PEACE EDUCATION

2021 ◽  
pp. 39-40
Author(s):  
Madhurima Mukherjee
Keyword(s):  
Life Skills ◽  
Peace Education ◽  
Holistic Approach ◽  
Mutual Respect ◽  
Education For Peace

Education for peace is a holistic approach. It nurtures knowledge ,skill,attitude and values -so that the learner can leave in harmony with self and others and handle conicts in a constructive way .peace empowers individuals to accept, create and enjoy the path of peace rather than only to be a consumer of it. It is a key tool for developing values , knowledge and life skills in a spirit of equality , empathy ,understanding and mutual respect among individuals.

Creating a Peaceful World

2020 ◽  
pp. 1-34
Author(s):  
Mualla Bilgin Aksu
Keyword(s):  
21St Century ◽  
Peace Education ◽  
World Peace ◽  
Vital Importance ◽  
The World ◽  
Culture Of Peace ◽  
Positive Peace ◽  
The Difference ◽  
Education For Peace

Although peace is one of the foundations of prosperity, even in the 21st century, people in some countries still have to live in conflict. Is it possible to live individually in peace in such a world? This chapter focuses on drawing attention to the vital importance of living peacefully in the world and to discuss on the desire for peace. Firstly, the meaning of peace is reviewed in this chapter. Then, the difference between positive and negative peace is expressed, and the importance of having positive peace is emphasized. Secondly, the need of a peaceful life is discussed. Afterwards, the difference between “peace education” and “education for peace” is examined and integration of these two types of education is suggested. In the context of building a culture of peace, potential contributions of peace museums for world peace are mentioned, and peace-related metaphors of pre-service teachers are also specified. Finally, the author asserts that there is still hope for a peaceful world although there are no indications yet.

Efforts to Promote Sustainable Development through Education in Cambodia

2014 ◽  
pp. 672-684
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Environmental Education ◽  
Lifelong Learning ◽  
Life Skills ◽  
Peace Education ◽  
Education For All ◽  
Sustainable Society ◽  
Educational Activities ◽  
Cultural Contexts

This chapter provides an overview of how “Education for Sustainable Development” (ESD) is being promoted in Cambodia today through historical, social, and cultural contexts as part of the implementation of the goals of “Education for All (EFA),” from three perspectives: (1) acquisition/improvement of life skills; (2) enhancing environmental education; and (3) promotion of peace education and human rights education. It is worth noting here that although the educational activities conducted in Cambodia are not necessarily known as ESD, they certainly embody the concept of it. The chapter emphasizes that the positioning of EFA and ESD as essential lifelong learning is important to achieve a sustainable society.1

scholarly journals Managing Tertiary Education for Peace and Conflict Resolution in Nigeria

2021 ◽  
Vol 10 (3) ◽  
pp. 295
Author(s):  
Iniobong Ekong Nkang ◽  
Christopher S. Uwah
Keyword(s):  
Conflict Resolution ◽  
Null Hypothesis ◽  
Peace Education ◽  
Tertiary Education ◽  
Research Question ◽  
Necessary Condition ◽  
Conflict Resolution Education ◽  
Peace And Conflict ◽  
Peace And Conflict Resolution ◽  
Education For Peace

Peace is a necessary condition for the sustainable development of any nation. It is described as the absence of physical and structural violence, and the presence of justice. Peace education involves human rights and conflict resolution education. This justifies the prominence of peace and conflict resolution education in the educational agenda of nations. Based on this, the paper examines the management of tertiary education for peace and conflict resolution in Nigeria. The population of the study comprised lecturers from the Faculty of Social and Management Sciences from the Universities of Benin, Port Harcourt, Calabar and Uyo, totalling 2312. A sample of 231 lecturers was drawn for the study using the Cluster Sampling Technique. One research question and one null hypothesis were considered in this study. Data collection was done using a structured instrument tagged, "Managing Tertiary Education for Peace and Conflict Resolution" (MTEPCR) Questionnaire. The Instrument was duly validated and tested for reliability using the Cronbach Alpha reliability formula. This gave a reliability coefficient of 0.81. Descriptive statistics such as mean, standard deviation, and simple percentage were used to answer the research question. The null hypothesis was tested at 0.05 alpha level, the one-way ANOVA. The result of the study indicated a low extent in the implementation of peace and conflict resolution education in tertiary institutions. There was no substantial difference in the implementation of peace and conflict resolution education among four federal universities. Based on these findings, key policy, practice and research implications are discussed.

