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Purpose – This paper aims to explain the concept of post-conflict peace education that has been implemented in East Aceh.Design/Methodology/Approach – This research used…
Purpose – This paper aims to explain the concept of post-conflict peace education that has been implemented in East Aceh.
Design/Methodology/Approach – This research used the qualitative method where data were gathered by deep interview and study of documents.
Findings – The results show that the Aceh government education agency has not yet developed a standarized concept of peace education to be implemented throught out the schools in East Aceh. However, non-governmental agencies both national and international have stepped ahead and implemented it in formal and non-formal educational institutions. UNICEF and AusAID had facilitated the preparation of a peace education textbook which was written by academicians at UIN Ar-Raniry in 2005. It has been applied to many schools in East Aceh by incorporating peace education in to Aqidah Akhlak subject.
Research Limitations/Implications – The paper does not examine students’ understanding of peace education that can be learnt by incorporating concepts of peace education.
Practical Implications – The concept of peace education is feasible to be adopted at whole senior high school in Aceh.
Originality/Value – This paper offers a new concept of peace education, the liberal peace, religious peace, and traditional values that have been integrated in one subject to be taught at once.
Promoting a “Culture of Peace” has always been one of the ultimate goals in the provision of education around the world, including Thailand. The concept of Education for…
Promoting a “Culture of Peace” has always been one of the ultimate goals in the provision of education around the world, including Thailand. The concept of Education for International Understanding (EIU) has thus been developed since the “Peace Movements” following the 20th century’s world wars. Initially, the field encompassed peace education, international education, human rights education, citizenship education, and development education. Gradually, it has become an interdisciplinary, and multidimensional field of study encompassing other related themes including disarmament education, nonviolence education, education for conflict resolution, antidiscrimination education, gender equity education, multicultural education, global education, education for international cooperation, education for dialogue of civilizations, education for interfaith dialogue, values education, environmental education, education for sustainable development, and education for inner or personal peace. Moreover EIU, which formerly focused on the “international” dimension, is now concerned just as much with issues and problems “within” (intra) societies. This chapter examines the development of the concept and the implementation of EIU-related themes in Thai policies and curriculum. Survey research was conducted before and after the major political crisis starting in 2008. Survey questions include ability to identify national policy relating to EIU, perceptions concerning the objectives in implementing EIU and values highlighted within an EIU framework, teaching methods, experiences in studying/participating in EIU-related courses/activities, and problems in studying/participating in EIU activities. Some results from the study in 2007 are presented and compared with findings from following studies in 2010, 2012, and 2014.
The purpose of this paper is to explore the connections between the principles of a culture of peace and leadership education. It argues that leadership should be informed by the values of a culture of peace. This, in turn, compels leadership education to teach mindsets, values and competencies aligned with a culture of peace.
The paper explores the evolution of leadership theory within the context of an increasingly complex world. It then uses United Nations materials to identify principles for a culture of peace as it is now widely acknowledged by the world community. Identifying correspondence between both theoretical realms the paper identifies peace leadership education goals that are supported by established peace organizations and by philosophical and psychological scholarship.
The paper establishes a direct link between the values of a culture of peace and leadership that is adequate as well as successful to address the complexity of today’s world. It also identifies key principles that need to be adopted by leadership education to prepare students to become effective leaders. The paper also explores essential educational tools for leadership educators.
The theoretical framework presented in this paper can be used to adjust leadership education to give practical guidance for aspiring leaders. It is also useful for peace and conflict studies programmes interested in developing peace leaders.
The interrelationship between leadership studies and peace and conflict studies constitutes a new field of academic inquiry. The present paper is one of the first in the field and is intended to further establish this new disciplinary orientation.
Physicians' uniquely privileged social status gives them influence to help prevent conflict in addition to treating its victims. Yet the peacebuilding role of physicians…
Physicians' uniquely privileged social status gives them influence to help prevent conflict in addition to treating its victims. Yet the peacebuilding role of physicians has received little attention in medical education. In this paper, the authors tackle both and provide some concrete guidance to medical schools interested in taking it on.
Using Qualitative Description, a review of literature and expert interviews in violence prevention, peacebuilding, medicine and medical education, three statements are posited: improved healthcare may enhance the prospects for peace; there are mechanisms by which healthcare may potentially enhance peacebuilding; and medical education can be designed to support these mechanisms. A “peace audit” is developed against which to evaluate the efforts of medical schools towards peacebuilding. This audit is used to assess a medical school in Nepal that is invested in peacebuilding.
Medicine has a role, both in resolving conflict, and in preventing its occurrence. The experts believe that physicians have a responsibility to go further than treating the wounded and address the root cause of conflict: the structural violence of poverty and economic disparity.
This paper considers the mechanisms by which medicine supports peacebuilding, and the consequences of this for medical education. The literature to date has not dealt with this issue.
My framework is based upon a grounded analysis (Glaser & Strauss, 1967) of a review of the existing social science and education literature regarding globalization and…
My framework is based upon a grounded analysis (Glaser & Strauss, 1967) of a review of the existing social science and education literature regarding globalization and peace from approximately 1960 to the present. My review consisted of identifying emergent themes in the literature and from these identifying conceptual categories and the relationships among them that could explain some of the ways in which globalization, peace, and educational processes are linked. I approached the literature as a “cache of documents” (Glaser & Strauss, 1967), that is, as bodies of literature reflecting certain sensibilities regarding globalization and peace. My framework is based upon an analysis of how these sensibilities have influenced the reproduction of inequalities through the education sector as a socialization and policy context.
Conflicts, especially when they turn into civil war or genocide, have irreversible consequences for people. The impact is not only economic as shown by several…
Conflicts, especially when they turn into civil war or genocide, have irreversible consequences for people. The impact is not only economic as shown by several quantitative studies, but also social and ethical since it deeply affects the mind and behaviour of both current and future generations. The main issue is, therefore, to avoid the eruption of such conflicts, in both pre and post‐conflict situations, by implementing preventive approaches. The purpose of this paper is to address this issue.
Even if macro‐analyses bring up a series of objective causal factors to explain the reasons of uprisings and conflicts, we insist on the importance of people's micro‐attitudes when confronted by such events. The freedom of the agent to react appropriately in order to generate peace, and his responsibility towards the other, become nowadays essential and have to be improved by appropriate innovative education programmes.
Learning to live together and to behave with esteem and confidence, can contribute substantially to the peace‐keeping or peace‐building processes, especially in pre and post‐conflict situations. Such specific capabilities connect to the “life skills” education programme and could bring vital new opportunities.
However, the economic or political causes of societal failure may still remain, at the macro‐level, and jeopardise these opportunities, with the risk of transforming these positive capabilities into negative behaviour. Therefore, implementing in addition a social precautionary principle and appropriate investigation tools such as observatories and sentinel sites may be required to monitor such risks.
The paper offers insights into the following issue: to what extend and under which conditions will micro‐level measures effectively contribute to peace‐keeping, in the case of pre‐conflict situations, and to peace‐restoring in the case of post‐conflict contexts.
This article discusses the work of the Global Peace Index and how peace itself can be characterized in order to analyze its relationship with society. This article…
This article discusses the work of the Global Peace Index and how peace itself can be characterized in order to analyze its relationship with society. This article explores the various notions and definitions of peace which exist, such as the differences between “Positive Peace” and “Negative Peace.” Peace cannot simply be thought of as “the absence of violence,” there are many complex aspects to take into consideration and which influence the creation of peaceful societies, including political stability, economics, types of government, and business environments, to name but a few.