NONKILLING: A Checklist for Family Use

Reprinted from TRANSCEND Media Service – TMS: Nonkiling: A Checklist for Family Use

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20 Responses to NONKILLING: A Checklist for Family Use

  1. Gold Dust Twin says:

    A 1976 amendment to the Consumer Product Safety Act specifically states that the Commission shall make no ruling or order that restricts the manufacture or sale of guns, guns ammunition, or components of guns ammunition, including black powder or gun powder for guns. As a result, the CPSC can regulate teddy bears and toy guns but not real guns, despite the fact that they are one of the most lethal consumer products.
    Virtually anyone can buy a gun without a background check. Federal law requires that anyone purchasing a firearm from a federally-licensed dealer submit to a background check. But private sales, like many sales at gun shows and increasingly on the internet, do not require it. This is a loophole used by many people who could not pass a background check. In 2009, undercover stings at gun shows in Nevada, Ohio and Tennessee revealed that 63 percent of private sellers sold guns to purchasers who stated that they would be unable to pass a background check. A 2011 study of internet gun sales found that 62 percent of sellers agreed to sell a gun to a buyer who said he probably couldn’t pass a background check. Have these scary statistics dropped in recent years? For God’s sake and mankind’s, let’s get rid of the dangerous loopholes and replace them with some sanity

  2. Barbara says:

    Compared to other high-income countries, the United States has a firearm homicide rate that is 6.9 times higher than other high-income countries, a firearm suicide rate that is 5.8 times higher than other high-income countries, and an unintentional firearm death rate that is 5.2 times higher than other countries. In fact, 80% of all firearm deaths in the developed world occur in the United States. These statistics are embarrassing, shameful and scary. Let’s bring some sanity into the picture and develop gun-awareness programs in our schools, starting in kindergarten. This is one case, unfortunately, where it’s never too early to warn our young people. NEVER
    keep a gun on top of your refrigerator and NEVER show this to one of your children or you could end up with one less, according to recent headlines.

  3. Kayla Paris says:

    The non-killing checklist addresses issues at the micro-social level of family with a priority to peace and nonviolence. It draws on the importance of what Schwebel identifies as “negative peace” which is the absence of war and also on “positive peace” which is actively working towards peacemaking. Negative peace can be seen with “our family sees the right to live and the right not to be killed as inter-complimentary” and “in our home there are no guns”. Positive peace can be seen with “in our home, priority is given to peace and nonviolence” and “our family would agree to the inclusion of non-killing education in school curricula.” I think having both negative and positive peace is essential in creating a culture of peace at the micro-social level as well beyond at the macro-social level. If only negative peace prevailed, no efforts towards peacemaking and reconciliation would be present. If only positive peace prevailed, violence and war would still persist despite efforts towards peacemaking. The checklist gives priority to both constructs of peace and allows for understanding of basic human rights and acceptance of others instead of promoting guns and violence, which inevitably generates more violence. The universal principle “human beings should not kill” need to be strongly cemented into children at a young age when they are developing their constructs of war and peace. Schwebel argues that in order to change individual minds we must change the world they live. Therefore it only makes sense to implement non-killing/pro-peace education in school curricula and checklists like this one to create a dialogue around issues other than violence and war, which dominate current history curricula nationwide.

  4. Sarah Oppenheimer says:

    The nonkilling checklist for families is a wonderful idea, because children are very influenced by their parents’ values and their style of upbringing. By introducing children to non-violent attitudes, children may incorporate these ideas into their own worldviews and morals. While I can imagine that family values such as these would help children think critically about the U.S.’s violent policies and structural violence, I think a focus on reconciliation and forgiveness should be added, as well.

    The world is full of intractable conflicts between groups, and it is only when people are willing to put aside their pride to forgive and work together that such conflicts will resolve and groups with conflictual histories can work together peacefully. Teaching children these values is a great place to begin, because of their impressionable nature. Introducing children to these ideas within the home would likely influence children to value reconciliation and forgiveness for their future interactions as adults.

    This brings to mind an article by Daniel Bar-Tal, in which he discusses the importance of reconciliation in regards to intractable conflicts. He writes about how people want to perceive the world in a meaningful way, with organization and logic. Because of this, people form biased pictures of intractable conflicts in attempts to grasp at certainty and to control their fates. Because these perceptions are always biased, due to forces such as ego defense, the information processed and perceived is very selective. Reconciliation is only possible when people are open to changing their constructed worldviews and understandings of conflicts and when people are willing to forgive.

