Peace Education In Europe

This publication wants to stimulate the discussion on peace education in Europe and to open a debate on the European dimension of this goal. In the first part, various approaches to peace education are discussed. In the second part eight case studies from selected European countries are presented, from Eastern and Western Europe.

With this publication, we want to stimulate the discussion on peace education in Europe and to open a debate on the European dimension of this goal. In the first part, various approaches to peace education are discussed. In the second part we present eight case studies from selected European countries, from >EasternWestern

First Published in 1996. The current world order poses new challenges to the theory and practice of peace education. Drawing on data gathered from around the world, Burns and Aspeslagh focus on how peace is presented in formal and informal educational settings and what effects ideologies have in shaping that presentation. The book views peace education in the context of education about other major social and political issues and in a variety of geopolitical settings, exploring factors that affect the generation, selection, organization, transmission, and evaluation of knowledge for peace. Following a review of major approaches to policy and praxis in peace education, the editors draw on original research to offer interpretations based on pragmatic, normative, and conceptual approaches to the individual, the state, and the role of political literacy. The use of a comparative educational framework that goes beyond curriculum studies and descriptive case studies presents a perspective that is innovative, and timely. The volume includes both bibliography and index.

Whether formally incorporated into curriculum and teacher training or informally integrated in contexts such as state or NGO initiatives dealing with resolving social, ethnic, and religious conflicts, peace education is increasingly recognized as a critical component in addressing violence in contemporary plural societies. Peace education can constructively undertake a reframing of historical narratives while inspiring practical community activities. An important, but insufficiently studied and theorized aspect of peace education is the role of religion. The challenge to peace education in today’s globalized, diverse, mobile, and religiously pluralistic world is to be able to take both complex global and distinctive local situations into account. The contributions to this integrative collection of essays provide exactly these local and global perspectives on the state of peace education and its relationship to religion across pedagogy and curriculum, state policies, and activism within societies on the front lines of resolving internal conflicts, whether historical or recent, that often reflect aspects of religious identities.

Does religion bring peace or war? In order to discuss this fundamental question, it is essential to reflect upon religious education that shapes the views of religion among young generations. This book has developed from the special panel on "Religious Education and Peace" for the 19th World Congress of the International Association for the History of Religions (IAHR), the largest international organization in religious studies, which took place in Tokyo in March 2005. Its international contributors discuss the kinds of religious education used for peace education that is attempted or needed, in their respective societies faced with tensions and conflicts, not only between different religions but also between religion and secularism. This is the first book in the field that includes both Asian and Western writers (from Korea, Japan, Indonesia, Israel, Germany, Spain, UK and USA). It is an innovative attempt to build a bridge between the study of religion/religious education and peace education. This book was previously published as a special issue of British Journal of Religious Education

Citizenship, democracy and human rights have always been central to higher education and increasing globalization has amplified their urgency and complexity. This volume explores conceptual, theoretical and policy implications for post-secondary education engaging with these topics, comparing the USA, Canada, Eastern Europe and Western Europe.

This book represents the scholarly work of the network «European Doctorate Enhancement in Peace and Conflict Studies» (EDEN), a broad training and research network linking scholars, departments and universities interested in thinking and rethinking proposals, concepts and methodologies for the expanding field of Peace and Conflict Studies from different disciplines such as law, history, sociology, anthropology, international relations, and political science. The Network has been functioning since the year 1996 and aims mainly to develop the level and quality of the discussion, to enhance the collaboration and coordination within the European academic community —encompassing the diversity of theoretical approaches in the area—, to promote intellectual understanding, and to create an appropriate institutional infrastructure and consistent financial support for academic research. The Network has also been consistently fostering the exchange and mobility of graduate students through summer Intensive Programmes and Marie Curie Fellowships so as to develop a critical mass of inter-disciplinary comparative research expertise, providing access to tutorials, methodology courses, and significant human and practical resources for a better understanding of research questions, conceptual debates, and methodological challenges. The final purpose of the network is to generate sustained debate and exchange among policy makers, NGO's, media professionals and academics, in order to facilitate a scholarly dialogue and ongoing feedback between research, knowledge dissemination and policy.