Abstract/Notes: This study examines the baseline data of peace educational ideas in the level of recognition and practice among Korean kindergarten teachers. Data was collected through a questionnaire survey. Subjects served for this study consisted of 265 kindergarten teachers including 93 Montessori teachers and 172 traditional kindergarten teachers among 42 kindergartens located in Seoul and Kyungki province area, a using random sampling method. Data was analyzed by IBM-PC computer, using a SPSS program. Statistical methods employed were frequency: of item, t-test, and ANOVA. The authors developed a peace education activity, and applying the kindergarten based on the data obtained from this study and Montes-sort four domains for a peace education to be reviewed. The results of this study were as follows: There was no significant difference in the awareness of peace education between Montessori teachers and traditional kindergarten teachers. The teachers who had much more teaching experiences showed the higher awareness for peace educational practice than younger teachers with the shorter teaching career. Even though Montessori and traditional kindergarten teachers had the high recognition for a peace education did not have the systemically peace education program. Authors developed 12 activities of peace education included self-awareness (3 activities), community awareness (3 activities), cultural awareness (3 activities), and global environmental awareness (3 activities). The peace educational program on the basis of research data and the Montessori had four domains. The standards of a peace educational program are decided and accomplished on the basis of these four categorical interactions and all practical data available for the real state of affairs in a specific cultural community and country. In conclusion, standards of peace education are subject to change as the actual circumstances of country and the world change and teacher practice patterns for the peace education evolve. These parameters of peace education should be considered in peace education programs only.

Language: English

ISSN: 1226-9557, 2733-9653

Language: English

ISSN: 1071-6246

Language: English

Published: Altoona, Pennsylvania: Parent Child Press, 1989

Language: English

ISSN: 1054-0040

Abstract/Notes: Montessori Model UN

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1071-6246

Abstract/Notes: This article examines the impact of four peace education programs involving Pakistani youth to illuminate peace education’s role in peacebuilding efforts in conflict contexts. It argues that alumni tried to replicate their individual transformations as stimulated by these peace education programs. They did so through community-level projects modelled after the same program processes that had transformed them. Impact on peacebuilding was supported by peace education programs combining different theories of change, focusing on follow-on projects, and providing support structures for alumni. Because alumni modelled their projects after their program experiences, programs should be more transparent in order to maximize impact.

Language: English

DOI: 10.1016/j.ijedudev.2019.02.006

ISSN: 0738-0593

Abstract/Notes: The purpose of the study was to determine if consistent and purposeful Grace and Courtesy lessons would result in a decrease in student conflicts and disruptive behaviors. The study was conducted in a private Montessori school in Metropolitan NYC. The subjects were 21 Early Childhood (ages 3 to 6) students. Sources of data included a checklist of Grace and Courtesy lessons, a Zone Map to document places of conflicts/disturbances, and a Redirection/Incident journal documenting redirections and incidents by child, and the lessons given them. The conclusion was that there was not enough time to fully develop what is now understood to be a lengthy and intensive research study. The presence of “outlier” students also detracted from the message the lessons were providing. I will continue to deliver the Grace and Courtesy lessons as planned, and will reapply the same processes at the commencement of the next school year.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: From peace education to culture of peace: context and issues

Language: English

DOI: 10.13128/Studi_Formaz-13492

ISSN: 2036-6981

Language: English

DOI: 10.1080/10402659.2014.938003

ISSN: 1040-2659