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968 results

Article

Integration of peace education into early childhood education programs

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 28, no. 2

Pages: 29-36

Peace education

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Abstract/Notes: Preschool educators may observe that this unique historical period is an opportunity to integrate peace education into the educational program. The communication that has developed thanks to new technology has offered the opportunity for transformation. Teaching, nonviolence, conflict resolution, well-being, economic, political participation and interest in the environment can be considered as concepts of education for peace. This visionary idea includes global education, prevention of violence, character education and moral education. The educational program and methods of education for peace of preschool children (from birth to 8 years old) include different themes: 1) promote cooperation and resolve conflicts 2) respect for self and authority; 3) appreciation of diversity 4) the role of permeating cultural violence including television, video games, films and dramatic games stimulated by toys and representations of violent actions. These central themes contain the hope that the principles contained in the United Nations Convention on the Rights of the Child will be applied. Parents' participation seen as essential agents in decision-making concerning their children is a fundamental concept. The study of this event produced a visionary model, identified as education for peace, with the participation of parents. OMEP members act as catalysts for peace education efforts with an emphasis on intercultural education. Peace education was, is and will be a goal of pre-school and primary education for all educators around the world. There is a great need for activities in preschool, primary and other educational programs to reduce tensions peacefully.

Language: English

DOI: 10.1007/BF03174500

ISSN: 0020-7187, 1878-4658

Article

Conceptual Awareness of Secondary School Teachers Regarding Peace Education: Analysis

Available from: International Journal of Innovation in Teaching and Learning (IJITL)

Publication: International Journal of Innovation in Teaching and Learning (IJITL), vol. 2, no. 1

Pages: 1-11

Asia, Pakistan, Peace education, South Asia

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Abstract/Notes: Peace education is a key process for creating peace and devastating conflict and violence. Therefore, peace education promotes the knowledge, skills, attitudes as well as values that pursue to convert individual’s mindsets, attitudes as well as behaviours. So, peace education is a key instrument for developing a culture of peace and a plan which has been used a large number of nations to stop violent and fatal conflicts. The objectives of the study were: (i) to examine the conceptual awareness of secondary school teachers regarding knowledge component of peace education in Khyber Pakhtunkhwa, Pakistan.(ii) To examine the awareness of secondary school teachers regarding the skills and attitude of peace education in Khyber Pakhtunkhwa, Pakistan. All secondary school teachers of Khyber Pakhtunkhwa were the population of the study. According to the nature of the study the researcher selected 320 secondary teachers from different districts. A self-developed questionnaire was used as a research tool. All statements on the questionnaire were related to conceptual awareness of secondary school teachers regarding peace education. The validity and reliability of the research instrument were accurately confirmed. The data were analyzed through SPSS (version 20). The findings and conclusions of the study showed that most of male secondary school teachers were aware about the three components of peace education. Majority of female secondary school teachers were not aware about the components of peace education.

Language: English

DOI: 10.35993/ijitl.v2i1.380

ISSN: 2520-0003, 2664-2247

Doctoral Dissertation

Promotion of Peace and Peace Education Through Schooling: Perspectives and Experiences of Girls and Boys in Mauritius

Available from: British Library - EthOS

Africa, East Africa, Mauritius, Peace education, Sub-Saharan Africa

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Abstract/Notes: This thesis explores young boys' and girls' perceptions and experiences of their schooling in the small island developing state of Mauritius. It brings to the forefront problems related to cultural and structural violence that can hamper a peaceful schooling in three state secondary schools: a single-sex girls' school, a single-sex boys' school and a mixed school which also promote the educational theories of M. K. Gandhi and Rabindranath Tagore. The findings reveal that there can be a 'fideistic' attitude to Gandhi and Tagore in this context, which highlight the need for a critical peace education that question taken-for-granted assumptions. It also shows that in schools, problems can be hidden and not discussed. The methodology was based on a participatory worldview that asserts the importance of a 'holistic inquiry' and learning from the 'Other' for peaceful coexistence. In this regard, there can be serious ethical challenges for a 'native' researcher to conduct participatory research with young people in a small-connected community like Mauritius. The research also brings together various philosophies of education and peace for the promotion of peace education. It builds on commonalities from the East and West to highlight the importance of the 'holistic' in peace education. It promotes the concept of 'wholeness' as much emphasised in the East. The research was informed by M.K. Gandhi's, Rabindranath Tagore's and Maria Montessori's educational theories for peace. It was also gender-sensitive and promoted a 'peace-focused-feminism', which is grounded in the Eastern philosophies of 'Yin' and 'Yang', 'Shakti' and 'Shiva' and 'Prakriti' and 'Purusha'.

