Teses / dissertações sobre o tema "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.
Texto completo da fonteHess, 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.
Texto completo da fonteCoplen, Chris Rolland. "Emergency medical service training for California peace officers". CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/438.
Texto completo da fonteMcElroy, 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.
Texto completo da fonteCorbett, Stacy Shayne. "Using popular song lyrics to teach character and peace education". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3246.
Texto completo da fonteIsaacs, 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.
Texto completo da fontePeace 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.
Kaplan, Richard E. "Teaching adolescents about war". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.
Texto completo da fonteHastings, 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.
Texto completo da fonteOlivero, 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.
Texto completo da fonteByron, 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.
Texto completo da fonteKelly, Conor M. "Service and Justice, Peace and Solidarity: Theology and Ethics for Work and Leisure". Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104055.
Texto completo da fonteThis dissertation examines the significance of work and leisure from the perspective of Christian theology and ethics. Specifying work as obligatory activity and leisure as discretionary activity, the dissertation argues that a theological vision for work as a form of service and leisure as a form of peace can challenge some of the most damaging assumptions about paid employment and the use of free time. In the process, the dissertation also identifies the personal and social transformations necessary to make the theological vision a reality, and it proposes a distinct methodology for linking ethics with both lived experience and substantive theological claims. Chapter one outlines the current state of work in the United States, asserting that changes in the nature of work, the demographics of the workforce, and the structure of business have made workers more dependent on paid employment and less secure in their jobs. After discussing the implications of these changes for gender assumptions and family life, this chapter argues that the root causes of dependence and insecurity lie in an increasingly individualistic culture and its concomitant spirit of consumerism. Responding to the problems identified in chapter one, chapter two offers a theological vision for what work could become if Christian theological convictions were integrated more fully into this sphere of life. A critical overview of the traditional language of vocation yields a "charismatic-vocational" understanding of work, which stresses the dynamic nature of both God's call and an individual's response. This vision is further refined with insights about the relational nature of the human person and about Jesus' work for the kingdom of God. Christians, then, are encouraged to see their work as an intrinsic good that uses their particular charisms to serve God and neighbor. Chapter three uses the virtue of justice--biblically defined as right relationship--to pinpoint the structural reforms needed to make the theological vision for work more viable. In conversation with Catholic social teaching, this yields a constructive vision for just remuneration and a necessary critique of executive compensation practices. The result is a more relational understanding of work for employers and employees alike. Shifting to leisure, chapter four notes that the two most common leisure activities (watching TV and using digital media) are defined by superficiality and isolation. The former is described in opposition to depth and "flow," and the latter in contrast to robust community ties. In both cases, relationships are identified as the key casualty. Chapter five distinguishes leisure (flow-like activities) from recreation (non-flow activities) and engages Christian eschatology to insist that leisure is properly a temporary prefiguration of peaceful rest in God while recreation serves as a form of recuperation that helps one fulfill his or her charismatic-vocational responsibilities. Augustine's classic categories of enjoyment and use are then adapted to create a balanced approach to leisure and recreation that avoids idolatrous extremes. Chapter six develops a general ethics for leisure and recreation by relying on the virtue of solidarity. The distinctively Christian notion of this virtue yields a defense of a weekly day of rest for every worker. Parallels with Aquinas then create an ordering of leisure as well as guidelines for the ethical evaluation of particular recreational pursuits. The conclusion addresses the central benefits of the overall project, highlighting the value and necessity of promoting the practice of ethical discernment in everyday life
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Theology
Myers, Barbara Hubbard. "The impact of international experience on teaching with a global perspective : reflections of returned Peace Corps Volunteer Teachers /". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451962413.
Texto completo da fonteBancroft, Susan Anne. "Violence prevention: Teaching peace, tolerance, caring, and the value of all life to the eighth grade language arts student". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1290.
Texto completo da fonteBrooks, Barbara H. "Educating for a culture of peace through holistic education : a case study of the Robert Muller School of Fairview, Texas". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100329.
Texto completo da fonteBerggren, Matilda, e Camilla Hart. "Speak now or forever hold your peace : En kvantitativ och kvalitativ studie av muntlig kommunikation i engelska i årskurs 4–6". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44923.
Texto completo da fonteFabro, Dakota. "From Self-Doubt To Inner Peace: An Ethnographic Narrative". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/116.
