Erwich, Ren√©; van der Stoep, Jan (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]

Manoj Kumar Mishra; Priyankar Upadhyaya; Thomas Paul Davis (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]

Janicki, Karol (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)…

Ushe, Ushe Mike (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]

Joosten, A. M. (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)…

n/a (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]

de Matos, Francisco Gomes (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)…

Udagama, Premadasa, Ed. (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]

Montessori, Maria; Montessori, Mario (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)…

Woyshner, Christine (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]

Behrstock, Julian (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…

Anderson-Loy, Lynne (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]

Woolman, David C. (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…

Fox, Christine (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]

Gill, Scherto (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]

Forrest, Michelle (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]

Sj√∏en, Martin. M. (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]

Gentry, Ruben (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]

Hajj, Nadya (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]

Tasdemir, Adem (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]

Baybakova, Olga; Sidun, Larysa (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]

Carstarphen, Nike; Harris, Robert; Smith, David J.; Zelizer, Craig (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]

Gopnik, Alison; Kuhl, Patricia K.; Meltzoff, Andrew N. (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…

Abaurre, Rog√©rio; Harden, Karon K.; Paton, Valerie O.; Reith Charles C.; Tremblay, Crystal (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]

Wang, Hongyu (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]

Dahlberg, E. John, Jr., Ed.; And Others (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…

Emerson, Lesley (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]

Gang, Philip S.; And Others (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…

Fonte, John, Ed.; Ryerson, Andre, Ed. (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]