Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

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

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

Language: English

ISSN: 2578-6857

Abstract/Notes: To investigate the spread of peace education (PE), we examined 685 documents in SCOPUS between 1970 and 2018 in 70 countries and triangulated the information with 11369 news articles and 22 international organisationś founding dates. PE emerged in scientific databases in the 1970s, lost momentum in 1990 and then globalised after 2003. PE’s institutionalisation was furthered by: (a) the increasing search for discourses that highlighted individual agency of self-declared ‘peace educators’; (b) educational expansion that generated a greater demand for so-called best practices; and (c) the active role of professionals working on organisations such as UNESCO, UNICEF and the identified international organisations. We recognised five loosely coupled narratives: PE’s (a) philosophical foundations and relationship to critical pedagogy; (b) application to improve international relationships; c) solution to internal conflicts; (d) measurements of interventions; (e) linkages to religion. We reflect on the implications of PE as an educational discourse in curricular reforms.

Language: English

DOI: 10.1080/14767724.2019.1665988

ISSN: 1476-7724