about conflicts. This means the valuesin the culture are discussable… relation-ships, the role of authority, how theteachers relate to each other and thestudents. You have to teach responsi-bility through allowing relevant decision-making, through dealing with realproblems in the school.”

At the Mission Hill School inBoston, veteran educator, author, andprincipal Deborah Meier recognizes

ELISE BOULDING HAS DEFINED a cultureof peace as a place that is “safe for con-flict.” But as American schools becomepoints of intersection for an unprece-dented diversity of cultures, religions,and social issues, making those schools“safe for conflict” has proven to be adifficult task. In the past 10 years,many schools have become less peacefuland more susceptible to communitytensions, intergroup conflict, and outra-geous acts of violence. Perhaps the timehas come to make conflict resolution anintegral part of American education.

According to Linda Lantieri of theResolving Conflict Creatively Program(RCCP) [see Guest Interview, page 6],conflict resolution begins with basicskills like active listening or expressingviews without judgment. However, as

N E W S L E T T E R : S P R I N G / S U M M E R 2 0 0 2 : N U M B E R 1 9

Boston Research Centerfor the 21st Century

Inside:

Director’s Message ......................page 2

Legacy of John Dewey..................page 3

Guest Interview ..........................page 6

Fannie Lou Hamer Lecture ........page 8

Book Talk ..................................page 14

HUMANISTIC EDUCATION: THE VALUE OF INQUIRY

continued on page 10

IN THE INTEREST OF ENCOURAGING dialogue oneducation reform, the BRC and the Center forDewey Studies cosponsored a public forum at theHarvard Graduate School of Education (HGSE)on May 1, 2002, entitled Humanistic Education:Beyond the Traditional/Progressive Debate. The gath-ering drew on the wisdom of several educationalphilosophers, including John Dewey (1859-1952),Paulo Freire (1921-1997), and TsunesaburoMakiguchi (1871-1944).

Participants included Larry Hickman, directorof the Center for Dewey Studies, Southern IllinoisUniversity Carbondale; Nel Noddings, Lee L. Jacks

continued on page 4

IS IT TIME TO TEACH CONFLICTRESOLUTION IN THE SCHOOLS?

......................

......................

co-founder and national director of the RCCP, Lantieri sees the limits of a skills-only approach. In order to beeffective, she warns, these skills must be learned and lived by everyone in the school community.

“You have to go deeper than conflictresolution. It needs to become valueeducation that moves people to com-passionate action and social justice,” shesays. “At its best, RCCP becomes partof a culture of how we do business.”

Hugh O’Doherty, a conflict resolu-tion expert from Northern Ireland cur-rently with Harvard University’s John F.Kennedy School of Government, agrees:“The best way is not to teach conflictresolution but to make the school aplace that inherently promotes learning

Arab and Israeli teenagers get to know one anotherat the Seeds of Peace Summer Camp in Maine.

Save the Date!

BRC FORUM

Compassion and Social HealingSUNDAY, SEPTEMBER 22, 2002Watch for flyers this summer!

A distinguished panel consid-ered the need for more publicdiscourse on the purpose ofeducation.

In a recent column in the India Times, BRC founder Daisaku Ikeda observed, “It has

become clear that lack of progress on the interlinked issues of environmental destruction

and poverty is not due to lack of knowledge, technology, or even funds. It is fundamen-

tally due to a lack of motivation and compassion, not only for other human beings and

for future generations, but for all life.” He urges that each of us challenge this situation

by renewing faith in our own ability to have a positive impact. To underline the dra-

matic social potential of personal change at the darkest of times, the BRC founder points to the policies of genuine

humanism that emerged centuries ago under the rule of the great Indian emperor Ashoka after he underwent a

profound inner transformation.

King Ashoka’s transformation was triggered by, in Ikeda’s words, “intense revulsion and remorse at the bloodshed

and slaughter of his conquest of a neighboring state.” As we read the news every day of horrifying terrorist attacks

and sweeping state-sponsored counterattacks, no doubt many of us are experiencing some of the same revulsion felt

by Ashoka. The question is: Can we plumb the depths and find within us a deeper compassion for the sufferings

of others, a greater motivation to tackle the social problems at the root of these sufferings?

To deepen our understanding of how such transformation can occur through dialogue, BRC is joining with

Judith Thompson, co-founder of Children of War, to host a forum this fall that will explore the internal

dynamics of compassion as it arises in the process of social healing. I hope you will join us. Please contact BRC

events manager Beth Zimmerman (bzimmerman@brc21.org) to be sure your name is on our list to receive a flyer.

The Center’s spring season has been coming up “Dewey.” In marking the half-century memorial of the father

of modern education, we have joined with the Center for Dewey Studies and other collaborating institutions to

sponsor two seminars and a lecture. See below for details on ordering a comprehensive report on these activities.

Our Dewey series has been an auspicious beginning for the Center’s new focus on education. The goal of our

education work will be to promote a fundamental shift: from a zero-sum-based educational system to a caring

alternative. Our next book project, tentatively entitled A Test of Character: Educating Global Citizens in

America, will offer practical resources to teachers. We are delighted that educational philosopher Nel Noddings,

noted for her landmark work on moral education and the feminist ethics of care, has agreed to serve as editor.

As Linda Lantieri observes in this issue’s guest interview, there is hope to be found in the immediate response

many people had to the terrorist attacks of September 11th. They chose to seek “community and connection” by

congregating together, holding vigils, joining in prayer. This newsletter is our invitation to greater community,

deeper connection. I hope you find inspiration in these pages during a difficult time for the world.

2

.

.

.

.

.

.

FR

OM

T

HE

D

IR

EC

TO

R

Virginia Straus, Executive Director

The report of the JOHN DEWEY HALF-CENTURY MEMORIAL SEMINAR AND LECTURE SERIES

will be available in mid-June for $5 plus S&H. To order your copy, please contact the BRC

Publications Department at 617-491-1090, Ext. 234, or via email at pubs@brc21.org.

3

.

.

.

.

.

.

THIS YEAR, 2002, marks the fiftiethanniversary of the death of JohnDewey. A native of Burlington,Vermont, Dewey was born onOctober 20, 1859. He died at hishome in New York City on June 1,1952. His long life spanned the yearsfrom America’s first oil well to thefirst test of the hydrogen bomb, fromthe publication of Darwin’s Origin ofthe Species to the first mass marketingof the birth control pill, and fromPresident James Buchanan toPresident Dwight D. Eisenhower.

On the occasion of his 90th birthday, the New York Times hailedDewey as “America’s philosopher.”But it was, perhaps, historian HenrySteel Commanger who expressedDewey’s relationship to American lifemost trenchantly: “Dewey,” he wrote,“was the guide, the mentor, and theconscience of the American people; itis scarcely an exaggeration to say thatfor a generation no issue was clarifieduntil Dewey had spoken.”

On the academic stage, Deweyexcelled in three professional fields:philosophy, psychology, and education.In the public arena, he was amongthe founders of the American CivilLiberties Union and the NationalAssociation for the Advancement ofColored People (NAACP). He was an active member of the New YorkTeachers Union and an ardent sup-porter of the women’s suffrage move-ment. His publications, now availablein a critical edition of 37 volumes,ranged from highly technical books onlogic to essays in popular magazines.

