(2011). Education, Conflict and Development. Symposium Books Under various names–education and conflict, education and fragility, education and insecurity, etc.–the understanding of linkages between education and violent conflict has emerged as an important and pressing area of inquiry. Work and research by practitioners and scholars has clearly pointed to the negative potential of education to contribute to and entrench violent conflict. This work has highlighted the struggle for education during and following periods of instability and demonstrated the degree to which communities affected by conflict prioritize educational opportunities. It has also offered powerful normative arguments for the importance of quality education for peacebuilding, reconciliation, postconflict reconstruction and development. In many instances, however, these important insights are derived less from rigorous research and scholarship in the social sciences than from the delivery and evaluation of educational programming in situations affected by conflict. This… [Direct]
(2010). Education as Transcultural Education: A Global Challenge. Educational Studies in Japan: International Yearbook, n5 p33-47 Dec. In all European countries, education has been related to nation building. It has contributed to the building of national identity, national consciousness and the development of a nation state. Since the Second World War and above all since the fall of the Berlin Wall, education in the European Union has also included a consideration of European and cultural diversity. Culture does not designate a self-contained, uniquely definable ensemble of practices, values, symbolizations and imaginations. The borders between cultures are dynamic and change according to context. Globalization must be understood as a process in which two global developmental tendencies that define the present are advancing reciprocally in a manner that is not without conflict. One tendency is toward universal standardization of the world; the other tendency is toward provision of room for cultural diversity in the process. Both tendencies also create new forms of globalization. The mission of transcultural… [PDF]
(1984). The Social Ecology of Peace: Implications for the Helping Professions and Education. Journal of Counseling & Development, v63 n2 p77-85 Oct. Uses a social ecological perspective to discuss six components that affect the potential for peace: (1) government; (2) religion; (3) business; (4) education; (5) family; and (6) human nature. Charges that the current psychology of human beings is a threat to peace. (JAC)…
(2004). Palestinian Education–Teaching Peace or War? Hearing before a Subcommittee of the Committee on Appropriations, United States Senate, One Hundred Eighth Congress, First Session (October 30, 2003) S. Hrg. 108-290. US Senate The focus of this hearing was on the issues of education of Palestinian young people, funding by the U.S. Government for the Palestinian Authority, and the implications on the Mid-East peace process. Opening statements were presented by Subcommittee Chairman Senator Arlen Specter, Pennsylvania; and Senator Hillary Rodham Clinton, New York. Witness testimonies and prepared statements were presented from: Itamar Marcus, Director, Palestinian Media Watch; the Honorable Mr. David Satterfield, Deputy Assistant Secretary of State for Near Eastern Affairs; James Kunder, Deputy Assistant Administrator for Asia and Near Eastern Affairs and Director of Afghan Relief and Reconstruction, USAID; Richard Solomon, President, U.S. Institute of Peace (accompanied by Steven Riskin, Program Officer, Grant Program, U.S. Institute of Peace); Dr. Hassan Abdel Rahman, Chief Representative, PLO Mission; Ziad Asali, President, American Task Force on Palestine; and Dr. Morton Klein, President, Zionist… [PDF]
(2007). Dialogue of the Soul: The Phenomenon of Intrapersonal Peace and the Adult Experience of Protestant Religious Education. Religious Education, v102 n4 p387-402 Sep. This year-long study explored how adult church members experienced the phenomenon of spirit and the relationship between their experience and peace. Four themes emerged from the analysis of personal journal entries and transcripts of individual and group interviews: depth in the encounter with spirit, soul as the locus of spiritual growth, dialogue as the language of spiritual communication, and the phenomenon of third space. The intersection of these themes suggests that spiritual encounter is an intrapersonal, dialogical process leading to changes in perspective and action. These findings extend the concepts of peacemaking and adult education pedagogy in parish settings…. [Direct]
(2007). Arms and the Curriculum. Chronicle of Higher Education, v54 n8 pB10 Oct. In this article, the author discusses the importance of liberal arts education in the preparation of soldiers for war. He draws on his experiences teaching students from Army and Air Force ROTC programs and on Elizabeth D. Samet's book \Soldier's Heart: Reading Literature through Peace and War at West Point\ to illuminate the purpose served by teaching literature to men and women preparing to serve in the wartime military…. [Direct]
(1975). A Social Education for Human Survival: A Synthesis of Practices in International Education and Peace Studies. Social Studies Review, 15, 1, 42-8, F 75. A peace studies curriculum program is described. (DE)…
Multimedia Materials for Studies on World Peace (A Conceptual Model and Rationale with Annotated Curriculum Materials). Education for Peace: Reflection and Action. With the shrinking contemporary world and the increasing ease in communications, thoughtful youth are questioning the inevitability of international violence and war. Students must learn to explore in depth the causes of conflict and to design strategies for action which will hopefully lead to the elimination of war. This publication provides ideas related to teaching about world peace at the secondary level and to the availability of resource materials. In section 1, the author investigates the need for the use of varied instructional resources to develop critical thinking among students. Section 2 contains six conceptual models for teaching about social justice and human rights, population, decision making, conflict resolution, development, and environment. Section 3, which comprises the major portion of the publication, is an annotated bibliography of print and nonprint materials which can be used to teach about the six areas of concern for which conceptual models are presented…
(1995). Maria Montessori: World Peace through the Child. NAMTA Journal, v20 n3 p77-92 Sum. Discusses the role of education in bringing about world peace, focusing on the causes and nature of war and peace, educational change, and Maria Montessori's ideas for promoting peace through a student-centered, nurturing curriculum for young children. Reprint of a 1962 article that quotes extensively from an address given by Maria Montessori in 1929. (MDM)…