scholarly journals Education for All: Education for Children with Special Needs and Relation to Anti-Multiculturalism Practices

2021 ◽  
Vol 8 (8) ◽  
pp. 495
Author(s):  
Choiriyah Choiriyah
Keyword(s):  
Special Needs ◽  
Life Skills ◽  
Empirical Studies ◽  
Journal Article ◽  
Daily Activities ◽  
Education For All ◽  
Children With Special Needs ◽  
Mutual Respect ◽  
Different Cultures

The purpose of writing this article is to find out the problem of anti-multiculturalism in the education of children with special needs and its solutions in overcoming various problems of multiculturalism in the practice of education and teaching of children with special needs. Teaching Children with Special Needs often faces obstacles and difficulties as a result of their usual exit, namely in the form of obstacles to their daily activities. This research is qualitative by describing data from empirical studies and reviewing studies from journal article publications. The findings show that educational for All is a program that supports the development of the practice of respecting different cultures, different races, cultures, social strata, different physical, psychological, and intellectual conditions. Multiculturalism has succeeded in supporting the creation of togetherness, mutual respect, accepting shortcomings and strengths are attitudes that should be inherent in the generation of anti-multiculturalism. The role of multiculturalism in education for children with special needs in schools is directed at developing personality and life skills so that they are able to participate in society.

scholarly journals Conceptualisations of Children’s Life Skills Development within Holistic Approach in Southern Russia

2018 ◽  
Vol 50 ◽  
pp. 01212
Author(s):  
Olga Shults ◽  
Inna Bessarabova
Keyword(s):  
Social Life ◽  
Large Study ◽  
Life Skills ◽  
Holistic Approach ◽  
Skills Development ◽  
Educational Settings ◽  
Conceptual Approach ◽  
Southern Russia ◽  
Life Skills Development ◽  
Holistic Theory

A large study within the educational project «Children`s University» and Partners` educational projects in southern Russia was aimed at investigating understandings of life skills of juniors. The analysis of the notion under research is based on the major issues of the holistic approach which is actively developed by researchers nowadays. Outcomes in the article indicate that the holistic theory becomes essential in understanding life skills and provides the basis for making conceptualisations related to the effective and positive childish development in contemporary educational settings. A new conceptual approach of children’s upbringing in the framework of extra-curricular educational projects like “Children`s University” is designed and implemented in our research. The obtained results prove the idea of possible integration of holistic theories with modern educational practices, oriented to life skills development. The children involved in the project acquired new physical, mental, emotional and social life skills appreciated and used throughout their lives.

scholarly journals A EDUCAÇÃO E VALORES COMO CAMINHO PARA A CULTURA DE PAZ

2019 ◽  
Vol 17 (2) ◽  
pp. 541
Author(s):  
Arlete Silva Acciari
Keyword(s):  
Peace Education ◽  
Mutual Respect ◽  
Culture Of Peace

O presente artigo tem por objetivo refletir a contribuição da educação e valores para cultura de paz. Evidencia que promover uma educação para a paz é desenvolver o valor e o respeito mútuo entre todas as pessoas. Inicialmente contextualizou-se a questão da paz e a cultura de paz, destacando o papel da ONU e da UNESCO. A seguir são apresentados fundamentos para uma educação que transcenda a aprendizagem focada apenas no conteúdo, que contemple valores superiores e o desenvolvimento do ser. E finalmente, apresenta as contribuições da abordagem transpessoal para uma educação com valores para uma cultura de paz. EDUCATION AND VALUES AS A WAY TO PEACE CULTURE The purpose of this article is to reflect the contribution of education and values to a culture of peace. Evidence that promoting peace education is to develop value and mutual respect among all people. Initially, the issue of peace and a culture of peace was highlighted, highlighting the role of the UN and UNESCO. The following are foundations for an education that transcends content-focused learning, which embraces higher values and the development of being. Finally, it presents the contributions of the transpersonal approach to an education with values for a culture of peace.

