Listening to Craig reflect on his visit to the Korean Demilitarized Zone (DMZ) over coffee yesterday morning caused me to think about my friend Lisa’s informative presentation during the NCTA South Korea Study Tour that we both participated in, as well as my own experience. The three of us represent different grade levels and disciplines, yet each of us came away with valuable insights that have made us more informed educators.
Craig, a high school history teacher, shared what it meant to stand in a place he had taught about for years. Experiencing the DMZ firsthand transformed it from a historical topic into a lived experience. That experience will undoubtedly deepen the way he teaches the Korean War, the division of the Korean Peninsula, and the ongoing realities of the DMZ. His students will benefit from learning from someone who has not only studied history but has also stood where history continues to unfold.
Lisa, an art teacher, approached the experience from a different perspective. She became fascinated by the historical complexities that led to the creation of the DMZ and the lasting impact those events have had on the Korean people. Learning this history in its authentic context broadened her understanding while strengthening her empathy and appreciation for Korea’s rich, resilient, and at times painful history. It is a reminder that history shapes every discipline, including the arts.
As an elementary teacher, I know my role is different. I introduce history in age-appropriate ways, building foundational understanding through stories, photographs, maps, primary sources, and carefully selected picture books. My goal is not simply to teach historical facts, but to help children develop empathy, curiosity, critical thinking, and a broader understanding of the world around them.
Standing at the DMZ and looking across into North Korea reminded me of the human cost of conflict. I thought about families separated by borders, people forced to flee their homes, and children whose lives are forever changed by war. Those moments also brought to mind the International Day of Peace and the importance of helping students understand not only why conflicts occur, but why peace, diplomacy, and human connection matter.
Whether teaching elementary students, high school history, or visual arts, we all share the privilege and responsibility of helping the next generation understand not only what happened in history, but why those stories continue to matter today.
This experience also reinforced something I have come to believe deeply: we need to reimagine professional development. Too often, professional learning takes place within the four walls of a conference room. Yet some of the most transformative learning happens when educators step into the places they teach about, engage with local communities, ask questions, and experience history and culture firsthand.
That is exactly what happened to Lisa, Craig, and me. We each took what I like to call a “teacher field trip.” We returned not only with more knowledge, but with deeper empathy, richer context, and renewed inspiration for our students. Experiences like these remind us that travel is far more than tourism. It is professional learning at its very best.
History is not simply something we read about. It is something we can witness, reflect upon, and use to inspire meaningful learning in our classrooms.
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Shawnette Brown 