Dewey thought that the goal oflife was the growth of “intelligence,”which he understood as the primarymeans by which organisms adapt tochanging environmental conditions.He thought that the exercise of intel-ligence, or what he called “mind,” iswhat allows all of us—children, ado-lescents, and adults alike—to establisha firm footing between the pushes ofhabit and tradition and the pulls offuture possibilities. He thought itessential that everyone be involved ina lifelong curriculum whose goal isthe development of mind. Becauseenvironing conditions are in constantchange, he argued, growth can onlybe achieved by continual readjust-ment. In other words, he urged thateach of us be “value creators,” to borrow a phrase from one of Dewey’scontemporaries, the Japanese educatorand philosopher TsunesaburoMakiguchi.

In his 1897 essay “My PedagogicCreed,” Dewey summed up his ideasabout education. “I believe,” hewrote, “that the only true educationcomes through the stimulation of the[learner’s] powers by the demands ofthe social situations in which he findshimself. Through these demands he is

stimulated to act as a member of aunity, to emerge from his originalnarrowness of action and feeling andto conceive of himself from the stand-point of the welfare of the group towhich he belongs.” In Dewey’s view,then, learning is much more thansimply a preparation for living. It is aprocess of living whose goal is thegrowth of individuals and institutionsin ways that will allow them to partici-pate fully in a life that is free anddemocratic.

Ultimately, religious experience is,in Dewey’s view, a necessary part ofsuch a life. The goods of life are notgiven to us fully formed, but dependupon our active effort for their growthand development. If our effort is tobe intelligent, it must negotiate a cre-ative compromise between the actualand the ideal. Where there is enthusi-asm for such activities, where there isa “unity of all ideal ends arousing usto desire and actions,” said Dewey,there is religious experience.

Dewey thus recast the traditionalrelationship between science and reli-gion, which he viewed not as adver-sarial but as complementary. Working

together, he argued, science and reli-gion can establish platforms on whichwe can build a common faith, a faithfor all humankind. If our cultureaccepts his challenge, the rewards mayprove incalculable. But if our cultureturns away from Dewey’s vision toembrace authority, superstition, orunexamined custom, the results mayprove a disaster. This was the kernelof Dewey’s message and it is his last-ing legacy.

—Larry HickmanDirector, Center for Dewey Studies

......................

COMMENTARY

THE LASTING LEGACY OF JOHN DEWEY

Dewey thought that the goal

of life was the growth of

“intelligence,” which he understood

as the primary means by which

organisms adapt to changing

environmental conditions.

DAISAKU IKEDA’S ANNUAL PEACE

PROPOSAL typically urges internation-al cooperation, cross-cultural under-standing, and care for the global environment. This year, the presidentof Soka Gakkai International (SGI)frames these, and many other, concerns within the context of theterrorist attacks of September 11,2001, which, he says, “have cast adark shadow over the world.”

Ikeda’s proposal emphasizes long-term solutions to the threat of globalterrorism, a threat which, he believes,cannot be eliminated merely through“hard power” methods of militaryforce. “Ultimately, it is rooted in awide range of social, economic, andpolitical issues that demand a con-certed response from the international

community,” he says. With that inmind, he proposes solidarity amonginternational institutions in order toenforce international law in keepingwith his view that these and all terrorist attacks are “criminal acts.”He also urges all nations to strength-en and participate in the InternationalCriminal Court (ICC) and otherglobal institutions.

His analysis also speaks to theabsence of an “internalized other”revealed by the terrorist attacks. “It isthis utter and complete numbness tothe suffering, sorrow, pain, and griefof their fellow humans that enabledthe terrorists to commit acts of suchunspeakable brutality,” he says. Ikedafurther explains the dangers of this“numbness”: “It is far from easy to

engage in meaningful dialogue in thisclimate, for it is the consciousness ofan internalized other that gives life todialogue.”

As a means of creating this con-sciousness, the core of the 2002 PeaceProposal offers a discussion focusedon the “Humanism of the MiddleWay” which recognizes “positivepotentials” in all people. These poten-tials grow out of the Ten Worldsexisting in all persons at all times,regardless of their life condition of the moment: hell, hunger, animality,anger, humanity, rapture, learning,realization, Bodhisattva, and enlight-enment. Through an understandingof these concepts, Dr. Ikeda believesthat “it is always possible to find anopening toward an avenue of genuinecommunication.”

To order a complimentary copy of the 2002 Peace Proposal entitled“The Humanism of the Middle Way—Dawn of a Global Civilization,”please contact the BRC or go to:www.sgi.org/english/sgi_president/works/peace/peace02.htm.

4

.

.

.

.

.

. “Nothing in life is to be feared. It is only to be understood.” —MARIE CURIE

PRESIDENT IKEDA’S 2002 PEACE PROPOSAL

RESPONDS TO SEPTEMBER 11, 2001.....................

Humanistic Educationcontinued from page 1

Professor of Child Education Emerita,Stanford University; and MonteJoffee, principal of The RenaissanceCharter School in Bronx, New York.Ted Sizer, chair of the Coalition ofEssential Schools and former dean ofHGSE, moderated the event.

Among the key issues thatemerged was the question of how toinfuse public discourse with a sense of inquiry. As one member of theaudience observed, public discoursewas not encouraged in the 1930s, yet both Dewey and Makiguchitaught their students to ask questions.The panel agreed that we might learnfrom their work today in order toeducate American citizens.

Noddings spoke of the importanceof an ethical commitment to inquiryas advocated by Charles Sanders Peirce(1839-1914), adding that “we’re livingin an age where there is no talk aboutthe aims of education. It is assumedthat we know what the aims are.” She also pointed out that “We usuallyhave critical thinking as an aim butwe don’t encourage students to usecritical thinking on critical matters.”

On Dewey’s view that “educationmust be conceived as a continuousreconstruction of experience,”Hickman explained that Dewey wasalways interested in engaging studentsaround a problem so that they could work out a solution with theresources they had. “Dewey’s idea isthat one finds ways for students to

communicate around problem-basedissues,” he said.

Joffee suggested that the chaos ofthe twentieth century had called theconcept of “fundamental reason andfundamental understanding” intoquestion. “In order to restore dis-course, there needs to be training andpatience,” he said. In the meantime,he offered Makiguchi’s concept of“humanitarian competition” as ameans of pulling ourselves out of an era of confusion and inequity byencouraging students to say to them-selves, “No matter what, I’m going to thrust myself into a socially richcontext and try to create value there.”

For an in-depth summary of the discussion forum, please go towww.brc21.org/events02.html.

5

.

.

.

.

.

.“Knowing is not enough; we must apply. Willing is not enough; we must do.” —GOETHE

Earth Charter to be Presented at the World Summit onSustainable DevelopmentSeptember 2-11, 2002, inJohannesburg, South Africa

This United Nations Summit will bea gathering of governments, UnitedNations agencies, multilateral finan-cial institutions, NGOs, and majorgroups who will come together toassess global change since the historicUnited Nations Conference onEnvironment and Development (Rio Earth Summit) of 1992.

The United Nations Commissionon Sustainable Development (CSD)is serving as the central organizingbody to the Summit. The agenda willbe set through a collaborative processthat will include the participation of civil society and input from thenational levels flowing into a series ofsub-regional and regional gatheringsand “eminent persons roundtables.”Input from the Secretary-General ofthe United Nations and a meeting of the International Eminent PersonsRoundtable will further shape theagenda.

To find out more about the World Summit or to add your voiceto this important meeting by endors-ing the Earth Charter, please go towww.earthcharter.org.

