Alev Yemenici, "Peace Education: Training for an Evolved Consciousness of Non-violence", All Azimuth 5, No.1 (2016): 5-25. (original) (raw)
Related papers
Peace Education: Training for an Evolved Consciousness of Non-violence
All Azimuth: A Journal of Foreign Policy and Peace
This paper aims to present a preliminary, brain-based model of peace education. In addition to subjects that current peace education models emphasize such as human rights education, environmental education and conflict resolution education, this model aims to introduce another level, namely the cellular level, at which neurobiological causes of violence and its early prevention can be addressed. Specifically, the model advocates dissemination of information on neurobiological causes and prevention of violence, and the impact of early trauma on the developing brain during the pre-natal, birth, and postnatal periods. These early periods are when a foundation of love chemicals or chemicals of violence is established and the fundamental brain architecture is laid down. In other words, through the education of children, adolescents, and adults, the model opens up a cellular dimension where violence can be prevented.
This article provides a critical analysis of the literature and reports on peace education programmes in countries emerging from violent conflicts. First, it begins with an overview of peace education’s history. Next, it examines how peace education has been conceptualised, and highlights why it remains poorly defined. The article then proceeds by looking at the development of the international community’s use of peace education as a tool to contribute to their peacebuilding efforts in countries emerging from protracted contexts. After that, it reviews the research and evaluation work that has been done on peace education programmes. The article concludes with a survey of peace education programmes in ethnically/religiously linked post-conflict environments that have made mainstreaming their goal, and identifies areas of future research.
Journal of Peace Education Peace education and childhood
Peace studies and peace education are multifaceted processes focusing on diverse audiences from children in elementary grades to those involved in political negotiations at the highest levels. This paper addresses the foundational importance of including conflict embedded in adult-child relationships in peace education. It conceptually grounds assignments for university level courses designed to teach concepts linked to peace education through the vehicle of understanding violence against children. Such learning is designed to liberate students from the hegemony of adultism, the colonial relationship between adults and children and in turn to contribute to the advancement of peace education. Such pedagogy reflects the UN Convention on the Rights of the Child’s call for educational measures to protect and support children’s human dignity. Such an approach is especially relevant for peace education, as a large body of research across disciplines has provided substantial evidence of a significant relationship between childhood experiences of violence and subsequent juvenile and adult behavioral and social problems including conflict and violence. The approach and assignments described in this paper reflect insights about the use of narratives of childhood experiences, the etiology and effects of violence against children and the reproduction of conflict and violence across generations.
2009 Bar-Tal&Rosen RER Peace education .pdf
The present article deals with the crucial question: Can peace education facilitate change in the sociopsychological infrastructure that feeds continued intractable conflict and then how the change can be carried? Intractable conflicts still rage in various parts of the globe, and they not only cause local misery and suffering but also threaten the well-being of the international community at large. The present article examines the nature of peace education in societies that were, or are still, involved in intractable conflict. It presents the political-societal and educational conditions for successful implementation of peace education and describes two models for peace education: direct and indirect peace education. Finally, the article offers a number of conclusions.
Peace Science Digest - Volume 1, Special Issue "Peace Education"
2017
Overview: The article on pedagogies of resistance examines peace education programs that challenge systems of inequality in different contexts. A further analysis shows how peace educators can address contemporary social and environmental issues by creating a sense of grounded optimism. Another analysis focuses on so-called quality encounter programs for youth in conflict zones. We then look at a peace education proposal to interrupt generational cycles of violence through historical memory. Finally, we examine a unique notion of everyday peace moving beyond limited understandings of direct violence to include forms of everyday violence.
Course Description: This seminar introduces students to the interdisciplinary field of peace education from both theoretical and applied/practical perspectives. The course content and processes will explore a range of conceptual, analytical, and praxis-oriented perspectives and encourage students to reflect on the possibilities and challenges of educating for peace in a world of complex and escalating conflicts and violence. It provides an overview of the history, central concepts, scholarship, and practices within the field, with a particular focus on case-studies of peace education in practice worldwide. Additional focal points include the role of culture, ethnicity, gender, intergenerational relations and religious affiliation on peace education dynamics and non-violent conflict resolution processes. Given the pedagogical focus of peace education, this course requires the active and thoughtful participation of all class members. Seminar-style discussions, lectures, guest presentations and practical exercises constitute the bulk of the course's structure, supplemented with occasional videos and guest speakers.
Peace Education Praxis: Select Resources for Educators and Researchers
Education for peace responds to the variegated forms of conflict and violence found in a variety of contexts: homes, schools, communities, and nations. Although its foundation is rooted in the early 19th century, peace education emerged primarily during the post-World War 11 era, resulting in diverse definitions and constituencies worldwide. This chapter offers a summative review of the key concepts, orientations, and developments that define the scholarly terrain of peace education.
This presentation is an extension from my previous papers on the same topic , with some more additions dealing on the issues of understanding Peace Education as the centric theme ; conflict transformation and developing peace curriculum. Highlighting the theory and growth of the concept and some of the activities that , we have undertaken so far as a team and in my own activism and academic venture .The present state of Manipur and its adjoining states in the North East India are reeling under a vicious cycle of violence. Communities are inflicted, traumatized with a rising demand for quality education and a dilemma faced by the utmost challenge of the fast changing times racing towards the break from tradition to modernity. Peace remains ever elusive. We need Peace Education in our communities.
1973
The intention of this handbook is to report on the present situation in the international discussion on peace education and to make further development of this field possible in the peace movement. The first of the three sections contains papers which are contributions on preconditions for and the foundations of peace education, along with discussion of w rious concepts of the function of peace education. Part two contains a summary of examples which attempt to explain peace education in more concrete terms, both in and outside of school. In these approaches, peace research, peace education and action for peace are seen as directly related to each other, a precondition to reach their maximum effectiveness. A number of reports on efforts to put peace education into practice in various countries are found in the third part of the handbook. Included are reports on the Bad Nauheim Conference on peace education, on