(2016). Integrating Psychology and Philosophy: A Brief Analysis of "The Blessing of a Skinned Knee". International Education Studies, v9 n6 p15-21. A brief analysis of "The Blessing of a Skinned Knee" gives a glimpse of beliefs and practices cherished by the family that attempts to employ Jewish teachings to raise children. The child nurturing and rearing practices are in a degree enlightening and supplementing the existing literature in education. Prevention with the inspiration from time-tested lessons of philosophy drawn from Judaism and psychology theory could bring about a marked positive impact on child rearing. Three cornerstone principles of Jewish living–moderation, celebration and sanctification are frames of reference in developing philosophy of cultivating children. Moderation helps achieve the balance between what parents ought to do and what they should let go and tells priorities and values that make peace of mind accessible in the materialistic, anxious and highly competitive world. Gratitude is the most valuable character trait children need, for being grateful and celebrating what they are granted by… [PDF]
(1972). Pacifica Programs 1972 Catalog. Pacifica Programs, v3 n1. Audiotapes for alternative educational and cultural institutions have been selected from Pacifica's Tape Archives of over 10,000 programs for this third annual catalog. This 1972 catalog supercedes all previous Pacifica Tape Library publications, and includes many listings from previous years. The programs are listed under appropriate subject headings; each listing is provided with a brief description which includes its length in minutes. Subject areas under which the tapes are grouped include various minority and disadvantaged groups, ecological problems, drugs, alternative education, student dissent and peace, law and order, prison conditions, science and the threat of atomic war, broadcast industry, politics in America, psychology, philosophy, Asia, the Soviet Union, Africa, famous names, and creative people. (SH)…
(2016). Teachers as Agents of Change: Promoting Peacebuilding and Social Cohesion in Schools in Rwanda. Education as Change, v20 n3 p202-224. Education is seen to play a crucial role in the reconstruction of post-conflict countries, particularly in transforming people's mindsets and rebuilding social relations. In this regard, teachers are often perceived as key agents to bring about this transformative change through their role as agents of peace. This paper seeks to understand how teachers are positioned to promote peacebuilding and social cohesion in Rwandan schools in the aftermath of the 1994 genocide against the Tutsi. The paper draws on data collected for an on-going broader study researching the role of teachers in peacebuilding in post-conflict contexts of Rwanda and South Africa. The methods used for data collection were semi-structured interviews, focus-group discussions, questionnaires and classroom observations. Theoretically the paper is informed by the broader research framework on sustainable peacebuilding in post-conflict situations, using the four dimensions of "recognition",… [Direct]
(2018). Toward the Development of a Transformative Pedagogy through a Narrative Inquiry of Environmental Justice Activists and Feminist Environmentalists: Finding Meaning, Locating Praxis, and Connecting to Place. ProQuest LLC, Ph.D. Dissertation, California Institute of Integral Studies. This dissertation describes qualitative research on the worldviews of environmental justice activists and feminist environmentalists via an interpretive inquiry of narratives. The terms "environmental justice activists" and "feminist environmentalists" are used broadly to describe persons who explicitly or implicitly identify as social and environmental justice advocates and activists. Semi-structured, in-depth interview questions were asked about lifestyle choices of fifty persons to solicit intimate details on meaning-making. The theoretical framework of ecological feminism is augmented with narrative analysis and various socioenvironmental, indigenous, and decolonizing pedagogical models toward the development of a transformative ecological feminist pedagogy of peace, inclusive justice, and sustainability. The guiding question for this narrative inquiry is "what can be learned from the complexity of the lived experience of environmental justice activists… [Direct]
(2014). Baneful Effects of Social Crises on Adult Education Goals' Achievement in Nigeria. Journal of Education and e-Learning Research, v1 n1 p1-4. This study examined the baneful effects of social crisis on goals achievement of adult education in Nigeria. The study however described the concepts, types causes and impacts of social crisis in Nigeria. The study went further to examine the major indicators of Adult education goals achievement and how the social crisis affects effective goals achievement in Nigeria. It was however concluded that social crisis such as insurgency, ritualism, killing, rioting, armed robbery, students unrest strikes, bombing and ethno-religious crisis affect effective implementation of adult education-programme in Nigeria. It was therefore recommended that crisis eradication in the country is everyone responsibility. Everybody should responsible for the security challenges that affecting the peace of the society and any strange person or objects should be reported to the nearest police station or any security agents in the community. Eradication of social crisis will enhance effective goals achievement… [PDF]
