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.

scholarly journals Peace Education Taught by the Female Muslim Nobel Peace Prize Laureates in 21st Century

2020 ◽  
Vol 13 (1) ◽  
pp. 163
Author(s):  
Supaat Supaat ◽  
Suciati Suciati
Keyword(s):  
Human Rights ◽  
21St Century ◽  
Peace Education ◽  
Muslim Women ◽  
Peace Building ◽  
World Peace ◽  
Nobel Peace Prize ◽  
Maternal Instinct ◽  
Qualitative Descriptive ◽  
The Right

<p align="center"><strong>Abstract</strong></p><p>Women have a very important role in upholding world peace and security because they have the power that is not possessed by men, namely the maternal instinct which naturally can create peace with love, care and harmony. This study aims to find out Muslim women who received world peace awards in the 21st century and analyze the points of peace education that they teach and implement. This research was a qualitative descriptive study with the content analysis of the peace speech they deliver. Based on the analysis, it can be seen that there are three Muslim women who received world nobel peace prize in the 21st century, namely Shirin Ebadi, Tawakkul Karman and Malala Yousafzai. The messages of peace that become their focus are efforts for democracy and human rights, especially the struggle for human rights and children (Shirin Ebadi), nonviolent struggle against women's security and women's human rights for full participation in peace-building work (Tawakkul Karman), struggle against the oppression of children and young people and the right of all children to get education (Malala Yousafzai).</p>

scholarly journals The Culture of Peace in Adult Education: Its Epistemological Bases from the Jesuit Philosophy

2020 ◽  
Vol 8 ◽  
pp. 95-108
Author(s):  
Álvaro Luis López Limón ◽  
Elena Zhizhko ◽  
Laura Gemma Flores García
Keyword(s):  
Adult Education ◽  
Social System ◽  
Ancient History ◽  
Or Education ◽  
Philosophical Foundations ◽  
Foundations Of Education ◽  
The World ◽  
Culture Of Peace ◽  
History Of ◽  
Education For Peace

This work constitutes a historical-pedagogical reflection focusing on the philosophical foundations of Jesuit pedagogy or education for peace through the thought of Francisco Javier Clavijero, in particular, his works Ancient History of Mexico and Particular Physics. The authors studying Clavijero found that his thought included the following foundations of education for peace: eclectic attitude expressed in a search for the reconciliation of modernity with tradition; the use of verisimilitude as a criterion of knowledge in the process of adjustment to the truth within the philosophy of nature and history; and a belief in the knowledge of the different philosophical systems, in which the truth is found. According to Clavijero, education, at first, represents means or a pretext to refute the insults of European philosophers concerning the supposed inferiority of Mexicans, based on the reason. Education could be understood as the principle on which a political-social system is based, in this case of the society of ancient Mexicans. Education is the resource that enables the transmission of laws and customs, in short, a worldview of the world, which can be understood in terms more typical of culture.

scholarly journals The Community of Practices (CoP) of UNESCO Chairs for Interreligious and Intercultural Dialogue for Mutual Understanding / La Communauté de pratiques comme outil de dialogue interreligieux et interculturel

2012 ◽  
Keyword(s):  
United States ◽  
Human Development ◽  
Peace Education ◽  
Education Programme ◽  
Intercultural Dialogue ◽  
Mutual Understanding ◽  
The World ◽  
Culture Of Peace ◽  
Selection Of

From 2008 to 2009 the UNESCO Chair of Human Development and Culture of Peace of Florence coordinated a 'Community of Practices on Interreligious and Intercultural Dialogue for Mutual Understanding' (CoP), a peace education programme which brought together international researchers, universities and other UNESCO Chairs. This book presents a selection of the original contributions in English and French submitted by the CoP participants from Brazil, Canada, Lebanon, United States, France and Italy. It also aims to contribute in a concrete way to the promotion of innovative methodologies, practices and tools for students and peace education researchers all around the world.