scholarly journals Pendidikan Perdamaian Dengan 12 Nilai Dasar Perdamaian

2019 ◽  
Vol 2 (1) ◽  
pp. 55-71
Author(s):  
I Putu Ayub Darmawan
Keyword(s):  
Social Status ◽  
Ethnic Diversity ◽  
Peace Education ◽  
Group Differences ◽  
Biblical Literature ◽  
Different Types ◽  
Religious Differences ◽  
Education For Peace

Conflict is a problem that is being faced in Indonesia. A peaceful way is needed to bring peace to a multicultural nation. From the analysis of various biblical literature and texts there are several peace values, including education for peace must guide students to accept themselves, peace education provides guidance to avoid bad prejudice, needs to be built understanding and attitudes that respect ethnic diversity, religious differences, different types sex, social status such as poor wealth, and group differences, in an effort to build a path for peace, students need to understand diversity, understand conflict, build an attitude of resisting violence, willingness to start admitting mistakes, and willingness to forgive.Abstrak: Konflik merupakan masalah yang sedang dihadapi di Indonesia. Perlu dilakukan cara damai untuk menghadirkan perdamaian di bangsa yang multi-kultural.  Dari analisis berbagai literatur dan teks Alkitab ada beberapa nilai-nilai per-damaian, antara lain pendidikan untuk perdamaian harus membimbing murid menerima dirinya sendiri, pendidikan perdamaian memberikan bimbingan untuk mengindari prasangka buruk, perlu dibangun pengertian dan sikap yang meng-hargai keragaman etnis, perbedaan agama, perbedaan jenis kelamin, status sosial seperti kaya miskin, dan perbedaan kelompok, dalam upaya membangun jalan menunju perdamaian maka murid perlu memahami adanya keragaman, memahami konflik, membangun sikap menolak kekerasan, adanya kerelaan untuk memulai mengakui kesalahan, dan kerelaan untuk memberi maaf.

Education for Peace: The Role of Universities

2004 ◽  
Author(s):  
David A. Hamburg ◽  
Beatrix A. Hamburg
Keyword(s):  
Peace Education ◽  
Good Governance ◽  
Interdisciplinary Collaboration ◽  
Developmentally Appropriate ◽  
Initial Section ◽  
Current Status ◽  
Military Leaders ◽  
Mass Violence ◽  
Human Conflict ◽  
Education For Peace

This chapter emphasizes the potential leadership functions of universities in this field. They can (1) heighten awareness of the gravity of the problem, especially by international cooperation in sharing data; (2) conduct research with emphasis on interdisciplinary collaboration that gives deeper understanding of causes, nature and scope, amelioration, and prevention of mass violence; (3) upgrade education for peace in the universities and also extend the reach to educate the general public and leaders, including political, religious, ethnic, and military leaders—all of whom have massive responsibility for preventing catastrophes rather than inducing them; and (4) program excellent developmentally-appropriate educational materials for elementary and secondary schools, working in conjunction with teachers at each level. In March 2001, an international group of experts from various fields met to discuss the current status of education for peace and ways to improve it. Scholars from academia, prominent UN officials, and experts from nongovernmental, governmental, and multilateral organizations considered ways in which the University for Peace (UPEACE) might be able to strengthen the field of peace education.More broadly, participants analyzed the current state of peace education internationally. All concurred that the concerns posed by human conflict in the twenty-first century must be more adequately addressed. This initial section outlines important issues raised at the conference as well as its recommendations. In opening this meeting at the United Nations, Kofi Annan, UN Secretary General, made these remarks:… Knowledge, research, and teaching are vital in our new global environment. To achieve effective education for peace, we need to reach out to as many actors as possible to devise new approaches to challenges that are in themselves only beginning to be fully understood. . . . How do we promote the good governance needed to underpin stable and transparent societies? How do we make the unprecedented opportunities offered by science and technology work as a tool for peace? . . . Achieving decent, just, and peaceful relations among diverse human groups is an enterprise that must be constantly renewed—and education for peace is a fundamental part of that enterprise. Yet the world’s record on education for peace has been weak indeed. . . . To address complex causes, we need complex, interdisciplinary solutions.

