The Experts below are selected from a list of 29475 Experts worldwide ranked by ideXlab platform
Suadi Zainal - One of the best experts on this subject based on the ideXlab platform.
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Direct Integration of Peace Education and Its Effects on Students' Understanding of Peace
2020Co-Authors: Suadi Zainal, Saifuddin Yunus, Fadli JalilAbstract:Peace Education is essential in societies implicated in conflict, during the combat and after. It could be learned in school as a subject or integrating it into the other subjects, directly or indirectly. However, the schools in Aceh have carried out Peace Education by indirect integration into religious Education and citizenship Education, as same as in other provinces in Indonesia. This article aims to examine an experiment of direct integration of Peace Education into Islamic religious Education and citizenship Education. The result reveals that direct integration of Peace Education into the two subjects is more effective in improving students' understanding of Peace. Before addressing this issue, the article firstly elaborates on the Peace Education concepts in Educational institutions and then observed through post-conflict Peace Education in the Aceh context.
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Peace Education at Secondary School: a Learning Model in Aceh, Indonesia
2019Co-Authors: Suadi Zainal, Saifuddin Yunus, Fadli JalilAbstract:Peace Education is crucially needed in formal schools throughout Aceh to build Peace culture among young generations, but Aceh government has not supported the Peace Education by a policy to establish Peace Education standard at secondary school. This study aims to examine the Peace Education has been tough at a secondary school in East Aceh. The research used a qualitative approach, which data was collected by depth interview and study of the document. The results show that Peace Education has been implemented in different ways at senior high schools in East Aceh. Some schools have tough it in a particular way, separated from the other subjects, and some schools others have tough it incorporative.
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Post-Conflict Peace Education to Build Sustainable Positive Peace in Aceh
2016Co-Authors: Suadi ZainalAbstract:This study aims to analyze the post-conflict Peace Education model developed by the Aceh Government to realize a Peace culture as the efforts to establish sustainable positive Peace in Aceh. Many experts believe that Peace Education is able to reduce or even eliminate the violence and foster a Peace culture. For this instance, Aceh had implemented Peace Education which initiated by UNICEF during the conflict. Many senior high schools in Aceh region had been assisted by UNICEF to implement Peace Education by providing training to the teachers. After the conflict period the same thing also has been implemented by the Department of Culture and Tourism of Aceh Government. However, this study found that the implementation of Peace Education at schools has not implemented in accordance with the concepts of Peace Education developed by Peace experts and international organizations such as UNESCO. Therefore, this study will analyze the Peace Education developed in Aceh to build sustainable positive Peace.
Edward J. Brantmeier - One of the best experts on this subject based on the ideXlab platform.
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Toward a critical Peace Education for sustainability
Journal of Peace Education, 2013Co-Authors: Edward J. BrantmeierAbstract:This article proposes the need for Peace Education as a field to embrace critical power analysis of place in efforts toward social and environmental sustainability. Rather than status quo reproduction, a critical Peace Education for sustainability should both elucidate and transform the power dynamics inherent in structural violence and cultural violence. The inherent rights of people, plants, and ecosystems to live with dignity and to prosper are proposed. Practically speaking, the article offers perspectives from a critical pedagogy of place and an earth connections curriculum unit as vehicles for transformative Education.
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Spirituality, Religion, and Peace Education.
2010Co-Authors: Edward J. Brantmeier, Jing Lin, John P. MillerAbstract:A volume in Peace Education Series Editors Ian Harris, University of Wisconsin, Milwaukee, Edward J. Brantmeier, Colorado State University, and Jing Lin, University of Maryland, Spirituality, Religion, and Peace Education attempts to deeply explore the universal and particular dimensions of Education for inner and communal Peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to Peacebuilding and Peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for Peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho'oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for Peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and Peace curriculum; Gandhi, deep ecology, and multicultural Peace Education in teacher Education; Peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher Education. Peace Education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse Educational contexts. In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in Peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony.
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Peace Pedagogy: Exposing and Integrating Peace Education in Teacher Education.