Peace

2016 ◽  
pp. 1-18
Author(s):  
Pratibha Upadhyay ◽  
Saroj Pandey
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Constructivist Approach ◽  
Top Down ◽  
The Core ◽  
The World ◽  
Culture Of Peace ◽  
Elusive Concept ◽  
Pedagogical Approaches ◽  
Education For Peace

Peace is described as an ‘elusive concept' having different connotations for the spheres in which peaceful processes are applied. There are several pedagogical approaches to education for peace. The Constructivist approach is considered the best strategy. Teacher preparation is at the core of the success and utilization of the pedagogical approaches meant for education for peace. Therefore, the teacher education programmes need to be redesigned to have wider implications for promoting peace through the preparation of teachers. The present paper suggests a hypothetical model depicting ‘Top Down' approach to teacher education for peace which compliments the ‘Bottom Up' model envisaged by UNESCO (1998). Whatever may be the model of teacher education, it should combine knowledge, experiences and skills pertaining to promoting culture of peace. At the same time all agencies of education should support and join hands with teacher education programmes to change the culture of war into culture of peace and non-violence in the world we live in.

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.

scholarly journals PEACE EDUCATION: A DEVELOPMENT STRATEGY FOR CREATING A CULTURE OF PEACE AND NONVIOLENCE

2021 ◽  
pp. 175-188
Author(s):  
ŽELJKO BJELAJAC ◽  
ALEKSANDAR FILIPOVIĆ
Keyword(s):  
Development Strategy ◽  
Peace Education ◽  
Well Being ◽  
Social Needs ◽  
World Peace ◽  
Preventive Action ◽  
Children And Young People ◽  
The Rule Of Law ◽  
Internal Conflicts ◽  
Culture Of Peace

From the beginning of the 21st century until today, the world has suffered some of the highest rates of violence, which has burdened a large number of countries and regions. Various conflicts around the planet have generated the suffering and displacement of millions of children and young people, often under catastrophic circumstances. The poorest countries are mostly exposed to aggression and lawlessness. While they are being ravaged by internal conflicts, other neighboring countries are largely suffering the destabilizing consequences of such divisions. Indirectly, it affects the lives, dignity and well-being of millions of people. Therefore, learning to live together, with empathy for others, is becoming increasingly important in today's divided and in many ways contradictory world. Peace education is not an isolated program to prevent armed conflict and repression, but a roadmap for saving lives, freeing up limited resources for social needs, and establishing structures and conditions that support the rule of law. Peace education is a preventive action and the key to creating a culture of peace. It is a line that directs us towards acquiring knowledge, constructive skills and abilities for better conflict resolution and management, and advocating for social justice in our communities.

Importance of Classroom Settings in Educational Institutions to Promote Peacebuilding Through a Specific Intended Learning Outcome

2018 ◽  
pp. 303-314
Author(s):  
Chammika Mallawaarachchi
Keyword(s):  
Peace Education ◽  
Learning Outcome ◽  
Peace Building ◽  
Educational Institutions ◽  
Enabling Environment ◽  
Universal Principles ◽  
Culture Of Peace ◽  
Positive Peace ◽  
Diverse Groups

Over the decades, there has been an emphasis on the importance of peace education for improving culture of peace in society. The effect of this is very much important and attached to classroom settings in education, because classroom settings in a culture of peace situation have created an enabling environment for stakeholders to get engaged in activities, that are geared towards building positive peace. It indicated that peace education creates conducive environments to meet the emotional, social, and intellectual needs of diverse groups of individuals interested in empowering themselves. The emphasis on classroom settings and peace education is based on the fact that these two areas are inseparable aspects of culture of peace. No culture of peace is truly progressive without the universal principles of peace building.

scholarly journals Democracy, neoliberalism and the alternative

2020 ◽  
Vol 15 (1) ◽  
pp. 79-90
Author(s):  
Slobodan Milić
Keyword(s):  
21St Century ◽  
Economic Systems ◽  
Capitalist System ◽  
Neoliberal Capitalism ◽  
The Poor ◽  
The World ◽  
The Rich ◽  
The Difference ◽  
Political Economic ◽  
Paper Author

In this paper author is dealing with the problem of democracy and neoliberal capitalism, through the prism of history; it explains the difference in certain socio-economic and political-economic systems. The concept of the neoliberal capitalist system that has been current for the last forty years has become unsustainable due to the enormous inequalities in the society that it has created. Therefore today, the rich are getting richer, while the poor are getting poorer. It has also been shown that without the economic intervention of a state, no economic system can survive. The growing protests throughout Europe and the world have prompted the author to consider the following questions' What are the alternatives to neoliberal capitalism? Why are Marxism and socialism always current when we talk about changing? Can we talk about socialism in the 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.

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