Problematic Aspects of Nuclear Education

How is the teacher to convert these private worries into informed and constructive thinking? It seems to be assumed that the two crucial components of education on nuclear issues are to increase knowledge about nuclear weapons and strategies, and to arouse an appropriate level of concern about the dangers inherent in their deployment. I suggest, from the point of view of a psychologist, (i) that these two steps raise problematic issues, and (ii) that the ability to think critically about nuclear war is powerfully affected by other factors, which have received less attention from those concerned with nuclear
education. Wherever possible, I will discuss evidence from relevant empirical research in schools, almost all of which is
American.