Artículos de revistas: "Teaching of peace"

1

Powers, Janet M. "Teaching war literature, teaching peace". Journal of Peace Education 4, n.º 2 (7 de agosto de 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, n.º 1 (septiembre de 1991): 17–19. http://dx.doi.org/10.1177/104515959100300108.

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3

Hiller, Patrick T. "Teaching Tangible Peace". Peace Review 30, n.º 3 (3 de julio de 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, n.º 1 (septiembre de 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, n.º 2 (1990): 101–10. http://dx.doi.org/10.5840/peacejustice1990226.

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6

Alexander, Ronni. "Teaching Peace with Popoki". Peace Review 30, n.º 1 (2 de enero de 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, n.º 4 (8 de agosto de 2014): 529–38. http://dx.doi.org/10.1080/13533312.2014.946740.

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Emiyati, Ayang, John Mardin y Ricard Ricard. "Peran Gereja Dalam Mengajarkan Perdamaian Di Tengah Masyarakat Majemuk". Didache: Journal of Christian Education 4, n.º 2 (10 de noviembre de 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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9

Page, James. "Teaching Peace to the Military". Peace Review 19, n.º 4 (noviembre de 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, n.º 1 (2 de enero de 2018): 39–44. http://dx.doi.org/10.1080/10402659.2017.1419665.

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Hunt, Mary M. "Teaching Peace—A Conscious Decision". Adult Learning 3, n.º 1 (septiembre de 1991): 29. http://dx.doi.org/10.1177/104515959100300115.

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12

Pace, Rosemarie y Andrea Podesta. "Teaching Peace with Dr. Seuss". Kappa Delta Pi Record 35, n.º 3 (abril de 1999): 118–21. http://dx.doi.org/10.1080/00228958.1999.10518435.

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13

Will, Donald S. "TEACHING PEACE THROUGH DEBUNKING RACE". Peace & Change 18, n.º 2 (abril de 1993): 182–203. http://dx.doi.org/10.1111/j.1468-0130.1993.tb00173.x.

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14

Meyer, David S. "READING AND TEACHING PEACE STUDIES". Peace & Change 20, n.º 1 (enero de 1995): 132–38. http://dx.doi.org/10.1111/j.1468-0130.1995.tb00627.x.

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Jegen, Mary Evelyn. "Catholic Social Teaching on Peace". Listening 37, n.º 1 (2002): 64–74. http://dx.doi.org/10.5840/listening20023716.

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16

Bae-Dimitriadis, Michelle. "Teaching Peace Education Through Art". Art Education 77, n.º 1 (2 de enero de 2024): 4–7. http://dx.doi.org/10.1080/00043125.2024.2302296.

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17

Wahyuddin, Wawan y Hanafi Hanafi. "MESSAGE OF PEACE IN THE TEACHING OF ISLAM". ALQALAM 33, n.º 2 (30 de diciembre de 2016): 70. http://dx.doi.org/10.32678/alqalam.v33i2.393.

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This study aims to (1) describe the message of peace in the Qur'an, (2) describe the message of peace in the Hadith, and (3) describe the message of peace in the Medina Charter. The focus of this research is the message of peace in the teachings of Islam, which is broken down into three subfocus, namely (1) the message of peace in the Qur'an, (2) the message of peace in the Hadith, and (3) message of peace in Medina Charter. This study uses literature review. Data of this research is the theory and concepts of Islam, peace and war. The source of research data are books, papers, journals, and articles, as well as relevant research reports. It is concluded that (1) Messages of peace in the Qur’an is the outline (the main points), (2) Messages of peace in the Hadith is more detailed (description in detail), and (3) Messages peace in the Medina Charter is applicable (implementable). Al-Quran, the Hadith, and the Medina Charter, as well as historical facts have proved that Islam is a religion of peace (rahmatan lil Alamin) which is recognized not only by Muslims but also recognized by people of other faiths. Therefore, believers of other religions no longer need to worry about the development of Islam.

