Abstract
PurposeThe paper argues for the introduction of pedagogies of optimism (and implicitly of hope) in schools as a response to the danger of pessimism, skepticism and helplessness characterizing periods of armed conflicts.Design/methodology/approachA conceptual analysis.FindingsFollowing an analysis of armed conflicts and their impact on educational systems, the critical contribution of pedagogies of optimism is illuminated. Teachers are encouraged to follow major phases in this kind of pedagogy, such as discovery, acceptance of the situation, imagination and critical thinking.Originality/valuePractical suggestions are provided at the end of the paper.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callSimilar Papers
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