Language: English

Published: Nottingham, England, 2018

Article

How Peace Education Motivates Youth Peacebuilding: Examples from Pakistan

Available from: ScienceDirect

Publication: International Journal of Educational Development, vol. 66

Pages: 62-69

Asia, Pakistan, Peace education, South Asia

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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

Book Section

Erziehung zum Frieden - aber wie?: Praktische Beispiele zur Friedenserziehung [Education for Peace - But How?: Practical Examples for Peace Education]

Book Title: Montessori-Pädagogik und die Erziehungsprobleme der Gegenwart [Montessori Pedagogy and Current Educational Problems]

Pages: 112-115

Peace education

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Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1990

ISBN: 3-88479-423-X

Master's Thesis (Action Research Report)

Effects of Peace Education and Grace and Courtesy Education on Social Problem-Solving Skills and Social Awareness

Available from: St. Catherine University

Action research, Grace and courtesy, Montessori method of education, Peace education

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Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016

Article

Peace Education: A Case Study of a Montessori School in Lebanon

Available from: Millennium Journals

Publication: Millennium Journal of Humanities and Social Sciences, vol. 1, no. 3

Pages: 44-68

Asia, Lebanon, Middle East, Montessori method of education, Montessori schools, Peace education, Western Asia

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Abstract/Notes: Lebanon suffered a civil war that torn its society. The third generation is still living the instability and conflicts that their grandparents experienced when the war started forty-five years ago. Nowadays, there is a need of a substantial change and children have the power of creating peace and making a major transformation of the society. Therefore, educators should believe in children’s power. The inclusion of a practical Peace Education Program in the Lebanese National Curriculum is, from the perspective of the researches, the tool children need to lead the future transformation. Peace Education can help them to know themselves and understand that everyone is an important part of the community and the country. Accordingly, this study examines the Peace Education Program at the first Montessori School in Lebanon and the teachers’ level of awareness of implementing it through their teaching practices. The level of awareness is related to the four pillars to be developed in the students according to the Montessori approach to Peace Education: Self-awareness, community-awareness, cultural-awareness, and environmental-awareness. The results of the study show that the director and the teachers have the adequate knowledge and awareness about this approach and they implement it, complying with Montessori’s principles and concepts.

Language: English

DOI: 10.47340/mjhss.v1i3.4.2020

ISSN: 2708-8022, 2708-8014

Thesis

Výchova k míru v Montessori škole / Peace Education in a Montessori School

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Diplomová práce popisuje problematiku výuky výchovy k míru na Montessori škole, přičemţ komplexně charakterizuje pojem výchova k míru, mapuje obsah jejích lekcí a pomůcek, které tvoří připravené prostředí Montessori třídy. Zajímalo mě zařazení výchovy míru do Montessori kurikula a její důleţitá role ve vzdělání, jelikoţ Marie Montessori věřila, ţe mír začíná v dětech. Pro zpracování praktické části jsem si vybrala akční výzkum, který probíhal na Základní škole Duhovka v Praze v Oranţové třídě, kde působím jako třídní učitelka od září 2020. Výzkum probíhal ve věkově smíšené třídě (1.–3. ročník ZŠ). Zaměřovala jsem se zejména na vyzkoušení lekcí se třídou a tvorbu a vyuţití materiálů pro připravené prostředí Montessori třídy. V závěru zhodnotím přínos výchovy k míru pro třídní kolektiv a jeho dynamiku, dále zhodnotím lekce a napíšu doporučení pro učitele, kteří by si je chtěli odučit. / This diploma thesis describes the issue of teaching Peace Education in a Montessori School. It comprehensively characterises the concept of Peace Education, mapping the content of lessons and materials which form part of the prepared environment of a Montessori class. I was interested in the inclusion of Peace Education in the Montessori Curriculum because it has an important role in education as Marie Montessori believed that peace begins in children. For the elaboration of the practical part, I chose action research which took place in Orange Class at Duhovka Elementary School – Prague, where I have been working as a class teacher since September 2020. The research was conducted in a mixed age class of Gd 1-3 students aged 6-9 years. I focused mainly on trying out the lessons with my class having created the materials for the prepared environment. In conclusion, I will evaluate the contribution of Peace Education for the class team and the changes of dynamics within the students in terms of respecting others. In addition, I will also reflect on the lessons and write recommendations for teachers who would like to use them.

Language: Czech

Published: Prague, Czechia, 2021

Master's Thesis (Action Research Report)

The Effects of Peace Education on Children’s Prosocial Behavior in an Early Childhood Classroom

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this paper is to describe the effects of peace education on children’s prosocial behavior. This action research implemented peace education for six weeks in an early childhood classroom of 19 children, in the U.S., ages three to six. Qualitative data including interviews, observational logs, field notes, and a journal were collected. Quantitative data included a tally sheet of incidents and surveys of the children. The research concluded that peace education affected children’s prosocial behavior, increasing the number of prosocial behavior incidents, raising children’s awareness, knowledge, and skills for prosocial behavior, while positively impacting children’s prosocial behavior in the community. Further study was recommended to reinforce the findings by implementing peace education for a longer period of time, applying it in other classrooms, modifying activities and approaches to reach more children, such as those with special needs and behavioral problems, and educating parents in peace education at home.

Language: English

Published: St. Paul, Minnesota, 2019

Article

Montessori et l'Éducation à la Paix [Montessori and Peace Education]

Available from: Université de Rouen Normandie

Publication: Penser l'Éducation, vol. 18

Pages: 5-18

Peace education

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Abstract/Notes: Maria Montessori, première femme médecin dans l'Italie du début du XXe siècle, se saisit du problème de l'éducation à partir de son travail auprès d'enfants déficients. A la suite, ses préoccupations pour une éducation á la paix vont prendre forme. L'esprit absorbant et l'embryon spirituel propres à l'enfant sont poteurs de sa méthode. Postulant une nature bonne chez l'enfant, elle prône comme élément essentiel l'éradication de la lutte entre l'enfant et l'adulte. Un homme nouveau doit naître, issu de l'enfant non contraint afin d'établir un monde où régenera la paix.

Language: French

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