(单词翻译:单击)
听力文本
Teaching Peace in Classrooms
Peace Education is a growing area of research at some colleges and universities. Peace education programs often explore subjects covered in the news, such as violence in schools and mental health issues during a quarantine.
In Japan this week, Rebecca Oxford was to speak at a meeting of JALT, the Japan Association for Language Teaching. Her subject: "The Language of Peace."
Oxford is Professor Emeritus at the University of Maryland in the United States. She says that foreign and second language teacher-educators and their students have an important duty to play in fostering peace. She adds peace is created through communication, and that communication is the main goal of language teacher-educators and teachers.
Oxford says there are six parts to peace. They are inner peace; interpersonal peace; inter-group peace; intercultural peace; international peace; and ecological peace or care for the environment. She believes these six terms give teachers a common basis on which to talk about conflict and work for peace.
Part of Oxford's approach to the language of peace is to change signs of conflict into respect for the values and hopes of the people involved. She says peace builders should look for the causes of conflict and use this information to reduce violence between people, groups and cultures.
Not everyone agrees on the value of peace education programs. Heather Millstone is with the University of Queensland in Australia. She did research on how peace programs work in Australian schools.
Millstone identified three criticisms of the programs. One is the lack of evidence that they work. Another is how peace programs pay attention to a child's relationship with other children, instead of on the larger community. Millstone says this puts a responsibility on children to create peace when the society around them is violent. The third criticism is that the programs do not consider cultural values, such as whether an individual or a group is more important in society.
One United States-based group has been using criticisms like these to shape its peace education programs. Tim Nation is Executive Director of the Peace Learning Center, or PLC, in Indianapolis, Indiana. He says the PLC began in the 1990s as part of AmeriCorps, a service program similar to the U.S. government's Peace Corps. He told VOA it began working with children who experienced violence at home, and then moved to programs to reduce violence in schools.
"We saw going through workshops on conflict resolution and then sharing with the kids that this is one of the missing links in our society… we realized that if you could teach young people at an early age, then you could have a larger impact and help kids succeed."
Over the past year, the PLC joined with the Tribes Learning Community, a social and emotional learning program.
Tribes offers training for elementary, middle and high school teachers, as well as for those working in after school and youth development programs. Nation says the work of Tribes is based on evidence from research into how to build communities in schools and classrooms.
"It's helped us with an evidence-based system that is easy to use for teachers...and lessons that are easy to use and proven to reduce conflicts and increase academic progress while helping each student learn skills that they can use for a lifetime."
The Tribes Learning Community has over 5,000 trainers worldwide, with programs in Canada, Australia and other English-speaking countries. It also offers Spanish language educational materials.
Nation notes that with the change to online learning, help with understanding social and emotional learning is what teachers need right now.
"And learning social-emotional learning skills is really important… because that's what you're asked to do in the workforce. When we lose out on our ability to communicate and collaborate, that's not good for the future of our workforce and our society."
HEART is an aid group that promotes Humane Education, that is, it is a charity promoting social and emotional learning, or SEL. In a recent Education story, we reported on the importance of SEL at some schools. PLC, Tribes and HEART came together to develop tools for teachers to use in classrooms. Everyday Circle Cards are one example of a short activity teachers can add to each class. It helps students learn the social skills they need at school.
The Peace Learning Center offers another kind of workshop on implicit bias -- or making stereotypes about groups of people. The PLC offers the Harvard Implicit Bias test. It is free and available in many different languages.
Nation says that after taking the test, students learn to think about and deal with their own biases.
"We help them process and reflect on their own biases so they can learn strategies to deal with them."
Jing Lin is a professor of International Education Policy at the University of Maryland. She teaches classes for educators related to peace and ecological ethics.
Lin says peace education programs can help students a lot. Some students have mental health problems because of conflicts at school or in the community. They need to learn how to deal with that worry and mental pressure.
"Students need to know about peace -- study about peace -- but also to study to have peace with themselves, with the society and also to study to build peace in our world. So, there are great benefits in all levels."
Lin suggests organizing groups of students into teams by birth month. Then in these groups, each person tells their life story. This activity, and similar ones, can help students come to understand that we are all human beings.
"To know each person as this living, breathing, interesting person, to break down the stereotypes."
Peace education is helpful not just for students, Lin says, and something that everyone needs.
I'm Jill Robbins.
重点解析
重点讲解：
1. care for 关心；关怀；
They neglect the loved ones who care for them, and also their health.
他们忽视了那些关心他们的人，以及他们的健康。
2. pay attention to 重视；对……注意；
Pay attention to your spelling.
请注意拼写。
3. go through 经历；经受；
South Africa was going through a period of irreversible change.
南非正在经历一场不可逆转的变革。
4. break down 损坏；瓦解；
Their car broke down.