    By introducing children to the importance of forgiveness and reconciliation, children might grow up with open minds and critically examine conflicts before creating set worldviews. This list would benefit from the addition of values focusing on reconciliation and forgiveness, because reconciliation between groups requires a non-violent approach and an emphasis on peace, which this list emphasizes greatly.

  5. Amanda Clerke says:

    This Nonkilling Checklist used within families could prove to be very beneficial. We have talked a lot about the education aspect when promoting a culture of peace. While it would be great to have a peace promoting curriculum implemented into school districts, I also think that education and learning need to start at home. Children can be exposed to a peace promoting culture before they are even enrolled in school. Just like children who grow up speaking a different language, parents can implement the idea of peace at a young age. Young minds are so receptive to the ideas around them as they continually shape who they are; for this reason I think that starting this Nonkilling checklist while children are young could change the way the new population thinks.
    Schwebel highlighted in his article Promoting the Culture of Peace in Children, that children have a more definite view of violence. When the children were asked what violence was, they responded with tangible objects such as guns or bombs, but when asked about peace they described inanimate things such as friendship. Peace in general is a harder concept for children to understand because they have been more readily exposed to violence. Whereas children cannot associate any tangible object with peace because they have not seen movies or video games or television shows that can connect peace to physical objects. I think that if this checklist was incorporated into households it would be a lot easier for children to understand peace as it would become second nature rather than an intangible idea.

  6. Prachi Patel says:

    Apology and forgiveness are key actions that have been used since the beginning of time between individuals to solve problems and any misunderstandings. In a time of conflicts and many wars, apology, forgiveness, and nonviolent principles have become ever more important when considering conflict resolution and peace treaties. I agree with Sarah in that it is important to also add forgiveness and reconciliation into the guidelines. This principle falls into the category of “easier said than done.” How can we take such a simple yet complex notion such as apology and nonviolences and properly integrate it into society? The impressionable nature of children and those of younger ages makes it easier to accomplish this. By instilling values of forgiveness and nonviolence at a younger age along with growing up in a proper and loving environment, generations will become more inclined to promote human rights in a non-violent manner and through a universal and united promotion of human rights, steps towards peace and reconciliation can be made.
    However can non-killing actually be a possible in our society today? Between human nature, the aggressive nature of the media, and the promotion of violence, it seems almost impossible even with this checklist to instill non-killing in society. After looking on the Center for Global Non-killing website, I learned that through a survey conducted in 2002, even though some people would say “no” that killing is inevitable because of human nature, competition over resources, etc, there was actually a large amount of “yes” answers. This gives hope that society moving in the correct direction in terms of instilling non-violent principles.
    Another good idea, outside of instilling values through family, is instilling these very values through education. Many children learn and begin to form their beliefs through what they are exposed to at their schools and after school programs. By creating an education that surrounds non-violent principles, apology, and forgiveness, children (later adults) will continue to follow such ideas throughout their lives. Additionally, it is necessary for the media to stop glorifying and promoting violence, because this is were many children begin to start learning about violence and violent actions.

  7. Barrett K. says:

    I think that one of the most powerful aspects of this checklist is not simply just the items listed, but instead with the “mission statement” at the top. The dual purpose of the checklist allows it to be something that is interactive and discussed at home, instead of just putting the list up somewhere in the house where no one reads it. The fact that it then allows family members to vocally list what they think could be added or modified in order to promote a culture of peace is especially important, as it meshes the aspect of critical thinking and positive peace.
    These two factors are especially important, especially when you consider the research that Milton Schwebel has conducted regarding the development of peace in children. He has recognized that both a lack of conversation and negative influences by the media (such as violence on TV, video games, etc.) have contributed to the flawed views of peace by younger children. One of the important pieces that Schwebel discusses is the fact that children really only see peace as the absence of negative influences in the world, such as war and acts of violence. This is why I think this checklist is so important to be discussed in a family setting – children at home may not be mentally engaged with war and violence on a day to day basis; when something like war is not present at home, you tend to not think about it because of the irrelevance it currently has to your life (even if you can consciously recognize that it is morally wrong). By then instead promoting the aspects of positive peace (ex. proactive forms of peace and nonviolence that can be practiced on a daily basis), children can learn to more actively engage in the idea of peace in general. This is something that Schwebel consistently advocates for: in order to get children involved in peace, they need to have access to the resources that can actually shape their minds. By giving children educational and critical thinking tools in the home such as this checklist, they can effectively learn to deal with hostile situations in the future – with the eventual outcome of the world being a more peaceful place in general.

