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.

No abstract

No abstract

Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of other kinds of achievement in accordance with the experiences they provide. A meta-analytic study was carried out on 32 methodologically-appropriate experiments in which these 2 settings were compared. Results supported 1 of our hypotheses showing that overall constructivist learning environments are more effective than traditional ones (ES = .460) and that their superiority increases when tested against constructivist-appropriate measures (ES = .902). However, contrary to expectations, traditional settings did not differ from constructivist ones when traditionally-appropriate measures were used. A number of possible interpretations are offered among them the possibility that traditional settings have come to incorporate some constructivist elements. This possibility is supported by other findings of ours such as smaller effect sizes for more recent studies and for longer lasting periods of instruction.For the last three decades numerous kinds of technology-intensive learning environments have been developed and their effectiveness repeatedly compared *This article is based on a Masters dissertation submitted to the University of Haifa Faculty of Education by the first author. The second author directed the work.

No abstract