(2002). From Belligerence to Peace: The Role of Civic Education. When a security threat and sense of instability befell the United States after the events of September 11, 2001, the familiar order of political priorities was upset. In a matter of days the American public discourse organized itself around the same principles that have guided the state of Israel for many years: security IN, education OUT. Education is the political mechanism by which the state and the society shape their future character. Decision making about the structure of the education system, the material that will be taught in it and, ultimately, the vision that this system will promote, requires thought about how people want the future society to look. This paper examines how civic education can help shape a society that desires peace and is ready for it, and how education of this kind can prepare Israeli society for the morning after of peace. To clarify what areas in the education system need to be changed and adapted to the peace era, the paper considers how the Israeli… [PDF]
(2015). Developing a Peace Course in Police Studies: How a Culture of Peace Can Enhance Police Legitimacy in a Democratic Society. Journal of Peace Education, v12 n1 p74-91. This paper reflects my experiences developing a course within the Criminal Justice Technology Associates of Science degree program at Valencia College that fuses topics unique to peace and police studies. The key challenge in developing this course was in confronting the paradox of the police as instruments of both peace and conflict. In dealing with this paradox, students examine the role of the police in a democratic society and the authority of the police to use coercive force. Key topics covered in this course include defining peace, the police role in peace movements, the history, structure and strategies affecting the police, causes of violence, conflict analysis and conflict intervention, and ethical foundations for peace. In addition, this course examines occupational, organizational, institutional factors that contribute to the development of a unique police subculture that values crime fighting as its core responsibility and the impact of that orientation on police… [Direct]
(2008). Access and Barriers to Education for Ghanaian Women and Girls. Interchange: A Quarterly Review of Education, v39 n2 p167-184 Apr. As has been aptly stated in the 1995 United Nations Fourth World Conference on Women (UN, 1995) in Beijing, the girl-child today is the woman of tomorrow. The skills, ideas, and energy of the girl-child are vital for full attainment of the goals of equality, development, and peace. For the girl-child to develop her full potential, she needs to be nurtured in an enabling environment, where her spiritual, intellectual, and material needs for survival, protection, and development are met and equal rights safeguarded. In the Ghanaian case, especially the limited education women receive could be detrimental to social development needs of women and girls, hence the focus of this paper, which add some important perspectives to the literature in the area…. [Direct]
(2008). The Return of the Subaltern: International Education and Politics of Voice. Journal of Studies in International Education, v12 n4 p334-363. In a rapidly globalizing world, it is becoming a major task of international education to study a variety of sociopolitical, economic, developmental, and intercultural relations, at the heart of which lie issues around subalternity, diversity, language, and dialogue. In its current state, how well prepared is the field of international education to deal with these complex issues? Through an exploration of narratives from various intellectual, cultural, and linguistic traditions, this article maintains that (a) concerns around critical dialogue and freedom of expression are universal concerns applicable in/to different environments and cultures; (b) such concerns need to be situated within the wider issues around diversity, multiculturalism, multilingualism, human rights, peace, and social justice; and (c) international and global education can take on this challenge by critically engaging various issues emerging from conditions of subalternity, politics of voice, and multiple… [Direct]
(2008). Engineers, Development, and Engineering Education: From National to Sustainable Community Development. European Journal of Engineering Education, v33 n3 p247-257 Jun. In October 2007, Norman Borlaug wrote in \Science\ magazine that \more than 200 science journals throughout the world will simultaneously publish papers on global poverty and human development–a collaborative effort to increase awareness, interest, and research about these important issues of our time\. Borlaug, Nobel Peace Prize laureate and father of the green revolution, was demonstrating that the scientific community is at last taking questions seriously of sustainability and development. Borlaug's own contentious role in the history of \development,\ however, points to the complexity of the term and the contested role scientists and engineers have played in that history. As engineering education initiatives incorporating sustainable development practices proliferate, it becomes ever more important to understand the historical lessons of development and the contributions of engineers. This paper outlines a history of engineering practice and education in relationship to… [Direct]
(2015). The Personal as Political: The Function of the Private Space in Contextualizing the "Other" in Jewish-Palestinian Encounters. Journal of Peace Education, v12 n2 p167-181. The private/personal sphere is perceived to be a channel of empowerment that fosters processes of acknowledgment and recognition during encounters between participants from different cultural groups. Drawing on ethnographic research at an inter-cultural program that offered a space for engagement for Palestinian and Jewish educational trainees', we followed the role played by the private sphere in the process of articulating a perception of the "Other". Most participants from both groups chose to locate their position toward the "Other" in their private sphere. The different ways through which the private sphere was preformed and justified by the participants reveals that for the Palestinian participants the private sphere served as a way to create particularity, while for the Jewish participants it served as a way to construct universalized claims. These justifications, which were tightly coupled with each groups' social position and social power, were working in… [Direct]