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18

Austin, Dr Sunu y Dr Lavina Dominic. "Peace Values and Reflective Teaching Method – An Experiment". YMER Digital 21, n.º 05 (8 de mayo de 2022): 270–80. http://dx.doi.org/10.37896/ymer21.05/31.

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Education for peace in the present context covers developing peace values and peace skills among the younger generation. Values are preferences, so it is an urgent need to develop the peace values for sustaining peace at the individual, interpersonal, national and global levels. This study aims at developing peace values through reflective teaching method among upper primary school students. 64 students were selected for the study using pre-test post-test experimental control group design. The study found that the method is effective.

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19

Freudenstein, Reinhold. "Communicative peace". English Today 8, n.º 3 (julio de 1992): 3–8. http://dx.doi.org/10.1017/s0266078400006465.

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20

Dian, Dian. "Peacesantren: From Islamic Fundamentalism to Peace Education Islamic Boarding Schools Transformation". Migration Letters 20, n.º 5 (2 de agosto de 2023): 538–51. http://dx.doi.org/10.59670/ml.v20i5.3998.

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This study aims to analyze the foundation, educational process, and teaching curriculum at Peacesantren Welas Asih, Garut, as an Islamic educational institution that actually promotes the values of peace. The educational model at Peacesantren offers a peace education model that is capable of producing a generation of students who are able to become peacemakers and changemakers in society. This study uses a qualitative approach. The data was collected through observation, in-depth interviews, and document review. Observations focused on students’ activities in Peacesantren. Interviews were conducted with three teaching representatives (ustadz) who teach at the Peacesantren Welas Asih, Garut. A document review was carried out on sources related to Peace-Santren. Data were analyzed using descriptive-analytic method, which includes data collection, reduction, presentation, and conclusion. This study shows that the notion of Islamic boarding schools as a source of Islamic fundamentalism is an inaccurate assumption. The practice of education and teaching in Islamic boarding schools can be directed to meet the needs of the community in resolving conflict issues in the midst of a pluralistic society, issues of harmony and tolerance, and issues related to world peace. Islamic boarding schools are able to actually contribute to these issues by performming peace education institutions. The formulation of the educational foundation, educational process, and educational curriculum that refers to the values of peace originating from Islamic teachings is concrete evidence that Islamic boarding schools develop from Islamic fundamentalist institutions to peace education institutions.

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21

Sawicki, Marianne. "Teaching as a Gift of Peace". Theology Today 47, n.º 4 (enero de 1991): 377–87. http://dx.doi.org/10.1177/004057369104700403.

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22

Lam, Maria Lai-Ling. "Educating for Peace". International Journal of Technology and Educational Marketing 8, n.º 1 (enero de 2018): 1–15. http://dx.doi.org/10.4018/ijtem.2018010101.

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The author presents a peace-centered process of teaching marketing that she has implemented during 2001-2016 academic years with her undergraduate and graduate business students in various marketing courses, corporate social responsibility course, and summer seminars in the United States, Hong Kong, and China. The peace-centered process is neglected in the conventional norms of marketing education even though marketing is considered to create values to stakeholders through the exchange processes and creates a peaceful world through business activities. The peace-centered approach is related to the development of a unified world view about human life in a culture of peace and culture of healing, and the development of virtues in a marketing career. She discusses (1) the critique of marketing education, (2) the concept of a peace-centered process of teaching marketing, (3) the role of marketing educators, and (4) the seven pedagogical strategies for this approach.

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23

Dr. S. S. Patil, Dr S. S. Patil y Dr Jayashree V. Rakkasagi. "Infusion Method for Teaching Peace Education to Secondary School Children". International Journal of Scientific Research 2, n.º 9 (1 de junio de 2012): 112–13. http://dx.doi.org/10.15373/22778179/sep2013/42.

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24

Yastibas, Ahmet Erdost. "Evaluating an English Language Teaching Program in terms of Peace Education". Shanlax International Journal of Education 8, n.º 4 (1 de septiembre de 2020): 11–19. http://dx.doi.org/10.34293/education.v8i4.3274.

