Thematische Bibliographien / Teaching of peace

Auswahl der wissenschaftlichen Literatur zum Thema „Teaching of peace“

Autor: Grafiati
Veröffentlicht am 26. Juli 2024

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Zeitschriftenartikel zum Thema "Teaching of peace"

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Powers, Janet M. „Teaching war literature, teaching peace“. Journal of Peace Education 4, Nr. 2 (07.08.2007): 181–91. http://dx.doi.org/10.1080/17400200701523587.

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Wright, Joan. „Getting to Peace—By Teaching Peace?“ Adult Learning 3, Nr. 1 (September 1991): 17–19. http://dx.doi.org/10.1177/104515959100300108.

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Hiller, Patrick T. „Teaching Tangible Peace“. Peace Review 30, Nr. 3 (03.07.2018): 279–84. http://dx.doi.org/10.1080/10402659.2018.1495804.

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Alessi, Samuel J. „Teaching for Peace“. Middle School Journal 21, Nr. 1 (September 1989): 26–28. http://dx.doi.org/10.1080/00940771.1989.11495936.

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Grayzel, Susan R. „Teaching Women’s Peace Studies“. Journal for Peace and Justice Studies 2, Nr. 2 (1990): 101–10. http://dx.doi.org/10.5840/peacejustice1990226.

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Alexander, Ronni. „Teaching Peace with Popoki“. Peace Review 30, Nr. 1 (02.01.2018): 9–16. http://dx.doi.org/10.1080/10402659.2017.1419669.

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Brynen, Rex. „Teaching about Peace Operations“. International Peacekeeping 21, Nr. 4 (08.08.2014): 529–38. http://dx.doi.org/10.1080/13533312.2014.946740.

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Emiyati, Ayang, John Mardin und Ricard Ricard. „Peran Gereja Dalam Mengajarkan Perdamaian Di Tengah Masyarakat Majemuk“. Didache: Journal of Christian Education 4, Nr. 2 (10.11.2023): 149. http://dx.doi.org/10.46445/djce.v4i2.649.

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Pluralism cannot be separated from Indonesian society, pluralism is a color in society. In society the issue of peace is an issue that cannot be separated from the role of a religious institution, including the church. Peace is the responsibility of the whole society, even a pluralistic society, including the church. The role of the church is very vital in impacting peace. The church is in the midst of a pluralistic society, so the church is directly involved in teaching peace in a pluralistic society. Of the several cases of conflict that have occurred in Indonesia, the church has played an important role in peace, namely teaching tolerance and teaching the importance of living in peace. The formulation of the problem in this research is what are the roles of the church in teaching peace missions in a pluralistic society? The purpose of this research is to describe the role of the church in teaching peace missions in a pluralistic society. the method used is library research with a descriptive approach. The role of the church in teaching peace in a pluralistic society is: teaching tolerance, teaching the importance of living in peace and living in love.
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Page, James. „Teaching Peace to the Military“. Peace Review 19, Nr. 4 (November 2007): 571–77. http://dx.doi.org/10.1080/10402650701681202.

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Schwarz, Tanya B. „Teaching Religion, Conflict, and Peace“. Peace Review 30, Nr. 1 (02.01.2018): 39–44. http://dx.doi.org/10.1080/10402659.2017.1419665.

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Dissertationen zum Thema "Teaching of peace"

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Burton-Edwards, Taylor W. „The teaching of peace in early Christian liturgies“. Theological Research Exchange Network (TREN), 1997. http://www.tren.com/search.cfm?p011-0065.

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Hess, Harry. „Poetry as an intercultural peace bridge for teaching ESL“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0030/NQ46850.pdf.

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Coplen, Chris Rolland. „Emergency medical service training for California peace officers“. CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/438.

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McElroy, Robert W. „The challenge of Catholic teaching on war and peace in the present moment“. The Church in the 21st Century Center at Boston College, 2013. http://hdl.handle.net/2345/bc-ir:103962.

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Corbett, Stacy Shayne. „Using popular song lyrics to teach character and peace education“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3246.

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Isaacs, Colin Charles. „Peace education : positive change via peer mediation in the primary school“. Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1879.

