Schulz, Michael (2008). Reconciliation through Education–Experiences from the Israeli-Palestinian Conflict. Journal of Peace Education, v5 n1 p33-48 Mar. This study deals with how to establish positive attitudes and behaviours between Israelis and Palestinians that endure during times of negative shifts in the external conflict. In this study it will be shown that educational projects that bring Israelis and Palestinians together over a longer period of time, and that use the premises of the contact hypothesis, have an increased likelihood of building sustainable relations. The general question is: to what extent are educational projects able to foster new sustainable relations between the participants? The findings from this study indicate that long-term educational projects can create a positive shift in perceptions of the "other" and can lead to sustainable relations. (Contains 2 figures.)… [Direct]

Alkan, Muhammet Fatih; Yazici, Fatih (2020). Teacher Educators' Perceptions of Terrorism and the Role of Education: A Qualitative Inquiry. i.e.: inquiry in education, v12 n1 Article 2. This qualitative study aimed at revealing terrorism perceptions held by teacher educators working in Ankara, the capital of Turkey, and their opinions regarding the role of education that may play in ending terrorism. A total of 30 teacher educators took part in the study. The data were collected using a questionnaire involving open-ended questions in addition to demographics. The data were analyzed using the content analysis technique. The findings were discussed in terms of relevant literature and the social and political context of Turkey, which yielded generalizable implications to other countries with a similar social construct…. [PDF]

(1999). Learning Skills of Peace through Every Day Conflicts: Practical Activities and Resources for Families, Teachers and Other Caregivers. [Loose-Leaf Pages and Pack of Cards]. Noting that the conflicts arising daily for young children provide an opportunity for adults to model and teach skills for handling conflict peacefully, this guide provides tips for preventing unnecessary conflict, offers "first aid" for conflict moments, and provides resources for addressing common situations that can cause conflict. Developed cooperatively by Ohio's Commission on Dispute Resolution and Conflict Management, Head Start Association, and Department of Education Division of Early Childhood, with implementation facilitated by many Ohio public libraries, the guide is comprised of 40 thematic units of instruction for the early childhood setting, with most units accompanied by home cards providing tips for preventing conflict and suggested activities. Each unit contains information on the importance of the topic for conflict management and its link to peace, suggested books, activities, and copies of home cards. The 40 units cover: (1) anger and aggression; (2)… [PDF]

Totten, Samuel, Ed. (1986). Teaching Social Issues in the English Classroom. Arizona English Bulletin, v29 n1 Fall. Focusing on the rationales and materials for teaching social issues in the English classroom, this thematic issue contains the following articles: \Introduction: Reflections of Society in Literature\ (M. B. Fleming); \Addressing Social and/or Controversial Issues in the English Classroom\ (S. Totten); \The Growing Threat to Quality Education: How the Censors are Restricting School Curriculum\ (A. T. Podesta and C. Macy); \What Price Academic Freedom?\ (R. Ehrlich); \Reflections on Controversial Topics and Their Place in the Public Classroom\ (O. McGraw); \From the Other Side of the Desk: A Student's View–'Social Issues in the English Classroom–Here Today, Here to Stay'\ (D. G. Hunt); \Teaching Controversial Social Issues: Personal and Professional Tasks for Teachers of English\ (A. Molnar and D. R. Walling); \Facing Controversy: An Organization's Role in Addressing the Nuclear World\ (S. Alexander); \Controversy Doesn't Have to Find the Teacher\ (J. D. Black); \Three Tactics for…

Feijoo, Laura (2000). An Experience Guide: Egypt and Israel 2000. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Egypt and Israel). This "experience guide," developed by a teacher who traveled in the region, aims to provide information on the culture, history, society, geography, and political aspects of Egypt and Israel. Intended for teachers, the guide can enhance lessons in world history. Each segment summarizes a topic and provides questions designed to encourage research, discussion, and debate. A separate booklet contains photographs and maps of the region. Segments in the guide are: (1) "The Egyptian Museum"; (2) "The Pyramids at Giza"; (3) "Recording History"; (4) "The Coptic Religion"; (5) "Cairo, the Capital of Egypt"; (6) "The Hanging Church"; (7) "The Jewish Community in Egypt"; (8) "Mosque of Al Rifa'i and the Muslim Religion"; (9) "Mosque of Sultan Hassan"; (10) "Greco-Roman History in Egypt"; (11) "Alexandria"; (12) "Education in Egypt"; (13) "Bedouin… [PDF]