2003Co-Authors: Edward J. BrantmeierAbstract:This paper discusses Peace Education, which is "the transmission of knowledge about the requirements of, the obstacles to and possibilities for achieving and maintaining Peace, training in skills for interpreting the knowledge, and development of reflective and participatory capacities for applying the knowledge to overcoming problems and achieving possibilities." The paper asserts that Peace Education needs exposure and further integration into teacher Education discourse and practice. It begins defining Peace Education, explaining how the purposes and goals of Peace Education already align with Peace theory, and suggesting how a move from implicit to explicit Peace Education may strengthen the overall momentum of Peace pedagogy in building a culture of Peace. The paper also surveys the scholarly literature pertaining to the integration of Peace Education into teacher Education (noting that it has been excluded from mainstream teacher Education rhetoric), and it reviews how Peace Education has been and can be further integrated into teacher Education rhetoric and practice. It concludes by discussing approaches to Peace Education, a semantic field for Peace Education, and building a culture of Peace through teacher Education. (Contains 21 bibliographic references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Association of Teacher Educators Jacksonville, Florida February 18, 2003 Peace Pedagogy: Exposing and Integrating Peace Education in Teacher Education PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 6.601/kteLLagleyhtiet, TO THE EducationAL RESOURCES INFORMATION CENTER (ERIC) 1 Edward J. Brantmeier Ph. D. Student Educational Leadership and Policy Studies School of Education Indiana University E-mail: ebrantmeaDindiana.edu U.S. DEPARTMENT OF Education Office of Educational Research and Improvement EducationAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVA1LAB3LE Context A post September 11th global society demands the exposure and integration of Peace Education into American teacher Education discourse and practice in our movement toward a sustainable planetary future. In its present concealed form, Peace Education in mainstream teacher Education, defined as courses required by states and electives offered by colleges or universities for teacher certification, manifests as multi-cultural Education and implicit environmental Education, global Education, and gender Education. A unified Peace pedagogy that includes these already existing tributaries and also integrates various streams of human rights Education, development Education, Education on economics, values Education, civics Education, and human consciousness studies is needed to "end direct (physical) and indirect (structural) violence" on a local and global scale (Galtung
Candice C. Carter - One of the best experts on this subject based on the ideXlab platform.
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Standards and Guidelines that Influence Conflict and Peace Education
The Contested Role of Education in Conflict and Fragility, 2015Co-Authors: Candice C. CarterAbstract:Instructional standards and guidelines need consideration, especially in areas of direct violence and fragility, for their effect on Peace Education. The universal want for resolution of conflict without violence brings attention to how standards support or hinder Peace Education.
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Voluntary Standards for Peace Education.
Journal of Peace Education, 2008Co-Authors: Candice C. CarterAbstract:Peace Education is comprehensive. It encompasses instruction by all members of a school. These standards, which were recommended by researchers and practitioners from many areas of the world, prescribe comprehensive and simultaneous instruction with informal as well as formal curriculum. Although the voluntary standards are a response to neoliberal policies in the field of Education, they were born of enduring concepts along with research on Educational practice and Peace development. As the international community and its various schools grapple with several types of violence, comprehensive Peace Education provides student preparation for responsible stewardship through an enacted vision of a better world. Included in this article are recommendations for providing such transformative Education. The standards that embody those recommendations have been aids to instructors who implement Peace Education.
Saifuddin Yunus - One of the best experts on this subject based on the ideXlab platform.
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Direct Integration of Peace Education and Its Effects on Students' Understanding of Peace
2020Co-Authors: Suadi Zainal, Saifuddin Yunus, Fadli JalilAbstract:Peace Education is essential in societies implicated in conflict, during the combat and after. It could be learned in school as a subject or integrating it into the other subjects, directly or indirectly. However, the schools in Aceh have carried out Peace Education by indirect integration into religious Education and citizenship Education, as same as in other provinces in Indonesia. This article aims to examine an experiment of direct integration of Peace Education into Islamic religious Education and citizenship Education. The result reveals that direct integration of Peace Education into the two subjects is more effective in improving students' understanding of Peace. Before addressing this issue, the article firstly elaborates on the Peace Education concepts in Educational institutions and then observed through post-conflict Peace Education in the Aceh context.
