(2017). Longing for a Better World: Hope in Professional Practices. Christian Higher Education, v16 n1-2 p107-115. Christians are called to be a witness to the coming of the Kingdom of God and to cultivate practices in which peace and justice may flourish. In order to serve God in their daily work, Christians are faced with situations that cause both hope and despair. In this article, we explore what the concept of hope means for the education of Christian professionals. How does hope help them to fulfill their professional duty, especially in situations in which perseverance and courage are needed? We first elaborate on what Snyder (1994), one of the founding fathers of the field of positive psychology, wrote about hope. However interesting Snyder's ideas may be, we contend that the project-based attitude to the future that guides his research does not help us to develop a full understanding of the ambiguities and urgencies of professional practice. According to the scholarship of Sch√∂n (1991) and Bourdieu (1998), hope has been described as the active anticipation of a future state of affairs…. [Direct]
(2024). Tracing the Legacy of Peace Leadership from an Asian Perspective: Mahatma Gandhi, Dalai Lama, and Thich Nhat Hanh. Journal of Peace Education, v21 n2 p231-253. This paper narrates the concept of Sustainable Peace Leadership and examines how three prominent Peace Activists from South and Southeast Asia measure up to the concept. The article will consider the works and ideas of Mohandas K. Gandhi (Mahatma Gandhi), Lhamo Thondup (The 14th Dalai Lama), and Nguyen Xuan Bao (Thich Nhat Hanh). Mahatma Gandhi was instrumental in achieving Indian independence from the British Empire. The Dalai Lama is the spiritual leader of the Tibetan people and has managed a difficult relationship with the Chinese government following the occupation of Tibet. Thich Nhat Hanh was a Vietnamese Buddhist monk, peace activist and is known as the 'father of mindfulness'. The paper identified several characteristics of Peace Leaders. These include being a charismatic leader who motivates their followers to achieve their goals in a non-violent and inclusive manner. Peace leaders meditate and spend time developing inner peace which then leads to outer peace. The paper… [Direct]
(1991). Applying Linguistics for Peace Education. International Journal of Applied Linguistics, v1 n2 p164-73. Examines the concept of essentialism–that meaning resides "in words" rather than being assigned to them–and suggests that essentialism as a philosophy leads to intolerance, conceit, and eventually war. A few sources of essentialism are identified and skepticism is voiced about the possibility of educating against essentialism in the near future. (JL)…
(2015). Religious Conflicts and Education in Nigeria: Implications for National Security. Journal of Education and Practice, v6 n2 p117-129. The persistent religious conflicts and insecurity in Nigeria has given meaningful Nigerians a cause for deep concern in recent times. Many of them wonder why religion which used to be the cohesive factor and core of national unity, peaceful co-existence and national development has become a tool for political manipulation, violence, destruction of lives and property in Nigeria in contemporary time. This paper examines education as a catalyst for resolving conflicts and enhancing national security in Nigeria. The paper first of all defined the terms that are used in this presentation. It also makes a review of some religious conflicts experienced in Nigeria together with their causes and the effects. Furthermore, the paper examined education in Nigeria as a catalyst for sustenance of national security. The paper utilized both secondary sources and observation methods for data collection and presentation. Finding from the research reveals that religious conflicts and insecurity are… [PDF]
(1995). Peace and Education. NAMTA Journal, v20 n3 p67-75 Sum. This reprint of a 1960 conference paper discusses the role of education in bringing about world peace, focusing on Maria Montessori's ideas for promoting peace through a student-centered, nurturing curriculum for young children. Argues that only through the eyes of children can humankind understand the necessity for peaceful coexistence. (MDM)…
(2005). Ten Steps for Peace Education. Alliance for Childhood This brief guide is for parents and teachers who seek to nurture the values of compassion and good will in their children?s lives. It describes ten steps or actions to promote peace and goodwill in the home, in family activities, and in school…. [PDF]
(2002). Teaching Vocabulary for Peace Education. ESL Magazine, v5 n4 p22-24 Jul-Aug. Shows English-as-a-Second-Language educators how vocabulary teaching can become humanizingly meaningful through the use of techniques inspired by some of the interdependent traditions to peace, and to make a plea for ESL teachers and learners to humanize their repertoires of best practices in vocabulary teaching and learning. (Author/VWL)…
(1991). Adult Education in the 90s: Unity in Diversity. ASPBAE Courier, n53 Dec. This issue of the Asian-South Pacific Bureau of Adult Education (ASPBAE) Courier contains the following contributions related to the theme of unity in the diversity of interests and approaches to adult/informal education: "Unity in Diversity–The Future of Adult Education in Asia and the South-Pacific Region" (Rajesh Tandon); "Notes on a Theme" (Chia Mun-Onn); "A Brief Review of Adult Education in Asia Today" (Lim Hoy Pick); "Community Education in Promoting Peace and Justice" (A. T. Ariyaratne); "Development-Oriented Adult Education and Life-Long Learning" (Heribert Hinzen); "Government/NGO (Nongovernmental Organization) Relations–Focus on the Philippines" (Horacio Morales, Jr.); "Education and Development–Cause for Concern in the Lao PDR (People's Democratic Republic)" (Somsak J.); "Old Values and New Paradigm in Adult Education" (Chris Duke); "Elimination of Illiteracy in China by the Year… [PDF]
(1995). Peace through Education. NAMTA Journal, v20 n3 p53-58 Sum. This reprint of a 1937 conference paper discusses the role of education in bringing about world peace, focusing on the need for a student-centered, nurturing curriculum to replace the authoritarian, teacher-directed curriculum based on punishment and rewards. Argues that greater emphasis needs to be placed on education in all societies. (MDM)…