Parimala V. Rao (2023). Beyond Monolithic Colonialism: A Defiant Scot against British Elitism,Thomas Munro's Policies on Education and Employment of Indians. Paedagogica Historica: International Journal of the History of Education, v59 n6 p1309-1326. Thomas Munro, a Scottish highlander, came to the Madras Presidency in South India as a soldier in the army of the East India Company in 1780. He rose to the position of its governor 40 years later in 1820 and died in India in 1827. His rise was not through military campaigns but peaceful administrative policies. During his stay in India, he defended Indian interests and took on powerful governors-general and other higher officials. He resisted their elitist policies, talked of lack of political freedom in India and wanted to give representation to Indians in administration. He conducted the first educational survey and established 101 schools. In the history of modern India, particularly in the history of education, there is a tendency to view British colonialism as a monolithic category. This paper looks at this extraordinary journey of a Scottish soldier, his impoverished status, family constraints, struggle with British elitism, and above all, his contributions to education in… [Direct]

Aziz, Nasaiy; Bahri, Saiful; Lubis, Dahlia; Ridwan, Muhammad; Saragih, M. Yoserizal; Sikumbang, Ahmad Tamrin; Sinaga, Ali Imran; Suharyanto, Agung; Yamamah, Ansari (2020). An Eschatological Study of Jerusalem in Biblical and Quranic Literature. Journal of Research on Christian Education, v29 n3 p217-235. This study is about Jerusalem in the Bible and Al Quran based on eschatological paradigm (theology/philosophy), which uses two approaches: sociology (geographical and anthropological history analysis) and interpretation (hermeneutical analysis and bil ma'tsur interpretation). Jerusalem is the name of the Holy City of the Abrahamic Religions. This region has been controlled by a number of empires with different geographical boundaries and names over a long period of time. For the Jews, Jerusalem is claimed as the Promised Land. Through a search of several versions of the Bible, a number of commentaries and the main sources (Muslim priests and intellectuals), this study shows eschatologically that Jerusalem in the Bible is not a particular regional name (to a certain extent) but the contextualization of God's Kingdom (saved, renewed earth, harmonious and peaceful). The contextualization of God's Kingdom has something in common with the concept of the promised earth (khilafah) in the… [Direct]

Seymour, Mike, Ed. (2004). Educating for Humanity: Rethinking the Purposes of Education. Paradigm Publishers The promise and necessity of working toward "a world for all" is a viable aspiration for education at a time when the worldwide crises in social justice, peace, democracy and ecological integrity have become the defining issues of our times. Ample evidence from many schools today, and dating back throughout the last century, prove that the purpose of educating young people of character, compassion, purpose and commitment is integral with the mastery of intellectual skills and life competencies. Self and School subjects develop interdependently. But, as the saying goes, "if you don't know where you're going, you'll probably get someplace else." Educational policy directions over the last twenty years have veered far away from the important work of educating for humanity. This book makes a powerful appeal to revisit educational purpose in light of what is most fundamental and important to human beings everywhere. The authors address timely issues such as high stakes…

Noble, Anna (2021). Fostering Character Development through Adaptive Leadership. Journal of Character Education, v17 n2 p1-12. In a time of increasing accountability, school leaders are besieged with many challenges to meet the needs of increasingly diverse student populations. Leadership for the development of good character can often be overlooked in lieu of competing priorities (Starratt, 1991). Analyzing data from a 4-year study, this article considers one principal's unique approach to creating a common school vision centered around character development as a means by which to generate a sense of community and improve student achievement. Central to the principal's specific approach to character development were yearly "themes" in which she communicated an idea that was then, to certain degrees, infused into daily life at the school. These themes included "journey," "peace makers," "created to care," and "be the light." Drawing on extensive interview and observation data this article will explore the extent to which the principal fostered a shared school… [Direct]

Ben, Ant√≠a Gonz√°lez (2021). Universal Tropes and Salvation Hopes: Making Up "International" Music Students in the International Baccalaureate Diploma Programme. Teachers College Record, v123 n7 Jul. Background/Context: Since the 1980s, the International Baccalaureate (IB) has gained popularity as an alternative to traditional public curricula, which public discourse frames as ill-equipped to prepare students for today's global market economy. Within this set of discourses, the IB emerges as a pedagogical tool for producing a new kind of "international" student who transcends the limitations of the traditional public school student. Purpose/Objective/Research Question/Focus of Study: Using the IB's high school music curriculum, known as the Diploma Programme (DP), as an entry point, this article examines the kind of "international" student that the IB claims to produce. Research Design: Informed by Foucault's notion of discursive subjectification, this study examines how the diploma music curriculum fabricates a particular kind of person: the diploma music student. Although the IB takes this subject position for granted, this study rests on the premise that… [Direct]