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The present study aimed to evaluate the new English Language Teaching Program (ELTP) of the 12th grade in Turkey in terms of peace education. It was designed as qualitative research. The new ELTP of the 12th grade was used to collect data. The data were analyzed through document analysis. The findings indicated that the new ELTP was integrated with peace education in its nine units through the themes, target language functions, and learning objectives of the units. The findings also showed that the new ELTP could teach students personal peace, peace with the human family, and peace with nature. The findings were discussed in light of the literature.

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25

Roberts, Jan Vallone. "Snapshots: A Greater Peace". English Journal 95, n.º 6 (1 de julio de 2006): 17–19. http://dx.doi.org/10.58680/ej20065000.

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26

Christiansen, Drew. "I. The Nonviolence–Just War Nexus". Horizons 45, n.º 1 (23 de mayo de 2018): 108–14. http://dx.doi.org/10.1017/hor.2018.2.

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Gerald Schlabach wrote that a key test of progress for Catholicism in its dialogue with the historic peace churches on nonviolence and the use of force would be that the church's teaching on nonviolence would become “church wide and parish deep.” While modern Catholic social teaching has recognized nonviolence since the time of the Second Vatican Council, and Pope Saint John Paul II gave nonviolence strong, formal endorsement in his 1991 encyclical Centesimus Annus, the church's teaching on nonviolence is hardly known in the pews. If they are familiar at all with Catholic teaching on peace and war, most Catholics would know the just-war tradition, especially through the US bishops’ 1983 pastoral letter, The Challenge of Peace. But the newer and still relatively slight teaching on nonviolence is hardly known at all. Only by rare exception do Catholic preachers address issues of peace and war.

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27

Zeiger, Susan. "Teaching Peace: Lessons from a Peace Studies Curriculum of the Progressive Era". Peace & Change 25, n.º 1 (enero de 2000): 52–70. http://dx.doi.org/10.1111/0149-0508.00141.

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Resurreccion, Analiza D. "May There Be Peace: Teaching- Learning Approaches and Strategies in the Cultivation of Lasallian Peace Culture". Asian Journal of Social Science Studies 2, n.º 1 (15 de noviembre de 2016): 20. http://dx.doi.org/10.20849/ajsss.v2i1.83.

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<p>This study sought to identify teaching- learning approaches and strategies in the cultivation of peace culture in De La Salle Lipa, Philippines. Interviews were conducted among selected professors in the College of Education, Arts, and Sciences who carry out peace initiatives through courses they teach. Content analysis of the syllabi of the courses that carry out peace concepts was also done. The findings identified holistic, participatory, cooperative, humanist, and experiential approaches evident in teaching courses that carry out peace concepts. It was recommended that the institution formalizes peace efforts if it is really committed to creating a condition conducive to peace whether at an intrapersonal, interpersonal, intergroup, national, or international level.</p>

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29

Duxa, Susanne. "Bericht über den Bielefelder Kongreß "TEACHING PEACE"". Informationen Deutsch als Fremdsprache 12, n.º 1 (1 de mayo de 1985): 97–99. http://dx.doi.org/10.1515/infodaf-1985-120120.

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30

Tulasiewicz, Witold. "Global values education: teaching democracy and peace". Compare: A Journal of Comparative and International Education 42, n.º 4 (14 de mayo de 2012): 666–69. http://dx.doi.org/10.1080/03057925.2012.686875.

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31

Abrams, I. "The Nobel Peace Prizes as Teaching Tools". OAH Magazine of History 8, n.º 3 (1 de marzo de 1994): 83–88. http://dx.doi.org/10.1093/maghis/8.3.83.

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32

Teel, S. C. "Peacemaking Documents as Teaching Tools: Peace/Mir". OAH Magazine of History 8, n.º 3 (1 de marzo de 1994): 91–93. http://dx.doi.org/10.1093/maghis/8.3.91.

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Bejtullahu, Kujtese, Rahel Kunz y Ruxandra Stoicescu. "Podcasting Pedagogy for Teaching Peace and War". Peace Review 30, n.º 1 (2 de enero de 2018): 1–8. http://dx.doi.org/10.1080/10402659.2017.1419925.