  8. Austyn Hurwitz says:

    The part of this checklist that stood out to me the most was “our family endorses/supports the idea that violence can cause/generate violence.” I agree with this, as I strongly believe that two wrongs do not make a right. If someone punches an individual in the face, then it would not do any good for the individual to punch back. This will only create more violence rather than solve the issue. Instead of punching back, an individual should turn to apology and forgiveness. A second generation Holocaust survivor ER Borris wrote a paper. The paper told the story of Irene Laure, a French woman who had the courage to forgive. Irene was wounded by the atrocities of violence and war. She hated the Germans, and it was not until she made amends with German women that she realized that forgiveness was her ultimate freedom. No matter what the circumstance is, I believe that apology and forgiveness are better ways to approach violence than to address violence with acts of violence.

    I liked how Barrett K. mentioned Schwebel’s article. According to Barrett, Schwebel advocates the following—“in order to get children involved in peace, they need to have access to the resources that can actually shape their minds.” Irene Laure originally had very narrow views. She did not have an open-mind. It was not until she met other individuals that she was willing to change her perspective. I believe that many children are similar to Irene. If they grow up having narrow mind sets, then such mindsets will last throughout their lives. It is not until they have access to resources that they will be able to expand their knowledge and perspectives, and hopefully such an expansion will be positive and will get the children involved in peace.

    In addition to the point made by Barrett, I liked how classmate Sarah Oppenheimer mentioned an article by Daniel Bar-Tal called “From intractable conflict through conflict resolution to reconciliation: Psychological analysis.” This article described how conflicts are a natural part of human interaction. Bar-Tal claims that there must be a conflict resolution process, and psychological reconciliation requires the formation of an ethos of peace. Such a process of reconciliation in which an ethos of peace evolves is a political, social, cultural, and educational process that involves all the societal institutions and channels of communication. According to Sarah, “Reconciliation is only possible when people are open to changing their constructed world views and understandings of conflicts and when people are willing to forgive.” I agree with this point, and think that forgiveness and reconciliation are very important principles. Parents must promote forgiveness and reconciliation within their homes, as children are likely to look up to their parents and follow their footprints. Parents therefore must strive to be positive influences on their children, and having checklists for family use can be extremely beneficial.

  9. Claudia Rizzo says:

    This checklist for families is a great example of a microsocial step taken to create peace as laid out by Marsella. Marsella calls this “socializing a culture of peace” and uses clear examples on each level of a society that all work towards a culture of peace. Over the course of the semester, we have talked about how peace education is essential a culture of peace. Even if children are not “pro-war,” unless they understand the path to peace, then no change will be seen. We need to teach peace as an active process that is reached through understanding its components. We are not simply trying to eliminate war because peace is much more than just an absence of war. This checklist does a very good job as a very clear and comprehensive list that can be understood and referenced.

    Similarly to what others have already commented on, I think it is really beneficial that this checklist clearly states that more can and should be added to it. This reminds me of Schewbel’s article “Promoting the Culture of Peace in Children” and the idea of “positive peace.” Positive peace is an active approach to peace in which conflicts are not just resolved but relationships are mended. As opposed to negative peace which simply end conflicts and stops there. In order to create a lasting culture of peace, things like positive peace and this type of checklist need to be an integral part of education. I think that the path to peace needs to be an active and constant one. We have talked many times this semester about the importance of teaching peace from young age and I strongly believe that education is a key step towards peace.

    This checklist is also a great way to open up the dialogue about violence and peace with children and families. By setting a standard of peace in the home, children will form an internal workings model with which they will expect the same standard of peace outside of the home. Something as simple as this checklist I believe has the power to make peace much more attainable and understood by the next generation (as well as the current generations) all in the hopes of moving towards a culture of peace.

  10. Ashley Childers says:

    When I first saw this my initial reaction to this checklist was that I find it rather absurd that we need to actively teach empathy in our homes. Wasn’t this something that children should naturally be learning from their parents on their own? Despite the points on disarmament, which would be hotly debated among certain cultural pockets who see guns as a safe, everyday tool that supports their traditions and well-being, much of the take away from this list is simple kindness and responsibility. But taking a step back and recognizing how much hate and lack of respect for human life fills American people today, I wonder if at some point kindness and responsibility is something we stopped teaching.

