Peace Education Research Articles

Peace Pedagogies in Bosnia and Herzegovina: Theory and Practice in Formal Education, edited by Larisa Kasumagić-Kafedžić, and Sara Clarke-Habibi. Springer, Cham. 2023. XVIII, 343 pp. https://doi.org/10.1007/978-3-031-26246-3.

This book is dedicated to the problem of peace pedagogy in Bosnia and Herzegovina, which is becoming increasingly important throughout the world, taking into account the level of hostility, xenophobia and hate speech, as well as other potential threats and risks to humanity. The book analyzes the international development of peace pedagogies and the mechanism for their implementation in Bosnia and Herzegovina, identifying key words and formulating key questions. In this context, current issues and problems in the education system and political context of Bosnia and Herzegovina are analyzed. With the assistance of international organizations and Western countries, the educational system of Bosnia and Herzegovina advocates a more active and systematic strengthening of peace pedagogy in order to more effectively harness the potential of education as a means of reconciliation. The book examines the wide range of international and local initiatives that arose in post-war Bosnia and Herzegovina with the aim of integrating the values of peace and peace education into the education system in Bosnia and Herzegovina, through formal and informal European educational mechanisms.

Peace and Value Education Policy Perspectives in The Context Of India

Education must be autonomous for development. Cultural and ethical aspects of education are often overlooked due to the focus on economics in capitalist development. A lack of awareness of these realities impacts society significantly. Bringing in the behavior scale is necessary. Inculcate the idea that education for development fosters a commitment to global solidarity, peace, justice, and environmental awareness in youth. It aims to enable children and youth to contribute to positive development locally and worldwide. Based on the foregoing realities, peace and value education are pioneering initiatives that require vision and determination. A brief attempt may diminish its effectiveness and increase cynicism. Humans can become sophisticated destroyers of themselves and life on earth through education. Education alone is essential for citizens to live peacefully and with dignity. In this research, we emphasize the significance of value and peace education in policy formulation and implementation. Libraries will be used in this two-part research. The first section of this study discussed the significance of peace and value education at the national level. The second portion contains recommendations and suggestions for implementing peace and value education in Indian policy and related publications.

Unveiling the Crucial Role of Tacit Knowledge in Shaping Competition Within Mexican Higher Education Institutions

This study relied on a quantitative approach and used a questionnaire to gather data on elements of tacit knowledge in the university environment. The results revealed that promoting values such as peace education and respect are fundamental to the development of tacit knowledge. Additionally, it was observed that the importance of collaboration and organizational wisdom in generating tacit knowledge, as well as the relevance of teachers' technical skills, are significant factors. In conclusion, there is a need to establish channels to adequately identify tacit intangible assets in universities. It has also been suggested that a knowledge management unit can be highly useful for this purpose. It is emphasized that developing capabilities for the externalization of knowledge is essential to fully harness the potential of tacit knowledge in the university environment.

Penguatan Pemolisian Demokratis dalam Perspektif Pendidikan Kewarganegaraan: Sebuah Analisis Konseptual

One effort to strengthen the idea of democratic policing is through civic education. This research has the main aim of analyzing the conceptual aspects contained in civic education in order to provide strengthening ideas for democratic policing. This research also attempts to outline the challenges of democratic policing as viewed from the perspective of civic education in Indonesia. This article uses Gary Goertz's three-level conceptual analysis framework to dissect the conceptual dimensions in civic education that are useful for strengthening democratic policing. Qualitatively, data was obtained using literature studies from various books, journal articles, report documents, and other literature. This study shows that civic education, which is integrated with democracy, politics, law, human rights, anti-corruption, and peace education, can be a vehicle for conceptually strengthening the idea of democratic policing. In addition, this study found a number of challenges for civic education in strengthening democratic policing efforts in Indonesia. The main challenges are the problems that occur in the police institution, including not yet fully supporting democratic culture and spaces for citizens, the issue of police neutrality in political life, the practice of violations of law and human rights by police officers, the existence of corrupt behavior, and the fact that the police has not yet fully become a humanist and non-violent institution. This study requires further research to see to what extent the implementation of the concept of civic education can strengthen democratic policing efforts that are oriented to the citizenship dimension.

Students’ Awareness and Participation in the Education for Peace in Bosnia and Herzegovina

This research explores the education for peace (EFP) in a multicultural and post-conflict state of Bosnia and Herzegovina. The purpose of this study is to determine EFP awareness and participation among high school and college graduates. This research used the survey method to analyse students’ awareness and participation in the EFP in their high schools and colleges. The same method was used to analyse students’ perceptions of the EFP and the culture of peace among the students. The results indicated very low awareness and participation of students in the EFP. Regarding the student’s perception of EFP and the culture of peace among the students, the results indicated that there is insufficient implementation of EFP in high schools and colleges in Bosnia and Herzegovina. This indicates that with an introduction of the EFP in the schools, curricula, seminars, programmes, and textbooks the culture of peace would increase among the students, which is one of the main assumptions of this study. These findings led to our main recommendation that an introduction of EFP in high schools and colleges and active involvement of students through the learning process may lead to greater multicultural understanding within the culture of peace, tolerance, and understanding in Bosnian multicultural society.

