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The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1971
Is education for peace a new dimension in education? Certainly yes, in reference to the emphasis on peaceful existence in our daily lives. This educational objective has had lip service originating as far back as the Egyptian civilization when the Athenians aspired for the hope of peace in their adoption of a philosophy of democracy as opposed to that ...
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Is education for peace a new dimension in education? Certainly yes, in reference to the emphasis on peaceful existence in our daily lives. This educational objective has had lip service originating as far back as the Egyptian civilization when the Athenians aspired for the hope of peace in their adoption of a philosophy of democracy as opposed to that ...
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Peace Education and Education for Peace
2019This chapter presents a theory, and summary of the contents, of peace education and education for peace—two domains of education designed to build peace and justice. The author offers examples and illustrations in respect to both educational strategies. An argument is then pursued.
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International Journal of Technology and Educational Marketing, 2018
The author presents a peace-centered process of teaching marketing that she has implemented during 2001-2016 academic years with her undergraduate and graduate business students in various marketing courses, corporate social responsibility course, and summer seminars in the United States, Hong Kong, and China. The peace-centered process is neglected in
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The author presents a peace-centered process of teaching marketing that she has implemented during 2001-2016 academic years with her undergraduate and graduate business students in various marketing courses, corporate social responsibility course, and summer seminars in the United States, Hong Kong, and China. The peace-centered process is neglected in
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The ANNALS of the American Academy of Political and Social Science, 2000
This is a criminologist's essay about how to make students in our schools safer, safer to be with each other and safer from one another, and safer from adult predation. Educating for peace is proposed as an alternative to making war on our schoolchildren.
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This is a criminologist's essay about how to make students in our schools safer, safer to be with each other and safer from one another, and safer from adult predation. Educating for peace is proposed as an alternative to making war on our schoolchildren.
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Educating for a Peaceful World
American Psychologist, 1993This article outlines a program of what schools can do to encourage the values, attitudes, and knowledge that foster constructive rather than destructive relations, which prepare children to live in a peaceful world. It describes four key components of such programs: cooperative learning, conflict resolution training, the constructive use of ...
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Educating all for positive peace: Education for positive peace or oppression?
International Journal of Educational Development, 1995Abstract The absence of indirect or structural violence is termed positive peace. In this paper the author attempts to apply the concept of positive peace to the concept of education for all, the way this concept was defined at the World Conference on Education for All (WCEFA) in Jomtien, Thailand, in March, 1990.
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Culture of Peace and Education for Peace
SSRN Electronic Journal, 2019Culture of Peace and Education for Peace are more than just ethical postulates. They are both a mission and an objective at the same time. Both are based on the extended peace concept of the Charter of the United Nations and the Constitution of UNESCO.
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Education for Peaceful Relationships
2021Starting from a theoretical framework, this chapter reflects on how teaching complex skills of communication contributes to development of peaceful relational skills. The term “peaceful relationships” refers to interpersonal interactions that do not use violence, duress, constraint, or exploitation to achieve goals.
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2021
This chapter highlights how gender perspectives on peace education are not monolithic and have evolved differently in the global north and south. They are marked by both dialogue and dissidence. While feminist peace education scholars, both in the global north and south, acknowledge the need to pay attention to banal, everyday violence, feminists in ...
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This chapter highlights how gender perspectives on peace education are not monolithic and have evolved differently in the global north and south. They are marked by both dialogue and dissidence. While feminist peace education scholars, both in the global north and south, acknowledge the need to pay attention to banal, everyday violence, feminists in ...
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