Meaning and Concept of Peace Education

2016 ◽  
pp. 346-368
Author(s):  
Subhash Chandra
Keyword(s):  
21St Century ◽  
Social Order ◽  
Peace Education ◽  
Human Values ◽  
Sustainable Society ◽  
Common Concern ◽  
Culture Of Peace ◽  
Causes Of Violence ◽  
Education Culture ◽  
Culture Of Violence

This chapter proposes for cultivating peace values and developing peace consciousness for creating global nonviolent sustainable society in 21st century. Our World is divided and conflict-torn, socially and ecologically unsustainable. At present we are living in a violent consciousness because modern civilization is based on culture of conflicts and violence due to erosion of human values. It focuses on the global recognition of Peace as a matter of common concern to save the humanity through Peace Education. The chapter explains the human conflicts and root causes of violence, different types of violence in the society, culture of violence and Violent Social Order. Meaning of Peace - What is Peace Education? What is the need for Peace Education in 21st Century and Goals for Peace Education? Culture of Peace and Universal Peace values? The chapter concludes with a strategy of Peace Education for Living and Learning Together: Towards 21st Century” for creating global nonviolent sustainable society in 21st Century.

Meaning and Concept of Peace Education

2016 ◽  
pp. 66-88
Author(s):  
Subhash Chandra
Keyword(s):  
21St Century ◽  
Social Order ◽  
Peace Education ◽  
Human Values ◽  
Sustainable Society ◽  
Common Concern ◽  
Culture Of Peace ◽  
Causes Of Violence ◽  
Education Culture ◽  
Culture Of Violence

This chapter proposes for cultivating peace values and developing peace consciousness for creating global nonviolent sustainable society in 21st century. Our World is divided and conflict-torn, socially and ecologically unsustainable. At present we are living in a violent consciousness because modern civilization is based on culture of conflicts and violence due to erosion of human values. It focuses on the global recognition of Peace as a matter of common concern to save the humanity through Peace Education. The chapter explains the human conflicts and root causes of violence, different types of violence in the society, culture of violence and Violent Social Order. Meaning of Peace - What is Peace Education? What is the need for Peace Education in 21st Century and Goals for Peace Education? Culture of Peace and Universal Peace values? The chapter concludes with a strategy of Peace Education for Living and Learning Together: Towards 21st Century” for creating global nonviolent sustainable society in 21st Century.

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.

A Compact Embodiment of Pluralities and Denial of Origins: Atwood’s The Year of The Flood

2016 ◽  
Vol 1 (3) ◽  
pp. 141
Author(s):  
Rana Sağıroğlu
Keyword(s):  
Science Fiction ◽  
21St Century ◽  
Social Order ◽  
Margaret Atwood ◽  
Rapid Change ◽  
The Novel ◽  
The World ◽  
Narrative Techniques ◽  
Why Questions ◽  
Near Future

Margaret Atwood, one of the most spectacular authors of postmodern movement, achieved to unite debatable and in demand critical points of 21st century such as science fiction, postmodernism and ecocriticism in the novel The Year of The Flood written in 2009. The novel could be regarded as an ecocritical manifesto and a dystopic mirror against today’s degenerated world, tending to a superficial base to keep the already order in use, by moving away from the fundamental solution of all humanity: nature. Although Atwood does not want her works to be called science fiction, it is obvious that science fiction plays an introductory role and gives the novel a ground explaining all ‘why’ questions of the novel. However, Atwood is not unjust while claiming that her works are not science fiction because of the inevitable rapid change of 21st century world becoming addicted to technology, especially Internet. It is easily observed by the reader that what she fictionalises throughout the novel is quite close to possibility, and the world may witness in the near future what she creates in the novel as science fiction. Additionally, postmodernism serves to the novel as the answerer of ‘how’ questions: How the world embraces pluralities, how heterogeneous social order is needed, and how impossible to run the world by dichotomies of patriarchal social order anymore. And lastly, ecocriticism gives the answers of ‘why’ questions of the novel: Why humanity is in chaos, why humanity has organized the world according to its own needs as if there were no living creatures apart from humanity. Therefore, The Year of The Flood meets the reader as a compact embodiment of science fiction, postmodernism and ecocriticism not only with its theme, but also with its narrative techniques.

Places of Memory as a Tool for Education: The “Peace in Four Voices Summer Camps” at Monte Sole

2008 ◽  
Vol 30 (1) ◽  
pp. 27-37 ◽  
Author(s):  
NADIA BAIESI ◽  
MARZIA GIGLI ◽  
ELENA MONICELLI ◽  
ROBERTA PELLIZZOLI
Keyword(s):  
High School ◽  
Peace Education ◽  
Summer Camp ◽  
Summer Camps ◽  
Major Activity ◽  
School Project ◽  
Places Of Memory ◽  
Culture Of Peace

Abstract This essay explores how a place of memory can be used as a crucial tool in peace education activities with students from elementary to high school. It draws on the work of the Peace School of Monte Sole and specifically focuses on the “Peace in Four Voices” summer camp, which brings together youth from conflict regions to foster a culture of peace. The camp is a major activity in the Peace School project, since it is from this ten-year-long experience that the idea of a “Peace School” was conceived of and developed.