(2004). World Peace and the College: The Presidential Address. Liberal Education, v90 n3 p32-35 Sum. There are some notable gestures to inculcate the \will to peace.\ General approval by all the nations of the world seems now to be given to the World Court. The League of Nations, though not approved officially by the U.S., is generally admitted as approaching the ideal of its originator, the Commander-in-Chief of U.S. forces during the World War. Barriers of international prejudices that tend to international conflict are doubtless being broken down by the interchange of students and professors, fostered by the Institute of International Education and other great foundations of this country and abroad. Further progress toward world peace is a result of the Locarno Treaties. The greatest the war dogs will not again be unleashed. It is the author's feeling that this is the solemn obligation of the colleges to train their students in every way to have a \will to peace.\ This article discusses the experience of a recently ended war on a world scale and the intimations of future conflict… [PDF] [Direct]
(1994). The Major Project of Education in Latin America and the Caribbean. Bulletin. This bulletin contains information about important educational strategies that have had an impact in South America. In "Current Trends in Educational Reforms," Juan Carlos Tedesco examines the major lessons that educational reforms have produced. "Education and Changes in the Latin America's Social Structure" (German Rama) starts out by recognizing that education in South America has been acknowledged as a process of political sociability of paramount importance in the shaping of the Republic and of its citizens since the Revolutionary Wars. Luis Ratinoff points out in "Educational Rhetoric in Latin America: The Experience of this Century," that proper individual performance rests on a common foundation of knowledge and shared cultural traditions. Bernadette Nwafor reports on class examination an assessment of academic achievement. Rita Dyer examines instructional developments in home economics. Equal educational opportunities for women are reviewed by… [PDF]
(1981). Study and Service in China. A description is given of the ten-week Goshen College Study-Service Trimester experiment at Sichuan Teachers College in China. Goshen College emphasizes international education and has a requirement in this area for all of its graduates. The trimester exchange program was developed to promote international education and world peace and prepare persons for active service in the world. As a part of the China-Goshen exchange program, eight teachers of English from Sichuan Province studied at Goshen College for nine months. The ten week field assignment for twenty Goshen students and two faculty members was in the English Language Department of Sichuan College. Pairs of Goshen students spent three hours a day in formal and informal classroom activities with Chinese students. The activities and field trips of the Americans are described, and the impressions the students had of China and their Chinese peers are summarized. (JD)…
(2018). Professional Training of International Communication Specialists: The Example of Coventry University. Comparative Professional Pedagogy, v8 n4 p79-84 Dec. The article deals with professional training of international communication specialists in Coventry University. It is found that professional training of specialists in information communication in Coventry University takes into consideration today's challenges imposed by globalization, internationalization and integration processes and is characterized by flexibility, transparency of learning goals, clear learning outcomes and orientation towards practical application of the acquired knowledge, abilities and skills. It is specified that the scope of academic modules allows future specialists to understand the need to grasp the essence of communication, digital communication, reflexive communication, communication history, ethical communication, strategic communication, peace journalism, etc. It is clarified that they are trained to deal with communication in critical situations and come up with most relevant solutions. Based on the accumulated data, the following steps are suggested… [Direct]
(2011). A Shared Future? Exclusion, Stigmatization, and Mental Health of Same-Sex-Attracted Young People in Northern Ireland. Youth & Society, v43 n2 p488-508 Jun. For more than a decade the Peace Process has fundamentally changed Northern Irish society. However, although socioreligious integration and ethnic mixing are high on the political agenda in Northern Ireland, the Peace Process has so far failed to address the needs of some of the most vulnerable young people, for example, those who identify as gay, lesbian, or bisexual. Public debates in Northern Ireland remain hostile to same-sex-attracted people. Empirical evidence from the annual Young Life and Times (YLT) survey of 16-year-olds undertaken by ARK shows that same-sex-attracted young people report worse experiences in the education sector (e.g., sex education, school bullying), suffer from poorer mental health, experience higher social pressures to engage in health-adverse behavior, and are more likely to say that they will leave Northern Ireland and not return. Equality legislation and peace process have done little to address the heteronormativity in Northern Ireland. (Contains 4… [Direct]