Peace Development Training for Teachers as Peace Educators in Supporting Merdeka Belajar

This research aims to develop the capacity for peace among school counselors in implementing Merdeka Belajar. The findings reveal that teachers need improvement in understanding concepts and skills for peace which are assumed to be beneficial for themselves and the school. The research uses a quantitative approach with a quasi-experimental one-group pretest posttest design. Participants in the study used convenient samples, 29 teachers of guidance and counseling at the Kulonprogo Junior High School. The training was divided into five sessions brainstorming, games, role playing, cinema therapy, and worksheet. The instrument used is the Peace Capacity Building Scale. Data analysis using t-test and ANOVA. Results show an increase in aspects of knowledge and skills. In addition, participants revealed that training is very important to be applied in the classroom and school. There are two outcomes achieved, namely the implementation agreement and articles published in journals.

PEACE EDUCATION AT THE REPUBLIC OF INDONESIA DEFENSE UNIVERSITY IN INCREASING WORLD PEACE

In the context of dynamic changes in global security issues, the important role of peace education at the Republic of Indonesia Defense University (RIDU) is becoming increasingly prominent as a key factor in strengthening efforts to achieve world peace. Through educational programs that are holistic, proactive, and solution-oriented, the RIDU is committed to building an in-depth understanding of the importance of cooperation, dialogue, and peaceful conflict resolution to create broad positive impacts in reducing tensions and promoting sustainable peace at the global level. The main objectives of this qualitative study were to explore the important role of peace education at the RIDU in supporting and encouraging efforts to achieve world peace. The qualitative research approach was chosen to delve deeply into the nuances and complexities of peace education at the Republic of Indonesia Defense University. This approach provides rich, descriptive insights that are invaluable in understanding the intrinsic values, beliefs, and practices of those engaged in promoting peace. The discussion on efforts to build peace education holistically is carried out with three main pillars: increasing educational capacity, socializing peace education standards in the defense discipline, and establishing education standards and quality education personnel in the field of peace. The conclusions from this article are in carrying out peace education, it is necessary to increase the capacity of education, and socialization of peace education standards in the discipline of defense

Socialization, Upbringing, and Education for Peace

Edukacja na rzecz pokoju wyłania się jako kluczowy element systemów edukacyjnych, mający na celu wyposażenie osób w niezbędną wiedzę, umiejętności i postawy, aby aktywnie angażowały się w pokojowe współistnienie i transformację konfliktów. W artykule przeanalizowano różne podejścia i strategie stosowane w edukacji na rzecz pokoju. Omówiono również wyzwania i możliwości związane z wdrażaniem edukacji na rzecz pokoju w różnych kontekstach, z uwzględnieniem czynników kulturowych, społeczno-politycznych i ekonomicznych.

Digital Pathways to Peace. The Role of Social Media in Education for Peace

Edukacja dla pokoju to dziedzina nauki i praktyki, która wykorzystuje nauczanie i uczenie się nie tylko do eliminowania wszelkich form przemocy, ale także do tworzenia struktur, które budują i podtrzymują sprawiedliwy i równy pokój i świat. Artykuł bada możliwości, wyzwania i ograniczenia związane z wdrażaniem edukacji dla pokoju z wykorzystaniem przestrzeni mediów społecznościowych.

Rebranding Gandhi for the 21st century: science, ideology and politics at UNESCO’s Mahatma Gandhi Institute (MGIEP)

ABSTRACT This paper analyses the development of UNESCO’s Mahatma Gandhi Institute on Education for Peace and Sustainable Development (MGIEP), examining its record from global, national and institutional perspectives. The global perspective encompasses challenges to UNESCO’s attempts to articulate a distinctive, humanistic vision in competition with other multilateral bodies. The national perspective relates to India, which hosts MGIEP, provides the bulk of its funding and exerts significant influence over its governance. Consideration is also given to the relationship between MGIEP’s work and Mahatma Gandhi’s ideas. Finally, the institutional perspective relates both to the author’s own experience with MGIEP, and to information gained through interviews with others involved with the institute. It is argued that MGIEP’s story illuminates challenges to attempts, within India and internationally, to sustain a humanistic vision of education in the face of powerful countervailing interests.