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Post-Conflict Peace Education in the Public Schools of East Aceh, Indonesia
2019Co-Authors: Saifuddin YunusAbstract:Aceh’s protracted conflict ended with the memorandum of understanding between the Indonesian Government and the Free Aceh Movement. Peace Education is required to create a culture of Peace among young generations, to bring to Aceh a sustainable positive Peace phase and prevent relapse into civil war. This study aims to analyse the Peace Education model implemented in public senior high schools of East Aceh. The research used a qualitative approach, in which data was collected by in-depth interviews and studies of the document. Then, the data was analysed by an interactive analysis model that involves data reduction, data display, and verification and conclusion. The results reveal that Peace Education has been implemented in two models in East Aceh. Some schools have taught Peace Education as a particular subject, and some others have integrated it into existing subjects. However, trained teachers of Peace Education perceive that teaching Peace Education as a particular subject is more effective than integrating it into others
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Peace Education at Secondary School: a Learning Model in Aceh, Indonesia
2019Co-Authors: Suadi Zainal, Saifuddin Yunus, Fadli JalilAbstract:Peace Education is crucially needed in formal schools throughout Aceh to build Peace culture among young generations, but Aceh government has not supported the Peace Education by a policy to establish Peace Education standard at secondary school. This study aims to examine the Peace Education has been tough at a secondary school in East Aceh. The research used a qualitative approach, which data was collected by depth interview and study of the document. The results show that Peace Education has been implemented in different ways at senior high schools in East Aceh. Some schools have tough it in a particular way, separated from the other subjects, and some schools others have tough it incorporative.
Ian M. Harris - One of the best experts on this subject based on the ideXlab platform.
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A Select Bibliography for Peace Education
Peace & Change, 2009Co-Authors: Ian M. HarrisAbstract:Peace Education is an umbrella term for Education about problems of violence and strategies for Peace. This bibliography provides references for books about the following aspects of Peace Education: nonviolence, Peace, Peace Education, historical aspects of Peace advocates, Peace organizations, Peace movements, and war and violence. The bibliography omits, e.g., multicultural Education, international Education/global studies, and human rights Education.
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Peace Education: College and Universities
Encyclopedia of Violence Peace & Conflict, 2008Co-Authors: Ian M. HarrisAbstract:Peace Education on college campuses has somewhat paralleled the growth of Peace studies programs. Peace Education in this article refers to the training of teachers to teach their students about Peace. Whereas originally Peace Education concerned itself with wars within an interstate system, more recently professors in colleges of Education have been teaching teachers about conflict resolution, for giveness, violence prevention, and ecological sustainability. The focus of Peace Education at the beginning of the twenty-first century is more upon keeping Peace in schools and teaching skills to students so they can thrive in violent neighborhoods.
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Peace Education theory
Journal of Peace Education, 2004Co-Authors: Ian M. HarrisAbstract:During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of Peace Education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to Peace. This paper traces the evolution of Peace Education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that Peace Education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international Education, human rights Education, development Education, environmental Education and conflict resolution Education.
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Peace Education: Cooling the Climate of Schools.
1996Co-Authors: Rhonda Baynes Jeffries, Ian M. HarrisAbstract:This paper discusses Peace Education curriculum in the Milwaukee (Wisconsin) Public School district. The Peace Education promotion has been in existence for 10 years and was created in response to rising levels of violence. Specifically examined are the uses of Peace Education at Fritsche Middle School, a school that has proven the positive effects of using Peace Education in reform efforts and has exhibited a high level of Peace Education practice in the school. The paper explores the perceptions of eight school personnel about the formal Peace Education/conflict resolution efforts that occur at this school and the impact these efforts have upon the climate of the school and the creation of a Peaceful learning environment. The research also involved 18 students with varying degrees of interest and participation in the school's conflict resolution program. It explores students' activities that directly counteract violence in the school and examines the extension of these Peacemaking endeavors into the students' home and community lives. The paper concludes by identifying aspects of Peace Education that are in need of improvement in schools, even those as successful as Fritsche, and discusses how these problems inhibit the effectiveness of conflict resolution programs and Peace Education endeavors. Contains 45 references. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************
