BUILDING PATHS T

O PEACE

The

pra

ctic

e of

pea

ce a

nd r

econ

cilia

tion

is o

ne o

f the

mos

t vita

l an

d ar

tistic

of h

uman

act

ions

. -T

hich

Nha

t Han

h

Jero

ld M

iller

, EdD

Dire

ctor

of T

each

er E

duca

tion

Pro

fess

or

Gra

duat

e S

choo

l of E

duca

tion

San

Die

go, C

A

US

A

jmill

er@

allia

nt.e

du

Alli

ant I

nter

natio

nal U

nive

rsity

San

Die

goSa

n F

ranc

isco

Los

Ang

eles

Mex

ico

Cit

y, M

exic

o

Pea

ce c

anno

t be

achi

eved

thro

ugh

viol

ence

, itc

anon

ly b

e at

tain

ed

thro

ugh

unde

rsta

ndin

g.

Em

erso

n

We'

re w

aitin

g, w

aitin

g on

the

wor

ld to

cha

nge.

We

keep

on

wai

ting,

wai

ting

on th

e w

orld

to c

hang

e

Pea

ce E

duca

tion

Life Skills Education

Life Skills Education

Life Skills Education

Life Skills Education

Global Education

Global Education

Global Education

Global Education

Critical Pedagogy

Critical Pedagogy

Critical Pedagogy

Critical Pedagogy

Conflict Re

solution

Conflict Re

solution

Conflict Re

solution

Conflict Re

solution

Doe

s no

t tea

ch w

hat t

o th

ink,

but

rat

her

how

to th

ink

crit

ical

ly…

Pea

ce

educ

atio

n ha

s m

oved

wel

l be

yond

the

utop

ian

drea

ms

of it

s ni

nete

enth

ce

ntur

y fo

unde

rs to

re

aliz

e ve

ry

prac

tical

ap

plic

atio

ns fo

r th

e co

min

g ce

ntur

y.

SO

CIA

L IN

TE

LLIG

EN

CE

So

cial

Inte

llig

ence

is t

he

esse

nti

al

elem

ent

of

Pea

ce E

du

cati

on

Soc

ial I

ntel

ligen

ce:

•su

ccin

ctly

and

cle

arly

cap

ture

s th

e es

senc

e of

pea

ce

ed

ucat

ion

•by

its

natu

re w

orks

to:

•ch

ange

beh

avio

rs,

•fo

rge

valu

es•

inci

te in

stitu

tiona

l tra

nsfo

rmat

ions

"Lea

der

s o

nly

ch

ang

e b

ecau

se t

hey

eit

her

see

th

e lig

ht

or

feel

th

e h

eat.

"M

artin

Lut

her

Kin

g Jr

.

“BE

TH

E C

HA

NG

E Y

OU

WIS

H T

O

SE

E IN

OT

HE

RS

”G

andh

i

The

bur

den

is o

n P

eace

Pra

ctiti

oner

s to

dis

pel

conf

usio

n an

d co

mm

unic

ate

clea

rly.

–W

e do

this

thro

ugh

our

beha

vior

.

–‘B

e P

eace

’= P

eace

sta

rts

with

me.

Inuk

shuk

Ala

skan

Inui

t wor

d

Str

ateg

ies

for

Tea

cher

s

•B

e A

war

e –

look

for

patte

rns.

Rei

nfor

ce

the

posi

tive

patte

rns,

de

-em

phas

ize

the

nega

tive

patte

rns

•K

now

you

r pe

rson

al

philo

soph

y of

pea

ce

and

educ

atio

n.

(incl

ude

ethi

cs)

•C

lass

room

rul

es–

use

both

pos

itive

and

ne

gativ

e co

nseq

uenc

es

•In

cent

ives

and

af

firm

atio

ns.

•M

odel

the

beha

vior

you

w

ant y

our

stud

ents

to

emul

ate.