Education for Peace and the Idea of Fraternity and Community Friendship

Zagadnienie pokoju jest przedmiotem badań zarówno jako element nauki, jak również jako element codziennego życia. Kształtowanie ludzkich postaw zmierzających do akceptacji pokojowego współistnienia społeczeństw i narodów jest jednym z najważniejszych celów wychowania. Zbudowanie trwałego pokoju na świecie jest samą istotą edukacji. Wychowanie dla pokoju jest długofalowym procesem budowanym na rozumieniu innych ludzi, empatii i miłości braterskiej, która prowadzi do dialogu. Takie stanowisko jest blisko wizji papieża Franciszka, który swoją koncepcję wychowania dla pokoju opiera na idei braterstwa i przyjaźni społecznej. Celem artykułu jest ukazanie intelektualnych odniesień różnych wizji i koncepcji wychowania dla pokoju. Mimo niekiedy różnic w podejściu co do istoty i drogi praktycznej realizacji pedagogiki pokoju, to wspólnym mianownikiem tych koncepcji jest dobro człowieka i dobro wspólne.

Communication Disorders Resulting from School Violence: Challenges in Education for Peace

Agresja i przemoc w środowisku szkolnym są uznawane za jeden z najpoważniejszych problemów, z którymi musi mierzyć się szkoła. Stanowią również jeden z największych zagrożeń dla zdrowia psychicznego dzieci i młodzieży, nierzadko bywają przyczyną urazów fizycznych, a w skrajnych przypadkach mogą doprowadzić do śmierci. Przemoc generuje poważne, różnorodne problemy na wielu płaszczyznach życia człowieka. Jedne z tych utrudnień widoczne są na płaszczyźnie komunikacji. Zaburzenia komunikacji są sytuacją, w której pojawia się trudność w porozumiewaniu się z innymi. Mogą mieć formę agresji werbalnej lub wynikać z braku komunikacji, czyli przyjmowania postawy biernej (łączy się to z niewyrażaniem emocji, tłumieniem ich). Uczniowi, który ma problemy w komunikacji interpersonalnej jest trudno realizować swoje potrzeby emocjonalne, tj. potrzeba bezpieczeństwa, przynależności, szacunku, akceptacji, realistycznego stawiania granic i oczekiwań. W relacjach stosuje nieadaptacyjne strategie porozumiewania się. Celem niniejszego artykułu jest przedstawienie trudności z obszaru zaburzeń w komunikacji interpersonalnej wśród uczniów, które wynikają ze zjawiska przemocy. Autorki publikacji będą chciały również wskazać na wyzwania jakie stoją przed pedagogami w obszarze wychowania do pokoju w zakresie omawianego tematu.

Plus ratio quam vis: A Proposal for Education for Peace Through Religious Education

Głównym celem prezentowanego artykułu jest przedstawienie propozycji wychowania do pokoju, które niezależnie od prezentowanej opcji światopoglądowej, stanowi ideał współczesnego wychowanie. U podstaw prezentowanej koncepcji leży słynna sentencja autorstwa wielkiego uczonego Pawła Włodkowica, którą później przejęło wiele Uniwersytetów Europejskich jako dewizę swojej działalności akademickiej – dewiza, która brzmi: „Plus ratio quam vis”. Co w dosłownym tłumaczeniu oznacza: Więcej rozumu niż siły”. Autor więc odwołuje się do klasycznej antropologii – z niej wyprowadza jasny wniosek dla współczesnej edukacji do pokoju: chcąc dzisiaj wychowywać w duchu demokracji i do pokoju, należy w pierwszej kolejności wyjść od podstawowej wartości, jaką jest człowiek.

Peace Education: More than a utopic pedagogy?

The long list of wars reflects the dire need for a new violence prevention concept for addressing various ongoing conflicts and wars, including the war in Ukraine, the Israeli-Palestinian conflict, the Sudanese civil war, political instability in Afghanistan and Lebanon, and the North Korean crisis. One question emerges; can peace be learned? This study addresses this question by questioning 95 respondents from diverse professional backgrounds worldwide as it attempts to learn what they think about peace education, what experiences they have in this regard, and what suggestions they may have for improving the delivery of peace-building programs at educational institutions. This study found that the majority of respondents welcomed the peace education approach although they have very different understandings of peace education.

Value-based frameworks and peace education in faith-neutral, faith-based and faith-inspired schools in Islamabad: a comparative analysis

ABSTRACT This study aims to conduct a comparative analysis of diverse moral and value-based frameworks within the context of peace education. The selected schools represent three distinct ideological orientations: secular and faith-neutral (Roots Millennium School System/RMS), faith-inspired (International Islamic University School-IIUI School System), and faith-based Deobandi Madrassa (Jamia’ Faridiyya Islamabad). Employing a comparative case study approach, the research endeavors to address several key research questions: What religious or moral-ethical philosophies underlie the distinct moral frameworks of each school system? How have these schools developed formal and informal strategies to translate these philosophies into practical implementation? To what extent are these frameworks influenced by specific religious worldviews and responsive to challenges in political, economic, or cultural spheres? What dimensions of peace education are encompassed within these values-based frameworks? The findings of the study reveal that all three types of schools possess the potential to foster peace education. However, each school employs a unique approach based on its underlying ethical framework. This study underscores the importance of considering the ethical frameworks of educational institutions when devising peace education programs and policies. Furthermore, it emphasizes the significance of cultivating an inclusive and diverse learning environment that nurtures respect for varying moral frameworks and cultivates critical thinking concerning ethical dilemmas.

