(2013). Practising Silence in Teaching. Journal of Philosophy of Education, v47 n4 p605-622 Dec. The concept "silence" has diametrically opposed meanings; it connotes peace and contemplation as well as death and oblivion. Silence can also be considered a practice. There is keeping the rule of silence to still the mind and find inner truth, as well as forcibly silencing in the sense of subjugating another to one's own purposes. The concept of teaching runs the gamut between these extremes, from respectfully leading students to search and discover, to relentlessly bending them to one's own will. This article examines contradictory connotations and practices of silence and teachers' ambivalent perceptions of it in order to conceptualize a positive practice of silence for teacher education…. [Direct]
(2023). The Two Faces of Janus: Educational Pathways into and out of Violent Extremism in Norway. Journal of Peace Education, v20 n2 p217-240. The prevention of violent extremism in education has given rise to considerable policy debates in Norway. A key feature of this, illustrated in the growing stream of curricular and security policy reforms, is that these debates risk being disconnected from graspable elements in the social lives of young people. Using qualitative document analysis (QDA), this study analysis educational efforts to prevent violent extremism in Norway. The analysis suggests that interventions are structured according to reductionist thinking of cause and effect in which the individual is at the receiving end of security efforts. In particular, the dominant mode of preventing extremism is through therapeutic strategies aimed at helping vulnerable individuals becoming resilient to extreme ideologies and to help them respond to structural grievances. There is less attention on the role of social mechanisms including the reciprocal interplay between structural, social and individual factors in the analysed… [Direct]
(2013). Roles for Educators in Helping the USA Form a Real Global Society. Policy Futures in Education, v11 n2 p137-144. By not properly addressing economic issues, health care, and educational needs, the United States of America was on the verge of financial collapse and people had to choose between having food or medicine. President Barack Obama emerged with a broad-based plan of change for the country which impacts every major sector of society. He wants peace to replace war, an economy that provides jobs, health care that brings relief to all Americans and education that is effective from preschool to college. This article moves from Obama's general vision for the country to his detailed plan for education. First, a review of literature is conducted to validate the merit of his plan. With a refined agenda, educators are challenged to embrace it and make ready for its implementation. The final charge is to focus attention on strategies for imparting quality education to students around the world. (Contains 1 table.)… [Direct]
(2023). "Shinrin Yoku" as a Pedagogy for Peace amidst Violence: Generating Dynamic Narratives of Palestine-Israel Relations on College Campuses. Journal of Peace Education, v20 n3 p291-315. "Amidst violent conflict over Palestine-Israel relations at colleges across America, how might we use our classrooms and campus landscapes to generate dynamic narratives that facilitate peace?" Moving beyond a chronological ordering of events, a narrative is a constructed cohesive account of occurrences used to make sense of experiences and motivate action. In violent settings, narratives tend to retrench into static accounts that increase prejudice and motivate greater acts of violence. Alternatively, dynamic narratives offer complex judgement, plot, character, and value assessments of the world thus encouraging more openness to others and peace. I propose a novel intervention for the generation of dynamic narratives. I use the practice of shinrin yoku or guided forest walks in a seminar about Palestine and Israel, to invite liminality, the experience of communal spaces where traditional markers of power and social obligations are stripped. I expected that increasing… [Direct]
(2012). Examination of Turkish Students' Opinions Related to Values in the Example of Iraq, Saudi Arabia and Turkey. Educational Sciences: Theory and Practice, v12 n3 p1729-1736 Sum. Reflecting effective and psychomotor skills to teaching environment are as important as cognitive skills in learning process. In this context, values are important to develop skills in affective domain. In this study, the opinions of the students who have been studying in three different countries (Iraq, Saudi Arabia, Turkey) were aimed to be investigated comparatively. Phenomenological Method, which is the one of qualitative data collecting methods, was used to gather the data. The study group was composed of 6th, 7th and 8th grade students in Iraq, Saudi Arabia and Turkey in 2009-2010 education term by the principles maximum variability sampling. In the study to collect the data, a researcher developed collecting tool including 9 values was used. The students' handwriting compositions and pictures were taken as basic data source. After examining the writings, more concepts were seen in helpfulness, patriotism and responsibility values were seen on the other hand scientific values… [PDF]