(2002). Collaborating To Close the Achievement Gap. Central EXPRESS (Exceptional People Renewing Education for Students and Schools) is a collaborative partnership for systemic educational reform targeted to 14,000 students, over 700 teachers and other professionals, and 11 schools in one Miami, Florida, high school feeder district. It provides services, resources, and activities at multiple points in the pre-K to postsecondary continuum. The effort is assets-based and designed to build capacity within the student, professional, and parent community using a comprehensive, holistic approach. Project activities support standards-based performance for students. The initiative's main goals are to improve student performance in reading, math, science, writing, social studies, and technology infusion. One of the means of achieving that goal is providing professional development for teachers. Professional development activities include an instructional leadership cadre, a new teacher induction program, national conferences, a Master's… [PDF]
(1983). Obstacles to Disarmament Education. Centre for Peace Studies Occasional Paper No. 6. Obstacles to disarmament education fall into three general categories: political, perceptual, and pedagogical. At the elementary school level, these obstacles occur because of: (1) a lack of opportunities for cross-cultural experiences; (2) the socialization processes that enforce the belief that a child's culture is superior to and competitive with other cultures; and (3) the educational systems' roles in the development of national identity and loyalty. Obstacles occur at the secondary school level because of: (1) the reinforcement of nationalism and the promotion of military service; (2) an emphasis on competitive sports; (3) the pre-military service organizations, such as the Junior Reserve Officers' Training Corps (ROTC); and (4) a nationalistic approach to the study of history. Major barriers to disarmament education at the university level include a lack of resources to support these programs and the entrenchment of traditional disciplines that pay little or no attention to…
(1986). Practical Peace Efforts for a Psychologist: A Blueprint to Action. Recent evidence suggests that the 1982 American Psychological Association nuclear freeze resolution is reflective of a consensus among psychologists. The evidence also suggests that while the expressed attitudes of psychologists are supportive of the freeze, the attending demonstrative behaviors are not present. To facilitate overcoming this behavioral impasse and to emphasize that one psychologist can make a difference, a blueprint to action was developed at the individual, family, local, community, national, and international levels and in the areas of education, research, practice, and organizations. A broad array of options is presented ranging widely in time commitment and level of influence. Options are available at several levels: (1) individual (reflection, prayer, and voting); (2) family (nonviolence, conversation, and books); (3) local community (civic participation, school interest, and establishment of nuclear free zone); (4) national (letter writing and peace… [PDF]
(2012). Professional Development through Community Partnership: How a Class Project Led to Graduate Student Teaching Practices. CATESOL Journal, v23 n1 p65-92 2011-2012. This article is written from the perspective of 4 current MA TESOL graduate students at the Monterey Institute of International Studies (MIIS). These students have written about their experiences by incorporating their theoretical and pedagogical English language-teaching knowledge into the growth and maintenance of a community-based ESL program at the Peace Resource Center in Seaside, California. The article highlights the continual development of their original peace and social justice-themed curriculum, which involves graduate students in Linguistics, Education, and non-TESOL courses at MIIS. The writers respectively reflect upon professional growth as a result of their commitment to the ESL program. In addition, their appendices and details of their work may serve as resources and tools for the TESOL community interested in curriculum development, needs assessment, community-based language instruction, language-program administration, ESL critical pedagogy, and content-based… [PDF]
(2014). International Curriculum of White Education through Teacher's Education for the 21st Century. Online Submission, Paper presented at the National Seminar on Reconceiving Teacher Education for Meeting the Challenges of the Knowledge Society (Thycaud, Thiruvananthapuram, Kerala, India, Nov 27-28th, 2014). This article explores theoretical and practical issues related to white education for international curriculum through teacher's education for 21st century. The theory of "White Education" will be a message for development of globalization, information technology, based on knowledge, human rights education, environmental education, international education, conflict resolution education, and development education as well as the desire for peace, changes are rapidly changing the goals, policies, curricula, contents and methods of education. The need to differentiate and re-thinking education and learning, both within and outside the school system, is gaining increased attention among education researchers, policy-makers. In the beginning of 21st century, we need a global perspective, multidimensional citizenship, new issues of mankind, innovative philosophy of individualistic, academic skills, zest for living, open school to society, teacher as learner, as researcher and as… [PDF]