Texto completo da fonteReckman, Brent Williams. "The Use of An Inconvenient Truth as a Pedagogical Tool for Teaching Peace through Environmental Justice in the 21st Century". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1226329341.
Texto completo da fonteOburu, Vincent Emmanuel Okot. "Reconciliation, a moral therapy for Uganda a search for peace and unity in the socio-pastoral teaching of Ugandan Catholic Bishops /". Romae : Pontificia Universitas Lateranensis, 1987. http://catalog.hathitrust.org/api/volumes/oclc/19098843.html.
Texto completo da fonteAt head of title: Pontificia Universitas Lateranensis. Academia Alphonsiana Institutum Superius Theologiae Moralis. Includes bibliographical references (p. [165]-178).
Gabrielson, Jeremy. "Paul's non-violent Gospel : the theological politics of peace in Paul's life and letters". Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1889.
Texto completo da fonteHandy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /". Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Texto completo da fonteJohannes, Delphine. "Kritiese elemente in die opleiding van onderwysers ten opsigte van opvoeding vir vrede". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51814.
Texto completo da fonteENGLISH ABSTRACT: South African society is currently undergoing a process of reconstruction and development, in social, economic and various other areas. South Africa struggles with problems such as unemployment and crime, which is also the case in many other countries. Socio-political and cultural factors, for example, poverty, unemployment, hunger and a shortage of housing, lends itself favourably towards criminal activities. These individual problems are regarded as reasons for the escalating crime in the country. The statistics pertaining to violence reflect that the level of acceptance of crime is embedded in the South African culture. As a result of the high crime figures, only the minority of the South African population have peace of mind. This situation influences the learners of the country because the school is directly connected to their society. Without peace, South Africa will be unable to prosper on any level and therefore it is essential that the present generation of learners be taught to resolve conflict in a peaceful manner. The statistics in respect of crime indicates that learners are influenced negatively and because of the democratic values of the country the various aspects of the rights of children do not carry any weight. The process of democracy has led to a total transformation at the educational level. A teaching system has evolved whereby teaching is more developmental, thereby stimulating people physically, emotionally, critically, aestheticaely and mentally. Outcomes Based Education is therefore regarded as a valuable shift in the direction for a better educational system. This education system strives to breach the social and historical inequalities. Aspects such as freedom, equality and peace which connect strongly to the process of Continuous Learning is emphasised in the White Paper of Education and Training (1995). The new education system requires that crime in schools be resisted and that education be utilised as an instrument for the promotion of peace in the country. The teaching of values and skills to handle conflict, conflict resolution, mediation, tolerance and co-operation can promote stability and peace within schools. These critical elements form part of Education for Peace. According to the literature, Education for Peace is seen both nationally and internationally as a possible solution to crime. Outcomes Based Education has made a tremendous impact on schools and educators. The National Qualification Framework requires of the educator to be a facilitator, which changes the task and nature of the teacher. The teacher must realise that change is an ongoing process and that the process of empowerment is necessary. Empowerment in Outcomes Based Education system and also in respect of Education for Peace demands a prominent role from the teacher as curriculum agent and developer. The development of an effective curriculum is rather difficult and demands dynamic teachers that can positively handle these changes. The teacher is regarded as the stimulant of behavioural changes within the learner. Teachers are therefore responsible to empower learners within the school context to think critically about social problems, conflict and crime. In this study acknowledgement is given to the importance of participation of the teachers in decision making. The opinions of teachers with regard to Education for Peace are obtained by an empirical investigation through interviews and questionnaires. Responding teachers have indicated that there is a vacuum in respect of Education for Peace. In this study teachers have: taken cognisance of Education for Peace and highlighted its critical elements; declared that Education for Peace (and the critical elements within) be applied as a mechanism to combat crime; determined that Education for Peace is essential within Outcomes Based Education and that specific skills be carried over to learners and that certain critical outcomes be reached. In response teachers have indicated that South Africa is not a peaceful country and that each teacher and learner make a personal contribution to the attainment of peace in schools, as well as in the community. Through Education for Peace learners can realise that they have an important role to playas peace makers in South Africa. This research has led to the compilation of a theoretical curriculum framework which has specific critical elements of Education for Peace as its foundation. The curriculum framework can be changed or adapted according to the needs of the learner and the community.
