Peace Education: How We Come to Love and Hate WarThere is a huge volume of work on war and its causes, most of which treats its political and economic roots. In Peace Education: How We Come to Love and Hate War, Nel Noddings explores the psychological factors that support war: nationalism, hatred, delight in spectacles, masculinity, religious extremism and the search for existential meaning. She argues that while schools can do little to reduce the economic and political causes, they can do much to moderate the psychological factors that promote violence by helping students understand the forces that manipulate them. |
Contents
1 | |
8 | |
2 Destruction | 21 |
3 Masculinity and the Warrior | 37 |
4 Patriotism | 51 |
5 Hatred | 68 |
6 Religion | 82 |
7 Pacifism | 96 |
8 Women and War | 111 |
9 Existential Meaning | 125 |
10 The Challenge to Education | 139 |
notes | 155 |
171 | |
179 | |
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Common terms and phrases
Addams American argued attack attitude battle believe berserk bombing Buber Cambridge century chapter Christian Christopher Hitchens citizens civilian combat commitment cosmopolitanism critical cultural curriculum democracy described destruction Dewey discussion enemy ethics evil example existential meaning explore feel feminine Feminist fight Forever War German give groups hate hatred human Ibid idea immoral J. G. Gray Jared Diamond Jonathan Glover Jonathan Shay kill language lives male Martin Buber masculinity military moral identity Nazi Nel Noddings Noddings nonviolent Nussbaum Oxford pacifism pacifists patriotism Paul Tillich peace education perhaps philosophy political problem question Quoted religion religious role Ruddick Russell Sara Ruddick schools Simone Weil social soldiers sometimes story suffering teachers teaching tendency theism Tillich tion topic understanding United University Press Vietnam violence W. G. Sebald War Lovers warrior wars Wilfred Owen women Woolf World War II writes York young