Yeji Kim (2024). "Head in the Clouds": Global Citizenship Education in Conflict-Affected South Korea. International Studies in Sociology of Education, v33 n4 p473-493. Framed by critical global citizenship education (GCE), the study focused on secondary school teachers' practices of GCE and explored the position of GCE in conflict-affected South Korea. The findings demonstrate the nexus of constraint and possibility of GCE in South Korea, highlighting how the country's history of division and ongoing, intractable conflict and its geopolitical and ideological rhetoric influence and complicate teachers' attempts to implement GCE. The study calls for a deeper, more contextualized, and sustained consideration of the conditions of GCE, especially in fragile and vulnerable societies that continue to experience conflict, war, and hostility…. [Direct]

Smith-Shank, Deborah L., Ed. (2004). Semiotics and Visual Culture: Sights, Signs, and Significance. National Art Education Association One of the most significant issues in art education today is the discourse surrounding visual culture: what it is, where it is located, how it is accessed, and its significance to art education. The development of new visual genres and technological innovations for creating and accessing them, have multiplied the forms of information that are available. Culture?s visually transmitted, ideological and electronic messages can easily cross borders that, in the past, were tightly controlled by geographic location, financial wealth, and language. This book is one attempt at communal conversation about significance and meaning through semiotic lenses. No one author has the RIGHT or the ONLY take on a sign, but they do take you on a journey through their meaning systems to enrich your understanding of the signs they invite you to consider. Readers should use their own collateral experience to add to the signification of the objects, artifacts, and other signifiers the authors bring to the… [Direct]

Tutkal, Serhat (2023). Academia and Authoritarian Neoliberalism in Turkey: The Embodied Consequences of the 'Peace Petition'. Journal of Education Policy, v38 n2 p233-253. In January 2016, 2212 academics have signed a petition to criticise human rights violations in Kurdish cities, and faced grave consequences as a result. By presenting the experiences of six dismissed signatory academics, this article aims to show the effects of authoritarian neoliberal policies on higher education institutions. After demonstrating the AKP government's response to the petition, it accounts for the ways in which authoritarian neoliberalism in Turkey responds to its critics, the strategies that it employs to discipline critical academics, and its effects on these individuals and on the Turkish academia as a whole…. [Direct]

Markov, Slobodanka; Milojevic, Ivana (2008). Gender, Militarism and the View of the Future: Students' Views on the Introduction of the Civilian Service in Serbia. Journal of Peace Education, v5 n2 p175-191 Sep. What are some of the obstacles to demilitarization of society? What role does worldview in general, and views of gender, future and peace in particular, play in this process? What could be some aspects of the intervention when educating students and the wider community for peace? This article discusses the results from a pilot study that investigated undergraduate students' attitudes to the introduction of the civilian service in Serbia. It reviews students' responses, intending to investigate the connections between perspectives on peace, future and gender. It also reports how students negotiate the confusing terrain of multiple discourses and narratives in regard to these issues. (Contains 2 notes.)… [Direct]

Johnson, Jacquelyn; And Others (1994). Global Issues in the Middle School Grades 5-8. Third Edition. This activity book contains 27 activities designed to help teachers address the goal of including global education in their classrooms. The activities, organized into five sections, are presented in a standard format of: (1) a brief introduction; (2) a list of objectives; (3) an estimate of required time for the activity; (4) list of needed materials; and (5) step-by-step procedures for the activity. Some activities include suggested follow-up exercises, a list of resources, background information, and masters for student handouts. A list of resources concludes the book. Section 1, \Introducing the Concept of Global Awareness,\ includes: (1) \Global Connections\; (2) \The Global Kid\; and (3) \What Do We Know About…? What Do We Want to Know?\ Section 2, \Studying Human Values,\ includes: (1) \What are 'American Family Values'?\ (2) \Special Ways with Holidays\; (3) \Religion and Values\; (4) \The Trees of Life\; (5) \World Music\; and (6) \Creating Culture Wheels.\ Section 3,…

