War and Peace in the Curriculum

By Ediger, Marlow | Journal of Instructional Psychology, December 2003 | Go to article overview

War and Peace in the Curriculum


Ediger, Marlow, Journal of Instructional Psychology


The author, born in 1927, has lived through the following wars participated in by the United States:

World War Two, 1941-1945

The Korean War, 1950-1953

The Vietnamese War, 1962-1974

The Gulf War, 1991

The Iraq War, 2003

In this article he describe a point of few concerning war and peace.

**********

Wars and rumors of wars seemingly abound and are in the offing. In 1999, the United States bombed Belgrade, Serbia over the rule of Slovadon Milosevich and his acts against the Bosnians, the Croations, and the Albanians. The bombing was for horrible treatment of the later three nations, formerly a part of Yugoslavia together with Serbia. The author served as a teacher and relief worker in the West Bank of the Jordan River 1952- 1954. The Palestinian Arab refugees then numbered approximately one million. Now in 2003, there are four million Palestinian Arab refugees, and the future of these refugees indeed looks bleak with more, no doubt, in the offing.

Negative results of war include (1. an increased number of homeless people (2. destroyed and damaged homes (3. places of business bombed and eliminated (4. remaining land mines in rural areas (5. killed and maimed military men and civilians (6. grieving people over loved ones who have died during a war (7) fear of more war and its aftermath 8) mental illnesses of those who saw the worst possible situations in war, be it as a soldier or a civilian 18. loss of money for education and welfare due to the money going to finance the heavy cost of war (9. redoing a government, domestically, for a defeated nation after a war (10. a lack of aide for a defeated nation coming from the victorious countries.

Generally, during wartime and its aftermath, helpless children of a country under heavy seize suffer the most. However, the parents of children truly suffer equally much when there is no/too little food for starving offspring. Hopelessness Is a major outcome of wars.

Advocates of Intervention in War

There are generally many people in a nation who advocate wars to defeat the enemy. These nations tend to be stronger militarily than their enemy. A possible losing nation in a war hardly would advocate an offense against its enemy. But defensively, all nations tend to fight their foe. Reasons given for an offensive war:

* now is the time for war rather than later on when the enemy has chances to become stronger militarily.

* the enemy nation has weapons of mass destruction which need to be destroyed.

* a regime change is necessary to implement democracy in the enemy dictatorship.

* an alliance is needed to destroy the enemy so that the world knows it is not one nation only, that wants a regime change. However, if this is not possible, then a nation needs to act unilaterally.

* the enemy nation must be totally disarmed by force. Force is the only language which the enemy understands.

* the deadline needs to be established whereby the enemy nation is totally disarmed. The deadline needs to hurry along the earliest date for disarmament, be it reasonable or unreasonable, set by the United Nations. If the United Nations does not agree to setting the date for beginning the war, the dominant nation will go it alone, regardless of public opinion.

* other nations will be told to rebuild the defeated country. Once a nation is defeated, the victor has no responsibility for the defeated country.

* victors in war have always given the good things to people in their society. Pacifists have freedom to protest due to the military's endeavors of obtaining complete victory. They have not been helpful in the war efforts.

* saluting the flag and saying the pledge of allegiance each day helps in showing patriotism.

* each person owes it to his/her country to unite in fighting the enemy.

* indoctrination of others and repeating patriotic slogans in society are important in securing followers in war time. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

War and Peace in the Curriculum
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.