such as individual freedom, subjectivity, action, and responsibility, represent existential
tenets particularly associated with the theories of Jean-Paul Sartre (Being and
Nothingness, 1956 and Existentialism is a Humanism, 2007, and many other famous
works), the premier existentialist thinker of the 20th century. On Sartre’s view, because
the human individual is a fundamentally free existent in an imperfect and uncertain
world, she is responsible for the choices she makes and the actions she takes throughout
her life journey; that is, her life “project” (Sartre, 1956, p. 617). From this simplified
statement of Sartrean existential theory, I am suggesting a vision of peace education that
locates the individual as the chooser of peace as a way of being within herself as well as
with others. Thus, to teach for peace, existentially, means to first teach for the
revitalization of self as an agent for peace within, bringing awareness to the student of the
all too human, warring parts of self (self-judgment, blaming and shaming, victimhood,
perfectionism, etc.) that thwart a sense of calm and inner peace because these
dysfunctional, but commonly experienced elements of human imperfection compete for
control of the psyche and the body at various stages of life. I am suggesting that once the
individual student realizes her own freedom to choose and act from an understanding of
self as an agent for freedom and peace, she will be more inclined - as well as better
prepared - to confront potential conflicts with others with the attitude of a natural
peacemaker. Essentially, I am suggesting that teaching for peace from an existential
orientation holds the potential to engage students in such a way that they are more likely
to discover and recover themselves as revitalizing forces for creating change and
inspiring alternative possibilities not only in their own lives, but potentially within their
communities and beyond. By teaching students to choose themselves as peacemakers in
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