nuclear-news

The answer is fairly simple. Nuclear weapons issues are not a standard part of secondary school education, nor are they widely covered in undergraduate and graduate programs. A 2018 survey of 1,100 high school students in Washington State found that less than 1 percent even knew which countries possessed nuclear weapons. The finding was all the more startling because the students live in a nuclear-armed country themselves, and in an area with a nuclear legacy dating back to the Manhattan Project.

While the situation is not as bad at the university level, the number of undergraduate courses that cover nuclear weapons issues is still low. A 2019 study on undergraduate nonproliferation education found that, among 75 of the top-ranked public, private, and military institutions in the country, on average, each institution offered seven such courses over a two-year academic period, or less than two courses per semester. A good way to contextualize that is to compare it to course offerings on climate change—the other most pressing threat to humanity’s survival. The same study found that on that topic, the nation’s three leading public, private, and liberal arts institutions each offered between 19 and 30 courses during just a single academic year (2017–2018).

Why does this matter? It matters because the nuclear weapons threat isn’t going away—if anything, it is growing—but the number of people working in the field is shrinking. ….

The field is going to need many more bright minds to solve current and future nuclear challenges. Attracting those bright minds starts with building awareness of the issue. And awareness of any issue can be linked to issue exposure. So, if school boards, curriculum writers, and teachers and professors continue to ignore the topic of nuclear weapons and do not include it in class curricula, the public will continue to be unaware of the existential threat these devastating weapons pose to humanity, and the professional field will have difficulty sustaining itself. Nuclear weapons policy is confusing, highly technical, intimidating, shrouded in secrecy, and largely dominated by an awfully small group of men. So those who want to begin exploring the subject may find it exclusive, inaccessible, and hierarchical. But the simple and easy-to-understand fact remains that nuclear war remains a significant global threat………

Here are three relatively easy and practical solutions that teachers and professors can implement this school year—without having to go through too many bureaucratic hurdles.

First, check out a new platform that offers a diverse volunteer network of professionals ready to speak with students and teachers about topics, lessons, classes, college, internships, and career advice on nuclear issues. The platform is called NRICHED, and its creators want to empower students with agency to tackle the world’s biggest problems through experiential learning…….

Second, consider offering a nuclear security undergraduate class at your institution, and press administrators to recognize its importance. For those whose administrators are hesitant, the Stanton Foundation provides grant support for the development of new nuclear-related courses for undergraduates each academic year……..

Third, enlist the outstanding work of Girl Security, an organization that provides specialized programming for (female) high school students on national security subjects, including nuclear weapons. The Girl Security team helps empower young women with practical training through simulation exercises developed by women national security practitioners. Moreover, they provide girls with placement in a phased mentorship network, pairing them with women national security professionals who are one step ahead of them in their academic and professional advancement……….. https://thebulletin.org/2020/09/whats-missing-from-american-schools-curricula-nuclear-weapons/