Abstract
This response to Peterson's (2014) "Nonviolent Action as a Necessary Component in Educating for Democracy" enlarges the discussion of the role of the teacher/educator in deciding whether or when it is responsible to facilitate the engagement of students in acts of nonviolent dissent. Ultimately it would seem that the most important of our responsibilities as educators is to provide the moral and ethical foundations and the spaces in which students feel safe and empowered to tap into their own inner teachers. In order to promote the development of active engagement toward a democratic citizenry, including the moral imperative to transform violence, students must be helped toward a holistic understanding of the structural roots of injustice and oppression in their myriad forms. This will go beyond teaching about nonviolence and dissent to include the teaching of the concepts of peace and, by corollary, peacelearning.
Response to Article
Barbara A. Peterson, Nonviolent Action as a Necessary Component in Educating for Democracy
Recommended Citation
Morrison Ph.D., M.
(2015).
Peacelearning and Its Relationship to the Teaching of Nonviolence. A Response to "Nonviolent Action as a Necessary Component in Educating for Democracy".
Democracy and Education,
23
(1), Article 16.
Available at:
https://democracyeducationjournal.org/home/vol23/iss1/16