(2008). Mar Elias, Arab Christians of Israel, and the Sign of the White Dove. International Education Journal: Comparative Perspectives, v9 n2 p69-83. The intent of this paper is to relate the formation of a tertiary institution as part of Mar Elias Educational Institutions and to identify the spheres of influence and relevant factors that may lead to its success or demise. It considers the relevance of its founding president, Abuna Elias Chacour, whose installation as Archbishop of the Galilee in early 2006 has brought a sense of cautious optimism. It identifies some arguments for and against the Mar Elias project's possible identity as a Christian-oriented and peace-building institution and the goal of increasing educational standards and opportunities for the community-at-large. It also maps the current climate of tertiary education in Israel with emphasis placed on those institutions serving the Arab population and considers possible scenarios for a future Mar Elias university. (Contains 14 footnotes, 1 table, and 4 figures.)… [PDF] [Direct]
(1922). Preparation of Teachers of the Social Studies for the Secondary Schools. Bulletin, 1922, No. 3. Bureau of Education, Department of the Interior Education is the process of handing down to the rising generation the wisdom and experience of the generations that have gone before. Now, as mankind is hesitatingly turning into new paths here and there it is all the more necessary that the most careful attention be given to the points of departure and the reason for departing from the old ones. If the new generations are to think about industry, government, and society in general in terms of the new democracy, it is of the utmost importance that the definitions of this new democracy be explained to the growing youth with all the care, and thoroughness of which we are capable. However new the principles to be taught, the need of teaching the bases of the society in which one lives is certainly not new. It has been recognized by every seeing man since history began. Aristotle says: "But of all things which I have mentioned that which most contributes to the permanence of constitutions is the adaptation of education to the form… [PDF]
(2010). Global Knowledge-Based Policy in Fragmented Societies: The Case of Curriculum Reform in French-Speaking Belgium. European Journal of Education, v45 n1 p60-73 Mar. This article examines the relationship between knowledge and policy in French-speaking Belgium. It starts by describing Belgium as a consociational democracy, i.e. a society that is largely organised around integrated pillars of society (Catholic, secular), each of which provides a wide range of services (educational, training, health, health insurance, social care, family planning, leisure) to "its" people. This special political-institutional arrangement has profound implications for the way knowledge circulates (or not) and the way it is used (or not) both within pillars and across the policy community. We argue that consociational democracies are not likely to generate knowledge-driven policy communities. Since knowledge could threaten the peace, some things are better left unknown: the co-existence of distinct communities requires a form of discretion (Mangez, 2009). Recently, however, globalisation has led to changes in this long-standing state of affairs: elites are… [Direct]
(1986). Peace Begins with Me. Instructor, v96 n2 p48-49 Sep. A good way to introduce students to the subject of peace and friendship is to celebrate the International Day of Peace. Activities in language arts, media/drama, physical education, art/music, social studies, and science/math are suggested. A list of resources concludes the article. (MT)…
(2006). Levinas and an Ethics for Science Education. Educational Philosophy and Theory, v38 n5 p647-664 Oct. Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather than about the other. Extrapolating the face of the Other to the non-human world suggests an ethics for science education where the goal of pedagogy is peace with each other and the world through the rupture, eros and justice that arises from openness to the demands of the world. Understanding the infinite responsibility of the invocation presented by the face of the Other radically reconceptualizes science education from STS(E) towards an E-STS curriculum of responsiveness that critically employs the said of modern science and opportunities of experience to enable the next generation of citizens to act in peace to what the world is saying…. [Direct]
(2007). The Sustainable Development of Inclusive Education. Chinese Education and Society, v40 n4 p44-62 Jul-Aug. The advent of inclusive education has quietly changed the ecology of Hong Kong's educational system. Inclusive education is a product of education in the developed Western nations and has spread at the instigation of international organizations. It is a plan for educational development that is based on the concepts of human rights and peace and stresses respect for differences. However, it is also a means of managing schools that is easier to comprehend than to carry out. This paper attempts to explain the basic concepts of inclusive education, describe its operative elements, and discuss its practical problems. Drawing on research findings and developmental experience gained abroad and locally, the author makes some suggestions for the sustained development of inclusive education. [This report was translated by Ted Wang.]… [Direct]
(1970). Education on War, Peace, Conflict, and Change. Intercom, 12, 3, 20-64, F 70. This article is based on the thesis that elementary and secondary schools have responsibility to prepare students to deal with, and eventually control, war and violence. It explores evidence for this thesis, attempts to clarify the field, and reviews educational needs and efforts. Lists selected resources. (JB)…
(1982). The British Peace Movement in the 1980's. The groups and personalities that comprise the British peace network are discussed and their activities are examined. The nuclear disarmament campaign is led by a combination of mass-based organizations, specialized interest groups, and individuals determined to end Britain's role as a nuclear weapons state and military base. Notable groups are the Campaign for Nuclear Disarmament, the European Disarmament Campaign, and the World Disarmament Campaign. A combination of environmental, safe energy, and social justice groups have broadened the base of peace action linking Britain's major economic and political problems to the nuclear expansion. There is also a religious and ethical dimension to the British peace movement. An example is the series of lectures on the atomic age sponsored by St. James Church in Piccadilly. The peace activists have been successful in implementing informal and formal education programs throughout the country. These include television programs, graffiti,…