Woodward, Tessa, Ed. (1998). The Teacher Trainer, A Practical Journal Mainly for Modern Language Teacher Trainers, 1998. Teacher Trainer, v12 n1-3 Spr-Aut. The three issues of the journal on second language teacher education include these articles: "Making a Course Your Own: Involving Trainees in the Planning and Evaluation of a Special Group Summer Course Abroad" (Klaus Lutz); "Task Based Learning – Appropriate Methodology?" (Jane Cadorath, Simon Harris); "Building Group Spirit in Teachers' Groups in Flux" (Rachel Bodle); "What's Your Mentoring Style?" (Ingrid Wisniewska); "A Teacher's Essay on Criticism" (Richard Watson Todd); "Pioneering EFL Teacher Training" (Brita Haycraft); "Using Graded Readers in the Classroom -Practical Considerations" (Derek Strange); "Are You Honest?" (Elizabeth Adams); "Helping Teachers To Reflect – An Application of NLP" (David Bowker); "Chaos Theory and the PDSA Cycle" (David King); "Grammar in MA TESOL Programs: A Redefinition" (Ardith Meier); "Fear and the Classroom" (Jenny Leonard);… [PDF]

(2003). Building a World Fit for Children: The United Nations General Assembly Special Session on Children, 8-10 May, 2002. The United Nations Special Session on Children in May, 2002, was a landmark for children and human developmentthe first Special Session of the General Assembly devoted exclusively to children and the first to include them as official delegates. Participants came together to assess the progress made toward achieving the goals of the 1990 World Summit for Children, to set far-reaching goals for the 21st century, and to devise a powerful strategy for achieving these global commitments. This report describes the Special Session for Children and summarizes the subsequent plan of action for improving the lives of children around the world. Following an introduction, the first section of the report describes the mission of the Special Session: to devise a plan of action that would bridge the gap between the promises and the achievements of the 1990 World Summit. The second section of the report describes the truly global nature of the Special Session, which brought together 69 world…

Cohen, Jonathan, Ed. (1999). Educating Minds and Hearts: Social Emotional Learning and the Passage into Adolescence. Series on Social Emotional Learning. Based on the view that social and emotional learning (SEL) needs to be an integral part of middle school education, this book provides an overview to social and emotional learning and the development of middle school students, presents a representative range of SEL programs and perspectives, and offers reflections on the current status of SEL and possible directions to take in creating and improving programs and perspectives. The chapters are: (1) "Social and Emotional Learning Past and Present: A Psychoeducational Dialogue" (Jonathan Cohen); (2) "The Meaning of Development in Middle School" (William Solodow); (3) "Why SEL Is the Better Way: The New Haven Social Development Program" (Timothy P. Shriver, Mary Schwab-Stone, and Karol DeFalco); (4) "Creating a Positive School Climate: Strategies for Fostering Self-Esteem, Motivation, and Resilience" (Robert B. Brooks); (5) "Social Decision Making and Problem Solving: Essential Skills for…

Glenn Auld; Joanne O'Mara; Peta White (2021). An Argument for Using the Earth Charter Principles as Ideological Framing in Award Winning Children's Literature. Australian Journal of Language and Literacy, v44 n3 p86-95. As long as literature has been specifically aimed at children questions have been raised about ideological representations in children's literature. Award-winning children's literature generally upholds contemporary standards of moral ideologies in the text. Ideological representations of sustainability and justice are yet to be fully accommodated in the judging criteria of children's literary awards. The Earth Charter proposes a framework of responsibility for 'a sustainable global society founded on respect for nature, universal human rights, economic justice and a culture of peace'. This paper proposes an argument for adopting the sixteen principles of the Earth Charter as an ideological framework for selecting award-winning children's books. The 2018 Australian Children's Book Council Award for Early Childhood is used as the case for analysis. The award-winning book is analysed using an Ideological Framework for Earth Charter Principles. This framework is adapted from McCallum… [Direct]

Manning, Patrick R. (2020). Teaching Contemplatively for Unified Hearts and Communities. Religious Education, v115 n3 p278-290. This paper highlights contemplative pedagogy as an educational approach with a demonstrated capacity to facilitate unification within the individual and among different people. The early parts of the paper present a biblically-rooted analysis of the human dynamics that impede peaceful coexistence and a discussion of the ways educators can exacerbate learners' alienation from the transcendent, themselves, and others. The latter part of the paper discusses the author's own teaching experiences and scientific research that suggest possibilities for promoting unity through contemplative pedagogy, specifically through practices of transcendence, depth, and relatedness…. [Direct]