A Quiet Revolution

Soka Gakkai International is the primary sponsor in the production of an informative video created for the Rio+10 World Summit onSustainable Development. The 30-minute film is entitled “A QuietRevolution,” and takes a global viewof how issues of human and ecologi-cal security are related. The film is

narrated by actress Meryl Streep and co-produced by the UnitedNations Earth Council and ArdenEntertainment. Director Cory Taylorwon the award for “Best Presentationof a Witness on Ecological Problemsin Different Parts of the World” atthe 8th International ENVIROFILMawards ceremony in May. To order,please send a check for $15 made out to “Earth Council” and specifyformat: NTSC (U.S.A.) or PAL(Europe). Please send your order to:Earth Council Foundation USA-Maximo Kalaw Memorial Fund,2100 L Street, NW Suite 100,Washington, D.C. 20037.

Community Earth SummitsThroughout the U.S. inSeptember 2002

The next Earth Charter CommunitySummits are scheduled for September28, 2002, and will again link citiestogether by satellite to foster theimplementation of the Earth Charterand promote a Declaration ofInterdependence. To order videos ofthe 2001 Earth Charter CommunitySummits, receive a national newsletteron the Earth Charter CommunitySummits, or access informationabout how your city can participate,please contact the Institute for Ethics & Meaning at 1-888-Let’sCare (538-7227).

Earth Charter and Education

The Earth Charter Secretariat hasestablished an Advisory Committeeunder the leadership of BrendanMackey, director of the EC EducationProgram, to guide the development of educational programs and materi-als. Curriculum Stimulus Materials

are now available online and willgradually be developed into a full curriculum. In the meantime, teach-ers who already use the Earth Charteras a curriculum resource are encour-aged to contribute to a TeachingResources Archive by filling out asimple form online at www.earthcharter.org/education/resources.htmor by emailing a detailed descriptionof their project to brendan.mackey@anu.edu.au.

EARTH CHARTER UPDATE

ON THE WAY TO ENDORSEMENT…......................

This parade of Earth Charter supporterstook place in Shelburne Farms, Vermont,in September 2001.

IN MEMORIAM

Maximo T. KalawMAY 21,1939 - NOVEMBER 2,2001

• Architect of PhilippineEnvironmental Movement

• Executive Director of the Earth Council 1996-2000

• Director of the National Council for SustainableDevelopment 2000-2001

• Friend of Freedom for All of Humanity

P

You have said that “my professionallife is my calling.” When did you firstrealize this and what have youlearned about responding to a call?

I have always felt that my life hadsome deeper meaning and purpose toit. Even when I began teaching inEast Harlem in 1968, I felt that myprofessional life was my calling. I alsofelt that when I became an assistantprincipal and then became director ofa middle school in East Harlem, andlater when I began teaching at HunterCollege. I consider it a great blessingthat my vocation—my voice in theworld—and my avocation, that whichcalls me, have never been separated.

How do you think your inner selfdeveloped so that it could speak toyou so clearly?

I grew up in a faith-based home. Bynineteen I was a daily meditator andam to this day. There was a part ofme that decided early on that myinner life was important and neededto be nurtured.

I also have a capacity to see theday-to-dayness of things in the pre-

sent but also see how the day-to-daycontributes to a bigger vision. I lovethe quote of Martin Luther King, Jr.,that I have in my office: “Keep youreyes on the prize and carry on.” Thatcomes fairly naturally to me, eventhough I’ve been shaken a bit by theevents of September 11th. My officeis in Ground Zero, which has becomethe new neighborhood name, and Isee the devastation around us on adaily basis.

In your book entitled “Waging Peace,”you state: “Our society needs a newway of thinking about what it meansto be an educated person.” What doyou mean by that and does your newdefinition include the capacity to con-nect the details to a larger vision?

The way we have been educating our young people is not necessarilypreparing them for today’s world.Our vision of an educated person isprimarily connected to the details ofintellectual competency, academicdevelopment, and high test scores.We have to expand this if we aregoing to prepare young people for the

twenty-first century that they’re inand for the dilemmas they are goingto face as world citizens. For me,being an educated person includesmuch more than our intellectualdevelopment. Daniel Goleman gaveus a glimpse of that in his ground-breaking book, Emotional Intelligence.He calls it “EQ,” which stands for“emotional quotient,” and he definesEQ as a way of describing our inter-personal skills, such things as integrityand empathy. I would suggest thatthese skills, which relate to our heartand our inner life, may be as impor-tant as IQ for success in our personaland public lives.

The point is that while youngpeople may be measured on standard-ized tests and while they may even dowell on those tests, they may still notbe prepared for the tests of life. Rightnow, we have a system of educationthat is not educating young peoplefor putting our lives and our actionsin a wider and richer context.

As we enter a new era of educationreform with the recently signed reau-thorization of the Elementary andSecondary Education Act, we enter anintensified environment of accounta-bility. Where do you stand on thestandards debate and how do youfeel about the annual testing that willsoon be required by law for everychild every year in reading and math,grades 3 to 8?

We’re definitely in a challenging timein education and we want our youngpeople to be more successful, but thenew legislation is based on a short-sighted vision. We’re making a dramaticequation here: academic achievementand school success = standardizedtesting.

6

.

.

.

.

.

.

GU

ES

T

REDEFINING THE PURPOSE OF EDUCATIONWITH LINDA LANTIERI

......................I N T E R V I E W

LINDA LANTIERI is an activist, educator, author,

and internationally known expert in social and

emotional learning. She is co-founder, with Tom

Roderick, and founding director of the Resolving

Conflict Creatively Program (RCCP) of Educators

for Social Responsibility. Lantieri has been a

Fulbright Scholar and Fetzer Fellow. Her recent

publications include Waging Peace in Our

Schools with Janet Patti (1998) and the editing of

Schools with Spirit: Nurturing the Inner Lives of

Children and Teachers (2001), both published by Beacon Press. Lantieri spoke

with BRC publications manager Patti M. Marxsen about how education must

change in the 21st century.

I’d like to add that I don’t thinkthat explicit standards are bad. Myconcern is the assumption that we canmeasure what we need to know wellthrough testing and standardization.And then the wider vision of educa-tion—which includes educatingyoung people’s hearts and spirits—goes to the back burner. We are miss-ing the awareness that emotional,social, and spiritual development areclearly connected to academicachievement.

What we need, in general, is analternative way of assessment, wherewe are being held accountable for ahigher form of learning. We needstandards that stress the importanceof demonstrating the kind of compe-tencies of mind and heart that can be publicly reviewed. This is part ofwhat I’m working on now, helping to develop standards in the field ofsocial and emotional learning.

What would some of those standardsbe?

The standards we’re talking about arestandards that have to do with identi-fying one’s emotions, managing one’semotions, and then seeing how thoseemotions can effectively help to prob-lem solve. Those are the concepts, butwithin those concepts are skills: Canthe young person actively listen? Isthe student able to say what s/he needsand feels by using an “I” message with-out putting the other person down?

And then there are skills in the areasof diversity and bias-awareness. Ouryoung people need to be aware ofprejudice and discrimination but theyalso need to have the skills to interruptthat prejudice and discrimination.

You are well-known as the co-founder,with Tom Roderick, of the ResolvingConflict Creatively Program (RCCP), aprogram now established in over 400American schools under the auspicesof Educators for Social Responsibility(ESR). What motivated you to create

this program and has it become whatyou envisioned in the beginning?