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Moylan, Prudence A. "Teaching Peace: The Challenge of Gendered Assumptions". Peace Change 28, n.º 4 (octubre de 2003): 570–74. http://dx.doi.org/10.1111/1468-0130.00276.

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35

Mingol, Irene Comins. "Coeducation: Teaching Peace from a Gender Perspective". Peace & Change 34, n.º 4 (octubre de 2009): 456–70. http://dx.doi.org/10.1111/j.1468-0130.2009.00594.x.

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36

Ruether, Rosemary Radford. "Teaching Peace in a Time of War". Dialog: A Journal of Theology 42, n.º 2 (junio de 2003): 167–69. http://dx.doi.org/10.1111/1540-6385.00155.

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Azis, Arif Rahman, Budi Setyono y Sugeng Ariyanto. "Investigating Peace Values Portrayed in Non-Government English Textbook for Senior High School Students". EFL Education Journal 9, n.º 1 (31 de marzo de 2022): 14. http://dx.doi.org/10.19184/eej.v9i1.30203.

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Textbooks are often perceived as a platform that could greatly influence students' development in terms of character. Students could receive influential peace education through textbooks as a medium of teaching and learning. Consequently, it is absolutely necessary for any textbook used by the teacher to contain the necessary peace values required to shape students' excellent character. This study was an effort to carefully examine the portrayal of peace values in English Language Teaching (ELT) textbooks for senior high school students in Indonesia. Critical Discourse Analysis (CDA) and semiotic by Roland Barthes's (1977) framework was selected as the tool to further elaborate on the kinds of peace values presents within the English textbook and also how exactly those peace values voice out the peace values. The result showed that the selected textbook has managed to integrate the necessary peace values. However, massive imbalances of representation can be identified due to the lack of peace with nature and the abundance of social peace.

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38

Nurwanto y Marsudi. "MAINSTREAMING PEACE IN QURANIC TEACHING TEXTBOOKS FOR MUHAMMADIYAH SCHOOLS". Humanities & Social Sciences Reviews 7, n.º 4 (12 de octubre de 2019): 1347–52. http://dx.doi.org/10.18510/hssr.2019.74187.

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Purpose: The article reviews whether the contents of some Quranic understandings taught in Muhammadiyah schools endorse peace or not. By taking account of the increasingly violent acts among Indonesian students, making them more seriously engaged in peace provided by schools, ranging from textbooks to classroom practices, is unavoidable. Methodology: This study is library research intended to uncover peaceful values contained in the Quranic teaching textbooks provided for those studying at Class X, XI and XII or Senior Secondary levels of Muhammadiyah Schools in Yogyakarta. These textbooks had officially been published by the Council of Basic and Middle Education of the Muhammadiyah Provincial Board headquartered in Yogyakarta. These teaching contents are basically unseparated parts of the subject called ISMUBA (Al-Islam, Muhammadiyah Studies and Arabic). By content analysis usage, this article categorizes and elaborates contents relevant to peace issues. Result: This article especially focuses on the content analysis of the Quranic exegesis textbooks issued in Yogyakarta. The result shows that those textbooks generally provide contents endorsing peace, interpreted from the Quran. However, they seem to have a lack of both content clarity and some relevant sources. Furthermore, the boundaries of the content might also be affected by the learning targets shaped with relatively low-order thinking skills. Therefore, the textbooks remain engaging in providing peace elements even though some limitations are found. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of mainstreaming peace in Quranic teaching textbooks for Muhammadiyah schools is presented in a comprehensive and complete manner.

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., Asyhariah. "PENGARUH PENDIDIKAN, PELATIHAN, DAN PENGALAMAN MENGAJAR GURU TERHADAP PROFESIONALISME GURU DI SEKOLAH DASAR ( SD ) NEGERI 050662 PERDAMAIAN KECAMATAN STABAT KABUPATEN LANGKAT". JMB (Jurnal Manajemen dan Bisnis) 2, n.º 2 (4 de septiembre de 2020): 123–30. http://dx.doi.org/10.30743/jmb.v2i2.2896.