(2016). Living in Interesting Times: Toward a Curriculum of Meaning in a Time of Fear. Curriculum and Teaching Dialogue, v18 n1-2 p1-10. "May you live in interesting times," goes the saying, attributed to the Chinese, although the provenance is unproven. It is widely understood to be a curse, for which a loose translation could be: "May you experience disorder and trouble in your life." In this essay Christine Woyshner raises the issue of the "interesting times" in which we live, a time of great unrest and human agony amid the beauty and serenity that can be found. She describes the current climate as one that includes the carceral state, Black men dying at the hands of police officers; mass migration and refugees fleeing the East; and religious fanaticism. She asks what role curriculum and teaching leaders play in bringing peace and understanding to these interesting times? Woyshner contends: "now" is the time more than ever to return to progressive principles of viewing educators as being on the vanguard of social change and of creating a curriculum that is meaningful,… [Direct]
(1978). Books for All: International Cooperation for Reading Promotion. The celebration of International Book Year in 1972 provided an impetus to increasing the number of people who read throughout the world. Four themes for that program were the promotion of the reading habit, development of book production and distribution, promotion of books in the service of education and peace, and encouragement of authorship and translation. It was a year for stocktaking and for analyzing three interrelated factors: literacy, availability of books, and extent of readership among the literate population. The studies that were carried out revealed that the absolute number of illiterates has continued to increase, that books are not uniformly available throughout the world, and that there are 600 million nonreaders among the literate population. In evaluating the year, the General Conference of UNESCO, the sponsoring agency, decided to maintain the initiative with a long-term program of action at the national, regional, and international levels and to retain the four…
(2016). Why Teaching Is Not an Exact Science. American Educator, v39 n4 p23-26 Win 2015-2016. Lynne Anderson-Loy teaches science to sixth-, seventh-, and eighth-graders in the Contemporary School and the Regional Safe School at Woodruff Career and Technical Center in the Peoria (Illinois) Public Schools District. In this article, she describes her experience of learning how to manage student behavior in various schools throughout her career. One of her undergraduate professors gave her the advice to remember that teaching is not an exact science, and this advice served her well in that she remained open to learning different methods and techniques for interacting with students in a way that encouraged a peaceful environment and built relationships that produced positive classroom interactions. In 2013, a grant from The Atlantic Philanthropies provided the school, at which the author was teaching, with the following: professional development on secondhand trauma; a yearlong consultant who visited classrooms and suggested lessons that helped students see how education was… [PDF]
(1984). A Future Education for Peace and World Development: The True World of Johan Galtung and Educational Reconstruction. A study analyzed the educational thoughts of Johan Galtung, a Norwegian social scientist, internationally respected as an educator, researcher, and political theorist. Galtung's interests in education are focused on the socio-structural role which schools perform in societies at different stages of development. An attempt was made to measure the relevance of Galtung's thought for past and present advocates of the American philosophy of educational reconstructionism. Representative publications by nine reconstructionists, representing the progression of this school of thought from the 1920s to the present, were studied and compared with Galtung's thoughts to determine similarities and differences. Findings are presented in summary format based on five research questions concerning: (1) the main elements of Galtung's thought regarding the educational structures needed to realize conditions that foster peaceful social interaction; (2) Galtung's ideas on the ends and means of the…
(2014). Future Directions for Comparative Education Dialogue in the Asia-Pacific Region. Asia Pacific Journal of Education, v34 n2 p212-227. The broad goals of the World Council of Comparative Education Societies (WCCES) are: (1) to advance education for international understanding in the interests of peace, intercultural co-operation, mutual respect among peoples and observance of human rights; and (2) to improve education systems so that the right of all to education may be more fully realized. The Council comprises representatives of 39 national, regional or language-based comparative education societies. In all, membership of these societies is spread throughout every continent (other than Antarctica) in more than 80 nations. The WCCES has a unique leadership role in promoting comparative education dialogue. Two key concepts are highlighted in this paper: those of regionalism, and of partnership. The first concept, regionalism, is discussed in relation to shifting alliances and realignments of political, ideological and geographic borders occurring in the name of globalization, and their impact on regional priorities… [Direct]
(2016). Universities as Spaces for Engaging the Other: A Pedagogy of Encounter for Intercultural and Interreligious Education. International Review of Education, v62 n4 p483-500 Aug. Internationalisation of Higher Education coupled with students' mobility across the globe in the 21st century has led to universities in many countries having to deal with an unprecedented flow of human diversity. Such diversity can become a potential source of conflict due to increased "otherness", but at the same time, it also presents an ideal lifelong learning opportunity for engaging the other through intercultural and interreligious education. This paper begins with a literature review, exploring the challenges of international higher education and the opportunities it offers in fostering intercultural and interreligious dialogue and deeper engagement across values, beliefs, world views, habits of mind and ways of being. The review highlights that on the one hand, rich diversity and otherness within universities can easily be built up in so-called educated individuals as givens and therefore be treated with insensitivity or indifference. On the other hand, diversity… [Direct]