Abstract

This article describes findings from a survey of high school students in New Jersey, Pennsylvania, and Florida, regarding their views of war and wartime policy. The survey is drawn from, and correlated to, elements of the Just War doctrine, a philosophical framework which forms the basis of most international law, treaties, and conventions. The survey results indicate that students tend to adhere to traditional moral norms regarding the conditions for engaging in war, but have considerable divergences from internationally-held principles regarding how a war is waged. The findings indicate that social studies instructors face impediments in helping students acquire high-level, meaningful conceptions of war as a topic of study. The article describes the necessity of moral and critical inquiry in social studies education and the value of the Just War doctrine as pedagogical tool towards that end.