Zembylas, Michalinos (2020). Butler on (Non)Violence, Affect and Ethics: Renewing Pedagogies for Nonviolence in Social Justice Education. Educational Studies: Journal of the American Educational Studies Association, v56 n6 p636-651. This paper complements pedagogical efforts of foregrounding nonviolence on inner reflexive work with approaches that highlight notions of nonviolence as "both" subjective "and" collective resistance to the norms and structures of social injustice and violence. It is argued that Butler's theorization of affect, ethics and (non)violence can serve as a productive entry point into enriching our understandings of ethical and political responses to violence in the context of social justice education, especially in renewing pedagogies for nonviolence. In particular, Butler's construal of nonviolence as enmeshed with ethics and affect is noteworthy in social justice education for two important reasons: first, it highlights how the ethical and the political are intertwined, just as violence and nonviolence are entangled, hence theorizing nonviolence in social justice education is founded in the claim that we are all from the beginning enmeshed in both resistance and… [Direct]

Ward, Natalia A.; Warren, Amber N. (2020). "In Search of Peace": Refugee Experiences in Children's Literature. Reading Teacher, v73 n4 p405-413 Jan-Feb. The authors closely analyzed 45 children's books featuring characters with refugee backgrounds that had been published since 2013. With the concept of culturally sustaining pedagogy underpinning the review, analysis revealed that these texts are rich and detailed, providing a starting point for discussing the global refugee crisis with students, but they occasionally fall short in providing complex, multidimensional representations of characters' lives and experiences. A majority of the texts analyzed focus on the journey in search of a safe place to live, whereas very few focus on the complexity of making a life in a new place. The findings highlight the importance of identifying texts that provide complexity, dimension, and specificity in depicting experiences of refugee-background characters across settings. Opening classrooms to texts about the diversity of refugee experiences invites teachers and their students to critically explore the important global issues of migration,… [Direct]

Thompson, Jane (2005). Learning and Doing. Adults Learning, v16 n10 p11-12 Jun. For those working in adult learning, supporting active citizenship has become one of those principles-turned-platitudes they like to recite, but they need to search hard in the small print of recent White Papers to be sure that the Government cares about the wider purposes of learning beyond functional training for employment. "Active citizenship" is one of those formerly radical terms that used to be associated with audacious grass roots energy, participatory democracy and progressive social change–in the days when adult education was considered to be "a movement" with organic links to some of the most influential social movements of recent times, such as the labour and trade union movement, the women's movement, the civil rights movement and the peace movement. It has now become a happy-clappy soundbite–like "empowerment", "participation", "social inclusion" and, most recently, "respect"–that New Labour routinely… [Direct]

Bedard, Rene, Ed.; Taylor, Maurice, Ed. (1993). Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (12th, Ottawa, Ontario, June 1993). Selected papers from an adult education conference are as follows: "Learner Involvement in Literacy Education" (Acton et al.); "Faith in People" (Ambury et al.); "Beginning to Tutor Problem-Based Learning" (Ambury); "Exploring Literacy through Theatre" (Andruske); "Developing Learning Packages for Distance Continuing Nursing Education" (Beckingham et al.); "'Train the Trainer' Series for Nurse Educators" (Beckingham et al.); "Invisible Identity/ies" (Borg et al.); "Research Paradigms in Adult Education [AE]" (Briton); "Remapping AE" (Briton, Plumb); "Work, Workers, and Worker Education" (Brown et al.); "Labour Market Training" (Butterwick et al.); "Rural Learning" (Carley); "An Ethic of Care" (Carr); "Teaching and Learning across Our Historical Differences" (Chapman); "Using Responsive Evaluation to Discover and Respect Diversity in…

Marisa Lally; Shadman Islem (2023). A Critical Analysis of the Fulbright Program from a World Systems Perspective. Journal of Comparative and International Higher Education, v15 n5 p143-156. The Fulbright Program is the United States' flagship educational exchange program. Since 1946, the program has been heralded as a program that promotes mutual understanding across cultures. However, the Fulbright Program's role as a U.S. Department of State initiative warrants further examination of how this educational exchange program functions as a foreign policy effort on behalf of the United States. This mixed methods study uses data presented in five years of data available in the Fulbright Foreign Scholarship Board's Annual Reports of the program. The study finds seven themes present in the written content of the annual report: Human rights, peace and security; access, diversity, and opportunity; collaboration and partnership; mutual financial investment; excellence as a result of Fulbright; program impact; and solving global problems…. [PDF]

