(2001). The 7 Habits of Peaceful Parents: A Facilitator's Manual [and] The Peaceful Parenting Handbook. Based on the view that as parents and families explore the meaning of peace, they can create safe and harmonious homes in which all members can grow to the fullest and begin to combat violent tendencies in the larger culture, peaceful parenting evolved as a way to help parents become familiar with basic skills and to use them within their own families. These materials are intended to help parents develop both skills and self-confidence to meet the needs of their children. The training manual for facilitators is designed to help parent educators assist parents in expanding their discipline options and child development skills, manage anger, enhance family relationships, and attain the ultimate goal of raising peaceful children. Part 1 of the facilitator's manual discusses the concept of peaceful parenting, describes how to use the manual, and provides tips for preparing for parent education meetings. Part 2 presents guidelines for presenting seven workshops, each one devoted to a…
(2021). Lessons Learned about Faith Formation in the Midst of a Pandemic. Religious Education, v116 n1 p53-64. The way faith is formed depends upon the zeitgeist, the spirit of the age. Faith formation cannot happen in a vacuum. It is shaped and informed by all that is happening. In our time, the COVID-19 pandemic is happening. In this essay I reflect on faith formation amid the zeitgeist of the Coronavirus, considering ways that the pandemic requires religious educators to seek new methods and practices for educational ministry that forms people in faith…. [Direct]
(2003). EQ + IQ = Best Leadership Practices for Caring and Successful Schools. Combining emotional intelligence (EQ) with academic intelligence (IQ) is the essential key to developing knowledgeable, caring, healthy, and successful students in today's troubled world. Educational leaders offer their best ideas in this book for building safe, smart, caring, successful, and emotionally intelligent school communities in 15 chapters: (1) \Transforming the Lives of Children\ (James P. Comer); (2) \Educational Leadership for Academic, Social, and Emotional Learning\ (Mary Utne O'Brien, Roger P. Weissberg, and Timothy P. Shriver); (3) \Social-Emotional Learning and Academic Achievement\ (Marcia Knoll and Janet Patti); (4) \Lesson for Life: How Smart Schools Boost Academic, Social, and Emotional Intelligence\ (Alan M. Blankstein); (5) \How New Knowledge About the Brain Applies to Social and Emotional Learning\ (Ronald S. Brandt); (6) \Waging Peace in Our Schools: The Resolving Conflict Creatively Program\ (Linda Lantieri); (7) \Building Capacity from Within: Changing…
(2020). The Emergence of Global Citizenship Education in Colombia: Lessons Learned from Existing Education Policy. Compare: A Journal of Comparative and International Education, v50 n6 p865-883. Colombia has joined the international movement of countries which, under the impulse of the United Nations Educational, Scientific and Cultural Organization (UNESCO), are looking to integrate global citizenship education (GCED) into their educational system. However, being a recently emerging initiative, the characteristics and possible effects of GCED have not been discussed sufficiently in academia, nor among policy makers. This paper presents a critical discourse analysis of the most recent antecedents of GCED to be found in Colombian education policy. It thereby contributes to the national and international debate surrounding the integration of GCED in contexts that differ from those of Western and 'developed' countries, which have been the main focus of GCED research and interventions to date. It is argued that, in the case of Colombia, educational initiatives that are based on critical approaches to GCED should be recuperated and strengthened, since these initiatives provide… [Direct]
(2019). Sustainable Transdisciplinary Future for English Majors in Iran by Implementing a New Paradigm. Interchange: A Quarterly Review of Education, v50 n1 p77-96 Feb. In order for English majors in Iran to be sustainable for the future world of emerging dynamic changes, moving towards the paradigm of complexity (CP) seems to be a promising option for academic settings. However, any renewal should be carefully studied before it is ready to be implemented. The present analytical paper, therefore, elaborates on some key characteristics of CP, suggests a type of instruction that may be best compatible with the goals of CP: creativity and sustainability, and considers some positive and negative aspects of putting CP into effect. In addition, CP is shown to be a future-focused, transdisciplinary, interdisciplinary, open, dynamic system in which anti-monopolistic ideas, and cross-cultural tolerance and peace are highlighted. On the other hand, it is capable of raising some arguable sociocultural and psychological concerns such as national identity issues and information overload that need to be carefully addressed. Finally, it is proposed that CP is a… [Direct]
