ABSTRACT
Teaching peace and war is an inherently normative exercise. These normative commitments, however, are not uniform. Even those of us who are committed to making the world more peaceful and less violent often disagree about how to get there. Peace educator Betty A. Reardon argues that taking responsibility is the essential active peacemaking capacity in her classic Comprehensive Peace Education. She identifies two aspects of responsibility: responsibility for our complicity in systems of violence, and responsibility to the other. Moreover, as models of peace pedagogy, both share a common goal that students, paraphrasing Ian M. Harris, not only learn about peace but learn for peace. The goal of teaching is that students are transformed: whether by deepening their understanding of commitments already held or revising their commitments in light of new information. All teachers regardless of institutional context or subject location set the terms of the teaching environment.