Sierra Leone and Peace Education: A Case Study of Transportation Poverty in the Aftermath of Civil War

Unequal access to education and employment inequalities were major issues that led to the Sierra Leone civil war from 1991 to 2002. Many educational practices were introduced to the country in the direct aftermath of the war to bring more positive changes such as education opportunities and reconciliation. However, by using the social constructionist approach in our analysis, we found that infrastructural issues were neglected by researchers and practitioners which had a long-term negative effect on local residents. In particular, transportation poverty became a major issue in preventing the delivery of peace education practices and teaching pedagogies by preventing regular travelling from urban to rural areas. Consequently, more inequalities could be found in areas of social services. This study suggests that peace education initiatives should consider whether these promoted practices will generate different forms of inequalities.

Harmony in Citizenship Education in Building Peaceful Schools for Students' Social Welfare

This article discusses the importance of citizenship education in building a peaceful and harmonious school environment for the social welfare of elementary school students amidst the challenges of global diversity and complexity. The article describes the concept of Citizenship Education in elementary schools, and its role in shaping student character, democratic values, and active participation in society. The research method uses a literature approach by exploring and analyzing the concept of harmony in Citizenship Education in the context of peaceful schools. The results and discussion found that Citizenship Education plays an important role in forming attitudes of tolerance, mutual respect, and awareness of the rights and obligations of students in elementary schools, so it needs to be ensured that it is integrated with character education in the school curriculum as an effort to overcome challenges such as religious intolerance and fundamentalism, and lack of awareness, towards the values ​​of Pancasila and the 1945 Constitution by teaching the values ​​of peace, conflict resolution skills, and respect for human rights. Schools also play an important role in creating a peaceful environment and supporting the welfare of socially active communities through environmentally based school programs, namely adiwiyata, health assistance such as brushing teeth properly and correctly, and helping to improve student welfare by providing group therapy therapeutic (TKT) in elementary school students before facing problems and obstacles to socializing in society. It is hoped that peace education in elementary schools can play a role in forming students who are harmonious, peaceful, and prosperous.

Track Five Diplomacy: The Role of Peace Education in Peacebuilding in Ebonyi State, Nigeria

Track Five Diplomacy: The Role of Peace Education in Peacebuilding in Ebonyi State, Nigeria

The Urgency of Peace Education in Aceh's Educational Institutions

The protracted conflict in Aceh has inflicted significant damage upon the region's social and educational infrastructure, engendering an urgent imperative for the integration of peace education within educational institutions. This article aims to discuss the urgency of peace education in Aceh's educational institutions. A qualitative research methodology, employing a literature study approach, was adopted, gathering and analyzing data from various relevant sources to gain a comprehensive understanding. This study showed that peace education is not only critical for post-conflict recovery but also essential in shaping the attitudes of tolerance and conflict understanding among the youth. This need is underscored by Aceh's conflict history and its enduring impact on society. The article concludes that peace education is an urgent requirement in Aceh's schools, with the potential to equip students with knowledge and attitudes supportive of sustained peace and future violence prevention. Investment in peace education in Aceh is vital for regional stability and serves as a potential global model for post-conflict peacebuilding.

PROMOTING URBAN SUSTAINABLE DEVELOPMENT THROUGH COLLABORATIVE TRAINING OF TRAINERS PROGRAM PHASE 1 BETWEEN KARANG TARUNA UNIT 04 ULUJAMI AND UNIVERSITAS BUDI LUHUR

This paper discusses the conduct of community service held by the International Relations Study Program, Universitas Budi Luhur (UBL), in collaboration with the Communication Science Study Program UBL, Karang Taruna Unit (RW) 04 Ulujami, and journalist from March to July 2023. This program continues previous activities under a planned program developed in 2022 to be implemented in 2 years. Within the current period, the program was conducted through training for trainers (ToT) for the management and members of Karang Taruna Unit 4 Ulujami. The workshop covered serial presentations and simulations about digital literacy and peace education. As the final activities, the program not only involved 22 members of Karang Taruna, but also around 60 UBL students from various academic backgrounds and a national mass media journalist. The program results show a considerably high comprehension and determination of Karang Taruna members, not only to know about the issues discussed and shared but also to hone their skills. This achievement has become good news in setting the foundation for the continuation of the sustainable development program that would cover widened themes and be conducted through the implementation of a penta-helix bottom-up approach.