    Clearly there is a disconnect in America today. With recent and frequent mass murders across America, perhaps it would be incredibly beneficial, maybe even necessary for safety and security in the future, to have a concrete way to teach empathy and peace. It is known that children begin developing morals and values at a very young age, and with the current state of mental health in America, clearly we are doing something wrong. Schwebel discussed child psychology and how they assimilate concepts and acquire attitudes. Schwebel found that children have the opportunity to learn about war through things like computer games and the news. They have concrete associations like guns and bombs. What children didn’t have was information or concrete examples of peace. This list acts as a conversation starter and learning opportunity for children and families to have this type of talk. If this checklist was incorporated into homes across America, and became the new “norm” maybe we would see progress, and fewer lives lost, in the future.

  11. Emma says:

    I have to agree with Barrett about the mission statement at the top of the checklist. While the items on the checklist are extremely important, I think having an open discussion of values is crucial in understanding why something is important. In this case, nonkilling is the value discussed. Bringing this discussion into a home is important and difficult depending on the age and character of the children. I believe that each family can incorporate nonkilling values in their homes in different ways depending on who comprises the family. I also think some of this could be discussed in a classroom atmosphere like we discussed in class. While I think the notion of nonkilling is strong to display in schools, I think non-violence can easily be incorporated into curriculums.

    In our class someone asked if yoga should be brought into school curriculums; being a children’s yoga instructor, I said absolutely yes. I think yoga is an excellent source of non-violent education and engagement for children. There is actually a foundation of yoga philosophy called “ahimsa” which means non-violence to any living thing. Along with other non-violence lessons, yoga has the potential to help children in school learn about what constitutes non-violent beliefs and action. Having open conversation about nonkilling at home helps children understand how serious and important non-violence is, not only at home, but to the world in general.

  12. Alvina Jiang says:

    This post is really interesting. I have seen many family checklists, such as what to do when there is a fire or for what chores to do around the house. However, I have never seen a checklist for nonkilling, but I feel that this is important to have as it is a constant reminder for peace that is important when raising a family and is a great step to changing the violent culture that we live in.

    While this list is great, I feel like there is more that can be added to it to make it more complete. An article I read, titled Psychological Contributions to Building Cultures of Peace by Abelardo Brenes, brings up many great points about how in order to create a culture of peace, one needs to tackle it from a multidisciplinary standpoint. Peace can be effectively achieved if approached from all sides, including politically, economically, socially, and culturally. The checklist presented involves many socially important factors for peace, but it doesn’t include much from a political or economic standpoint. It should implement more ideas of a democratic society that is fair and allows everyone to be heard. This is important as inequality breeds violence. Along the same lines, points about the demolition of wage gaps could be included, as economically, this is a major factor in the cause of violence as well.

    However, I would also like to commend this checklist for including rule #9, involving the education of nonviolence in the school curriculum. Education, especially early on in a child’s life, is very important in creating a peaceful outlook in that person’s life according to Brenes. If we want to live in a more peaceful society, it is important to start with the next generation and raise them with nonviolent beliefs.

    After all of this has been said, I am interested in people’s thoughts on rule #2, “Nonkilling has to do with the universal principle, ‘Human beings should not kill’”. Is this true? Are there any exceptions? For example, would you kill someone in self-defense or if this person had the intentions of harming many?

  13. Natalia Sagardia says:

    In “Culture and conflict: Understanding, negotiating, and reconciling conflicting constructions of reality” Marsella mentions that “culture can be considered both a source of the conflict and the means for its resolution”. In this case, the non-killing checklist seems like a resolution to all conflicts. The pathways that lead to violence and war, and thus gets us away from resolution and peace are: perception of danger, perception of the other as evil, perception that what is being done is justified, and perception that other pathways towards resolution will not work. In this case, the “other pathway” to resolution is the non-killing checklist, and it could very well work. Culture has a huge effect in the way people perceive violence ad conflict, and this checklist could help shape the United State’s culture, especially for the young ones. It is clear that the United State’s culture is rooted on violence: policy and power in the hands of militarist, a heritage of violence and genocide, a nation of greed, the American Civil War, etc. It is time to change this. Things that help build cultures of peace are a world citizenship, shared human values, and peace programs, and this non-killing checklist falls under these categories.

