(2020). IDC Theory: Habit and the Habit Loop. Research and Practice in Technology Enhanced Learning, v15 Article 10. Interest-driven creator (IDC) theory is a design theory that intends to inform the design of future education in Asia. It consists of three anchored concepts, namely, interest, creation, and habit. This paper presents the third anchored concept habit as well as the habit loop. IDC theory assumes that learners, when driven by interest, can be engaged in knowledge creation. Furthermore, by repeating such process in their daily learning routines, learners will form interest-driven creation habits. The habit loop, the process of building such a habit, consists of three component concepts–cuing environment, routine, and harmony. The cuing environment is a habit trigger that tells the students' brain to get prepared and go into an automatic mode, letting a learning behavior unfold. Routine refers to the behavioral patterns the students repeat most often, literally etched into their neural pathways. Harmony refers to the affective outcome of the routine activity as well as the integration… [Direct]
(2017). From Cosmic Education to Civic Responsibility. NAMTA Journal, v42 n3 p19-28 Sum. Bookending her article with questions for the Montessori practitioner, Judith Cunningham provides a theoretical overview of how the Montessori child is empowered to enact social change and is inspired to work for the betterment of the world. Cunningham lays the foundation by describing the world in which Maria Montessori lived and how the events of her time shaped her work and thinking. She discusses the importance of the unity that is formed through Cosmic Education and how important this unity becomes to the mission of the adolescent, "By understanding his cosmic task, his contribution to the preservation and betterment of the world, and with the ultimate goal of creating true peace, the child is empowered." [This talk was presented at the NAMTA Adolescent Workshop at the AMI/ USA Refresher Course, February 17-20, 2017 in Austin, TX.]… [PDF]
(2013). Peacebuilding in Community Colleges: A Teaching Resource. United States Institute of Peace Offering lifelong and developmental learning to over 13 million students at nearly 1,200 schools, community colleges in the United States attract a student body with remarkable economic, ethnic, and cultural diversity. They provide students with skills and foundational knowledge upon which successful professional careers and rewarding personal engagement can be built. This identity makes community colleges uniquely suited to teach global awareness and community building. Yet the development of peacebuilding and conflict resolution curricula is still a relatively new effort at these institutions. In "Peacebuilding in Community Colleges," David Smith underscores the importance of community colleges in strengthening global education and teaching conflict resolution skills. Enlisting contributions by twenty-three community college professionals, Smith has created a first-of-its-kind volume for faculty and administrators seeking to develop innovative and engaging peacebuilding… [Direct]
(1989). European Environmental Education for Our Common Future. European Regional Seminar Report. Report from the Norwegian National Commission for UNESCO Seminar (Lillehammer, Norway, May 7-12, 1989). A seminar on the promotion of international cooperation and peace through environmental education (EE) within the framework of the UNESCO Associated Schools Project was held in Norway. The seminar was held against the background of increasing concern about environmental questions and an increasing awareness that the well-being and the future of the world depend upon reaching and maintaining harmony of nature and humankind. The seminar had three specific objectives: (1) to identify EE activities carried out by the Associated Schools; (2) to examine effective teaching materials, approaches and materials developed by the Associated Schools; and (3) to prepare the framework for a teacher's handbook for use in European secondary schools. Included in this document are: (1) a summary of deliberations; (2) a definition of the goals of EE; (3) a review of the status of EE in Associated Schools; (4) a review of the content, approaches and effective teaching methods for EE in Europe; (5)…
(2018). Values Education and Physical Education in Turkey. International Education Studies, v11 n3 p18-28. In the 21st century, science and technology have led to so many negative situations as well as positive developments for humanity. These negativities also affect human beings in a very intense way and in a natural result of this, people affect other's livings negatively. The general belief that the decelerating the events, actions and moral corruptions which lead to missing the peace of communities and the abolition of this negative situation will be ensured only by the development of the values which the individual possesses. Also states are taking precautions and making plans for this issue. So, value education in many countries has recorded a rapid acceleration in recent years. In Turkey, there are also some sections which have theoretical course curriculum and some scientific activities about values. However, it is considered that development in value and value education concepts are not enough and the applied courses such as physical education and sports, which aim to improve… [PDF]