(1997). Months of Debate. Six Preparatory Meetings for the International Conference on Adult Education (5th, Hamburg, Germany, July 14-18, 1997). This document contains information about and papers from meetings of educational practitioners and policymakers in the Asia-Pacific region, Africa, Latin America and the Caribbean, Europe, and the Arab States and a collective consultation of nongovernmental organizations (NGOs) on literacy and education for all. Contents (arranged by region) are as follows: "1996 Jomtien Declaration on Adult Education and Lifelong Learning"; "The Bank Has a Re-Think"; "Maoris: A Longtime Educative Tradition" (Nora Rameka); interviews and reports from parts of Asia; "Intellectual Responsibility in Development"; "Declaration on Adult Education and Lifelong Learning"; "Setting Up a Programme Is Not Enough" (Alice Tiendrebeogo); "A Book for Six Inhabitants" (Antonio da Silva); "Peace in the Land of Blue Plastic" (Uwizeyimana Adorata); "Unwanted Gifts" (Ousmane Faty Ndongo); "Backing the Commitment of African…

Agbaria, Ayman K.; Statman, Daniel (2022). 'From the Wells': Teaching Openness in Judaism and Islam towards a Shared Society in Israel?. British Journal of Religious Education, v44 n1 p87-97. This article discusses the case study of a programme for Jewish and Palestinian educators in Israel and our initial insights into the outcome of the initiative. The programme aims to address racism, segregation, and prejudice and to support educators to teach culture and tradition in a more humanistic, inclusive, and critical way. To achieve this, it draws on inter-religious and intercultural dialogue. We will discuss how this method is rooted in both Judaism and Islam thus paving the way for participants to not only develop a better understanding of their own but also of others' tradition. Importantly, it also highlights the interrelations of these traditions, which can contribute to the development of a shared society…. [Direct]

Chang, Sin-Yi; Kester, Kevin (2022). Whither Epistemic (In)Justice? English Medium Instruction in Conflict-Affected Contexts. Teaching in Higher Education, v27 n4 p437-452. Higher education has become increasingly diverse in recent years as patterns of migration expand and grow. However, while different linguistic communities are brought together, English is often conceived as the de facto lingua franca for research, teaching and learning. This is perhaps especially so in ethnically diverse conflict-affected settings where English is perceived to be a neutral and unifying language. This study directs attention to two English medium instruction (EMI) universities in two conflict-affected contexts, Afghanistan and Somaliland. Four research questions related to language, conflict and education are proposed. Data for the study was collected through document analysis, interviews and artifacts with 12 university educators and analyzed through a critical cultural political economy and decolonial framework. Findings suggest that while English is strongly desired by various members of the universities, it is also deeply implicated in multiple sources of… [Direct]

Bennetts, Karen; Bone, Jane (2020). Montessori Literature through the Lens of Leadership. Journal of Montessori Research, v6 n2 p1-12 Fall. This article reviews the Montessori literature through the lens of leadership, using Maria Montessori's writings for a perspective on leadership aligned with her principles and practices. Dr. Montessori was a strong leader who argued that adults, as leaders, should take direction from children as the spiritual builders of human beings. Her concept of the prepared environment, including the prepared adult, supports this foundation for leadership and has applications beyond the classroom context. Leadership in the Montessori context has a biological base but incorporates elements of service and morality that guide social reform with a peaceful telos. While there are overlaps with existing models of leadership, this review suggests that a distinct perspective on leadership does begin to emerge from Dr. Montessori's legacy…. [PDF]

Beatham, Mark (2021). Co-Creation in the Commonwealth: Understanding Right Relationship in Place. Ethics and Education, v16 n2 p236-248. Could public education as a cultural institution promote the commonwealth? ('Commonwealth,' from The Oxford English Dictionary as, 'public welfare; general good or advantage;' and 'to a body or a number of persons united by some common interest.') This paper argues proper education enfranchises the young through proper relationships to place, past and present, culture and creation, life, and work. Wendell Berry is the principal guide and standard in describing and considering proper relationships in the commonwealth and their consequences. Other major authors include Wes Jackson, Gustavo Esteva, Vine Deloria, Alan Watts, Matthew Crawford, Roger Scruton, Nablan and Trimble, Alison Gopnik. Proper relationships, defined essentially in terms of proper scale, play, and learning, preserve the means of co-creation between human culture and creation. They are measured by health, durability, beauty, harmony, resilience, fecundity, and wellbeing…. [Direct]