Peace i

s n

ot

an a

bsence o

f w

ar,

it i

s a

vir

tue,

a s

tate

of

min

d,

a d

isposit

ion f

or

benevole

nce,

confi

dence,

justi

ce.

Baru

ch

Ben

edic

t de S

pin

oza -

(1632 –

1677 D

utc

h-b

orn

Jew

ish

Ph

ilosoph

er)

CO

NC

LUS

ION

The

thre

e ke

y su

cces

s ar

eas

at th

e he

art o

f the

pea

ce

educ

atio

n in

itiat

ive:

1.pe

ace

educ

atio

n2.

lead

ersh

ip fo

r pe

ace

3.m

odel

ing

peac

e

Do

your

bes

t to

brin

g pe

ace

to th

e w

orld

.

Beg

in w

ith y

ours

elf (

mod

elin

g pe

ace)

, you

r fa

mily

, you

r sc

hool

/wor

kpla

ce, y

our

com

mun

ity, y

our

coun

try.

CY

BE

RB

ULL

YIN

GW

HA

T IS

IT?

�us

e of

info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gies

emai

l, ce

ll ph

one

text

mes

sage

s, c

hat r

oom

s,

inst

ant m

essa

ging

(IM

), s

ocia

l net

wor

king

web

site

s

(mys

pace

/face

book

)

�to

sup

port

del

iber

ate,

rep

eate

d, a

nd h

ostil

e be

havi

or

�in

tend

ed to

har

m o

ther

s (K

eith

& M

artin

, 200

4).

* S

how

Meg

an V

ideo

CY

BE

RB

ULL

YIN

GB

ULL

YIN

G

•D

IRE

CT

•O

ccur

s on

sc

hool

pro

pert

y

•P

oor

rela

tions

hips

w

ith te

ache

rs

•F

ear

retr

ibut

ion

Phy

sica

l, V

erba

l, N

onve

rbal

CY

BE

RB

ULL

YIN

G

•A

NO

NY

MO

US

•O

ccur

s on

/off

scho

ol p

rope

rty

•G

ood

rela

tions

hips

with

teac

hers

•F

ear

loss

of t

echn

olog

y pr

ivile

ges

•M

ore

diffi

cult

to d

etec

t tha

n bu

llyin

g

•E

mot

iona

l rea

ctio

ns c

anno

t be

dete

rmin

ed

{McK

enna

& B

argh

, 200

4; Y

barr

a &

Mitc

hell,

200

4}

Cyb

erbu

lly R

esea

rch

Tea

m

Tea

mLe

ader

: D

r. J

erol

d M

iller

•T

aylo

r C

orso

•Je

nny

Cra

wfo

rd•

Car

l Fea

ther

ston

•Li

ndsa

y G

rom

ula

•B

rian

Ingi

no

•R

osan

a P

uric

elli

•C

hris

Rog

ers

•D

ina

Saa

b•

Chr

istin

e S

eroc

hi

CY

BE

RB

ULL

YIN

G S

TA

TIS

TIC

S

*Tak

en f

rom

an

i-S

AFE

Am

eric

a su

rvey

of

stud

ents

nat

ionw

ide.

(200

6)

Affe

cts

65-8

5% o

f kid

s in

the

core

gro

up d

irect

ly o

r in

dire

ctly

thro

ugh

clos

e fr

iend

s

CY

BE

RB

ULL

YIN

G S

TA

TIS

TIC

ST

able

1P

erce

ntag

es o

f stu

dent

s ex

perie

ncin

g cy

berb

ully

ing

Jero

ld M

iller

M

ay 1

5, 2

008

82.8

58.3

Aw

are

of

Cyb

erbu

llyin

g

12.2

%9.

5%E

ngag

ed in

C

yber

bully

ing

20.7

%16

.3%

Cyb

erbu

lly

Vic

tim

Fem

ale

Mal

e

CY

BE

RB

ULL

YIN

G S

TA

TIS

TIC

S

Jero

ld M

iller

M

ay 1

5, 2

008

Less

Har

mfu

lA

bout

the

Sam

e

Mor

e H

arm

ful

051015202530354045

% o

f Stu

dent

s

12

3

Sev

erity

Tab

le 2

: C

yber

vs.