I started as a classroom teacherand then an administrator at the elementary and middle school level. By the time I went to work at theCentral Board of Education in NewYork in the early 1980s, I began tosee some troubling signs that otherswere seeing as well. Kids were comingto school more angry, more troubled,more depressed, and more impulsive.Very soon after these trends wereidentified, we began to have thenationwide crisis of youth violence in the schools that we all saw escalatein the 1990s.

RCCP started in 1985 as a pre-ventive measure. But from the begin-ning, we believed that schools shouldbe places that help people developintellectual competency and, at thesame time, address other things thatinfringe on learning. We could see theimportance of not only addressingemotional and social development,but nurturing it in much more con-crete ways than we had done in thepast. If we did that, we thought wemight even see an improvement inacademic ability.

What have you learned through thiswork?

We’ve learned so many things. I knowwe have contributed to creating morenonviolent young people, many ofwhom are now adults who will beable to solve problems—even worldproblems—without resorting to vio-lence. I’m also happy to say that wenow have one of the largest researchstudies in the field of conflict resolu-tion encompassing over 5,000 youngpeople in which we learned thatyoung people who had a substantialnumber of lessons in the RCCP cur-riculum were able to be less violentand more caring. But what we alsofound out is that those young peopledid better on their standardized mathand reading tests. So not only have

we observed successes in the inspiringthings we’ve seen happening aroundus, but we also have scientific evi-dence that tells us there’s a strong linkbetween social and emotional learningand academic achievement. [See stud-ies by J. L. Aber, J. Brown, and C. C.Hendrich (NY: Columbia University,1999) Joseph L. Mailman School ofPublic Health, National Center forChildren in Poverty.]

What I didn’t envision is how long it would take for the exceptionto become the rule. Four hundredschools out of over 90,000 schools inthe United States is a very small dropin a very big ocean. What I hopedwas that, by now, we would makesome bigger steps in the direction of a more integrated approach to educa-tion. What I’m seeing instead is avery simplistic view of what we needto know to tell us we’re successful inour schools.

Does that make you feel that yourwork has been unsuccessful?

Not necessarily unsuccessful, but Ithink we do need to shift to moreadvocacy and education directed atthe general public. Clearly, it’s thegeneral public of parents and citizensin general who shape what schools aredoing, not to mention the world ofbig business. That’s where we need todo more work

What are some of the basic skills that can be acquired that parents andothers need to know about?

7

.

.

.

.

.

.

continued on page 12

We are missing the awareness that emotional, social, and

spiritual development are clearlyconnected to school success.

......................

“My country is the world, and my religion is to do good.” —RALPH WALDO EMERSON

8

.

.

.

.

.

. “Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity.” —MARTIN LUTHER KING, JR.

important when it is grounded inthese values,” she added.

Assembled in the lecture hall was alarge gathering of leaders and activistsin the struggle for freedom, peace,and justice, each one eager to paytribute to the memory of Fannie LouHamer (1917-1977), a pre-eminentvoice in the struggle for economicjustice and civil rights in the JimCrow South. Fannie Lou Hamer’slong-time friend and co-worker in the Freedom Movement, RosemarieFreeney-Harding, reflected on the life of the woman most people knewas Mrs. Hamer.

“A tenant farmer from theMississippi Delta, Mrs. Hamer was a master organizer, grassroots humanrights worker, and spokesperson formany millions of Americans whoseclaims to full citizenship in this coun-try were viciously and systematicallydenied,” said Freeney-Harding, whocurrently serves as co-chair of theVeterans of Hope Project based at theIliff School of Theology in Denver.She spoke of Mrs. Hamer’s warmth,humor, and compassionate wisdom as she reminded her listeners of themany times Fannie Lou Hamer wasbeaten “with deathly fervor” because

AN AIR OF CELEBRATION marked theFebruary launch of The Women’sLecture Series on Human Values,cosponsored by The Wellesley Centersfor Women and the Boston ResearchCenter for the 21st Century. BRCexecutive director Virginia Straussummarized the motivation for thelecture series in her welcomingremarks when she said, “This seriesbrings together two major streams of the BRC’s work which parallel the work of the Wellesley Centers:women’s leadership and the ethics of care.” Straus went on to stress theneed for “feminine” values of cooper-ation, heart, and spirit to come to the fore as society struggles for peaceand justice in the twenty-first century.“We believe women’s leadership is

of her actions for social justice. Whatshe stressed was this: Mrs. Hamer’sgreat spirit was never broken.

One of the ways that the Freedomworkers encouraged each other was in the singing of songs of the move-ment. “They made it through thehorror of the ordeal by using theirvoices to transform the atmospherearound them from one of fear andviolence created by their jailers to oneof persistent courage and active faith,”Freeney-Harding remembered.

In a moving tribute to Fannie Lou Hamer, members of the audiencestood and joined together to sing oneof Mrs. Hamer’s favorites, “This LittleLight of Mine,” led by Mrs. Hamerherself in a recording. The refrain,“This little light of mine, I’m gonnalet it shine,” created the perfect segueto activist Linda Stout’s lecture,“Social Justice in the 21st Century:What’s It Going to Take?”

Stout, author of Bridging the ClassDivide and Other Lessons for GrassrootsOrganizing, former director of thePiedmont Peace Project, and projectdirector of Spirit in Action, spoke of the importance of mentors. Shesingled out Septima Clark, co-founder of the Southern ChristianLeadership Conference CitizenshipSchools, as her own inspiring mentor.“Septima Clark was one of the mosteffective leaders in the Civil RightsMovement and she became my men-tor, pushing me to do things I wouldnot have ordinarily done,” Stoutexplained. But, Stout confided, hermentor believed that “the movementwould have been more successful ifthey had allowed more women inleadership roles.”

Stout, a well-known proponent of grassroots revolutionary change,acknowledged the impact of powerfulcoalitions for change, including thewomen’s movement, labor movement,peace movement, and environmentalmovement. “We have to build a new,

......................

THE LEGACY OF AMERICAN HEROINES:

THE FANNIE LOU HAMER LECTURE ON ECONOMIC JUSTICE

Linda Stout

Veterans of Hope — The Veterans of Hope Project is a multifaceted initiative

on religion, culture, and participatory democracy based at the Iliff School of

Theology and co-chaired by Rosemarie Freeney-Harding and Vincent Harding.

Through educational videos of social activists, curriculum development work-

shops, cultural events, and community forums, this project seeks to reach into

classrooms and communities with its inspiring message. For further information,

contact Rachel Harding at 303-765-3194 or via email at vohproject@iliff.edu.

9

.

.

.

.

.

.

AT HER FANNIE LOU HAMER

MEMORIAL LECTURE, Linda Stoutreported on her work with theNational Listening Project, whichfound that activists around the U.S. share a common desire for aunified positive vision that willattract more people to our move-ments. How can feminism con-tribute to such a vision, especiallywith regard to economic change?

Generally, feminist economicactivism falls into two main categories: Equal OpportunityFeminism and DifferenceFeminism. Equal OpportunityFeminism has sought women’sequality with men, especially inoccupations and earnings, arguingthat the sexes are essentially similarand should be treated as such.Difference Feminism has arguedthat the sexes have distinctly differ-ent qualities and abilities, and seeksgreater valuing of uniquely femi-nine characteristics, especially byrewarding underpaid or unpaid caring work. While each approachhas brought important gains, neither has led to the wider socialand economic transformation thatmany early feminists envisioned.

