Nonviolence Training in the Schools: Two Pioneers

by Janet Chisholm

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'"Are you an organizer or an agonizer?' That's what Colman McCarthy asks his students, and I do the same. They were frustrated at first, because I gave them incomplete situations to work on, but that's when they began to rely on their own creativity and intuition. In just a month, they've already become stronger thinkers," says Leah Wells.

She described how students have discussed their existing understandings of nonviolence, violence, and pacifism. They've already spent two weeks studying Gandhi's strategies. They've analyzed and experimented with group dynamics and the consensus process. And they've shared their own views about violence in current events, in lyrics, and in their own stories.

Leah Wells is enthusiastic about Solutions to Violence, a new course at St. Bonaventure High School in Ventura, California. She is a new teacher. After one semester, she presented a proposal for the course to the curriculum committee, but it took the action of the students themselves to sell it to the Academic Council, and Leah's own firmness during contract negotiations to obtain a commitment. "Our goal should be to get nonviolence training institutionalized in the schools," she stresses. "We need to make it a permanent part of the curriculum, as standard as English and Math. A course that gives credit toward college entrance.

"I tell our few critics to visit my class and see for themselves! Some of them think that kids can't understand the curriculum, but that is selling them short. My class is very diverse, economically, academically, and culturally, and all the students are interested and involved. The kids and their parents are very supportive, too. I think it helps that the course can be presented in terms of faith in this [parochial] school."

Leah is taking her course proposal to the public schools next. In January she will offer training for their teachers.

"I needed to be rooted in the neighborhood," explains M.J. Parks. "That's why I finally went to the schools. One was vacant and being converted into a holistic program for wellness. I rented a small room and called it a peace room." M.J. speaks from twenty years' experience running peace camps and other peace activities for young children in Minnesota and now in the Washington, DC/Baltimore, Maryland area.

Her program is called Alternatives to Violence and serves six to thirteen-year olds from various schools in the area. It requires registration, and is not a drop-in site. All the children spend one afternoon a week in the peace room? a peace library, noncompetitive playroom, and quiet space to which conflicts can be brought for resolution. "These kids are struggling with the pain, loss, and violence in their lives," says M.J.. "They love to play with the earth ball; they love to experiment with sharing. 'M.J., we're being peacemakers, not peacebreakers!'" they tell me. Other teachers warned M.J. that she would fail with troublesome Brian because "He can't survive in any program." Nevertheless, she included him in all the sessions for three weeks: affirmation of each individuals unique gifts, studying the lives of peacemakers, confirming that everyone has problems, empowerment, and exploration of the nature of peace. As Brian found a niche for himself, others were able to appreciate him and he got along fine. "I believe in violence prevention," explains M.J.

"And the teachers and principal are on fire about the peace room. They see the need because of the violence the children experience every day. 'M.J., there is so much tension in the staff,'" they tell me. '"Can I come into the peace room? I need to spend some time there for myself.'"

The pleas of parents and teachers for more peace rooms in more schools are heartening. M.J. believes there should be a peace room in every school, every church, and every community. She is eager to train others to run peace rooms. "We need to make the UN goal for a Culture of Nonviolence come true," she explains. However, the invitations to start more peace rooms rarely come with any financial support, and M.J. continues to search for ways to implement and sustain them.

The UN Resolution for a Culture of Nonviolence presents a challenge to make nonviolence training widely available. M.J. Parks and Leah Wells are committed to getting it into the schools? Not an easy task. For them, it is a matter of putting their faith into action. They gather information, organize supporters, provide models, lobby and negotiate. Both are persistent and firm and take personal risks to push their agenda. Their programs teach children about the history and philosophy of nonviolence and the lives of peacemakers. They empower children and present them with experiences for creative decision-making and action in their own lives. They are meeting the Challenge of the Decade!

Janet Chisholm is FOR's coordinator/or the UN Decade/or a Culture of Peace and Nonviolence.

©2002 Fellowship of Reconciliation