What is Peace to You?

By DEIB Director Leslie Sinsay

Once a week, in three-week blocks, Early Childhood and Elementary students gather with Ms. Megan, one of our School Counselors, and me for Peace and Justice class. In this class, we have asked children to unpack what the words “peace” and “justice” mean to them. Having a child-sized perspective of these concepts allows them to build on their existing knowledge.

Peace is both abstract and powerfully tangible. Peace is far more than a word on a page. It can embody action, like signing a treaty or shaking hands after a disagreement. Peace can be a feeling that overtakes your soul when you see a calm, crystal body of water. It can often be a combination of both, which together can give it true meaning to an individual.

Although we frequently use the word "peace," we seldom stop to consider how we personally define it or what it truly signifies to us. What comes to mind when you hear the word "peace"?

In my own life, I hear "peace" used in several ways. A friend of mine signs off on conversations with "peace out." In yoga, we bow and say "namaste," which conveys peace, respect, and unity. Peace can also denote silence, a lack of disturbance, or simply tranquility.

All of these examples, however, are abstract—they lack a physical presence. Knowing that abstract thinking is developing in young students, we asked students to consider peace in relation to the five senses, something they can relate to. To assist them, we read three books: I am Peace, A Book of Mindfulness by Susan Verde, Peace by Wendy Anderson Halperin, and What Does Peace Feel Like? by Vladimir Radunsky, in which the authors explore peace through the lenses of seeing/hearing, tasting, touching/feeling, and smelling. Students worked both individually and in groups to unpack their definition of peace. This project was designed to help students investigate how peace is realized, both personally and for others, thereby developing their ability to recognize multiple perspectives. Students created first and second drafts of their ideas using graphite pencils, then colored pencils, and later added written descriptions. Next, we will collaborate with the art teachers to begin creating three-dimensional representations of this work.

Initially, students' conceptualizations of peace were basic, often using terms like "quiet" or "calm." However, as the project progressed, and particularly when students focused on selecting a specific sense to refine their understanding, a significant change occurred in their drawings and writing. Their final work demonstrated a shift from their starting points to reflecting their individual identities.

Studying the word "peace" introduced students to one of the core concepts of the Peace and Justice class.  We will repeat a similar process when we unpack the word "justice." As students engaged more with their own and others' ideas, many began to move beyond simple definitions, which is often a result of collaboration. Our primary objective is to help students connect with these abstract themes through experiential engagement, thus strengthening their ability to critically examine and process broader views and concepts.