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The formulation in this research is how the influence of education, training and experience teaching teachers to the professionalism of teachers in elementary School (SD) Negeri 050662 Peace District of Stabat District, Langkat, and the purpose of this research is to Know and analyze the influence of education, training and experience teaching teachers to the professionalism of teachers in elementary School (SD) Negeri 050662 District Peace Stabat District Langkat. This research is a quantitative descriptive study. Data collection techniques are conducted through interviews, questionaire questions and documentation studies. Sample in this study as many as 30 teachers in elementary School (SD) Negeri 050662 District Peace Stabat District Langkat. Variables are measured at Likert scale. Hypothesis testing using multiple linear regression analyses through F-test and T-Test. The results of the test in unison showed that the education, training and teaching experience have significant effect on the professionalism of primary school teachers (SD) of the 050662 District peace Stabat with the value of coefficient of determination of 0.554 or 55.4%. In partial, education has a positive and significant effect on the professionalism of elementary school teachers (SD) of state 050662 peace of Stabat subdistrict with a regression coefficient value of 0330 or 33.0%. The training has a positive and significant effect on the professionalism of primary school teacher (SD) Negeri 050662 District Peace Stabat with a regression coefficient value of 0355 or 35.5%. The teaching experience has a positive and significant effect on the professionalism of primary school teacher (SD) Negeri 050662 District Peace Stabat with a regression coefficient value of 0365 or 36.5%. The highest value of a regression coefficient is a teaching experience of 0365 or 36.5%.

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Dilek Eren, Canan. "PRESERVICE TEACHERS' PERCEPTIONS OF THE RELATIONSHIP BETWEEN SCIENCE AND PEACE". Journal of Baltic Science Education 15, n.º 4 (25 de agosto de 2016): 464–76. http://dx.doi.org/10.33225/jbse/16.15.464.

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Raising young people aware of the need for science for peace is only possible with modern education that is based on science and enriches science with elements of peace. Accordingly, determination of perceptions of preservice teachers, who will bear the greatest responsibility in raising individuals, about the relationship between science and peace is of great importance. The aim of this research was to develop a valid and reliable scale to measure preservice teachers' perceptions of the relationship between science and peace. A total of 253 preservice teachers, including 88 from the department of science teaching, 87 from the department of mathematics teaching and 78 from the department of primary school teaching, who were in their 4th year in the education faculty of Kocaeli University, Turkey, during the spring term of the academic year 2014-15, were recruited for this study. As a result of the factor analysis, Cronbach’s alpha (á) reliability coefficient of the scale, consisting of four factors, including 'Communication and Intercultural Dialogue' (6 items), "Technological Developments' (6 items), 'Socio-Economic Developments' (7 items) and' Peace Education' (7 items), and 26 items, was found to be .93. The Scale for Perception of the Relationship between Science and Peace (SPSP) is the first unique scale developed to determine preservice teachers’ perception of the relationship between science and peace. Key words: science and peace, perceptions of preservice teachers, scale development.

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Tariq Manzoor, Dr. Muhammad Sarwar y Ashfaque Ahmad Shah. "The Analysis of Peace Teaching Practices at the University Level in Pakistan". sjesr 3, n.º 3 (29 de septiembre de 2020): 117–27. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(117-127).

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The peaceful coexistence among people is the key to a stable and progressing world. The focus of the study was to examine the desired and existing level of peace teaching practices at the university level. Convergent mixed methods design was considered best fit, using qualitative and quantitative methods. Respondents of the study were all administrators, the teachers, and BS students at the universities of Pakistan. Multistage sampling techniques were used for the selection of the respondents. Three instruments were used in this study; first and second instruments were self-developed questionnaires consisting of 50 items both for teachers and students used to collect quantitative data. The reliability of questionnaires was computed after pilot testing applying Cronbach’s Alpha (0.92). The third instrument i.e. interview schedule consisted of (5) questions, was used to collect qualitative data. The analysis of data revealed that the desired level for peace teaching practices and its subsidiary values is significantly greater than the existing level of peace teaching practices. It leads to the conclusion that there is more need for teaching peace and its subsidiary values to university students. Higher Education Commission (HEC) of Pakistan may suggest a separate course on peace in its policy guidelines for the universities under its auspices.

