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For the 7-12 Guide, See ED 392 723. Institute for Peace and Just DOCUMENT RESUME ED 410 149 SO 027 629 AUTHOR McGinnis,James TITLE Educatingfor Peace and Justice: Religious Dimensions, K-6. 8th Edition. INSTITUTION Institutefor Peace and Justice, St. Louis, MO. PUB DATE 93 NOTE 101p.; For the 7-12 guide, see ED 392 723. AVAILABLE FROM Institute for Peace and Justice, 4144 Lindell Boulevard, #124, St. Louis, Missouri 63108; telephone: 314-533-4445. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Elementary Education; *Ethical Instruction; *Ethics; *Global Education; Justice; Multicultural Education; *Peace; Prosocial Behavior; *Religious Education; Service Learning; Social Change; *Social Studies; Social Values; Teaching Guides ABSTRACT This revised teacher's manual focuses on the need to develop compassionate concern in students if they are to be moved to action. The 12-step processes in the 8 units promote a personal relationship or friendship with the persons or groups involved. The units include: (1) "Of Dreams and Vision"; (2) "Interpersonal Peacemaking/Reconciliation"; (3) "Reconciliation--Turning Enemies and Strangers into Friends"; (4) "Interracial Reconciliation"; (5) "International Reconciliation: Dealing with Violence and War"; (E) "International Reconciliation: Global Interdependence"; (7) "Solidarity with the Poor"; and (8)"Becomin:::. Friends with the Earth". Other special sections are "Helping Children Become Peacemakers: A Special Process"; "'A Methodology for Educating for Peace and Justice"; and "'We Are a Rainbow People'" with music and directions for making paper cranes. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization C7 originating it. 41" 1I Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 4-1 Educating for and Justice PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY _TA ni Es 67/vAu5 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Religious Dimensions K-6 BEST COPY AVAILABLE 2 EDUCATING FOR PEACE AND JUSTICE: RELIGIOUS DIMENSIONS, K - 6 by James McGinnis Preface to the 1993 (8th) Edition 2 How to Use This Manual 3-8 Unit 1: Of Dreams and Vision 9-14 Helping Children Become Peacemakers: A Special Process 15-18 Unit 2: Interpersonal Peacemaking/Reconciliation 19-28 Unit 3: Reconciliation Turning Enemies and Strangers into Friends 29-32 Unit 4: Interracial Reconciliation 33-42 Unit 5: International Reconciliation: Dealing with Violence and War 43-48 Unit 6: International Reconciliation: Global Interdependence 49-58 Unit 7: Solidarity with the Poor 59-66 Unit 8: Becoming Friends with the Earth 67-78 "A Methodology for Educating for Peace and Justice" 79-83 "We Are A Rainbow People"; Music; Paper Crane Directions 85-92 © Copyright 1993 Institute for Peace and Justice4144 Lindell Boulevard, #124 A1C St. Louis, Missouri 63108314-533-4445 6) Preface to the New (8th) Edition It has been seven years since we last revised this teacher's manual. Several major developments in our work as well as in the world have led to major changes (improvements, we believe) in this volume: 1. Rooted in relationships The methodology of "awareness to concern to action" presented in this manual stresses the need to de- velop 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 is- sues we are studying, the more fruitful our study will be in terms of long-term compassionate and coura- geous 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. These are found in the "Interpersonal Peacemaking," "Interracial Reconciliation", "International Recon- ciliation", "Solidarity with the Poor" and "Becoming Friends with the Earth" units. These add a special dose of vitality and creativity to the manual and involve the heart as much as the head in the educational process. They bear no relation to the "12-Step" recovery processes. 2. More affective and experiential 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 e.g. some are visual learners, others audio, others kinesthetic (doing). Besides a continuing emphasis on audio-visuals, this manual in- tegrates much more music and artistic activities than previous editions. The experiential activities, espe- cially in the unit on "Becoming Friends with the Earth", are quite engaging, as are the creative options (p. 5) for presenting the various prophets, peacemaking actions, and stories throughout this manual. The use of animal characters and stories makes the whole experience more enjoyable as well as educationally effective for younger students. 3. Involving social change as well as direct service 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 issues. If we are touched personally by the victims of violence and injustice and are engaged in the works of mercy in some way, we are more likely to move to the works of justice. So while this manual stresses the need for personal relationships, it does not stop there. Each of the 12-step processes encourages works of justice as well as works of mercy. 4. Addressing 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/ values, this manual includes a major unit on the environment "Becoming Friends with the Earth". It does not pretend to be 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. 5. Addressing interracial reconciliation and racism. The last decade especially has shown that racism may be the greatest obstacle to the realization of the vi- sion of God's "rainbow people". This issue is prominent in this manual, offering a 12-step process for in- terracial reconciliation as a step toward a truly multiracial society, a "rainbow people". 2 How to Use This Manual RATIONALE AND OUTLINE FOR THE CONTENTS A. The Vision and the Dreamers The progression of themes in this manual begins with the vision the vision or dreams of some contem- porary dreamers, expressed in different modes (prose, art, song, symbol) and by young people as well as adults. My own vision, as articulated in "We Are A Rainbow People" (see pp. 85-88), gives teachers a sense of the whole as well as the values underlying each of the themes in this manual. The various vi- sions are meant to help students articulate some of their own incipient vision at the beginning of their study. Hopefully they will be invited to revise that vision at the end as well. B. Competing Visions The "Rainbow vs. Rambo" contrasts on page 88 of "We Are A Rainbow People" show how powerful competing visions often distort the prophetic religious vision and make it difficult for young and old alike to live truly integrated (whole), prophetic lives. C. Living the Vision The remaining units present ways of living out the vision concretely in our North American societies, though most of the suggestions are applicable to other "First World" societies. The section on "Helping Children Become Peacemakers: A Special Process" introduces peacemaking behavior at all levels of living inner, interpersonal, and global. 1.Unit 2 on "Interpersonal Peacemaking" presents a variety of ways in which young students can learn nonviolent conflict resolution skills and cooperation, both in the classroom and in the other areas of their life. They are introduced to a 12-step process for peacemaking or reconciliation in these situa- tions, a process which is applied to larger issue areas in subsequent units. 2.Unit 3 on "Reconciliation: Turning Enemies and Strangers into Friends" offers biblical reflection on reconciliation and introduces a 12-step process for peacemaking or reconciliation, a process which is applied to specific issue areas in subsequent units. 3. Unit 4 on "Interracial Reconciliation" applies the 12-step process for promoting reconciliation first to different racial groups in the United States. Martin Luther King Jr. is the "Prophet for Peace" present- ed here. 4.Unit 5 on "International Reconciliation: Dealing with Violence and War" takes other dimensions of the peace and war issue, particularly in light of the 1990-91
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