他们的车子出故障了。
参考译文
和平教育
和平教育是一些院校中一个日益增长的研究领域，该项目经常探讨新闻报道涉及的各类主题，例如学校暴力和隔离期间的心理健康问题。
本周在日本，丽贝卡·牛津将在日本语言教学协会（JALT）的一次会议上发言，其演讲主题是：“和平的语言。”
牛津是美国马里兰大学的名誉教授，她说外语和第二语言师资教育者及其学生在推动和平教育方面发挥着重要职责。她补充说，和平通过交流创造，而交流是语言师资教育者和教师的主要目标。
牛津说和平包括六个部分，分别是内部和平；人际和平；群体间和平；文化间和平；国际和平；生态和平或环境保护。她认为，这六个术语为教师们提供了讨论冲突和争取和平的共同基础。
牛津对待和平语言的方法之一，是将冲突的迹象转变为尊重相关人员的价值观和希望。她说，和平建造者应该寻找冲突的原因，并利用这些信息减少人、群体和文化之间的暴力。
不是每个人都同意和平教育计划的价值。希瑟·米尔斯通就职于澳大利亚昆士兰大学，她研究了澳大利亚学校的和平计划。
米尔斯通指出了对这些计划的三种批评。一是缺乏证据证明它们有效。另一个问题是和平计划如何关注儿童与其他儿童之间的关系，而不是关注与更大的社区之间的关系。米尔斯通说，这让孩子们承担起创造和平的责任，而他们周围的社会却充满暴力。第三种批评是，这些项目没有考虑文化价值观，比如个人还是群体在社会中更重要。
一个总部位于美国的组织一直利用此类批评，来塑造其和平教育计划。蒂姆·纳什是印第安纳州印第安纳波利斯和平学习中心的执行主任，他说和平学习中心始建于20世纪90年代，是美国服务队的一部分，美国服务队是一个类似于美国政府和平队的服务项目。他告诉美国之音，该中心开始时与在家中遭受暴力的儿童合作，然后转向减少学校暴力的各种项目。
“我们进行过有关解决冲突的研讨会，然后和孩子们分享这是我们社会缺失的一个环节。我们意识到，如果能在孩子小时候对他们进行教育，就会产生更大的影响，并帮助孩子们取得成功。”
在过去的一年里，和平学习中心加入了集体学习社区，这是一个社会情感学习项目。
社区为小学、初中和高中教师以及从事课余和青年发展项目的教师提供培训。纳什说，社区的工作是基于研究如何在学校和教室里建立社区的证据而进行的。
“它帮助我们建立了一个便于教师使用的循证系统，以及易于使用并证实可以减少冲突、提高学业进步的课程，同时帮助每个学生学习终身使用的技能。”
集体学习社区在全世界有超过5000名培训师，在加拿大、澳大利亚和其他英语国家都有课程，它还提供西班牙语教育材料。
纳什指出，随着转变为在线学习，帮助理解社会情感学习成为教师的当务之急。
“掌握社会情感学习技能非常重要，因为工作时要求你这么做。当我们失去沟通和协作能力时，对我们的全体员工和社会的未来都不利。”
HEART是一个促进人文教育的援助组织，也就是说，它是一个促进社会情感学习（SEL）的慈善机构。在最近的一篇教育报道中，我们报道过社会情感学习在一些学校的重要性。和平学习中心、集体社区和HEART组织联合起来，开发教师在课堂上使用的工具。当日循环卡就是一个例子，教师可以把这项活动加入每节课程之中，帮助学生学习他们在学校需要的社交技能。
内隐偏见也就是对群体形成成见。和平学习中心提供哈佛隐性偏差测试。该测试免费，有许多不同的语言版本。
纳什说，参加测试后，学生们将学会思考和处理自己的偏见。
“我们帮助他们处理和反思自己的偏见，这样他们就能学会应对策略。”
林静（音译）是马里兰大学国际教育政策教授，她为与和平和生态伦理有关的教育工作者授课。
林静说，和平教育项目可以给学生很多帮助。一些学生因为学校或社区的冲突而产生心理健康问题，他们需要学会如何处理这种忧虑和精神压力。
“学生们需要了解和平——学习和平——还要学习如何与自己、与社会和平相处，以及学习如何在我们的世界中建造和平。因此，各个层面都有极大益处。”
林静建议按出生月份把学生进行分组，然后在这些小组中，每个人讲述自己的生活故事。这个活动，以及类似的活动，能帮助学生们认识到我们都是人。
“要认识每个人都是一个活生生、能呼吸、有趣的人，以打破陈规定型的观念。”
林静说，和平教育不仅对学生有帮助，而且是每个人都需要的东西。
吉尔·罗宾斯报道。
译文为可可英语翻译，未经授权请勿转载！