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Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003
Peace Education strives to provide for the promotion and building of a peaceful society. A Peer Mediation Programme is one of the strategies designed to promote Peace Education in that it provides the skills for the resolution of conflict. The main objective of this evaluation research was to evaluate the conceptualisation, the design, the implementation and the impact of a Peer Mediation Programme that is being implemented at a primary school. The literature review was an in-depth study of the existing literature relating to conflict resolution and peer mediation. The main aspects covered by the literature were the nature of conflict and how it evolved and created meaning for itself. It also examined discipline and behaviour in the context of schools and the move towards alternative behavioural programmes at schools. It defined Peace Education and outlined the use of peer mediation as an alternative behavioural strategy, which could instil positive values and skills. It finally reviewed the benefits of alternative mediation programmes and the positive effects that it would have on the stakeholders involved in the programme. The research design used was Mouton's Logical model. The research was conducted. by using qualitative and quantitative methods. The qualitative methods included five focus group interviews and two individual interviews with all the relevant stakeholders who were associated with the programme. All the relevant documentation relating to the programme was examined and analysed. The quantitative method consisted of a questionnaire which all the mediators completed. The analyses of the data led to interesting findings. The Peer Mediation Programme was well conceptualised by the different stakeholders. There was the problem of 'dual roles' for mediators that impacted on the stakeholders' conceptualisation of the programme. The school had developed a unique design which was adapted to the culture of the school. The programme was well implemented and impacted positively on the school, the mediators, the parents and the community. Community involvement, however, was lacking. While the evaluation research revealed that the programme was successfully implemented, with positive results, it was recommended that the conceptualisation of the programme be expanded on and developed in order to improve the overall understanding of the programme. It was also recommended that the design should include all grades in an adapted programme. Parents also needed to become more involved in the programme.
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Kaplan, Richard E. „Teaching adolescents about war“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.

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Hastings, Tom Harry. „Giving Voice to the Peace and Justice Challenger Intellectuals: Counterpublic Development as Civic Engagement“. PDXScholar, 2012. http://pdxscholar.library.pdx.edu/open_access_etds/752.

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"Let knowledge serve the city" reads the golden letters on a pedestrian bridge just 200 feet from my faculty office in Neuberger Hall at Portland State University. Public peace scholarship might allow knowledge to help the polis by keeping it out of war via changing the national discourse toward a strong and informed peace analysis. Educators have an uneasy relationship to public scholarship and mainstream media have a nervous attitude toward public peace intellectuals. Institutions of higher learning are also often either unaware or uncomfortable with a public promotion of a positive peace platform. Academic writing and research is hard to translate into publicly accessible knowledge and time constraints mitigate professorial efforts at such civic engagements. This dissertation looks at the evolving nature of this intersectionality between and among factors and analyzes data derived from research interviews conducted with 12 academics/activists. The conclusion is a grounded theory generated by this process. Key findings include problematic lack of academic freedoms--especially in the promotion and tenure context, overwhelming faculty workloads, infrequent faculty development of public scholarship skills and a spotty distribution/connection system that often fails to facilitate competent and willing faculty to engage as public peace and justice scholars. Policy recommendations attempt to address all these obstacles.
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Olivero, María Matilde. „Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum“. Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7432.

