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  • Peace Education A Systemic Framework PDF

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    Swami Gurunand
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    Peace_Education_A_Systemic_Framework.pdf

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    20 vues4 pages

    Peace Education A Systemic Framework PDF

    Transféré par

    Swami Gurunand

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme PDF ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
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    Seven PEACE EDUCATION: A SYSTEMIC FRAMEWORK. Joseph Rayle 1. Thinking Systemlaly about Educa ‘AS ocialinttion, the American education system is in a position fo fai late the kinds of cual changes necessny fo proms pene these Se ese, and Vilas, 2007) Soi ransiornten has alu Bos rede impetus for American eduction (Cremin, 1990; Tyak and Cuten 19057 {bough theatre and sores of his Social tansornation ae nots ‘leat (Gato, 2008, American education epesents seul change and ot ise. began as a social movement and has been ceratriand te tee fold im of inculening moral, citzonship, and selfaufficiecy vou, 2006). The project of implementing these simple goal revolutions sake ‘thas never efor berated on sha large len any soe ‘This fort canbe highly contested as any phlonper wh has rd to ‘esti doubt nthe mind of sophomores knows Indes, public educa, ‘ion is something of culra Bate of comping vals Edscstonl tics om Goorge S. Counts (1978) to Sebastian DeAsis 003) ave ued tat American society can be unformed though change ih the coice Sonal system, As school intepratio, Tite IX, another Wansestonl sometimes controversial, changes demons, pic education ca hae ok impact on the valet of eur sciey. Eff at promoting pee cducsaes ‘American edcstion have a sinar potential fo pact Aterce vlc ey "egurd the promotion ofa peacefl culture The way to educate er this ransormation, of ues wo always easy {0 datemine. Reform in American education aimed testing seal see ' fill of ead ends, often character by recuringcumeulatchanges ment schemes and ether initatives designed 1 inprave dsm to achieve po. ace bet sults Ravitch, 1983, Tyak and Cuda, 1993). nates nol ‘ng multicutulis,socal justice, environmentalism and pee hive Mae ler way ito te euch (Au, Bigelow, and Karp. 2007), although they se ake backseat to te "basic sls" empasind by te No Cid Leh Behind Act (NCLB) (Kohn, 198). Oftentimes wit pescs for peace ees tion tends to each sent sk for confit resolution and to teach teaches fective clasoom management sil These flrs inae sails ela forces that mani the sts quo and do not ently examine the soa o JOSEPH RAYLE sss tht recreate he cl of ns i his sce, This sald pe a no spe sven he dency cools 1 se cic hat dow erect teen mbes and that Go not ecorape ck ect of SESS Tbe an 200), Tis ducomceto flees a cla onion Coruna rtbtonit ttconemed with th “bottom ne SUP ihe tamptesenonshps da under tee ngs (Capa 1997 REG SELSa ES arene Armcican edcation ines the nis of me ptanbar,hich ase staring pi te intate cones eae ant bea pf te undestnding nd ametraon of problems of Fee" inoue dscplins, ch athe physal and boil {Sst pprach somone cen Scaon anette cose just ano tp to be tue in nls fom ie Kar, Fost, we ted to beter define peace Beles Utking the wor of tegsing tno pac edesion. One, 2 ak wt ea oes, aed eprint, mocha mova, TR SeE ma Arar renatost dackion wih a0 stat TEL Ber cual Despie efforeof we such as Jontan Sel come ‘Soper Amercn cure dvs aot ave clear encpaliaton of ace {Gnu oneal we ven artes wsetl wy oak bot 1 ‘ech esting the poblems caused by the confision sound the concent sam pee ges ey eae eo ii He ‘A C203 a Cou for example, ere that he ls 1 ‘lis Sets te ane fra hos ei robles, and both urs feat eae of educator staton ine ereaton and repre of Renee Whe Cou aproach ret wala Maes k= ‘Ry soo ston an seen ofthe social ass yom, Gs BESS Som eunning aia concerns no the pole ss. This Smee amamc ofc pose medcnhnkr3 Zyunt Baan Bo “proche provide seduction sags ue ection “Gouna Grunt tae he es wc rise: Go's coloration ote sole of pup cate pater salient However, ‘ak etes ape lay dete hgy complex tre of the pce of “Shtaton, ny focusing en particular ft and ot the nerpenensy of Shas hat crate he das ste deepal robes 1 the ia ducati bas heen made wore by pst stems fix it (Rah 1943). yom tals ei del wih stations at hve Bo ‘Sacco ps frp of copia bens which nee Be SSSooS'by alte ange of actors a bles ht allot many tgs 2 ‘tow oon ar soavne kale, 2007. “The my poole mold i oonng and excting eatin pl cy eed unenhanced ‘tetas Booms poe ane wren shout deel aaa tic iL Peace Education: A Stemi Framework “1 in inthis soit almost since i ineption is cidence that he Sltions fr ‘cational problems are not obvious At many goverment and uve Feports, media stoi, and politcal speeches elucidate, edition aft the family, goverment, eligion. the ecnamy, andthe polical sytem, Ene subvicpines exist © stay eduction problems. This sient po that he solstions to hese problems are elunv. Therefore, we can conclude "at education i social instuion at needs systemic e coogi nal sis allowing for an explication ofthe complex relationship at mike. ia sytem sucha education possible Liberal and consenative entice alike decry the state of contemporary ‘sducation in terms of luring outcomes, funding, ad teacher prepartion (Kohn, 1999; Ravitch, 2000; Rochester, 3002; Spring. 2008 Kero 2005). Issue groups foes on and promote hei causes wito ea er edation ss whole (GeMaras and LeCompte, 1999). Given the layer of poli, Drea ‘acy, and erganzational ie icing ny would-be educational ist, ‘his Is rtionat behavior. However, this ie usally self-defeating brane Be ‘npac of any change ought to the educational system in ths Way ier disoned or exipated by unccouned for cunt within te educatol se tem (Capa, 198), AC academic instnion, po fewer than tee diferent centers im a diresing problems in education Education has bes sod wat everything ‘tom economic productivity to pble morality (Berner nd Bide, 1993). Inthe same way asthe teri for justifying a ystems teary approach apply education n general they aso apply to pace sdacaton paul ‘The danger of moving toward the incorporation of peace education i the acum lis inte potential fr peace tobe rece to isonnected Set ‘fl reas aught in slation om other eects of the cue. Tas would ivialize the meaning of peace eduction an reduce i eectvenes ' praduce the cinges necessary fo he development of clare of peace, The skeet milieu ofcontempurry eduction Inight emphasine going trough the motions of peace as opposed to creating helsing changes fe que ssa pace, 2 An Ecological Approach te Peace Education cations pte @ wl vestor fr cetng » eure of peace. An

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