(2015). Peculiarities of Cultural Interaction in Education: The US Experience. Comparative Professional Pedagogy, v5 n2 p97-101 Jun. Article deals with the problem of multicultural education. Ukraine, being a multicultural society, requires a new conception of the world, aimed at integrating cultures and nations, their further convergence as well as cultural enrichment. In this context the experience of many foreign countries, especially the USA, is very interesting. This country differs from average multicultural nations in a range of peculiarities, one of which is the fact that cultural interaction was not within an individual ethnos, but within immigrants–descendants of different countries, representatives of various cultures. It is underlined that the USA is the country that underwent durable trials in search for the most optimum ways to provide cultural interaction. The most modern response to the cultural diversity at the end of the 20th century in the USA became the policy of multiculturalism. Multiculturalism is considered to be a democratic policy of solving the problem of cultural and social diversity… [Direct]
(2010). Graduate Education and Professional Practice in International Peace and Conflict. Special Report 246. United States Institute of Peace Over the past two decades, the number of academic institutions providing education and training in international peace and conflict resolution in the United States has grown. Much of this development has been at the graduate level. In the fall of 2005, to assess the current state of the field more accurately, the United States Institute of Peace commissioned the Alliance for Conflict Transformation (ACT) to study the level of academic preparation of graduate students and professionals seeking careers in the international peace and conflict field. The research explored the match between academic program offerings and the needs of the organizations and agencies that hire individuals for international conflict work. Continued contact since then with faculty, students, and employers has both extended and supported the findings. This report offers an overview of those findings, highlights existing gaps, and outlines concrete recommendations on how academic programs can better prepare… [Direct]
(1999). The Scientist in the Crib: Minds, Brains, and How Children Learn. Arguing that evolution designed us to both teach and learn, this book explains how, and how much, babies and young children know and learn, and how much parents naturally teach them. The chapters are: (1) "Ancient Questions and a Young Science," including the concept of brain as computer, and the developmental science of Piaget and Vygotsky; (2) "What Children Learn about People," including peace and conflict studies, and education and memory; (3) "What Children Learn about Things," including the importance of movement and grownups as teachers; (4) "What Children Learn about Language," including making meanings, and dyslexia and dysphasia; (5) "What Scientists Have Learned about Children's Minds," including the developmental view, and nurture as nature; (6) "What Scientists Have Learned about Children's Brains," including how brains get built, and the social brain; and (7) "Trailing Clouds of Glory," which…
(2014). Boundary Spanning: Engagement across Disciplines, Communities, and Geography. Journal of Higher Education Outreach and Engagement, v18 n3 p23-40. Narratives from 3 presenters at the closing session of the 2013 Engagement Scholarship Consortium Conference demonstrate that higher education institutions and communities can forge deep and sustainable relationships to address the "wicked problems" in their countries and communities. University leaders in Nigeria described how students and faculty at the American University participate in service-learning courses and programs that have generated important local economic impacts. A community partner described the impact on educational access and civic leadership for a partnership between a Brazilian high school curriculum provider and a U.S. university, Texas Tech. A young Canadian scholar who works with "marginalized, stigmatized, and excluded communities in the world" described these partners as "environmental heroes" and shared a powerful vision of university and community collaboration across the globe. Together, these narratives weave a vision for… [PDF]
(2013). A Nonviolent Approach to Social Justice Education. Educational Studies: Journal of the American Educational Studies Association, v49 n6 p485-503. This article advocates a nonviolent approach to social justice education. First, social justice education literature is reviewed, and two contrasting and influential approaches–critical theory and poststructural theory–are the focus of critical analysis. A nonviolent approach is proposed as an alternative. Second, the notion of social justice is reexamined to reveal its tie with the notion of the individual, and the concept of nonviolence in its emphasis on relationality is discussed. Three facets of nonviolence are further elaborated: relational dynamics, inner peace, and nonviolent means. Third, these facets are translated into important aspects of a pedagogy of nonviolence: Integrating the inner and the outer work; shifting the struggles of opposites to the interdependence of differences; using and improvising nonviolent teaching strategies. To enrich theoretical understandings and inspire practical insights, this article also interweaves international wisdom traditions… [Direct]
