Nel Noddings's Critical Lessons: What Our Schools Should Teach PDF

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Sample text

15, respectively. 72 in 1972. 22 The enormous protest against that war effectively ended Selective Service and established a voluntary military force. Students should be aware that pacifism and nonviolence are much more acceptable to societies when war is neither underway nor threatened. 23 This is hard. Few of us can embrace absolute pacifism. Is it right to refuse to fight when we are attacked? , p. 42. Dorothy Day, The Long Loneliness (San Francisco: Harper & Row, 1952), p. 264. 44 The Psychology of War many deaths tomorrow?

Teachers can be helpful by admitting their own experience with energy flow. I have learned to let it be when one of my great interests – reading, gardening, cooking, writing – fades a bit. If one interest fades, another usually increases, and the one that has flagged will come back. And it always has. This discussion is obviously closely related to our earlier one on motivation. If it is possible (neither unethical nor selfish) to act on intrinsic motivation, it is better to do so than to force oneself into work one would prefer to avoid.

20 These Christians sometimes lost their lives by standing up for their belief in nonviolence. As part of a set of critical lessons, the purpose of studying pacifism is not so much to inspire emulation as to reveal possibilities for thought and debate. What arguments have been advanced for pacifism? Is such a position at all practical? Are there variations on the theme of pacifism? Nations at war have been forced to deal with pacifists in order to control conflict among their own people. In the United States, it was easiest to recognize the traditional peace churches – for example, Quakers and Mennonites – and to accept their members as conscientious objectors.

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