St. Louis and Arthur Waskow of the Shalom Center in Philadelphia, but with some Islamic, Hindu, and Baha'i sources as well. .2.Rooted in relationships The methodology of "awareness to concern to action" outlined in TOWARD COMPASSIONATE AND COURAGEOUS ACTION stresses the need to develop compassionate concern in students if they are to be moved to action. The key ingredient in this process is relationship. The more that we and our students are personally connected to the people and issues we are studying, the more likely it is that our study will be fruitful in long-term compassionate and courageous action. The uniqueness of this manual is primarily in the various 12-step processes in each of the units, designed to promote a personal relationship or friendship with the persons or groups involved. In the units on reconciliation, there are 12-step processes for interper- sonal, interracial, interreligious, and international reconciliation. There are similar 12-step processes in both the "Solidarity with the Poor" and "Reconciliation with the Earth" units. These add a special dose of vital- ity and creativity and involve the heart as much as the head in the educational process. Note: These pro- cesses bear no relationship to the 12-Step processes for dealing with addictive behaviors. 3. More affective in its methodology Relationships involve the emotions as well as the head. Many of the steps in the 12-step processes in- volve the emotions and the senses seeing, touching, singing, dancing. Furthermore, educational re- search is making it clearer to teachers that people learn in different ways for instance, some are visual learners, others audio, others kinesthetic (doing). Besides a continuing emphasis on audio-visuals, this manual integrates much more music and artistic activities than previous editions. 4.Leading to structural analysis and action for justice It is our experience that adults as well as students generally do not pursue structural analysis (searching for root or systemic causes for social injustices) and engage in social change actions (addressing these root Causes challenging policies and institutions) without some personal connections with these is- sues. So each of the 12-step processes encourages both the works of justice and the works of mercy. Some of the questions following quotations from many of the "prophets" in these units raise causal issues and can lead to more systematic structural analysis. 5.Addressing racial justice and interracial reconciliation No social evil or "-ism" more threatens the realization of God's Beloved Community than racism. Both nationally and internationally, racism continues to build barriers that make the realization of peace and justice impossible. In this volume, it is treated primarily as it is experienced in the United States, with South Africa offered as an international example. 6.Addressing the care for the earth as well as peace and justice Coinciding with the World Council of Churches emphasis for the 1990s on "Justice, Peace, and the Integrity of Creation" and the growing awareness worldwide of the essential connections among these three issues/ v,Ilues, this manual includes a major unit on the environment "Reconciliation with the Earth". It does not pretend to he a complete course or program in earth education, but it does offer a significant start in this direction and offers in its 12-step process the kind of combination of goals and activities that we think should be part of all earth education programs. 4 How to Use This Manual A. Ways of using the Manual 1. Alone There is enough in each unit for meaningful consideration of that topic.The sequence of themes is logical and effective (see section B for the rationale). The student pagesprovide engaging readings and processes for senior high students especially. They are markedwith an "SP" next to the page number and can be duplicated without permission. They generallyask questions in relation to the reading, Biblical passages, quotations from the various prophets considered,and steps in the various 12-step processes presented. Resources and additional activity possibilitiesfor the steps in these pro- cesses are given in the teacher pages that precedethe student pages. 2. With music As noted in the Preface and also on p. 6 below, there are several tapesof music we highly recom- mend for more effectively communicating with teens on these issues.They add motivation, interest, content, enjoyment and affectivity to the program.While all three are highly desirable, JOURNEY WITH JUSTICE by Jude and Doug Krehbiel is the most desirable, ifonly one can be afforded. 3. As a supplement to other high school peace and justice textsand programs Because of its truly unique features the interfaith dimension, the 12-step processes for developing re- lationships around the issues, the strong spiritual and social actiondimensions, the extensive profiles of contemporary prophets, the musical and other affectivedimensions, and the extensive invitations to students to interact with the reading and activities this manual is a wonderful complement to all of the existing high school peace and justice texts, especially those beingused in Catholic schools and re- ligious education programs. Teachers using any of the followingwill especially find this manual a help- ful addition to their course: Ronald Wilkins Sz Veronica Grover, ACHIEVING
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