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In order to understand the intricate processes involved in second language teacher development, in the last decade studies in second language teacher education (SLTE) have addressed the need to explore pre-service teachers’ beliefs and emotions jointly as they occur in their contexts of teaching. SLTE researchers have referred to the importance of helping pre-service teachers verbalize their beliefs and try to understand and regulate their emotions as they can serve to explain what, how, and why pre-service teachers do what they do during their practicum experience. In addition, considering future teachers will be passing on their beliefs, values, and ways of behaving and feeling to future generations, SLTE should offer pre-service teachers with models of teaching that will help form ethical, reflective, and emotionally intelligent professionals capable of transforming society. The clamor for peace in today’s world and the globalized nature of the English language emphasize the need to embrace practices in SLTE intended to foster peace. In Argentina (the context of the present study) such practices carry particular relevance, as it is expected from the Ministry of Education that the teaching of foreign languages at primary and high school level serve as tools to promote societal peace. Given the importance of exploring pre-service teachers’ beliefs together with emotions, and on the importance of providing them with holistic approaches to teaching aimed at expanding peace, this study examines pre-service teachers’ beliefs and emotions about an innovative intervention involving the language of peace throughout their practicum semester in an Argentine setting. More specifically, through multiple case studies and narrative approaches, this study investigates four pre-service teachers’ beliefs and emotions regarding peace and the implementation of multidimensional peace language activities (MPLAs) before, during, and after their Practicum I course. In addition, it aims at comparing participants’ beliefs and emotions with their actions as reflected in their lesson plans and in-school teaching experience. Finally, it traces pre-service teachers’ transformation of beliefs and emotions throughout the course, and examines the ways in which reflection facilitates teacher development. Multiple sources were used for data collection, including semi-structured interviews, journal entries, field-notes from classroom observations, lesson plans, and narrative frames. The thematic and content analysis of the data revealed that in general participants believed the MPLA intervention in the practicum (a) gave participants meaningful English exposure, (b) changed their understanding of peace and enhanced their ability to teach peace in EFL classrooms, and (c) led to a more transformative practicum experience. By embodying multidimensional peace the participants were able to become conscious of their beliefs, emotions, and actions regarding the inclusion of MPLAs and understand their teaching practices better, thereby allowing themselves to develop as teachers and peacebuilders. However, it was noted that two pre-service teachers were not able to include as many MPLAs as they had desired, due to contextual factors and previous learning experiences, among other aspects. Limitations of the study are addressed, as well as research and pedagogical implications for the field of SLTE that relate to the need to incorporate holistic, experiential, and contemplative approaches intended to cultivate multidimensional peace.
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Byron, Amanda Smith. „Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators“. PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/245.

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Looking through the philosophical lens of love, this study seeks a deeper understanding and appreciation of how postsecondary social justice educators use storytelling, in the context of critical peace education, to create social change. This research explores the guiding question of how storytelling is used to encourage social change and to inspire action toward the goal of greater social justice. The argument for the importance of this research is located within the crisis of neoliberalism, where the very tenets of democratic education are being challenged by an educational agenda that favors standards-based learning and employment training over the critical and analytical thinking skills required for democracy to flourish. The results of this study identify storytelling as a method of ideology critique, and locate it within a larger process of loving praxis. A theoretical model of loving praxis is offered to explain how postsecondary social justice educators engage story as an action that leads to the goal of social justice. The steps in the model describe how valuing the common good motivates social justice educators to take action through storytelling, toward the outcome of building transformation, voice, and agency within students as a means to build greater social justice. The sense of possibility that is cultivated in this process re-engages the cycle by validating the value of and hope for the common good.
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Bücher zum Thema "Teaching of peace"

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Fletcher, Ruth. Teaching peace. New York: Harper & Row, 1986.

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McAnany, Anna. Teaching peace. Waiánae, Hawaií: Peace Education Program of the Waiánae Coast, 1996.

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Vanner, Catherine, Spogmai Akseer und Thursica Kovinthan Levi, Hrsg. Teaching Peace and Conflict. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04676-6.

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Serto, Leban. Teaching for peace and peace curriculum in Manipur. Guwahati: North Eastern Social Research Centre, 2011.

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Lasley, Thomas J. Teaching peace: Toward cultural selflessness. Westport, Conn: Bergin & Garvey, 1994.

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Finley, Laura L. Teaching peace through popular culture. Charlotte: IAP-Information Age Pub. Inc., 2015.

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Stephenson, Carolyn M. Peace studies: The evolution of peace research and peace education. Honolulu: Dept. of Political Science, University of Hawaii, 1990.

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Trinidad, Arnie C. Teaching peace, human rights and conflict resolution: Teaching manual. [Manila]: Program on Psychosocial Trauma and Human Rights, U.P. Center for Integrative and Development Studies and the British Embassy-Manila, 2003.

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Thomas, Keefe. Realizing peace: An introduction to peace studies. Ames: Iowa State University Press, 1991.

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Information, United Nations Dept of Public. Teaching about United Nations peace-keeping. New York: United Nations, 1990.

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Buchteile zum Thema "Teaching of peace"

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Pries, Edmund. „Teaching Peace – Experientially“. In Peace and Justice Studies, 59–72. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351170604-5.