  14. Bridget O'Connor says:

    I feel as if this non-killing family checklist has items that every family needs to instill in their children, but I do not believe that educating children on nonkilling awareness should stop at home. We need to educate the children of our society in school on nonkilling awareness, tolerance, and peaceful conflict resolution. I believe that with the combination of the promotion of peace at home, as well as at school, we would raise a society with far less violence. When children are growing up, they go through a critical period in which their sense of self and their morals develop. Teaching children to resolve conflicts peacefully, and engaging them in nonkilling awareness would help to shape them into more peaceful adults.
    In addition to implementing this checklist in their family, parents should also be aware of the impact of other outside forces on the development of their children’s nonkilling awareness. In Schwebel’s article, “Promoting the Culture of Peace in Children”, he discusses how many toys and videogames strongly reference violence, and states “such involvement seems excessive and probably has an impact on the consciousness of children, unfavorable to a culture of peace. Therefore, we need to not only instill peaceful beliefs into our children, such as the nonkilling checklist, but we also need to be aware of other outside impacts that can affect children as they develop.

  15. Lydia Moss says:

    This checklist addresses several concepts presented in Rivera’s discussion of the 1999 UN resolution outlining components of a culture of peace. Establishing a culture of peace requires some basic level of security, not just for some, but for all. Rivera refers to this as human security, as distinct from national security. Violence breeds violence and is spread like a disease.

    The checklist is intended for discussion and revision by families, so the presumption is that family members will listen to all suggestions and debate conflicting opinions among themselves constructively and respectfully. Such discussion is itself educational since parents can model how inevitable disagreement between family members with different ideas can be handled peaceably. As De Rivera points out, “In practice, the key to a culture of peace is the transformation of violent competition into co-operation for shared goals…It may be understood as the managing of conflict…” (p. 545).

    Schwebel references two studies that conclude that children think of war in concrete terms, for example, weapons and bombings, but understand peace only in negative terms- the absence of war. Their only reference point for “positive peace” is friendship. While it makes sense that an emphasis on nonviolence would focus on the elimination of guns, the list could place more focus on conflict. As Bonta suggests, conflict is the origin of violence. It would make sense to emphasize other forms of social violence kids could understand, such as abusive language, bullying, and discrimination. Doing so would establish the idea that violence exists on a continuum with murder and war on the extreme end, and that commitment to nonviolence starts with relationships between individuals. 20% of American children have the perspective, that at some level, peace is possible and can be spread through a ripple effect (Castanheira, Corgan and Malley-Morrison, p. 8).

    Paraphrasing Schwebel, children grasp underlying concepts of war and peace through interaction with others and with their environment. To change how and what they think requires we change their world and how they think about the world they want to inhabit. A list such as this provides a tool to encourage children to actively participate in changing their world and orient them towards nonviolence, peace, and forgiveness.

  16. Allie Kulak says:

    The non-killing checklist is something that is very important for families to read and discuss in their homes. It offers crucial ideas that must be implemented in their communities, as well as our world as a whole. Some ideas that are discussed in this checklist touch on Schwebel’s idea of negative and positive peace. Negative peace is described as the absence of war and violence, while positive peace relates to the idea of creating peace. Individually these concepts are important but together they are powerful and can create ultimate change. We as people all have the possibility to create change and make a difference. If we use both negative and positive peace together we can be proactive, and bring about the peace we want to see.
    Additionally, parents should go through this checklist with their children, and explain it to them. They should make sure they really understand what is being said, and that they see how much better a world of peace can be. I think that classrooms should have checklists like this in the room so students are constantly being reminded of non-violence. These students look up to their teachers and parents therefore, they will be more inclined to follow what their elders tell them. Making sure that children growing up are educated and familiar with these ideas discussed on the checklist will make them smarter and stronger. They can spread these peaceful ideas of forgiveness and reconciliation with their friends, and practice them in their daly lives.
    The ideas of being open to forgiveness and change can be seen in Bar Tal’s article. He discusses that people have to be willing to accept other viewpoints and see different perspectives, if we want to get rid of conflicts. By doing so, we become more forgiving, and ultimately better ourselves by letting go of negativity. By continuing spreading the non-killing checklist change is taking place, and more individuals promote peace.

  17. Joshua Feldman says:

    As important as it is to include violence and peace topics in our education system, I believe it is equally, if not more, important to include these topics in family discussions. I think that this checklist by Gomes and Emeritus for family use is a wonderful idea that will help extend the message of peace to what Corgan refers to as the microsystem (the home). In particular, I like how the list encourages family members to support efforts to include Nonkilling education in school curricula. Presumably, this will require family members to actively pursue this goal by making their opinions known to others; after all, what good are thoughts and opinions for change if they are not shared with others, especially during times when these values are being compromised? For this reason, I think it would be worth while to include what Staub calls an “active bystander” to the nonkilling list.