AFRIKAANSE OPSOMMING: Suid-Afrika is tans op ekonomiese, sosiale en ander terreine in 'n proses van heropbou en ontwikkeling. Soos baie ander lande worstel Suid-Afrika ook met probleme soos werkloosheid en misdaad. Sosio-politieke en kulturele faktore, byvoorbeeld armoede, hongersnood werkloosheid en 'n tekort aan huise, verskaf 'n ideale omgewing vir kriminele aktiwiteite. In hierdie studie word enkele van die probleme as agtergrond vir die toenemende geweld in die land aangedui. Die statistiek ten opsigte van geweld toon aan dat die aanvaarding van geweld diep gewortel is in die Suid-Afrikaanse kultuur. As gevolg van die hoë misdaadsyfer het slegs 'n klein persentasie van die Suid-Afrikaanse bevolking algehele gemoedsrus. Hierdie situasie beïnvloed die leerders van die land omdat die skool inherent deel ls van die samelewing. Sonder vrede kan Suid-Afrika nie op enige terrein vooruitgaan nie en daarom is dit so essensieel dat die huidige generasie leerders geleer moet word om konflik vreedsaam op te los. Die statistiek ten opsigte van geweld dui egter daarop dat die leerders van die land nadelig beïnvloed word omdat die demokratiese waardes en die regte van kinders nie gewig dra nie. Die proses van demokrasie het gelei tot 'n totale verandering op opvoedkundige gebied. 'n Onderwysstelsel is gevestig waar onderwys tans in 'n ontwikkelingsproses is en sodoende mense verstandelik, fisies, emosioneel, krities en esteties ontwikkel. Uitkomsgebaseerde onderwys word daarom beskou as 'n waardevolle skuif in die rigting van 'n beter onderwysstelsel. Met hierdie onderwysstelsel word daarna gestreef om die sosiale en historiese ongelykhede in gemeenskappe te oorbrug. Aspekte soos vryheid, gelykheid en vrede wat aansluit by die proses van lewenslange leer, word in die Witskrif oor Onderwys en Opleiding (1995) beklemtoon. Die nuwe onderwysstelsel vereis dat geweld in skole teengestaan moet word, en dat opvoeding benut kan word as 'n instrument vir die bevordering van vrede in die land. Die onderrig van waardes en vaardighede in konflikhantering, konflikresolusie, mediasie, verdraagsaamheid en samewerking kan vrede en stabiliteit in skole bevorder. Hierdie kritiese elemente vorm deel van Opvoeding vir Vrede. Volgens die literatuur word Opvoeding vir Vrede, internasionaal sowel as nasionaal, as 'n moontlike oplossing vir geweld gesien. Uitkomsgebaseerde onderwys het 'n geweldige impak op skole en die onderwyser. Omdat die Nasionale Kwalifikasieraamwerk van die onderwyser verwag om 'n fasiliteerder te wees, verander die aard van die onderwyser se taak. Die onderwyser moet besef dat verandering 'n voortdurende proses is en dat die proses van bemagtiging noodsaaklik is. Bemagtiging in 'n uitkomsgebaseerde onderwysstelsel, en ook ten opsigte van Opvoeding vir Vrede, vereis dat die onderwyser as kurrikulumagent en ontwikkelaar In groter rol moet speel. Die ontwikkeling van 'n effektiewe kurrikulum is uiters moeilik en vereis dinamiese onderwysers wat hierdie veranderinge positief kan hanteer. Die onderwyser word beskou as die stimuleerder van gedragsverandering in die leerder, en is daarom verantwoordelik om leerders binne die skoolkonteks te bemagtig om krities oor sosiale probleme, konflik en geweld te dink. In hierdie studie word gefokus op die belangrikheid van die onderwyser se deelname aan besluitneming. Die menings van onderwysers ten opsigte van Opvoeding vir Vrede word in "n empiriese ondersoek uit onderhoude en vraelyste verkry. Responderende onderwysers het aangedui dat daar "n leemte is ten opsigte van Opvoeding vir Vrede. In die ondersoek het responderende onderwysers: bepaalde gebreke ten opsigte van kennis en vaardighede met betrekking tot Opvoeding vir Vrede getoon en is bepaalde kritiese elemente daarin geïdentifiseer; verklaar dat Opvoeding vir Vrede (en die kritiese elemente daarin) aangewend kan word as "n meganisme om geweld te bekamp; bepaal dat Opvoeding vir Vrede essensieel is binne uitkomsgebaseerde onderwys. Bepaalde vaardighede word op hierdie wyse aan leerders oorgedra en sekere kritiese uitkomste kan bereik word. Responderende onderwysers het aangedui dat Suid-Afrika nie "n vreedsame land is nie en dat elke onderwyser en leerder "n persoonlike bydrae kan lewer tot die verkryging van vrede in die skole, asook in die gemeenskap. Deur Opvoeding vir Vrede kan leerders besef dat hulle "n belangrike rol as vredemakers in Suid-Afrika het. Hierdie navorsingsondersoek het gelei tot die opstel van "n teoretiese kurrikulumraamwerk wat die geïdentifiseerde kritiese elemente van Opvoeding vir Vrede as onderbou neem. Die kurrikulumraamwerk kan verander en aangepas word na gelang van die behoeftes van die leerder en die betrokke gemeenskap.