(2003). Peace Corps and Community Colleges: A 21st Century Partnership. Community College Journal, v73 n5 p62-66 Apr-May. This article explores the partnership between the Peace Corps and the American Association of Community Colleges (AACC), which may expand opportunities for community college graduates to serve as Peace Corps Volunteers and then continue their formal education in the United States. This includes opportunities to grow professionally and personally through Peace Corps service; for people in other countries to benefit from the life experience and skills of the community college graduate; and for Americans to learn from returning community college volunteers who share their appreciation for other cultures, their expertise, and their leadership skills…. [Direct]
(2007). How Sustained Conflict Makes Moral Education Impossible: Some Observations from Palestine. Journal of Moral Education, v36 n3 p343-356 Sep. This article explores the impact of conflict and war on children's moral education, taking the case of Palestine as an example. It begins by giving a brief background to the emergency situation in Palestine and the impact this has on children. The second section reports research findings about the attitudes of Palestinian teachers, parents and young people towards the effects of the current conflict on children's personal development and towards the possibility of moral education while the conflict continues. The final section discusses the deeper problem of what sort of moral education is appropriate in such a context and examines specific values, such as love, hate, revenge, forgiveness, peace, anger and violence…. [Direct]
(1981). The Role of Social Studies in Education for Peace and Respect for Human Rights in Asia and the Pacific. Report of a Regional Meeting of Experts (Bangkok, Thailand, December 16-22, 1980). UNESCO member states discussed educational efforts undertaken to improve international understanding, peace, and respect for human rights. Chapter 1 summarizes the reports of individual countries. Although the citizens of each of the countries have their rights protected through their respective constitutions, there is some variation in the interpretation of the human rights concepts. It is generally through the area of elementary and secondary social studies that the countries are attempting to educate their citizens concerning peace and human rights. Although teaching methods are not reported on in detail, where reference is made it appears that a variety of strategies is being practiced. Some teacher education is being implemented. The areas that are least reported upon are research and evaluation. Chapter 2 contains a summary of the discussions that followed each country's report; these discussions concerned how to improve social studies/civics/moral education. Suggestions for… [PDF]
(2001). Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel. This book provides an interpretive/ethnographic inquiry into the relationship between Jews and Palestinians who live in a small cooperative community and into its two schools, which are devoted to peaceful coexistence. The village aims to create a social, cultural, and political framework of equality and mutual respect for the residents while maintaining the cultural heritage, language, and identity of each individual. The book focuses on the multidimensional relationship between autobiographical narrative, educational discourse, and the intercultural quest for peaceful coexistence in the Neve Shalom/Wahat Al-Salam village school programs. The book is divided into the following chapters: (1) "An Oasis of Peace: The Village of Neve Shalom/Wahat Al-Salam"; (2) "A Community of Moral Education"; (3) "The Pedagogy of Peace: Language Awareness in the Neve Shalom/Wahat Al-Salam Elementary School"; (4) "Witnessing Trauma: The 'School for Peace'"; (5)…
(1993). Integrating Women's and Peace Studies: Challenges for Teacher Education. Thresholds in Education, v19 n3 p21-24 Aug. Argues that both women's studies and peace studies have much to contribute to a more peaceable and caring teacher education. Summarizes, compares, and contrasts the pedagogical contributions of both fields, discusses the ongoing feminist debate on the nature of women, and urges appreciation of diverse approaches and tolerance for ambiguity, tension, and theoretical untidiness. (15 references) (MLH)…
(1999). Teaching for Justice: Concepts and Models for Service-Learning in Peace Studies. AAHE's Series on Service-Learning in the Disciplines. This volume is part of a series of 18 monographs on service learning and the academic disciplines. This volume offers a collection of essays on the integration of service learning in the field of peace studies. After a Preface by Elise Boulding and an Introduction by Kathleen Maas Weigert and Robin J. Crews, titles in Part 1, "Conceptual Essays" include: "Moral Dimensions of Peace Studies: A Case for Service-Learning" (Kathleen Maas Weigert); "Peace Studies, Pedagogy, and Social Change" (Robin J. Crews); and "Service-Learning as Education: Learning from the Experience of Experience" (Michael Schratz and Rob Walker). Chapters in Part 2, "Service-Learning in Peace Studies Programs," include: "Study, Act, Reflect, and Analyze: Service-Learning and the Program on Justice and Peace at Georgetown University" (Sam Marullo, Mark Lance, and Henry Schwarz); "Justice and Peace Studies at the University of St. Thomas" (David… [PDF]
(2005). Education and Politics in Afghanistan: The Importance of an Education System in Peacebuilding and Reconstruction. Journal of Peace Education, v2 n2 p195-207 Sep. Afghanistan has a long history of social unrest and ethnic conflict, and the manipulation of the education system by internal and external powers for political purposes has been one of the major contributors to these divisions. As Afghanistan attempts to build peace and maintain co-existence after more than 20 years of violence, there continues to be limited attention given to one of the main contributors to the social divisions. More than four million children returned to school in the first two years of "peace" in Afghanistan. Hundreds of millions of dollars were spent by the United Nations and other international donors on ensuring the physical provision of schools for children. However in 2005, three years into "the new era for Afghanistan", teachers continue to teach ethnic hatred and intolerance. The textbooks continue to be highly politicised, promoting social divisions and violence, seemingly unnoticed by the International Community, whose expensive… [Direct]