Towards an integrative theory of peace education

Danesh, H. B.

doi:10.1080/17400200500532151

Cited by 153 publications

(120 citation statements)

References 7 publications

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“…Dolayısıyla, tüm bu bulgulara dayanarak, barış eğitiminin yedinci sınıf öğrencilerinin etkili çatışma çözme ve iletişim becerileri düzeylerinin artmasında etkili bir program olduğu sonucuna varılmıştır. Araştırmada elde edilen tüm bu bulgular etkili iletişim becerileri geliştirmek ve kazandırmak amacıyla uygulanan iletişim becerileri ve barış eğitim programlarının etkisini inceleyen araştırma bulgularını destekler niteliktedir (Danesh, 2006;Danesh ve Clarck-Habibi, 2008;Harris, 2003;Lane-Garon ve Richardson, 2003;Martin ve diğerleri, 2002;Maxwell ve diğerleri, 2004;Mutluoğlu ve Serin, 2012;Palmer ve Roessler, 2001;Sağkal, 2011;Sertel ve diğerleri, 2004;Stevahn, 2004;Tapan, 2006). Ayrıca, bulgular programın öğrencilerin barış hakkında olumlu duygu ve düşüncelerini geliştirme konusunda etkili olduğunu ortaya koymuştur (Kadivar, 2007;Maxwell ve diğerleri, 2004;Spears, 2004).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…Danesh (2006) tarafından uygulanan BEP'de, barış eğitiminin öğrencilerin barış kültürü, kültürel iyimserlik ve birlik-odaklı dünya görüşleri üzerinde etkili olduğu belirlenmiştir. Ayrıca, Danesh ve Clarke-Habibi (2008) tarafından yapılan çalışmada BEP'in öğrencilerin yaratıcı ve etkili bir biçimde kendi sorunları ve çatışmalarını çözme noktasında etkililiğine ilişkin bulgular elde edilmiştir.…”

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The Effect of Peace Education Program on The Seven -Grade Student’s Conflict Resolution and Communication Skills

Sadri-Damirchi¹,

Bilge

2014

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Section: Tartışma Sonuç Ve öNerilerunclassified

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The Effect of Peace Education Program on The Seven -Grade Student’s Conflict Resolution and Communication Skills

Sadri-Damirchi¹,

Bilge

2014

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“…La paz tiene una dimensión social, política, psicológica, ética y espiritual y se manifiesta en la vida humana por medio de expresiones intrapersonales, interpersonales, intergrupales, internacionales y globales (Danesh, 2006). La EP incorpora estas dimensiones al proceso educativo y se hace presente en el aula por medio de sus diferentes expresiones como el respeto a la diversidad, la participación activa o la igualdad de oportunidades (Andersson et al, 2011, p. 12).…”

Section: Estado De La Cuestiónunclassified

“…La resolución pacífica de conflictos es una de las ideas básicas de la EP (Johnson y Johnson, 2005) pues los conflictos se entienden como oportunidades para aprender y poner en práctica algunos de los principios aprendidos con el fin de llegar a encontrar soluciones (Danesh, 2006;Kester, 2012;Kruger, 2012;Salomon y Cairns, 2010a). Cuando hay conflictos, la principal propuesta de un enfoque basado en la EP es la negociación, tal y como señalan Salomon y Cairns (2010b) The various definitions and conceptions, […], share in common the idea that peace education is to negotiate violence and conflict and to promote a culture of peace to counter a culture of war.…”

Section: Introductionunclassified

Propuesta de actividades para fomentar la educación para la paz en la enseñanza superior