Emilsson, Olof. "Teaching a Child to Walk : perspectives on the contemporary situation in Kosovo". Thesis, Växjö University, School of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1615.
Texto completo da fonteThe purpose of this thesis is to achieve a greater understanding of the contemporary situation in Kosovo. This understanding is to be made concrete by viewing the international community’s and the domestic actor’s view of the root causes to the contemporary situation. First, the historical background and the contemporary political-, economical- and societal situation of the province are presented. Secondly follows the International Community’s- and the domestic actors stated view that is analyzed using the theories of Political Culture, Relative Deprivation and Human Needs.
The method that I have chosen is the qualitative together with Semi Structured Interviews that took place in Kosovo during spring 2007.
I find in my analysis that the view of the International Community and the domestic actors differ. The international community judge the root causes to be foremost the economy, historical legacy and unresolved status and that these have an Interest need based feature. The Kosovo Albanian elite deems that the economy, dual administration, living in a post-communist society and the unresolved status are the most important root causes. The Kosovo Serbs judge them to be lack of political stability and security, and the unresolved status. These needs are Value- and Human Need based to a greater extent than the International Community’s stated ones.
Keywords: Kosovo, International and Domestic Perspective, Relative Deprivation, Human Needs
Martin, Staci BokHee. "Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4236.
Texto completo da fonteHedlund, Tomas. "Preparing Pupils for Climate Change". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29876.
Texto completo da fonteClimate change is arguably the greatest challenge facing humanity. For the foreseeable future, current and coming generations will be forced to relate to it throughout their lives. There is a need to prepare pupils for the challenges climate change poses. This thesis investigates how schools can prepare pupils for the challenges of climate change, both in terms of adaptation and mitigation. To answer this, the main consequences of climate change are presented and then the analysis delves into the most relevant aspects and asks what schools can do to prepare pupils for these aspects. The analysis finds that schools can prepare pupils in a wide variety of ways. Notably, the experiences of Education for Sustainable Development, Global Citizenship Education and Peace Education can be useful in empowering pupils, facilitating international cooperation, reducing risks of conflict, fostering sustainable thinking and reorienting society towards sustainable solutions. Teaching about the political aspects of climate change, with a specific focus on the issues of equity in the global climate negotiations, is found to be important in empowering pupils to be able to influence decisions that will shape their future. Schools can also help prepare pupils for lifestyle changes and various challenges of adaptation consequences. These results are then discussed where the question of what ought to be done is raised.
Kellum, Duan Carmichael. "Peacebuilders and the values of culturally diverse students". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2511.
Texto completo da fonteSalles, Virgínia Ostroski. "Ecoformação e educação para a paz: intervenções ecoformadoras nos anos iniciais do ensino fundamental". Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2463.