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42

Ayoola, Adebola Racheal. "Christian Faith and Doctrine: A Tool for Sustaining Peace in Nigeria". British Journal of Multidisciplinary and Advanced Studies 5, n.º 2 (20 de abril de 2024): 79–88. http://dx.doi.org/10.37745/bjmas.2022.0463.

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Nigeria is a nation of three major religious groups that has different faith dynamism and practices. The history of Nigeria as a country will not be complete without a research on the issues currently threatening the peace of the nation. More so, over the years, the issue of the diversity in the ethnic groups and tribes has contributed to the division among Nigerians and has done more harm than good in fostering peace and unity in the country (Nweke 2018). Religious and ethnic sentiment has also contributed negatively to the growth and developmental sustainability of Nigerians a whole. What is Christian faith and doctrine? What constitutes the Christian doctrine? What are the teachings and values expected of a Christian in order to bring peace to the country? What role can Christian faith, teachings and practices play in the sustainability of peace in Nigeria? This paper provides succinct answers to these questions. The paper adopted a descriptive and analytical research approach. The research revealed that Christianity just like the other two religions in Nigeria is an advocate of peace and they it also creates a sense of dependence and oneness among human beings (Churchill & Michael 2023). The paper concludes that Christianity is an indispensable tool in sustaining peace in Nigeria since it comes with teachings and practices worth emulating. This paper recommends that people should be sensitized about the importance of sustaining peace in Nigeria. However, the effective teaching of religious studies and uplifting of moral and spiritual values by the religious leaders will go a long way to bring about peace in Nigeria.

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Garrett-Scott, Shennette, Rebecca Cummings Richardson y Venita Dillard-Allen. ""When Peace Come": Teaching the Significance of Juneteenth". Black History Bulletin 76, n.º 2 (2013): 19–25. http://dx.doi.org/10.1353/bhb.2013.0015.

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Gagne, Laurie Brands. "The Narrative Approach to Teaching Peace and Justice". Journal for Peace and Justice Studies 21, n.º 1 (2011): 70–82. http://dx.doi.org/10.5840/peacejustice201121119.

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45

Ellisen, Raleigh. "Teaching physics with the Peace Corps in Fiji". Physics Teacher 36, n.º 7 (octubre de 1998): 411–14. http://dx.doi.org/10.1119/1.879908.

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46

John, Vaughn M. "Teaching Peace Education at a South African University". Peace Review 30, n.º 1 (2 de enero de 2018): 53–61. http://dx.doi.org/10.1080/10402659.2017.1419671.

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47

Ahmed, Zahid Shahab. "Idealism Versus Pragmatism in Teaching Peace in Pakistan". Peace Review 30, n.º 3 (3 de julio de 2018): 331–38. http://dx.doi.org/10.1080/10402659.2018.1495859.

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48

Braatz, Timothy. "Teaching Peace, Not War, to U.S. History Students". Peace Review 30, n.º 3 (3 de julio de 2018): 339–47. http://dx.doi.org/10.1080/10402659.2018.1495864.

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Nelson, Linden L., Michael R. Van Slyck y Lucille A. Cardella. "Curricula for teaching adolescents about peace and conflict." Peace and Conflict: Journal of Peace Psychology 5, n.º 2 (1999): 169–74. http://dx.doi.org/10.1207/s15327949pac0502_5.

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Vander Ploeg, Scott D. "Teaching Peace by Questioning Borders: Donne, Frost, Kingsolver". CEA Critic 75, n.º 1 (2013): 5–9. http://dx.doi.org/10.1353/cea.2013.0003.

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Artículos de revistas sobre el tema "Teaching of peace"

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