Global Citizenship Education (GCED) in The Digital Era: The Unexpected Tool for Peacebuilding. How 21st Century Fluencies Can Shape Sustainable Global Peace?

2021 ◽  
Author(s):  
Nezha El Massoudi ◽  
Keyword(s):  
Sustainable Development ◽  
Emotional Intelligence ◽  
Gender Equity ◽  
21St Century ◽  
Peace Education ◽  
Global Citizenship ◽  
World State ◽  
Research Fields ◽  
Global Peace ◽  
National Analysis

Abstract If education is unanimously recognized as a powerful and impactful tool for social advancement, its use in global affairs as a major component has not yet been fully acknowledged. The current world state, with multiplying challenges amidst a global crisis - caused by the fallouts of an unmanageable pandemic - exposed the limits of multilateralism, undermining international cohesion already struggling over geopolitical rivalries and bursting territorial conflicts. Growing gaps between citizens and governing bodies are threatening the very essence of democracy, the quintessence of people representation, the act of being a citizen. If such struggles arise even within states’ borders, needless to say, building a global citizenship feeling of belonging may prove difficult, requiring exceptional efforts and a strong driver, such as education, leaning on an innovative approach. Peacebuilding through education to global citizenship is one of the pillars of the United Nations 2030 Agenda. In this regard this work is directly relevant to the Sustainable Development Goal 4.7 (Education for sustainable development and global citizenship, and the promotion of a culture of peace and non-violence), an indicator building a basis for decision-making and institutional frameworks, reflecting on citizen political involvement on a local/global level, leaning on the tryptic pattern of foundation/adaptation/integration. GCED could be one of the strongest peace advancement tools to think globally and act locally, by integrating emotional intelligence, creating a common shared value, tackling climate change and gender equity, as women are often in the frontline of rising challenges. This work will investigate and analyze the paradigms of GCED in peacebuilding using a cross-national analysis within the framework of digital humanities and peace studies research fields. KEYWORDS: peace, education, peacebuilding, digital citizenship, emotional intelligence, critical thinking, global security, 21st century skills, peacetech, innovation, empowerment

scholarly journals Islam dan Globalisasi: Sebuah Pandangan tentang Universalitas Islam

1970 ◽  
Vol 3 (1) ◽  
pp. 114-132
Author(s):  
Khusnul Khotimah
Keyword(s):  
Significant Role ◽  
Significant Influence ◽  
Social Order ◽  
Economic Education ◽  
Teaching Science ◽  
Global Order ◽  
Cultural Teaching ◽  
Historical Fact ◽  
Education Culture ◽  
Culture Technology

Globalization is a historical fact that has significant influence on society’s life system. This condition has to facewith wise reaction. Islam as religion that have universal and global order, certainly have role on solving globalization problem.Its clear from its universality, Islam can have significant role to shape global community. Islamic universalism can be seenfrom several manifestations, e/g: cosmopolitan cultural teaching, science development, holistic social order and completevalues. From this, Islam universality is able to face economic, education, culture, technology and other problems

scholarly journals The ancient Roman ius vitae ac necis (the right to life and death) and modern abuse of women (femicide)

2020 ◽  
Vol 54 (2) ◽  
pp. 693-708
Author(s):  
Nataša Deretić
Keyword(s):  
Human Rights ◽  
21St Century ◽  
Social Order ◽  
Family Members ◽  
Right To Life ◽  
Life And Death ◽  
Male Sex ◽  
Gender Based ◽  
The Right ◽  
Abuse Of Women

This paper attempts to answer the question as to whether the right to "life and death" of a woman (ius vitae ac necis) at the hands of male family members or partners is indeed a timeless category. Is it possible that in Serbia of the 21st century there is still a struggle to promote the "right to life" of women to the level of "basic human rights"? What contributed to the fact that the concept of innate human dignity based on "human rights", which dates back from the feudal social order, has not as yet fully come to life in Serbia as far as women are concerned. What social circumstances contributed to the Roman ius vitae ac necis to outlive centuries and take root especially in Serbia, only under a different name - that of femicide? This notion has been defined as "gender based murder of women, girls, and babies of female sex by persons of the male sex". The murderers in cases of femicide include partners (ex / current, spouses or extramarital), family members or relatives: father, father-in-law, son, son-in-law, etc. Both expert and general public wander whether enforcing more stringent norms by authorities or acting towards changing the consciousness of the abusers or both at the same time, can contribute to eradicating this devastating phenomenon in the 21st century.

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