(1994). Education for International Understanding: The Case of Ethiopia. This study reviews Ethiopia's efforts, experiences, and achievements with respect to developing education for international understanding over the past two decades in response to the United Nations recognition of the role education plays in promoting peace. It is an overture aimed at sharing ideas and experiences with all concerned for the promotion of peace and international understanding at home and abroad. It is possible to teach international understanding by emphasizing the removal of the sources of violence, conflict, and misunderstandings, the old patterns, and in their place creating a conducive environment for teaching peace and understanding by introducing new patterns. The spirit of education for international understanding urges people to appreciate their differences and to search and identify the common thread that ties them together enabling them to live and interact peacefully. This investigation consulted textbooks and curriculum only. Most of the books were from… [PDF]
(1981). Proceedings of a Symposium. Education and Contemporary America. (2nd, Boise, Idaho, October 8-10, 1981). The manuscripts in this publication present a variety of insights into the function of education in contemporary America, the responsibilities of educators, and the future of educational institutions as they adapt to changing social conditions. Viewpoints are expressed on the following subjects: (1) the role of education in clarifying the relationship of the individual to the basic meaning of citizenship; (2) multicultural education, global awareness, peace studies, and human survival; (3) literacy and freedom in a democratic society; (4) a developmental curriculum model for citizenship education; (5) the educational implications of recent research on the human brain; (6) the cognitive models of the left and right hemispheres of the brain and achieving a balance between their functions; (7) implications of right brain research on curriculum development; (8) the purpose and value of the concepts of right- and left-brain learning; (9) political, organizational, social, economic, and…
(2012). Conflict, Transition and Education for "Political Generosity": Learning from the Experience of Ex-Combatants in Northern Ireland. Journal of Peace Education, v9 n3 p277-295. This article suggests that opportunities exist to harness the potential of history and citizenship education with the processes of transition in developing programmes, which support young people in exploring conflict and the challenges associated with attending to its legacy. Drawing on the experience of Northern Ireland, it is suggested that the narratives of those who have been involved directly as both combatants in conflict and latterly as agents of change in their communities provide unique opportunities for young people to reflect on these issues. By way of illustration, an account of one such initiative is presented: "From Prison to Peace: Learning From the Experience of Political Ex-Prisoners"; a structured programme which invites young people to engage directly with loyalist and republican ex-combatants in the Northern Ireland conflict. The article suggests that such programmes have the potential to assist young people in exploring the complexity of conflict and… [Direct]
(1992). Conscious Education: The Bridge to Freedom. The purpose of this book is to give educators new organizing principles that will lead out from the present day mechanistic-reductionist viewpoint toward a more holistic perspective, one that fosters love and peace. The Foreword, titled \Education and Evolution,\ deals with an anthropological perspective, the end of the Cenozoic period, and ways of knowing. The book is then divided into three parts. Part 1, \Process,\ includes five chapters. Chapter 1, \Bridge of Conscious Education,\ discusses ways of being, conscious evolutionary thought, conscious evolution, the soul and conscious evolution, and self-esteem. Chapter 2, \Developmental Education and Transformational Learning,\ elaborates on cognitive development, moral development, development and consciousness, transformational learning, and a transformational model. Chapter 3, \Spirituality in Education,\ deals with spiritual development and its process, educating the whole person, and world core curriculum. Chapter 4, \Paradigm…
(1994). Education for America's Role in World Affairs. This collection of essays by leading policy analysts and educators investigate the often contradictory claims of global, peace, multicultural and citizenship education and examines what U.S. students should know about world affairs in the post-cold war era. The essays suggest methods of change based on a strong academic core of history, international relations, government, economics, and geography. After a foreword (Chester E. Finn, Jr.) and introduction (John Fonte; Andre Ryerson), the essays follow in this order: (1) "A Brief History of Pre-Collegiate Global and International Studies Education" (Andrew Smith); (2) "Global Education and Controversy: Some Observations" (Robert Fullinwider); (3) "Teaching about the World and Our Nation's Heritage: The Relationship between International Education and Education for American Citizenship" (John Fonte); (4) "Implications of the 'New Demographics' and the 'Information Explosion' for International… [PDF]