(2018). A Call for Curriculum Reform to Combat Refugees Crisis: The Case of Lebanon. Curriculum Journal, v29 n1 p43-59. The study was set to elicit teachers' perceptions of adopting a new curriculum integrating Human Rights Education (HRE) into most school subjects and developing textbooks which could address the mainstreaming of the Syrian children into the Lebanese schools especially after the influx of more than 1.2 million Syrian refugees who migrated to Lebanon due to the outbreak of civil war in Syria in 2011. The present study employed a descriptive qualitative methodology design. Thus, the policy context and current HRE literature were assessed and reported along with the responses to a survey developed by BEMIS, a national body established in 2001 to promote and develop capacity and support inclusion and integration of ethnic minorities in Scotland. The BEMIS survey was conducted as a mapping exercise eliciting data required to help address the study questions. The study findings yielded recommendations that underscored the necessity of developing new curriculum and textbooks integrating HRE… [Direct]
(1987). Projects for Peace: We Can Take Action. Just prior to the outbreak of World War II, Maria Montessori called attention to the task of educating for peace. This concern for peace intensified in the nuclear decades that followed and formed the basis for the regional seminar held in Boston. At the Boston workshop, the Academy Award winning documentary, "Women for America: For the World" was shown. For some, the message of citizen empowerment was new, and for some, a renewal. Following the film, the group participated in an activity to develop the skill of articulating positions without interruption within the temporal frame of three minutes. This activity is based on the assumption that Montessori-influenced education is, by definition, education for peace, and that it is a social change activity. Participants then engaged in small group discussion which were then reported back to the whole group. Each of the group discussions focused on a different aspect of Montessori-influenced education. (SM)…
(1968). Peace Corps Seventh Annual Report. This seventh annual report of the Peace Corps states that the two greatest achievements of 1968 are intangible. First, the Peace Corps achieved a new measure of cooperation with the people in its host countries. In the summer of 1968 for the first time, hosts helped to recruit volunteers in the United States and became members of overseas staffs. Second, as volunteers came home, hundreds answered the call of large cities seeking high-quality teachers for low-quality schools. Also during 1968, the Peace Corps shifted a large portion of its training out of the United States and into host countries. Pre-service language training was further intensified. In the future, as more Volunteers apply to the problems of the United States the knowledge and insight acquired in helping people overseas, the full value of the kind of "education" Peace Corps experience can provide will be realized. (The document includes a statistical profile chart for 1968.) (se)… [PDF]
(2022). Laboring for the Motherland: A Mother-Artist-Researcher-Teacher's Reconfiguration of the State-Sponsored Transnational Teacher. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This arts-based inquiry explores historical and contemporary configurations of state-sponsored transnational teachers, or those who teach overseas in programs that are financially and/or programmatically supported by their home government. In the U.S., some examples of state-sponsored transnational teaching programs include the Peace Corps, the Fulbright Specialist Program, and the English Language Fellow Program. Standing on feminist grounding, I draw upon maternal concepts from the field of mother(hood) studies to frame my exploration and to interrogate and disrupt the patriarchal systems in which state-sponsored transnational teaching is situated. More specifically, I extend a/r/tographic methodology to include my identifications and embodied perspectives as a mother-artist-researcher-teacher. My proposed methodology of m/a/r/tography affords me the opportunity to think intergenerationally about the ways that orientations, collective body memory, family histories, and national… [Direct]
(2016). Achieving Interfaith Maturity through University Interfaith Programmes in the United Kingdom. Cogent Education, v3 n1 Article 1261578. Given the recent surge in acts of violent, religious extremism around the world, this report investigates whether and how institutes of higher education in the United Kingdom are developing interfaith maturity in their student population. Using King and Baxter Magolda's framework for intercultural maturity, I analyze three case studies: The University of Cambridge's Inter-Faith Programme and their scriptural reasoning program, London School of Economics and Political Science's Faith Centre and its Faith and Leadership Certificate, and the University of Edinburgh's multi-faith Chaplaincy and its Camino Peace Pilgrimage. Following the case study analysis, this report provides practical, policy recommendations meant to assist higher education administrators and policy-makers improve their interfaith programs with the intent to encourage their students to be respectful, engaging, and open to an increasingly diverse world…. [Direct]
