1. Peace Education: An Ecology

2. Ecology in the classroom: Theory and Practice Theory: Approaching social problems, such as peace education from a complex systems theory approach makes it possible to bridge some theoretical and political gaps. Ex: Individuals  Society

3. Ecology in the classroom: Theory and Practice Practice: People are more apt to be open to peace education if it is connected with their lives in a direct way. They need to see what they have at stake. This moves peace education out of the realm of moral exhortation, and into everyday experience.

4. What are Systems?  An arrangement of parts that interact.  Systems have boundaries, but most systems are open.  They tend to resist change.  Changes in a system produce unintended consequences.  They have emergent properties.  Systems are dynamic in that they affect and are affected by other systems:

5. Why an Ecological Approach?  Complex problems that involve helping many actors see the big picture.  Recurring problems that have been made worse by past attempts to fix them.  Problems that affect many things.  Problems whose solutions are non-obvious.

6. Old Paradigm: Reductionism This involves breaking things down into their component parts. Little emphasis on how one thing relates to another. Although useful and important, you miss some crucial things.

7. What you’re missing The Big Picture. History: Past, Present and Future. Relationships.

8. Ecological Class Activities Thinking systemically exercises/lectures: Human potential. Milgram’s Letter experiment. Plastic bottle example. Story of Stuff.

9. Results  Less resistance to ideas about peace education.  More awareness of interconnected nature of peace.  Some emotional stake.  Better writing and willingness to think more deeply about these peace.  Challenge to consumerism, etc.