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Weigert, Kathleen Maas. „Moral Dimensions of Peace Studies“. In Teaching For Justice, 9–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447375-3.

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Crews, Robin J. „Learning About Peace Through Service“. In Teaching For Justice, 115–23. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447375-15.

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Crews, Robin J. „Peace Studies, Pedagogy, and Social Change“. In Teaching For Justice, 23–32. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447375-4.

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Feuerverger, Grace. „Teaching for Freedom and Peace“. In The Contested Role of Education in Conflict and Fragility, 235–45. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-010-9_15.

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Gibson, Ian. „Practicing Peace Education: Learning Peace and Teaching Peace with Betty Reardon“. In Pioneers in Arts, Humanities, Science, Engineering, Practice, 207–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18387-5_16.

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Akseer, Spogmai, Catherine Vanner und Thursica Kovinthan Levi. „Conclusion: Mobilizing Textbooks for an Equitable Future“. In Teaching Peace and Conflict, 191–205. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04676-6_11.

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Vanner, Catherine, Thursica Kovinthan Levi und Spogmai Akseer. „South Sudanese Primary School Textbooks: Transforming and Reinforcing Conflict“. In Teaching Peace and Conflict, 155–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04676-6_9.

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Kovinthan Levi, Thursica. „The Multiple and Intersecting Roles of Civics Textbooks in Conflict-Affected Sri Lanka“. In Teaching Peace and Conflict, 63–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04676-6_4.

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Akseer, Spogmai. „Reproducing Inequalities Through Social Studies Textbooks in Afghanistan“. In Teaching Peace and Conflict, 101–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04676-6_6.

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Konferenzberichte zum Thema "Teaching of peace"

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Ojetunde, Cecilia Folasade. „Teaching Peace Linguistics in ESL Classrooms: A Catalyst for Global Peace“. In The Barcelona Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-9467.2023.7.

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Chotaeva, Cholpon. „Challenges and Problems of Peace Education in Kyrgyzstan“. In the 6th International Academic Conference on Education, Teaching and Learning. Global KS, 2023. http://dx.doi.org/10.33422/6th.iacetl.2023.10.121.

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Westbrook, Jess. „Public Peace Violation — Bomb Threat: Design Prototypes and Teaching Moments“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582309.

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sitorus, Herowati, Rogate Artaida Tiarasi Gultom, Megawati Manullang, Manusiar Hernawati Sitorus und Roy Charly Sipahutar. „University Student's Perception of Jeremiah in New Normal Era: The controversy of Jeremiah's Calling as A Prophet“. In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.242.

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This article describes how a great prophet, Jeremiah, who was chosen by God, worked among the Israelites who were living in exile. During his ministry, he received a lot of criticism from other prophets; there was a conflict in the news. In writing this article, a constructive theological approach was carried out for students in understanding the differences in the teachings conveyed by Jeremiah and the other prophets. This approach will explain how the content of Jeremiah's teaching is a message of peace that can be received by the Israelites as immigrants in a foreign land. How do students, as newcomers to a new place, adapt to the new context and lifestyle to feel peace?
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Lane, Nykki. „Peace Project: The new needs of an Oral English classroom“. In Te Puna Aurei LearnFest 2022. Cardiff University Press, 2024. http://dx.doi.org/10.18573/conf2.p.

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Peace Project was a crafted answer to the new needs of an Oral English classroom. It combines a number of teaching methods and goals, such as sustainability and problem-based learning. Learners, at first, found Peace Project overwhelming but, by the semester’s end, found the course stimulating, engaging, and the right amount of challenging. It allows learners to take control of their own learning by choosing topics, jobs within their groups, how they will prepare for each class, and what they help produce in class each week. Peace Project could be graded up or down depending on learner and classroom needs.
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Abdilla, Ardeti, Sariyatun Sariyatun, Hermanu Joebagio und Warto Warto. „The Concept of Peace Education with Dialogic Teaching Approach in History Learning“. In Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286805.

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Freitas, Vera Lúcia, Ana Clara da Cruz Nunes, Nathalia Araújo Pereira, Johnny Lima Brandão und Stephanie Correia Moreira. „The extensionist activity in the teaching of Reiki at UNIRIO“. In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-058.