    In his article, Staub describes how public education through radio programs helped reduce support for violence while promoting trauma healing and reconciliation and peace building in Rwanda following the genocide. In the study he conducted, he broadcasted stories about two fictitious villages at odds with each other – each side with active bystanders in support of peace. Staub described how it was important for the Rwandese to learn from the characters about the “evolution of violence, the psychological impact of violence and the ways in which a society can heal from and prevent violence”. In particular, he wanted the story to help shape “social consciousness” to prevent people from obsequiously obeying authority, which he says is a common trend among countries that have experienced genocide. As Staub writes, he wanted the words of the characters to “make it clear that people can challenge a destructive leader and thereby benefit the group. This can foster people’s use of their own judgment, rather than blindly accepting what authorities tell them.” Indeed, his study concluded that the stories influenced listeners to discuss issues, name problems and become more active. For this reason, I think that including an item about the value and duty citizens have to be an active bystander would be beneficial to the Matos and Emeritus’s list.

    Along with my belief that the promotion of active bystanders is worthwhile, I believe that an effective way to spark interest and discussion about topics of violence and peace is through the use of modern technology. In fact, after reading Staub’s article, I found a podcast, On Air: Peace Talks Radio, that discusses various topics about peace and violence. After listening to (and enjoying) a few episodes, I believe that listening to podcast would be a great way for families to introduce and discuss topics with their children in a natural way.

  18. Samantha Blank says:

    This checklist, while overall has a positive message, caused a mixed reaction. When I showed it to a friend, her immediate reaction was not the same as mine. I thought it was a positive tool used to create discussion. However, my friend saw it as a negative. She does not believe in banning guns in the home, and so instead of viewing this as a tool to discuss, she saw it as a political statement. While most people may not take as much offense as my friend did, it does raise a valid question in the checklist’s effectiveness. While the primary goal of the checklist is to raise awareness in families on the points of Nonkilling Awareness, the way in which it is written seems as if it could alienate potential readers. For a family who already agrees that guns should not be allowed in the home, and do not have any potential safety benefits, this checklist will most likely resonate. However, the use of the words “nobody believes,” “banning guns,” “nobody wants,” and “no guns” could alienate some readers. While I do agree with the content of this checklist, this strong, negative language may turn off someone who inherently disagrees.

    Overall, this checklist does have a positive message where the ultimate goal is to raise awareness in families on the points of Nonkilling Awareness. Peace and nonviolence should be priorities in the home, and like Schwebel mentions in one of his articles, child psychology says that children develop attitudes and opinions at an early age, and they assimilate concepts through what they learn at home. According to Schwebel, a home that encourages engaging discussions while children are growing up will lead these children to have better communication and conflict-resolution capabilities when they are older. In order to facilitate discussions of important topics, such as gun safety and Nonkilling Awareness, this checklist should be introduced to families who otherwise may not have said conversations.

    • kathiemm says:

      Thanks for sharing your friend’s response to the nonkilling checklist, and your own thoughtful consideration of that response.

  19. Deryal Yuksel says:

    The non-killing checklist is very interesting. I think it will have positive outcomes, children are very vulnerable and are always ready to learn new things. If a child’s family has this checklist perhaps simply on their refrigerator, it may make a difference in the children’s conception and ideation of violence. However, as I mentioned in another post, media plays a huge role in children’s lives. Even if a parent won’t allow them to watch certain things, the child can find anything on the internet. So, are they going to listen to the paper on the fridge? Or a “cool” new video online? Therefore, I think the approach to this checklist is too optimistic. Schwebel’s (2001) article emphasizes on “promoting the culture of peace in children.” I believe that this article has insight on the idea of having this kind of a checklist for family use. Schwebel mentions that older children can be playing violent video games and “will be doing the equivalent in virtual reality.” This is what I was implying when I stated that children may find this more interesting than reading a piece of paper. How can we change this? How can we promote peace to children? Children are the future of our world, so promoting peace is crucial. The article further explains that “to change individual minds we must change the world they live in; to change the world, we must change minds.” Hence, we need to change children’s perspectives to change the world, but in order for us to do so we have to change the world? Sounds like a never-ending loop to me.

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