Texto completo da fonteO presente trabalho teve como objetivo geral analisar as contribuições teóricas e práticas da Ecoformação na perspectiva da Educação para a Paz, à formação integral dos alunos dos anos iniciais do Ensino Fundamental, especificamente em uma turma de 5º ano de uma escola municipal da cidade de Ponta Grossa, no Estado do Paraná. Como complemento ao objetivo central, as ações encaminhadas foram: estabelecer práticas que visem à Ecoformação; aplicar atividades pedagógicas enfocando a Ecoformação sob a ótica da Educação para a Paz; analisar as práticas desenvolvidas e estruturar um e-book articulando saberes e práticas sobre a Ecoformação e a Educação para a Paz. Como aporte teórico para a pesquisa foram estudados Galvani (2002), Moraes (2007, 2008, 2012), Pineau (2004, 2006), Sommerman (2003) e Suanno (2014, 2016) referentes à Ecoformação. Nas questões da Educação para a Paz, os teóricos analisados foram Guimarães (2005, 2010), Jares (2002, 2007), Serrano (2002) e Tuvilla Rayo (2004). Para estabelecer os pontos convergentes entre a Ecoformação e a Educação para a Paz, nos apoiamos nos estudos da complexidade, particularmente nas ideias de Edgar Morin (2000, 2001, 2003, 2005, 2008, 2011, 2012, 2013a, 2013b, 2015). Considerando o quadro teórico estabelecido, partimos para a pesquisa de campo, de caráter qualitativo, exploratória, utilizando a Análise de Conteúdo, segundo Bardin (2009) e Franco (2012), como suporte para a coleta e análise dos dados. Como elemento articulador das práticas pedagógicas – Vivências com a Natureza – o suporte conceitual veio de Cavalcanti (2010), Cornell (2008), Mendonça (2008) e Tillmann (2001). As intervenções realizadas com os estudantes se deram sob o pano de fundo das Diretrizes Curriculares Municipais do Ensino Fundamental – Conhecimentos Naturais, (Ponta Grossa 2015), visando à relação com a Ecoformação e com a Educação para a Paz. Com base na interpretação dos dados, considera-se que a abordagem da complexidade, na articulação entre os conhecimentos da Ecoformação e da Educação para a Paz, traz uma perspectiva renovada e ampliada das questões referentes aos conhecimentos naturais interconectados com todas as formas de vida, qualificando as convivências humanas com os diferentes ambientes vividos.
The present work had as general objective to analyze the theoretical and practical contributions of Eco-formation from the perspective of Education for Peace, for the integral formation of Elementary School students, specifically in a 5th year class of a municipal school in the city of Ponta Grossa, in the State of Paraná. As a complement to the central objective, the actions addressed were: to establish practices that aim at Eco-formation; To apply pedagogical activities focusing on Eco-formation from the point of view of Education for Peace; Analyze the practices developed and structure an e-book articulating knowledge and practices on Eco-formation and Education for Peace. As a theoretical contribution to the research, we studied Galvani (2002), Moraes (2007, 2008, 2012), Pineau (2004, 2006), Sommerman (2003) and Suanno (2014, 2016). In the issues of Education for Peace, the theorists analyzed were Guimarães (2005, 2010), Jares (2002, 2007), Serrano (2002) and Tuvilla Rayo (2004). In order to establish the converging points between Eco-formation and Peace Education, support studies on complexity, especially in the ideas of Edgar Morin (2000, 2001, 2003, 2005, 2008, 2011, 2012, 2013a, 2013b, 2015). Considering the established theoretical framework, we started with qualitative and exploratory field research, using the Content Analysis, according to Bardin (2009) and Franco (2012), as a support for data collection and analysis. As an articulating element of pedagogical practices - Experiences with Nature - the conceptual support came from Cavalcanti (2010), Cornell (2008), Mendonça (2008) and Tillmann (2001). The interventions carried out with the students took place under the backdrop of the Local Curriculum Guidelines for Basic Education - Natural Knowledge, (PONTA GROSSA, 2015), aiming at the relationship with Eco-formation and Education for Peace. Based on the interpretation of the data, it is considered that the complexity approach, articulating thr Knowledge of Eco-formation and Education for Peace, brings a renewed and expanded perspective on the issues of natural knowledge interconnected with all life forms, qualifying the human coexistence and the different environments experienced.
Tolbert, Harrison. "The effects of higher education on law enforcement". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2537.
Texto completo da fonteMartin, Daniel E. "Institutional Innovator: Sargent Shriver's Life as an Engaged Catholic and as an Active Liberal". University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461580896.
Texto completo da fonteCebula, Sharon. "Basic Life Skills: Essays and Profiles on Immigration in Akron, Ohio". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393403565.
Texto completo da fonteReyes, Alberta M. "Alternative Interventions Used to Help Mexican-American Students Improve Academic Achievement in Grades 9 - 12". NSUWorks, 2012. http://nsuworks.nova.edu/shss_dcar_etd/11.
Texto completo da fonteLa, Follette Tavia. "Sites of Passage: Art as Action in Egypt and the US-- Creating an Autoethnography Through Performance Writing, Revolution, and Social Practice". Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1365450771.
Texto completo da fonteLeary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients". Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
Texto completo da fonteLaSeur, Michelle Reifel Robert Stuart. "Francelia Butler's contribution to peace education peace games a curriculum for teaching peace through play /". 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1603/laseurm26039.pdf.
