Peace Education in Canada: Teacher Perceptions of the Cultivating Peace Education Program

Peace Education and Teaching

Towards Paradigm Peace in Physics Education Research

(2) Thus from the jungle wars of the 1980's, educational researchers, including those concerned with teaching, emerged into a sunlit plain a happy and productive arena in which the strengths of all three paradigms (objective-quantitative, interpretive-qualitative, and critical-theoretical) were abundantly realized, with a corresponding decrease in the harmful effects of their respective inadequ...

Peace education in a broader perspective

The study aims to introduce those who are unaware about the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. We will survey the human and social dimensions of peace education, such as gender perspectives in peace education and human rights education. Significant time will be spent on profiling key thinkers, theories,...

Towards an integrative theory of peace education

This paper proposes the integrative theory of peace (ITP) and briefly outlines the education for peace curriculum (EFP) developed on the basis of this theory. ITP is based on the concept that peace is, at once, a psychological, social, political, ethical and spiritual state with its expressions in intrapersonal, interpersonal, intergroup, international, and global areas of human life. The theor...

Does Peace Education Really Make a Difference?

An inconsistency is pointed out between formidable and thus discouraging hurdles facing peace education in the context of intractable conflicts and actual, encouraging research findings of such programs. It is suggested that the hurdles pertain to the most deep-seated and thus unchangeable convictions constituting the backbone of a group’s collective narrative. On the other hand, the change-obj...