Lirola

2016

Educatio

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Resumen:La enseñanza universitaria debe fomentar la formación integral del alumnado por medio de una formación basada en la adquisición de distintos tipos de competencias. En este artículo se presenta una propuesta de actividades cooperativas enmarcadas en un enfoque pedagógico centrado en la educación para la paz en una asignatura de lengua inglesa en el Grado en Estudios Ingleses. Se explicará cómo dichas actividades contribuyen a desarrollar algunos de los principios de la educación para la paz en la enseñanza superior. además, se pondrán de manifiesto las principales competencias sociales que el alumnado adquiere con las actividades seleccionadas, entre las que destacan la comunicación, la cooperación o la escucha activa. Es decir, se trata de actividades que potencian la educación emocional y las relaciones interpersonales. Proponemos la realización de actividades cooperativas que potencian la paz como ejemplo para trabajar temas sociales en la enseñanza Abstract:University education should promote the integral formation of students through training based on the acquisition of different types of competences. This article presents a proposal for cooperative activities under a pedagogical approach focusing on peace education in a subject of English in the degree in English Studies. We will explain how these activities help develop some of the principles of peace education in higher education. Furthermore, this research will highlight key social competences that students acquire with the selected activities, such as communication, cooperation and active listening. That is, these are activities that enhance emotional education and interpersonal relationships. We propose the establishment of cooperative activities which enhance peace as an example to work on social issues in University education so that students improve their critical capacity when reflecting on issues such as poverty, war, globalization, gender, human rights or racism.Propuesta de actividades para fomentar la educación para la paz en la enseñanza superior Key words:Peace education; cooperative learning; competences; labour market; teachinglearning process.universitaria de modo que el alumnado mejore su capacidad crítica al reflexionar sobre temas como la pobreza, la guerra, la globalización, el género, los derechos humanos o el racismo. Palabras clave:Educación para la paz, aprendizaje cooperativ, competencia, mercado labora, proceso de enseñanza-aprendizaje. Résumé:L'enseignement universitaire doit promouvoir la formation intégrale des étudiants par la formation fondée sur l'acquisition de différents types de compétences. Cet article présente une proposition pour les activités de coopération en vertu d'une approche pédagogique axée sur l'éducation de la paix dans un cours d'anglais en études anglaises. on va expliquer comment ces activités contribuent à développer certains des principes de l'éducation de la paix dans l'enseignement supérieur. En outre, il mettra l'accent sur les compétences sociales clés que les élèves acquièrent avec les act...

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“…This is evident in many of the papers presented at the conference on peace education held in Israel in 2005. Danesh (2006) approvingly cites Harris who lists ten goals for peace education:…”

Section: Introductionmentioning

confidence: 99%

Sustaining peace through school and civil society: mortar, bricks and human agency

Nkomo

Weber

Malada

2007

Journal of Peace Education

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South Africa has been a high-conflict society for nearly 350 years. The first 300 years were characterised by colonial rule with all the attendant conflicts inherent in such polities where dominance over the subjects was achieved by coercive means. This was followed by a more virulent form of racial domination, called apartheid, which characterised the 50 years before the achievement of democracy in 1994. Thus, a legacy of racial inequality is deeply embedded in the institutional structures and psyche of South African society. The principal underlying assumption of this article is that schools are an indispensable part of a consortium of societal agencies that can help bridge the divisions created by apartheid in a systematic and systemic way. The argument is that the critical elements in South Africa that are responsible, thus far, for maintaining relative stability and offer the potential for sustaining human rights, democracy, social cohesion, and therefore, peace are: a progressive constitution; Chapter 9 institutions; derivative educational legislative and policy instruments; an active civil society and human agency informed by a democratic tradition that was bred and nurtured during the anti-apartheid struggle. These vital ingredients constitute the organic mosaic that can further advance peace and stability in the post-conflict South African society.

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Towards an integrative theory of peace education

Cited by 153 publications

References 7 publications

The Effect of Peace Education Program on The Seven -Grade Student’s Conflict Resolution and Communication Skills

The Effect of Peace Education Program on The Seven -Grade Student’s Conflict Resolution and Communication Skills

Propuesta de actividades para fomentar la educación para la paz en la enseñanza superior

Sustaining peace through school and civil society: mortar, bricks and human agency

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