However, over the past twodecades we have seen a new kind

of feminist economic vision andactivism emerging which we callIntegrative Feminism. This visionintegrates and transcends these twopositions and offers the promise ofdeeply transforming individuals ofall races and classes as well as eco-nomic roles and institutions.

Integrative Feminism grows outof the increasing prevalence of inte-grative individuals. These are peopleof both sexes who value and seek tocombine the best of both masculineand feminine qualities: self-care withcaring for others, independence withinterdependence, and paid withunpaid work. They realize that car-ing for others without independencecreates subordination, and that self-assertion without concern for othersleads to the oppressive hierarchy andcompetition which dominate ournational and global economic system.

Integrative Feminism says thatboth men and women have thepotential to be caring and compas-sionate. It also challenges economicinstitutions and practices to becomemore egalitarian, cooperative, caring, and democratic. IntegrativeFeminism values unpaid caringwork, combined with paid work, as activities for both sexes; asserts

unified movement for transformativesocial change,” she urged. “It is nolonger enough for the incrediblenumber of organizations at work forjustice and peace to work apart fromeach other.”

Based on the findings of theListening Project, an initiative of thePeace Development Fund, Stout iden-tified three key areas necessary tobuilding a winning movement fortransformational social change: • A shared vision of what we are

trying to build; • New ways to communicate and

connect with each other; • An acknowledgment of “spirit,” of

a connection to something greaterthan ourselves.

Stout described a recent successfor Spirit in Action, in which shespearheaded an initiative to bringmedia activists together. For the firsttime, she explained, a national net-work of progressive media and publicrelations practitioners committed toincreasing the power and reach ofgrassroots voices in the media will beformed. “The potential here is enor-mous,” she said.

However, Stout’s over-archingmessage was about the importance of community building. Among theways to help people learn to buildcommunity with each other, she sug-gested, one of the most effective—and oldest—is storytelling. In addi-tion, we need to spend time togetherin order to become a community, sheexplained. And finally, she urged theaudience to find ways to be able toendure in our social commitment.“We need to bring spirit into ourwork for change,” she said. LikeFreeney-Harding, Stout sees singingtogether as a powerful unifying force.

As her remarks drew to a close,Stout led the audience in a visioningexercise, that encouraged participantsto imagine a better world by identify-ing specific changes that would benecessary to bring into existence theimagined world. “We are often so

focused on the problems that we can’tsee the possibilities and that destroysour capacity to make change ... Wehave to create positive, compellingimages that will draw us towardthem. Once we do, we must act as if the world we are trying to createalready exists.”

Emerging from this exercise, Stoutsummarized her perspective on thewoman honored in the inaugural lec-ture on human values: “Fannie LouHamer was an ordinary, poor, and

uneducated woman ...What made her extraor-dinary was that she hada hope and a vision ofthe future. She believedwe had to work together.She was grounded inand supported by spirit.And most of all she hadcourage to step out andtry to make a difference.She worked from the heart.”

—Helen Marie Casey

continued on page 14

Integrative Feminism: An Emerging Vision of Economic Transformation

Fannie Lou Hamer’sniece, Marilyn Mays,with Rosemary Harding.

Conflict Resolutioncontinued from page 1that “learning to live with conflict” is part of what must be taught in any educational setting. In her view,conflict resolution programs helpeveryone to focus on assumptions anddevelop basic skills. “But their goalshould be to go out of business bymaking strong differences a strengthwithin the school,” she says. AtMission Hill School, everyone in theK-8 community teaches, learns, andcommunicates within a frameworkcalled Five Habits of Mind:1. Alternate assumptions are possible.2. Alternate evidence exists.3. Look for patterns. (Has this

happened before and, if so, what did we learn?)

4. What if… ? (What are the alternatives?)

5. Why does this matter?

In Meier’s view, this kind of think-ing used to be taught by a communityof elders. “Kids don’t belong to multi-age communities like they used to,”she explains. “Today, kids invent theirown communities.”

Mohammed Abu-Nimer, a professor at American University inWashington, DC, in the InternationalPeace and Conflict Resolution Programis a strong advocate for conflict reso-lution education. Abu-Nimer wasraised in Jerusalem and continues towork on peace issues in the MiddleEast. He believes that “… if the stu-dents have the time to apply andrepeatedly use the skills in their ownlives, then they will internalize them.”

Internalizing skills from an earlyage is the idea behind Peace Games, apeace education curriculum programcurrently celebrating its 10th anniver-sary. Teams of facilitators bringgames, activities, community serviceprojects, and skits designed to initiatedialogue to K-8 classrooms once aweek throughout the school year. Theresult is that children become “peace-makers” who learn how to communi-cate, cooperate, and solve problemswith an A-B-C approach:A: Ask: What is the problem here?B: Brainstorm: What can I do about it?C: Choose: What is my best option?

For older children, conflict resolu-tion begins to take on a larger scope.At Workable Peace (WP), intergroupconflict in the U.S. and abroad formsthe context of a high school curricu-lum designed to fit into existing socialstudies and history classes. By com-bining the study of intergroup conflictwith the development of critical think-ing and problem solving, WorkablePeace teaches skills while helpingyoung people develop a deeper under-standing of history. At the core of thecurriculum is a framework that trainsstudents (and teachers) to identifyand analyze the sources of conflictsand envision the possible strategiesfor building a “workable peace.”

While she agrees with the viewthat school culture is important, WPexecutive director Stacie Nicole Smithhas experienced the impact of innova-tive curricula. “Schoolwide efforts aregreat if you can restructure the schoolso that the culture embodies the goalsof conflict resolution,” she says. “Butwhat if that’s not going to happen?Programs like Workable Peace empow-er teachers by allowing them to dosomething to make a difference intheir classroom and their schools.”

One place where schoolwideefforts are definitely happening is Washington, DC, where the DC Public Schools Peaceable SchoolsInitiative is administered by theStudent Intervention Services Branch

Peace Games turnsordinary kids into

“peacemakers” andproblem solvers.

Educators for SocialResponsibilityLarry Dieringer, Executive Director23 Garden StreetCambridge, MA 02138617-492-1764www.esrnational.org

Giraffe ProjectJohn Graham, Executive DirectorP.O. Box 759Langley, WA 98260www.giraffe.org

Model UN Gloria Jung, SecretaryGeneral, High SchoolsUnited Nations AssociationUSA Headquarters801 Second AvenueNew York, NY 10017 212-907-1300www.unausa.org

Peace GamesEric Dawson, Executive Director285 Dorchester AvenueBoston, MA 02127617-464-2500www.peacegames.org

Peaceable Schools InitiativeDiane Powell, Director ofStudent Support ServicesWashington, DC, Public Schools825 North Capitol Street, NE, Room 8145Washington, DC 20002202-442-5099

Resolving Conflict Creatively Program (RCCP)Linda LantieriRCCP National Center40 Exchange Place, Suite 1111New York, NY 10005 212-509-0022 www.esrnational.org/about-rccp.html

Seeds of PeaceJohn Wallach, Founding Director370 Lexington Avenue, Suite 401New York, NY 10017212-573-8040www.seedsofpeace.org

Shaping a Better World Susan Bailey, DirectorWellesley Centers for WomenWellesley College106 Central StreetWellesley, MA 02481781-281-2500www.wcwonline.org

Veterans of Hope Project Dr. Vincent HardingIliff School of Theology2201 South UniversityBoulevardDenver, CO 80210303-765-3194

Workable PeaceStacie Nicole Smith and David Fairman,Co-directorsc/o The Consensus Building Institute131 Mount Auburn StreetCambridge, MA 02138617-492-1414www.workable peace.org

Programs and ResourcesMentioned in this Article..............................................