Texto completo da fonteLaSeur, Michelle. "Francelia Butler's contribution to peace education : peace games a curriculum for teaching peace through play /". Thesis, 2005. http://www.lib.utexas.edu/etd/d/2005/laseurm26039/laseurm26039.pdf#page=3.
Texto completo da fonteLargent, Julia E. "Screen peace : how virtual pacifism and virtual nonviolence can impact peace education". 2013. http://liblink.bsu.edu/uhtbin/catkey/1728245.
Texto completo da fonteDepartment of Telecommunications
Abdalla, Said. "Peace education in post-conflict societies : the case of the Young Peace Ambassador Program in Somalia and Kenya". Diss., 2012. http://hdl.handle.net/10500/7636.
Texto completo da fonteEducational Studies
M. Ed. (Philosophy of Education)
Bartlett, Tiffany Anne. "Teaching Teachers to Teach Peace: A Reflective Pre-service Case Study". Thesis, 2009. http://hdl.handle.net/1807/18097.
Texto completo da fonteHoughton, Timothy Greg. "Zuza ithemba! - hope for lasting peace through sustainable peace education in Richmond, KwaZulu-Natal". Thesis, 2009. http://hdl.handle.net/10413/9970.
Texto completo da fonteThesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.
Medupe, Tshegofatso Constance. "Peace and disarmament education in EU Countries : lessons for African countries /Tshegofatso Constance Medupe". Thesis, 2004. http://hdl.handle.net/10394/11371.
Texto completo da fonteThesis (M.A.) North-West University, Mafikeng Campus, 2004
Reddy, Michele Desiree. "The relevance of Christ's teachings on peace to a society plagued by violence". Thesis, 2004. http://hdl.handle.net/10530/38.
Texto completo da fonteIn this dissertation I explore the relevance of Christ's teachings on peace, and its effectiveness over the years, namely, through the lives of three individuals, Leo Tolstoy, Mahatma Gandhi and Martin Luther King Jr. Special attention is paid to each one's philosophy of non-violence as well as their understanding and application of the concept resist not evil by force. Included also are current thoughts pertaining to non-violence. My conclusion is that the doctrine of non¬violence requires much more than just abstinence from violence to be effective. It involves a change in mindset, emotional responses, spiritual accountability, social transformation, self-worth, discipline and most importantly restraint. This study is based on qualitative research conducted by myself. It will show that the ultimate source of peace is God, through our Lord Jesus Christ.
Makoni, Richard. "Peace education in Zimbabwean pre-service teacher education : a critical reflection". Thesis, 2015. http://hdl.handle.net/10500/18975.
Texto completo da fontePhilosophy of Education
D. Ed. (Philosophy of Education)
Barnabas, Shireen Rowena. "Learning and development via network participation : a case study of a peace educator network". Thesis, 2013. http://hdl.handle.net/10413/11311.
Texto completo da fonteKarume, Joshua Mushagalusa. "Reducing male violence : a peace education project among juvenile offenders". Thesis, 2009. http://hdl.handle.net/10413/8741.
Texto completo da fonteThesis (M.Com.)-University of KwaZulu-Natal, 2009.
Basabose, Jean de Dieu. "Anti-corruption education as a way of building positive peace in Rwanda". Thesis, 2015. http://hdl.handle.net/10321/1540.
Texto completo da fonteCorruption has increasingly become a challenging issue that undermines peacebuilding processes. Anti-corruption efforts therefore constitute one of the ways of building and sustaining positive peace. Attempts to combat corruption generally follow one of three strategies which include: developing legal and punitive frameworks, establishing investigative and preventive mechanisms and promoting ethical values-based approaches. The present study has explored corruption in Rwanda and has highlighted the necessity of developing anti-corruption education as a way of combatting corruption. The first part of the study has used focus group discussions and interviews to collect information on corruption in Rwanda while the second part consists of experimental interventions organized to test an anti-corruption education curriculum. It has been realized that Rwanda, if compared with other African countries, has made remarkable progress in terms of fighting against corruption. However, the country still has a long way to go in order to achieve its ambition of building a corruption-free nation. The educational strategies to ensure the promotion of ethical values-based approaches have been found the weakest aspect of the anti-corruptioan campaign in Rwanda. This study has emphasized the necessity of involving children in the combat against corruption. Inspired by the Ubupfura ethical values, which are embedded in Rwandan culture, the study has proposed an anti-corruption curriculum for Rwandan children under the name of Nibakurane Ubupfura. Through the experimental interventions and preliminary evaluation of the curriculum, it has been demonstrated with evidence that the proposed anti-corruption education, applying an Ubupfura model, could significantly contribute to equipping children with the skills needed to disassociate and distance themselves from corrupt practices. With reference to the short-term impact of the experimental intervention conducted in this study, it leaves no doubt that the continous use of this education curriculum will help children to develop attitudes and behaviors that resist corruption. It is argued in this study that an effective campaign against corruption should consider promoting anti-corruption education with the aim of enabling present and future generations to maintain and live out the Ubupfura ethical values. Considering the link between anti-corruption and peacebuilding efforts, as explained in this study, it is underlined that efforts continuously made to raise such generations could undoubtedly move Rwandan society toward sustainable positive peace.