Putting Education for Peace into Practice

2004 ◽  
Author(s):  
David A. Hamburg ◽  
Beatrix A. Hamburg
Keyword(s):  
Conflict Resolution ◽  
Young People ◽  
Public Good ◽  
Peace Education ◽  
Individual Rights ◽  
Practical Applications ◽  
Societal Consensus ◽  
The 1960S ◽  
The One ◽  
Education For Peace

Now let us turn our attention toward the practice of education for peace from several perspectives. We will examine some developmentally appropriate approaches to children and youth in understanding issues of war and peace, practical applications of teaching the prevention of deadly conflict and conflict resolution in schools, international relationships in education for peace, and other institutions with strong potential to promote peace education and conflict resolution. Even first-grade children can distinguish between societal conventions, noncontroversial questions, and controversial issues. Also, they expect their teachers to teach these types of knowledge differently. They are able to recognize that others may hold opposing viewpoints different from their own. With increasing age, elementary school children in democratic societies expect teachers to present different viewpoints on questions about which there is little societal consensus. And teachers are expected to present different viewpoints in addition to the one that students favor. Adolescence is the period when students markedly increase their ability to generalize the perspective of society, which is most important when discussing issues related to war, peace, and conflict. It is also a time when young people are most interested in issues related to fairness, justice, and equality. In the 1960s, Joseph Adelson, conducted a series of classic studies involving young people aged 11 to 18 from the United States, Great Britain, and West Germany. Interviews were conducted about concepts of law, community, individual rights, and the public good. It was found that at the age of 14, a shift in quality of thought occurred. They could see the possibility of conflict between individual rights and public good; they could connect specific examples of rights with abstract principles; they could consider long-term consequences of specific actions on individuals and communities. Similar findings were noted in subsequent research, leading to the belief that the period of adolescence is appropriate for developing critical thinking skills.

Education for Peace: Concepts and Institutions

2004 ◽  
Author(s):  
David A. Hamburg ◽  
Beatrix A. Hamburg
Keyword(s):  
Conflict Resolution ◽  
Large Scale ◽  
Peace Education ◽  
War And Peace ◽  
Educational Processes ◽  
Political Boundaries ◽  
Critical Issues ◽  
National Boundaries ◽  
International War ◽  
Education For Peace

What is distinctive about education for peace? It subsumes much else that precedes it in this book, drawing especially on the basic concepts and educational processes for conflict resolution. But it goes beyond education for conflict resolution in that it addresses the crossing of adversarial large-scale intergroup boundaries. This includes hostility across national boundaries and hostility across ethnic, religious, or political boundaries within a nation. The first condition is conducive to international war; the second condition is conducive to civil war. The large-scale hostilities have not been so much the focus of attention in recent education as interpersonal and community education for conflict resolution. Education for peace is more complex and daunting than education for conflict resolution. But the stakes are so high, and likely to get so exceedingly dangerous in the twenty-first century, that education for peace must be addressed in serious and sustained ways—the sooner the better. In this and the next two chapters, we try to clarify the following:… 1. The essential content of education for peace, or at least the critical issues that need to be addressed 2. How to upgrade such information and concepts on a continuing, longterm basis so that education for peace can grow in strength over the decades ahead 3. How to make such content personally meaningful and widely available throughout the world… What evocative and thoughtful efforts have addressed the preceding three points? Peace education works toward giving children, adolescents, and young adults clear ideas about how to contribute to the creation of peaceful communities on both local and global scales. Starting from a low baseline, this century has seen an increased interest in peace education, but still it has not entered mainstream education. Although many schools have adopted conflict-resolution programs, they usually stop short of addressing the larger issues of war and peace. Yet there is a connection between the two. The challenge is to move beyond a narrow arena (for example, the school) to a broader view—indeed a worldwide outlook. The worldwide predilection to violence is both a serious constraint and profound challenge to peace education. So, too, is the paucity of research in this field.

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