(1998). Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education/L'Association Canadienne pour L'Etude de L'Education des Adultes (17th, Ontario, Canada, May 29-31, 1998). These proceedings on the theme, Adult Education Research: Shaping the Future, contain 52 papers. The papers are: "Virtual Adult Education" (W. Archer and D. Conrad); "Reversal Theory Approach to Adult Learning and Education" (M. Atleo); "Objectiver L'Action" (A. Balleux et al.); "Cultural Constructions of Literacy" (A. Blunt); "Prior Learning Assessment and Recognition" (D. Briton et al.); "Distance Education and Learner Autonomy" (P. Bouchard and L. Kalman); "Toward a Redefinition of Formal and Informal Learning" (G. Burns); "Feminist Commitments in Adult Education" (S. Butterwick et al.); "Innovative Research Practices for Adult Education" (N. Campbell et al.); "Facilitating Reflection and Action through Research" (A. Chan); "Including the Body in Learning Processes" (L. Crawford); "A Double-Edged Sword" (U. Critoph and D. Martin); "Learning Strategies of… [PDF]
(2020). Reflecting on a Multi-Perspective Approach to Teaching and Learning about Police Shootings. Journal of the Scholarship of Teaching and Learning, v20 n3 p81-96 Dec. This reflective essay highlights the importance of project structure when teaching highly controversial topics. I review research that shows differing approaches to teaching highly controversial subjects and the impact of the approaches on learning outcomes. I then reflect on the outcomes of deploying a non-directive, peacekeeping approach to address the issue of police-involved shootings in a criminal justice class. Finally, I draw attention to ancillary issues that emerge in this project structure as well as how the results impacted my own thinking about this topic…. [PDF]
(2004). Chronicle of Higher Education. Volume 50, Number 28, March 19, 2004. Chronicle of Higher Education, v50 n28 Mar. "Chronicle of Higher Education" presents an abundant source of news and information for college and university faculty members and administrators. This March 19, 2004 issue of "Chronicle of Higher Education" includes the following articles: (1) "A Support Group for Terminal Grad Students" (Douglas, Lawrence; George, Alexander); (2) "Edutainment for the College Classroom" (Marinelli, Don; Pausch, Randy); (3) "The Passion They Know not What They Watch" (Beal, Timothy K.); (4) "Toward Affirmative Action for Economic Diversity" (Kahlenberg, Richard D.); (5) "The Perfect Demographic Storm: Entitlements Imperil America's Future" (Kotlikoff, Laurence J.; Burns, Scott); (6) "Who Needs an Agent? You Do!" (Toor, Rachel); (7) "Jewish 'Denominations'; Class; and Close Readings"; (8) "Will Success Spoil Saint Joe's?" (Suggs, Welch); (9) "Surds-Free Socializing" (Jacobson, Jennifer); (10)… [Direct]
(2020). The Living Art of Religious Education: A Paradigm of Hermeneutics and Dialogue for RE at Faith Schools Today. British Journal of Religious Education, v42 n3 p313-324. In light of ongoing debates about religious education as hermeneutical, this contribution proposes a 'hermeneutical-communicative' (HCM) paradigm for RE through the development of a twofold reflection: (a) a critical (re-)evaluation of the theological and anthropological foundations for RE in light of (b) a context marked by religious and philosophical diversity, disaffiliation and 'areligiosity'. In this way, the HCM approach proposes an identity for RE that lies at the intersection of 'hermeneutical' and 'dialogical'. Drawing upon theologies of interreligious dialogue, this contribution first analyses four paradigms for RE (exclusivism, inclusivism, pluralism, particularism) and then advocates for a hermeneutical-communicative approach characterised by an emphasis on interreligious 'literacy', philosophical and religious hospitality and inter-hermeneutical dialogue. Such a paradigm results in a number of implications for practice, including sensitivity to 'big questions' in life,… [Direct]
(2020). Daisaku Ikeda's Philosophical Dialogues on Education. FIRE: Forum for International Research in Education, v6 n2 p89-102. Daisaku Ikeda's humanism (1928-) has made profound global impacts on education and human lives. However, there is little research on analyzing his philosophical dialogues with global scholars. To explore what roles educators play and what value educators can create based on Ikeda's philosophical dialogues on education with scholars across disciplines, the author uses a theme-based approach to code educational issues derived from the dialogues. The majority of the themes highlight the importance of humanity in education. By knowing the roles that educators can fulfill and the values that they can create, the themes identified in Ikeda's philosophical dialogues provide groundwork for the development of humanistic education and can serve as concrete ways to help educators enhance their educational practices in K-12 schools as well as in higher education…. [PDF]