10

.

.

.

.

.

.

11

.

.

.

.

.

.

of Central Administration. Themajority of schools in the system participate with a range of programs,including Saturday morning parentworkshops. While the “day-to-day”can be challenging for teachers likeMary Warneka, she has seen gainsover the years. “My idealistic hope isthat we work on all levels and getmore anger management techniquesin the home. I keep thinking that this next generation could be the generation where we’ll see widespreadchange,” she says.

While the programs mentionedabove operate within school settings,other programs get down to businessoutside the classroom. Seeds of Peace isa summer camp in the Maine woodswhere “delegations” of Arab andIsraeli youngsters spend a week swim-ming, canoeing, singing, and talkingtogether. Daily “coexistence sessions”led by professional facilitators providea safe place to express thoughts andfeelings. Fridays include both Muslimand Jewish religious services andeveryone is invited to observe “theother’s” way of worship. They comewith “delegation leaders” appointedby both Israeli and PalestinianMinistries of Education. Delegationmeetings are the only time and placewhere the camp participants are allowedto speak in their own language.

Founder John Wallach originallycreated Seeds of Peace to focus on theMiddle East conflict, but the organi-zation has grown in recent years toencompass groups from other globalhot spots. In the summer of 2001, atotal of 323 teenagers came to the campin Maine which hosted eight delega-tions from the Middle East, two fromCyprus, and five from the Balkans.

Model United Nations (MUN) isan extracurricular program that hasfostered leadership skills and interna-tional awareness in over one millionteenagers since it was founded morethan 50 years ago. This program typically relies on the energies of adedicated teacher or faculty advisor

to motivate students to prepare andfund their own participation at one of the numerous Model UN confer-ences held throughout the year.Students learn the perils and possibili-ties of international cooperation andnegotiation as they engage in simula-tions of the UN General Assembly,the Security Council, and theEconomic and Social Council.

Michael Horgan of Marblehead HighSchool in Marblehead, Massachusetts,has attended Model UN conferenceswith students every year for the past13 years as part of a course entitledInternational Relations and the UN.“There’s been a real joy for me inwatching them find a solution, thenlearn how to bring that solution tothe fore diplomatically,” Horgan says.“The real value of it is that they learnto solve problems with words…”

“Teaching” conflict resolution by focusing on values education isanother approach. Shaping a BetterWorld: A Teaching Guide on GlobalIssues/Gender Issues is published by the Wellesley Centers for Women andprovides a cutting-edge curriculumfor global human rights, injustice,racism, and diversity in the classroomwith an emphasis on gender equity.In a similar vein, Educators for SocialResponsibility (ESR) strives to teachsocial responsibility with the ultimategoal of helping young people “devel-op the convictions and skills neededto shape a safe, sustainable, democratic,and just world.” In addition to theResolving Conflict Creatively Program(RCCP) mentioned above, ESR offerscurriculum guides, teacher trainingopportunities, and publications for all grade levels.

The Giraffe Project is a K-12 valueseducation program that encourageskids to become “giraffe heroes” who“stick their necks out for the commongood.” Courage, personal responsibil-ity, and risk-taking are among the values addressed on the highly creativeWeb site and in the Giraffe Project’sprimary publication, It’s Up to Us,

Documenting the Impact...The National Curriculum Integration

Project was initiated in 1996 to

develop and pilot a curriculum

infusion and integration model

for conflict resolution education.

In July 2000, the David and Lucile

Packard Foundation provided fund-

ing for the NCIP program in seven

American middle schools. Research

was supervised by Dr. Tricia S.

Jones of Temple University. For an

emailed Executive Summary of this

study, please contact tsjones@astro.

temple.edu or visit the NCIP Web

site at www.ncip.org.

Workable Peace offers an integrated andinteractive curriculum for teens.

written by executive director JohnGraham. Another useful resource isVeterans of Hope, an ambitious “oralhistory” project based at the IliffSchool of Theology. The in-depthvideo interviews with “veterans” ofsocial change movements bring stu-dents into contact with real-worldleaders who have learned to tap innerresources to work for a world that’ssafe for conflict.

Is it time to teach conflict resolu-tion in the schools? Ultimately, we mustask ourselves what is at stake shouldwe fail to teach young people how toresolve conflicts. According to Abu-Nimer, the stakes are high: “Peoplewill rely on violence to resolve theirconflicts if they have no other alterna-tive or think there is no alternative.The result will be more alienationand less cooperation between people.”

— Patti Marxsen

12

.

.

.

.

.

.

First of all, the skills we’re talkingabout are communication skills.There are also problem-solving skillsinvolved like negotiation and media-tion. There are skills of caring com-munication, being able to create anenvironment where we begin to feelconnection and community. It alsoincludes skills in appreciating andunderstanding diversity and being ina place where you can move frombeing a bystander to being the onewho knows how to interrupt or inter-vene when you see behavior that isprejudiced and discriminatory.

The book you edited last year entitledSchools with Spirit (Beacon, 2001)focuses on the inner life of students,schools, and communities. In a sense,you’ve moved on somewhat from afocus on skills to a focus on deepervalues. How did this evolution in yourthinking come about and why is thisnow the focus of your work?

I began to see that just teaching skillswas not going to be enough. If youngpeople are not connected to theunique meaning and purpose of eachperson’s life, then even if we possessskills, we may or may not have themotivation or even the inspiration touse them. The second point is that Isaw many young people who wereexposed to the skills who were reallydoing more than being “good at conflict resolution.” Going back toGandhi’s concept, they were actually“being the change you wish to see inthis world.” Or as Thich Nhat Hanhsays, they were “being peace.” Theywent beyond the skill to embody theskill. I was realizing that it’s not somuch about skill development, it’sabout working with our own charac-ter and about connecting up skillswith our own inner lives.

In order to bring the inner life forwardin our educational process, we needto have some consensus on what hap-piness and fulfillment mean. Do youthink we have that in our society?

In my presentations, I do an activitywhere I ask, “If you could go to bedtonight and wake up in the morningwith the power to teach one thing toall the children of the world, whatwould it be?” I’ve asked this questionof thousands of people and—lo andbehold—the responses are very similar. There is a strong consensus to make sure children feel they areloved, to tell them they have a pur-pose, that they learn tolerance andcompassion, and that they feel a sense of interconnectedness.

Also, a particular study I talkabout in Schools with Spirit is aninternational study with 200 globalthinkers where five shared valuesemerged among all of them: compas-sion, honesty, fairness, responsibility,and respect. These values seem uni-versal regardless of one’s spiritual orreligious perspective. I think we’velearned from these and other studiesand experiences in the character edu-cation movement that there’s moreconsensus than we sometimes think.

In the preface to Schools with Spirit,you express your desire to makeschools “soulful places of learningwhere the spiritual dimension is wel-comed.” Some critics may dismiss suchan approach as “touchy feely” andeven threatening to academic success.How can you reassure those peoplewho fear that a “soft” attitude in theclassroom may short-change childrenin the long run?