(1988). Democracy in Action: 40 Years, Federal Republic of Germany. A Practical Guide for Teachers. This guide celebrates the 40th anniversary, in 1989, of the Federal Republic of Germany and is designed to provide an opportunity to review how firmly the principles of democracy have become established in the people and the government of West Germany today. Part 1 gives an overview of the West German democratic experience, covering such topics as the historical background of the Federal Republic, the development of the Basic Law (Grundgesetz), political parties, social programs, security and peace, trends in education, and demographic changes. A time line of related political and economic events, a glossary of German political terms, and a list of 30 publications on the Federal Republic are included. Part 2, "Teaching Strategies and Getting the Word Out about German Events," contains six teaching suggestions for elementary and intermediate levels, nine instructional suggestions for advanced or high school level, a lesson plan for comparing the U.S., French, and West… [PDF]
(2017). Untangling the Intervention-Context Dyad through Horizontal Comparison: Examples from Israeli Peacebuilding Organizations. Comparative Education Review, v61 n2 p327-353 May. In this article, I argue for the importance of conducting comparative studies of educational interventions implemented within the same sociopolitical environment. Taking into account both arguments for comparative research in education and recent calls for context-rich vertical case studies, I suggest that horizontal comparisons in a single environment provide a nuanced view of divergent programmatic approaches and outcomes and allow us to better understand the agency of actors in the educational realm. I draw on the concept of multilevel opportunity structure to explore the work of two encounter organizations in Israel bringing together Jewish and Palestinian youth–Peace Child Israel and Sadaka Reut–and explain why the responses of each organization to shifting political environments in the Israeli context over the past 30 years, especially post-2000, led to different outcomes in terms of organizational survival. My analysis demonstrates how methodological choices affect the… [Direct]
(1989). Education to International Solidarity. The multiplicity of groups concerned with education for peace and international solidarity makes it difficult to reconstruct the processes and activities aimed at international solidarity. The motives for this type of education rise from a growing sensibility shown by the Italian public toward international understanding and world-wide problems such as hunger and famine. There can be no real development toward the goal of solidarity if the flow of information exchange and cultural relations proceeds only in one direction. Exchange must occur in a circular motion, from hemisphere to hemisphere, and within hemispheres. The main promoters in Italy of education for solidarity include a variety of organizations, in both the public and private sectors, ranging from the Ministry of Education to university experts to private human rights groups. (PPB)…
(2017). Teaching, Learning, Literacy in Our High-Risk High-Tech World: A Framework for Becoming Human. Teachers College Press This is a profound look at learning, language, and literacy. It is also about brains and bodies. And it is about talk, texts, media, and society. These topics, though usually studied in different narrow academic silos, are all part of one highly interactive process–human development. Gee argues that children will need to be resilient, imaginative, hopeful, and deliberate learners to survive the deeply complex and unpredictable world in which they live. In a world beset by conflicting ideologies that give rise to hatred, violence, and war, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. This book proposes a framework of principles that can be used to reconceptualize education, specifically literacy education, to better prepare students to be collaborators toward peace and sustainability. This book (1) Offers a new set of ideas about literacy, learning, and human development in a risk-laden, digitally driven modern… [Direct]
(1977). A Strategy Guide for Schools and School Systems in Education for Peace and Justice. This is a revision and update of an earlier curriculum guide designed to meet the needs of educators in implementing education for peace and justice (EPJ) in both public and religious school systems. The guide is divided into four parts, with an introductory essay presenting the goals for an EPJ program. Goals of the program include: developing skills for nonviolent conflict resolution; searching for causes of and alternatives to war; recognizing institutional violence (racism, sexism, imperialism, etc.); developing global awareness of the interdependence of nations; generating alternatives for future societies and institutions; building cooperative structures in the classroom and school; promoting the values of peace and justice; patriotism; integrating the values of peace with the making and living of peace; and understanding and living Christian hope. Part 1 outlines a step by step process for looking at, deciding, planning, and implementing EPJ programs. Using the collective…