(2021). Refugee Parents' Perspectives on Preschool Enrollment after Migration and Resettlement. Voices of Reform, v4 n1 Article 6 p93-109 Dec. Using phenomenography, the researchers explored the perspectives of resettled refugee parents and why they chose to enroll their children in a large urban school district's preschools. All of the participants were driven by intense desires to have a brighter future for themselves and for their children in their new country. All saw education as privilege and an opportunity to ensure more promising futures for their children–an opportunity that should not be left on the table. All the participants expressed an appreciation for the opportunities afforded them in the U.S. and hopes for a peaceful future. The participants' backgrounds and migration experiences varied, but consistent across them were hardships and challenges. These influenced their decision to enroll children in an urban public preschool program in the hopes of increasing the likelihood of success for their children. Participants relied heavily on the support of refugee agencies. The researchers identified a need for… [PDF]
(2019). 80th Anniversary of Picasso's "Guernica": A Date with Peace at the University of Navarra Museum. Journal of Museum Education, v44 n1 p96-107. As in the case of the 80th anniversary of Picasso's "Guernica," painted in 1937, museums can incorporate significant dates and anniversaries into their educational programming. The University of Navarra Museum has taken advantage of the opportunity presented by this anniversary to present an educational project entitled "Guernica," whose primary objective was to foster peace through art. This anniversary project was a collaborative one in which 946 individuals (primarily students) between the ages of 3 and 103 participated, using their creativity to seek a significant experience. In the course of the project, contextual synergies were established with artworks from the museum: "Mousquetaire, T√™te" (Picasso, 1967) and "Tombstone to the peaceful town that was Guernica" (Oteiza, 1957)…. [Direct]
(2019). Culturally Responsive Peacebuilding Pedagogy: A Case Study of Fambul Tok Peace Clubs in Conflict-Affected Sierre Leone. International Studies in Sociology of Education, v28 n2 p127-145. Recent research on the peace-promoting agency of teachers in conflict-affected contexts has critiqued the dominance of a menu of curriculum initiatives circulated within aid organizations which ignore or dismiss indigenous cultural resources available within local communities. On the other hand, the turn to local culture in peacebuilding interventions has also been critiqued for idealizing the local. This paper presents a case study of the work of Fambul Tok Peace Clubs in conflict-affected Sierra Leone which aim to support teachers in drawing on local practices, rituals and symbols. Using an interpretative approach, alert to the meanings teachers ascribe to their pedagogical practices, it finds that teachers respond to local culture in multiple, sometimes contradictory ways. These range from celebration of indigenous practices as resources for conflict resolution that resonate with their pupils and communities to critique of their oppressive gender norms and inability to address… [Direct]
(2001). American Educational History Journal, 2001. American Educational History Journal, v28. This 2001 annual publication contains 31 articles on topics germane to the history of education. Each year, this journal publishes papers presented at the annual meeting of the Midwest History of Education Society. After the "Introduction" (R. J. Taggart) articles in this year's issue are: "Origins of the American Federation of Teachers: Issues and Trends between the Two Great World Wars" (D. T. Martin); "Class, Race, and Curriculum in Small Pennsylvania Mill Towns of the 1960s" (B. Frey); "Textbooks for Confederate School Children Pursuit of National Identity during the American Civil War" (O. L. Davis, Jr.); "Elma Neal, 'The Open Door' Readers, and Mexican American Schooling in San Antonio, Texas" (M. D. Davis; O. L. Davis, Jr.); "Defense as Preparation: Houston, Texas, Schools Face the War to Come, 1939-1941" (J. Hammer; O. L. Davis, Jr.); "William Guardia: Who Does So Much for So Many" (C. Elam); "'The… [PDF]
(2017). Engaging with Religious Epistemologies in the Classroom: Implications for Civic Education. Research in Comparative and International Education, v12 n1 p127-139 Mar. Our point of departure in this paper is the observation that in many secular societies–which may be so in variable degrees, especially in the West–as well as in societies emerging out of religious conflict, there may be the perception that educational systems ought to promote civic values while sidestepping religious or cultural values. This entanglement, in our view, presents a challenge that is deeply "political," because effective participation in a society is directly relevant to ideals about equity, social justice, power relations, and the common good. We suggest that when religious and cultural affiliations are excluded from such ideals, this makes effective participation more possible or perhaps less so, especially for certain social groups such as minority and marginalized groups or groups that have been victimized in a conflict situations…. [Direct]