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974 results

Article

AMS Position Statement: Holistic Peace Education

Publication: Montessori Life, vol. 11, no. 1

Pages: 5, 23, 47

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Language: English

ISSN: 1054-0040

Article

Peace Education for Young Children–A Beginning

Publication: The National Montessori Reporter

Pages: 10–11

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Language: English

Article

Peace Education and the Transformation of the Teacher

Publication: The National Montessori Reporter, vol. 18, no. 1

Pages: 3–5

Peace education

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Language: English

Article

The Key Experiences of Peace Education

Publication: The National Montessori Reporter, vol. 22, no. 4

Pages: 8–11

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Language: English

Article

Peace Education: Nourishment for Life

Publication: The National Montessori Reporter, vol. 26, no. 2

Pages: 23–27

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Abstract/Notes: Includes petition to re-nominate Maria Montessori for Nobel Peace Prize

Language: English

Article

Research Update: Montessori, Peace Education, and the Public Sector

Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 3, no. 1

Pages: 2

Americas, Montessori schools, North America, Public Montessori, United States of America

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Abstract/Notes: Summary of research by Ian M. Harris.

Language: English

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

Normalization and its Relation to Peace Education Using a Sampling of Montessori Preschools from Around the World

Available from: MINDS@UW River Falls

Montessori method of education, Montessori schools, Normalization, Peace education, Preschool children

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Abstract/Notes: Montessori education is known as peace education. Normalization is one of the most significant concepts within Montessori education and which herself identifies as the “most important result.” The purpose of this study is to find out when and how precisely this Montessori theory of Normalization occurs in deviated children between zero and six years old; to precisely identify the timing, steps, and circumstances of Normalization, and secondly to examine the possibility of the normalized state of children to lead to peace in society. A total of 48 online survey responses were received from around the world. Twenty-one of the participants completed the open-response sections of the survey, and the analysis was primarily conducted based on these total responses. Results from teachers showed that Normalization begins with children’s spontaneous choice of work and comes with a solid and certain length of concentration. After they finished the work, peacefulness appeared in each child. The children experience this Normalization repeatedly and it manifests either as permanently or semi-permanent. This study centers on Normalization as a potential powerful tool for social change since this state is directly linked to concomitant individual and community peacefulness which can certainly spill beyond the classroom walls into general society. Furthermore, this study identifies the importance of analyzing the permanence of the state of Normalization since knowing the conditions for and causes of this permanence is key to both replication in experiments and its potential as an effective means for long lasting social change.

Language: English

Published: River Falls, Wisconsin, 2022

Article

✓ Peer Reviewed

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

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

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