D
Kamuanga, Emmanuel Muamba. "The problem of teaching twofold love: Christian education and a culture of peace in the Great Lakes Region". Thesis, 2008. http://hdl.handle.net/10500/1996.
Texto completo da fontePractical Theology
D. Th. (Practical Theology)
Asembo, Kenedy Onyango. "Higher education in peace and security studies in Kenyan universities : students' perceptions of the quality of teaching and learning". Thesis, 2014. http://hdl.handle.net/10500/14626.
Texto completo da fonteCurriculum and Instructional Studies
D. Ed. (Curriculum and Instructional Studies)
Wereta, Yoseph Woubalem. "Peace education for managing institutional conflict : a case study of Addis Ababa University". Thesis, 2019. http://hdl.handle.net/10500/26745.
Texto completo da fonteEducational Management and Leadership
Ph. D. (Education Leadership and Management)
Umurerwa, Blandine. "Educating for peace at pre-school : a case study of Khulanathi educare centre". Thesis, 2003. http://hdl.handle.net/10413/4235.
Texto completo da fonteThesis (M.Com.)-University of Natal, Durban, 2003.
Tago, Vincent Juma. "Education for peace : a case study of the African Leadership Academy in Gauteng". Diss., 2016. http://hdl.handle.net/10500/21698.
Texto completo da fonteEducational Foundations
M. Ed. (Socio-Education)
方麗芬. "A Study of the Courses Design in Junior School's Arts Teaching and its Application -On the Topic of Disaster ,War,Peace and Love". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/21003910592890332604.
Texto completo da fonte國立彰化師範大學
藝術教育研究所
92
Abstract The purpose of this research was designed for curriculum projects’ an example of “An issues-based approach to multicultural Art education”, including art teaching methods and its application. This study aims to explore the influence of junior school’s Art education on the development of their ability to all-round thinking, based on the theories of post-modernism, multiculturalism. The study, developed around the premise of the contents and theories behind the nine-year compulsory education, art education and curricular design, aim to explore the role and significance of An issues-based approach to multicultural Art education to the nine-year compulsory education system, with which may be designed and streamlined into actual teaching, in an attempt to evaluate its tangible yield to the faculty and study body and as reference for revamping the Art education. The speedy development of technology was shortened the distances between countries and nations. The continuous influences happened when two different cultures contact with each other. Through art, it transmits us the cultural essences and meanwhile brings us much more impact than language in the communication. Many different cultures influence the cultures in Taiwan every period. From the education reform processions happened in Taiwan. We know, that important about multiculturalism in Art education. The Junior School’s students need to have different and suitable curricula for the student from different culture backgrounds. Simultaneously with reordering the education environment and planning the new curriculum, people must understand that art is the basis of complete education. The experience of advanced countries in Europe, America and elsewhere has repeatedly shown that incorporating art into a comprehensive curriculum helps foster cognitive skills and can be applied in other areas including powers of discrimination, analysis, reflection and judgment, as well as integrating data from various sources, in order to produce new concepts – in other words, all-round thinking ability. These qualities are precisely the main goal of educational reform, the basis of success for the next generation in the twenty-first century. Largely led by a qualitative approach backed by quantitative measure, source of data for the study consists of case student discussion, teacher interview data, teaching observation, student questionnaire poll, student interview data, and curricular teaching materials. Research data have been collected from one year span, in which initial data, upon re-editing by the researcher, are then sorted, compared, analyzed, together with triangular method to unveil a realistic scenario how the students take to the subject and how the subject is taught by the teachers.