Peace in the Classroom - an article by Dr. Andrew E. Finch

Peace in the classroom
by Dr. Andrew E. Finch (Kyungpook National University, Republic of Korea)

Abstract

Humanistic principles of education which arose in the previous century are more and more relevant to modern society, in which the result of a competitive, individualized, intellectualized education system can be seen in the destructive tendency of domestic and international relations. As educators, it is our responsibility to educate the whole person, and to promote autonomous, responsible human beings who have the will and the ability to heal society.

This paper explores how language teachers might identify and address sources of anxiety, stress and competition in their classrooms, and how they might promote humanistic values through designing language learning materials which focus on collaborative learning, alternative assessment, and creating non-threatening learning environments.

Keywords: humanistic education, materials design, educational philosophy, language learning as education

This presentation/workshop argued that in a society which possesses the capacity to destroy itself many times over, the promotion of humanistic values, at all levels of education, should be a prime goal of educators. Learners need to develop interpersonal and intrapersonal skills (problem solving, critical thinking, social responsibility, etc.) in order to make a positive and peaceful contribution to the "race between education and catastrophe" (H.G. Wells, 1920) which they see on their TVs every day. Teachers need to model and promote a peaceful society in their classrooms, so that root causes of corruption, institutional aggression, poverty and sickness may be examined. Learning experiences that result from the working out of prejudices and fears in a "safe" community can then be internalized and contribute to the growth of the individual.

This view of education-for-life sees the teacher as a Rogerian counsellor, and the learning environment as a place in which personal and social growth is more important than intellectualised outcomes. Language classrooms are, however, known for promoting anxiety, stress and competition, rather than collaboration and sensitive awareness. This presentation/workshop therefore focused on two aspects of English language learning: i) how to identify and set up a non-threatening learning environment; ii) how to design humanistic English language learning materials.

This conference report reproduces the needs analyses and humanistic learning materials offered by the author. The background rationale for the workshop can be found in an academic paper at http://www.finchpark.com/arts/peace/ [Expired Link]. The seventeen appendices listed in Table 1 contain various classroom activities to foster these goals.

Instructions: Click on the table below to go to s desired destination	Appendix I: Students' Needs
Appendix A: Peace-in-the-classroom Reflective Needs Analysis	Appendix J: "I Love Myself Even When . . ."
Appendix B: Classroom Environment Scale	Appendix K: A Good Thing
Appendix C: Classroom Learning Environment (CLE)	Appendix L: Learning Contract
Appendix D: Classroom Environment Questionnaire (Preferred)	Appendix M: "That's What Friends Are For"
Appendix E: Foreign Language Classroom Anxiety Scale	Appendix N: "What if?" (pairs)
Appendix F: "My Learning Preferences"	Appendix O: Highlights of My Life
Appendix G: Beliefs about Language Learning	Appendix P: "I can't / Haven't yet"
Appendix H: Teachers' Needs	Appendix Q: Share the Wealth

Table 1. Activities designed to promote peace in the classroom.

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Conclusion

Official references to the humanistic role of education in society are not hard to find, since most governments have acknowledged for some time that education of the heart is essential for the growth of a healthy society. Thus, policy documents, such as the Korean 7th National Curriculum, describe educational objectives in terms of "the ability to achieve an independent life and acquire the qualifications of democratic citizens, and to be able to participate in the building of a democratic state and promoting the prosperity of all humankind" (Korean Ministry of Education and Human Resources Development, 2001, p. 3). Teachers of English, however, are only too aware that their curricula are not designed to fulfil such goals, and that national syllabi (when they exist) are usually test-driven, competitive, and concerned with the summatively-tested reproduction of factual information, with the ultimate purpose of administrative gate-keeping. Teachers know that their students will not be accepted to the best universities on the strengths of their intrapersonal skills or their social responsibility, and that the test-driven classes which they are forced to preside over have nothing to do with social and affective growth.

However, when we reconsider Wells' comment about the race between education and catastrophe, and his inscription on his tombstone ("I told you so, you damned fools!"), we can see that the issue is urgent, and that teachers do not have the time to wait for executive policy makers to put their official sentiments into practical curricula. Change must come from the bottom up, and teachers must be the agent of that change, taking heart that their individual attempts at humanistic and holistic reforms in education, are sanctioned by Ministry policy

The presentation/workshop therefore attempted to demonstrate that: i) a return to humanistic principles of education is essential in order to students develop the qualities of personal and social responsibility that will empower them to positively address root causes of discrimination, corruption, poverty, sickness, and violence; ii) that a non-threatening learning environment is a practical and effective setting for humanistic language learning; and iii) that learning materials can be designed to incorporate both humanistic and linguistic goals.

"If we are to reach peace, then we must teach peace." (McCarthy, 2001, p. 35)

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