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Abstract The Integrative and Complementary Practices are part of the health care in the Unified Health System being characterized by health actions capable of assisting an individual in a comprehensive way. According to the Ministry of Health, Reiki is a "Therapeutic practice that uses the imposition of hands to channel vital energy in order to promote energy balance, necessary for physical and mental well-being. Reiki is a natural system of energy repair, vibrational therapy, maintains and restores health, acts on the whole body, balances your emotions. Reiki is recommended for people with: depression, anxiety, physical problems (muscular pains...), stress, apathy. The practice of Reiki responds to the new paradigms of health care, which include dimensions of consciousness, body and emotions. The main benefits of Reiki and its applications in daily life: It considerably reduces and relieves stress, giving the body a deep sense of peace, relaxation, comfort, and tranquility. The objective of this study is: to disseminate the activities developed in the extension project: The performance and teaching of REIKI as integrative and complementary practices: a holistic vision for nursing.
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Rustambekovna, Saidbekova Lazokat, und SaidbekovaRaykhona Rustambekovna. „FAMILY PERSPECTIVES IN KHALED HUSSEINI'S NOVEL "AND THE MOUNTAIN ENCHOED"“. In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-79.

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He research discusses about center on the investigation of the book “And the Mountains Echoed” by Afghan-born American author Khaled Hosseini in the line with the major characteristics of family perspectives. Considering those points of view was found in this research, it is apparent that Khaled Hosseini illustrates the genuine viewpoint of his motherland and nation, also, he builds up that having peace and riches is the life meaning for Afghan people. There are diverse scholarly viewpoints within writing as model, formalist, psychoanalytical, social-class, sex, feministic and verifiable. On the chance that Khaled Hosseini’s works are translated, analyzed and criticized by utilizing the chronicled viewpoint, they will unquestionably appear their relevant and rambling meaning in the terms of diaspora writing. “And the Mountains Echoed” is devoted family perspectives that presents pictures of more than different twenty families from the different parts of the world.
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Segarra Adell, Nuria. „THE LIFE STORY OF A SECONDARY TEACHER AS A RESEARCH METHOD TO PROMOTE PEACE EDUCATION AND TO IMPROVE HER TEACHING PRACTICES“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2308.

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Celik, Gurkan, Kate Kirk und Yusuf Alan. „MODERN IDEALS AND MUSLIM IDENTITY: HARMONY OR CONTRADICTION? - A TEXT LINGUISTIC ANALYSIS OF THE GÜLEN TEACHING AND MOVEMENT“. In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/xlue9524.

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At the global level there is an urgent need and increasing attention for a new sense of Muslim identity in harmony with modern realities. Fethullah Gülen, an educationalist, a religious guide and a peace maker, is one of the most persuasive and influential Turkish-Muslim voices in the contemporary world putting strong emphasis on peaceful coexistence and the synthesis of faith and reason in Western democracies through spirituality, religious diversity, dialogue and educational initiatives. This paper primarily examines how and to what extent Gülen’s teachings and the world-wide volunteer movement inspired by him are contributing to the dynamic and cheerful coexistence of Muslims and non-Muslims. In order to explore and ana- lyse this coexistence, the seven text linguistic principles (cohesion, coherence, intentionality, acceptability, informativity, situationality and intertextuality) are applied to Gülen’s teach- ings and his movement as an empirical case. Secondarily, these text linguistic standards are modelled to social sciences as a new theoretical and methodological approach for exploring and analysing social movements and phenomena. The originality of this study is specified as the correlations between a movement and a text, and the processes of cognition, production and reproduction of knowledge and its dissemination and transition in the Muslim world, multicultural societies and liberal democracies. This research’s practical relevance lies in the fact that it helps understand how the Gülen movement has been formed and accomplished, both nationally and internationally. Metaphorically, in this paper Fethullah Gülen has been considered as the writer; by-him-inspired movement refers to the text; and the readers are the transnational community and the whole humanity.
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Berichte der Organisationen zum Thema "Teaching of peace"

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Hill, Cheryl. Teaching Peace Education in ESL/EFL Classes: An International Perspective. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7223.

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