Phy

sica

l Bul

lyin

g Sho

w C

ouric

Vid

eo

CY

BE

RB

ULL

YIN

G"I

f I fi

nd y

ou, I

will

bea

t you

up,

" on

e m

essa

ge r

ead.

Frig

hten

ed, M

icha

el b

lock

ed

thei

r IM

add

ress

es b

ut d

idn'

t tel

l his

par

ents

fo

r tw

o w

eeks

. "It

scar

ed m

e,"

he r

ecal

ls. "

It w

as th

e fir

st ti

me

I was

bul

lied.

“

"The

per

son

was

pre

tend

ing

it w

as m

e,

and

usin

g it

to c

all p

eopl

e na

mes

," th

e 14

-yea

r-ol

d S

eattl

e st

uden

t sai

d. "

I nev

er

foun

d ou

t who

it w

as.“

In J

une

2003

a tw

elve

-yea

r-ol

d Ja

pane

se

girl

kille

d he

r cl

assm

ate

beca

use

she

was

an

gry

abou

t mes

sage

s th

at h

ad b

een

post

ed a

bout

her

on

the

Inte

rnet

.

Can

adia

n te

enag

er D

avid

K

nigh

t’s li

fe b

ecam

e he

ll w

hen

a gr

oup

of h

is s

choo

l m

ates

est

ablis

hed

a “H

ate

Dav

id K

nigh

t”w

ebsi

te a

ndpo

sted

den

igra

ting

pict

ures

an

d ab

use

and

invi

ted

the

glob

al c

omm

unity

to jo

in in

th

e ha

te c

ampa

ign.

At o

ne E

lem

enta

ry

Sch

ool i

n F

airf

ax, V

a.

Last

yea

r, s

ixth

-gra

de

stud

ents

con

duct

ed a

n on

line

poll

to d

eter

min

e th

e ug

liest

cla

ssm

ate,

sc

hool

offi

cial

s sa

y.

Sho

w p

rose

cutio

n vi

deo

CO

NC

LUD

ING

TH

OU

GH

TS

A N

eed

For

:

�A

bet

ter

unde

rsta

ndin

g of

wha

t cyb

er b

ully

ing

is

�A

ddre

ssin

g ap

prop

riate

com

pute

r pr

otoc

ol v

ia th

e sc

hool

s’cl

early

def

ined

an

d sy

stem

atic

ally

impl

emen

ted

polic

ies

and

actio

n pl

ans

�S

yste

mat

ic, t

hera

peut

ic r

espo

nses

, not

isol

ated

dis

cipl

inar

y re

actio

ns

�P

reve

ntio

n m

easu

res

that

are

com

preh

ensi

ve a

nd s

yst

emic

in a

ppro

ach

�C

omm

unic

atio

n by

stu

dent

s, c

ouns

elor

s, te

ache

rs, a

dm

inis

trat

ors,

pare

nts

�C

hang

e ne

eds

to c

ome

from

all

leve

ls a

nd g

rade

s:

Indi

vidu

alC

lass

room

Sch

ool c

ultu

re ‘Dem

ystif

ying

and

Dee

scal

atin

g C

yber

Bul

lyin

g’B

arba

ra T

rolle

y, P

h.D

. CR

C

Con

nie

Han

el, M

.S.E

.d&

Lin

da S

hiel

ds, M

.S.E

.d.

Fin

al C

omm

ents

Que

stio

nsR

espo

nses

Jero

ld M

iller

, EdD

Alli

ant I

nter

natio

nal U

nive

rsity

Gra

duat

e S

choo

l of E

duca

tion

1045

5 P

omer

ado

Rd.

San

Die

go, C

A

US

A

AT

TN

: Dr.

Mill

er

jmill

er@

allia

nt.e

du