I think we need to educate the publicin the strong scientific evidence wehave that social and emotional com-petence leads to greater success inschool and life. [See chapter by J.D. Hawkins in G. R. Adams et al,eds., Enhancing Children’s Wellness(Thousand Oaks, CA: Sage) and H.J. Wallberg et al, eds., Social andEmotional Learning and School Success(New York: Teachers College Press)].It isn’t one or the other: academicsuccess or schools as soulful places oflearning. We also know that positive

relationships with peers and adultsdefinitely lead to more constructivecitizenship. We need to get to a placewhere we can socially and emotionallysupport a student’s full growth anddevelopment. This is what schoolscan do and must do.

Why do so many people think interms of either/or?

I’ve thought about that and I think it comes from many sources. I thinkwe are still driven as a country by amaterialistic world, a world we wantto conquer. We don’t live with a sense of interconnectedness that tellsus “we’re going to make it only if we all make it together.” As a result,we’ve sold a lot of parents a mythabout what we think young peopleare going to need to be successful.

Who has sold that myth to parents?

The myth occurs in the wider capi-talist society that we live in so, in away, we’ve sold it to ourselves. But Ithink we do have a window of oppor-tunity in the wake of September 11thbecause people are asking the ques-tion: “What do you do when all elsefalls away?” And when you ask thatquestion, the things I’m talking abouthere come up.

Look at what we did as a countryafter September 11th. We started tocongregate and pray together andhave vigils together because we weretrying to become whole. We know we live in a world of competition andconsumerism and yet we crave com-munity and connection.

Does the need to nurture the spiritualgrowth of students imply a need tonurture the spiritual growth of teachers?

No question about it. One of thebiggest challenges that we face rightnow is that most of us who find our-selves in the role of “teacher” have notexperienced the kind of holistic edu-cation I’m advocating here that nur-tures not only our minds, but ourhearts and spirits as well. You can’t

Guest Interviewcontinued from page 7

“Service to others is the rent you pay for your room here on earth.” —MUHAMMAD ALI

13

.

.

.

.

.

.

manifest something you haven’t experienced yourself. So, one of thethings we have to do is start to createlearning experiences for teacherswhere they are in caring, learningcommunities themselves.

I know you have overseen the pilot-ing of RCCP in international settings(Brazil and Puerto Rico) and that youare going to be working with SouthAmerican ministers of education ondeveloping social and emotionallearning programs. What do theseinternational developments tell us aboutthe direction of your work and yourever-evolving philosophy of education?

What we hope to do by working withthe ministers of education in variouscountries is to equip teams with thetools they need to successfully imple-ment comprehensive programs withthe vision we’ve been discussing inthis interview. What I’m noticing isthat educators around the world haveexpressed a need and an interest inbetter in-service and pre-service exposure to the area of social andemotional learning as well as the areaI call “inner life skills.”

However, to accomplish the shiftin education that we’re talking about,it’s going to require leadership com-mitted to creating a coherent visionand seeing it through. All this needsto happen at a time when there is astrong counter-demand for the short-term results represented by increasedaccountability measured by standard-ized testing.

The international dimension inter-ests me because we are all realizingthat as a global society we are becom-ing more and more interconnected.At the same time, what is happeningin the U.S. with the narrowness ofvision about education is actuallyhappening throughout the world.Unfortunately, we’ve led the way withthis narrow vision.

An international approach willgive us better access to wiser solu-

tions. When we move out of aEurocentric way of thinking andbeing, we begin to tap into many cultures of the world that have attheir core some of the values we’retalking about. I think it’s our moralobligation to share what we know,and I also think it’s our moral obliga-tion to know that we don’t have allthe answers.

The other part of the answer toyour question is that I feel an innercalling to do it.

What do you think you will be calledto do next?

I feel that my work is more and moreabout helping educators rememberwhy it is they decided to go into thefield to begin with. The more we can

connect up who teachers are withwhat they know about good educa-tion, I think the braver and morecourageous we can be around theseissues. This is one reason I’ve recentlyexpanded my work to become thedirector of the New York SatelliteOffice of the Collaborative forAcademic, Social, and EmotionalLearning (CASEL). I also think I’mgoing to be called on to do more“care for the caregiver,” the caregiversbeing educators. In the months aheadI’ll be doing renewal workshops forteachers and principals who are in the 11 schools in close proximity toGround Zero. We need to give themtime to stop and reflect. We need tonurture them as people who have tokeep on serving.

Women’s Collaborative forPeace and Human Security

OVER 80 WOMEN LEADERS representingdozens of Boston-area organizations gathered at the BRC on President’s Day,February 18, to “be inspired, participate,and get to work,” in the words of RandallForsberg, one of the key organizers of theday-long gathering. After several monthsof planning meetings and discussionsaimed at defining the structure and agenda of the Collaborative, this mid-winter Women’s Leadership Outreach Meeting served an important purposein mobilizing women leaders for peace across a range of issues.

Among the key issues discussed were how to make women’s voices forpeace heard in the media, how to build a broad community, and how toachieve real security through global disarmament. The morning PlenarySession was introduced by Eleanor LeCain, board member of Women’sAction for New Directions (WAND) and founder and CEO of New WayUSA. Speakers included Diane Balser of the BU Women’s Studies Program,Elise Boulding, Tess Browne of St. Anthony Cares, Barbara Hildt ofWAND, Ivy Gabbert of the BRC, Randy Forsberg of the Institute forDefense and Disarmament Studies, and Wafaa’ Salman of the Institute ofNear Eastern and African Studies. Later in the day, participants worked ingroups and workshops to build consensus and set a course for the future.For further information on the Collaborative and its evolving effort toempower and activate women for peace, please check out their Web page at www.idds.org/wvindex.html.

Randall Forsberg reviews the day’s agenda with participants.

“Where all think alike, no one thinks very much.” —WALTER LIPPMANN

14

.

.

.

.

.

.

......................BOOK TALK

COMING SOON

Subverting Greed: ReligiousPerspectives on the GlobalEconomy is on track for a fall 2002 launch at the AmericanAcademy of Religion conferencein Toronto. Should you be in a position to publish a review of this “interfaith dialogue onpaper,” review copies will be available in October. Co-editors Paul F. Knitter andChandra Muzaffar will also be available for comments (viaemail and telephone) at thattime. Contact pubs@brc21.orgfor further information.

EDITOR SELECTED FOR

GLOBAL CITIZENSHIP BOOK

Distinguished scholar andauthor Nel Noddings has agreedto serve as editor of the BRC’sforthcoming book entitled

A Test ofCharacter:EducatingGlobalCitizens inAmerica.Noddings is

Lee L. Jacks Professor of ChildEducation Emerita, StanfordUniversity, and Professor ofPhilosophy and Education atTeachers College, ColumbiaUniversity. Her most recentbook is entitled Educating MoralPeople (Teachers College Press,2002).

NEW WAYS TO USE

BRC BOOKS

Since September 11, 2001, wefind that church groups areusing our publications to initiate

dialogue on a range of issues.For example, Subverting Hatredhas become a popular stimulusfor discussion groups focused oninterfaith understanding. Also,copies of Abolishing War, by EliseBoulding and Randall Forsberg,were recently sent to all UnitarianUniversalist churches inNorthern California by WorldCommunity Advocates (WCA),an affiliated program committedto world peace. Stay tuned foran online update to AbolishingWar in the form of a recent dialogue between Boulding andForsberg, to be posted on thebook page of www.brc21.orgby September 1, 2002.

HIGHLY RECOMMENDED…The BRC was pleased to join theThoreau Society in cosponsoringA Visit Between Solitaries: Mary Moody Emerson and HenryDavid Thoreau, a lecture byPhyllis Cole at the ConcordMuseum on May 23, 2002. We recommend Dr. Cole’s book,Mary Moody Emerson and theOrigins of Transcendentalism: A Family History (OxfordUniversity Press, 1998), to students and scholars of femi-nism, American letters, andTranscendentalism.

REVIEW OUR BOOKS!If you have read any of our books and would like to shareyour thoughts, please consider posting a reader review onwww.BarnesandNoble.com orwww.Amazon.com. We are hoping to create a “buzz” aboutour books with your help!

individuals’ rights to both give andreceive care; and affirms the indis-pensability of unpaid caring work forindividual well-being and socialhealth. Hence, it demands public andworkplace policies that recognize andvalue unpaid caring work.

This new movement currentlytakes the form of a rich web of groupsand movements with one or more ofthe interconnected values and goalsmentioned above. Some key examplesof Integrative Feminist movementtoday include:

• The growing interest by both menand women in work/life balancewhich is leading to individualchanges; to increasing family-friendly policies in workplaces; and to shifts in government policysuch as the Family and MedicalLeave Act of 1993.

• Increasing interest by individuals in doing socially responsible work,which not only makes a living butmakes a positive contribution toothers, to their communities, and/orto the natural environment.

• The increasing interest in broaden-ing business goals beyond profitmaximization, so as to embodysocially responsible values such ascaring for workers, the community,and the environment. This develop-ment is exemplified by the notablegrowth of socially responsible busi-nesses, socially responsible invest-ment, and socially responsible con-sumption.

By valuing the integration of thefeminine caring principle more fullywithin all individuals and economicinstitutions, Integrative Feminism canprovide a vital component of the pos-itive, unifying vision that activists arenow seeking.

—Julie Matthaei and Barbara Brandt

Integrative Feminismcontinued from page 9

“To study many other subjects without studying the total society is like building a house on sand.” —TSUNESABURO MAKIGUCHI

15

.

.

.

.

.

.

The Mission Statementof the Boston Research Center

The Boston Research Center for

the 21st Century is an interna-

tional peace institute that fosters

dialogue among scholars and

activists on common values

across cultures and religions.

We seek in this way to support

an evolving global ethic for a

peaceful twenty-first century.

The Center collaborates with

universities and citizen groups to

sponsor symposia, conferences,

lectures, and other dialogues that

bring attention to constructive

ideas for the development of

civil society and peace cultures

worldwide. Focal points of the

Center’s work include human

rights, nonviolence, environmen-

tal ethics, economic justice, edu-

cation for global citizenship, and

women’s leadership for peace.

The Center was founded in 1993

by Daisaku Ikeda, a Buddhist

peace activist and President of

Soka Gakkai International (SGI),

a religious association with

members in 181 countries.

How to Reach UsWe welcome your advice, ideas, andcomments, as well as requests forcomplimentary exam copies of ourbooks. Individual staff members canbe reached by calling 617-491-1090or via fax at 617-491-1169.Extensions and email addresses arelisted below:

Virginia Straus, Executive Director,Ext. 223, vstraus@brc21.org

Shirley Chandl, Office Manager, Ext. 224, schandl@brc21.org

Masashiro Hagiya, Administrative and Financial Manager, Ext. 221,mhagiya@brc21.0rg

Patti M. Marxsen, PublicationsManager, Ext. 235, pmarxsen@brc21.org

Publications Dept., Fax: 617-492-5850

Beth Zimmerman, Events Manager,Ext. 226, bzimmerman@brc21.org

General Email Address:center@brc21.org

Newsletter

Editor: Patti M. Marxsen

Contributors: Barbara Brandt, Helen Marie Casey, Larry Hickman,Julie Matthaei, Virginia Straus, and a special thanks to Mirian Vilela ofthe Earth Charter Secretariat and to Linda Lantieri

Desktop Publishing: Carol Dirga

Photo Credits: BRC Staff, Eric Fowke for Peace Games, Marilyn Humphries, Seeds of Peace,SGI, Workable Peace

Printing Services: Atlantic Printing,Needham, www.atlanticprinting.com

THE ARTICLES IN THIS ISSUE highlightthe voices of women on education, oneconomic justice, and in the ongoingdialogue for peace. Now more thanever, we need to hear those voices inorder to shape our new century.

Among the many “voices” I listenedto in the preparation of this issue, the compassionate people quoted inthe article, “Is It Time to TeachConflict Resolution in the Schools?”stand out as people of broad visionand profound optimism. We werealso grateful to have a chance to speakwith Linda Lantieri and hope that her resounding voice for a new kindof education reaches many peoplethrough her Guest Interview.

Closely-related to compassion in the classroom is the need for eco-nomic justice in our society. LindaStout’s lecture is still ringing in ourears, along with Rosemarie Freeney-Harding’s remembrance of a voice westill hear, that of Fannie Lou Hamer.

Wherever you may be as thisreaches you, please take a moment to listen to the voices in these pagesand the voices around you.

— Patti Marxsen Publications Manager

......................EDITOR’S NOTE

There’s more at www.brc21.org

For more information and ideas, including a recently posted interview with Professor Nur Yalman of Harvard University on the U.S. response to September 11th, please log on to www.brc21.org/resources.

If you prefer the electronic .pdf version to receiving the printed version via snail mail, please send us your email address at pubs@brc21.org. We’lldelete your name from the mailing list and, instead, send a reminder aseach newsletter becomes available online.

Boston Research Centerfor the 21st Century

Nonprofit Org.U.S. Postage

PAIDBoston, MA

Permit No. 51479

Harvard StreetCambridge, MA -

phone: --

fax: --

e-mail: center@brc21.org

Please send my order to:

Name

Address

City

State Zip

If paying by credit card, please provide:

Credit Card # Exp. Date

If enclosing a check, please makepayable to Boston Research Center.

Send this form to:Publications DepartmentBoston Research Center396 Harvard StreetCambridge, MA 02138(617) 491-1090

Toll-free: 800-359-2863

Fax: (617) 491-1169

E-mail: pubs@brc21.org

Please let us know…If the information on your mailing label is incorrect or you wish to be removed from our mailing list. Thanks!

PUBLICATION QUANTITY UNIT PRICE TOTAL

Abolishing War ______ $5.00 ______

Buddhist Perspectives on the Earth Charter ______ $3.00 ______

Human Rights, Environmental Law, and the Earth Charter ______ $3.00 ______

Subtotal ______MA residents add 5% sales tax ______

Postage:Quantity Price 1-10 $3.00 11-20 $7.00 Over 21 $12.00 ______

TOTAL ______

Buddhist Peacework can be purchased from Wisdom Publications. Visit their Web site atwww.wisdompubs.org or call 1-800-272-4050.

Subverting Hatred can be purchased from Orbis Books. Visit their Web site at www.orbisbooks.com or call 1-800-258-5838.

To order a complimentary copy of Daisaku Ikeda’s 2002 Peace Proposal entitled “TheHumanism of the Middle Way — Dawn of a Global Civilization,” please contact the BRC or go to: www.sgi.org/english/sgi_president/works/peace/peace02.htm

BRC PUBLICATIONS ORDER FORM

BRC books have been adopted for use in over 126 courses at over 75 collegesand universities in the United States. Contact the Center for complimentaryexamination copies of our publications.

You can order the Center’s books by sending this form with a check, or contact us byphone, fax, or e-mail and we will be happy to send your order with an invoice.

✂

Printed on recycled paper

Address Service Requested

Note: Please add an additional $1.00 tothe above prices for international orders.