Volume 8.2

Current Issue
Volume 8 Number 2, 2014

The Satyagraha of John Brown
By Timothy Braatz

Buddhism and Non-Violent World: Examining a Buddhist Contribution to Promoting the Principle of Non-Violence and a Culture of Peace
By Juichiro Tanabe

Prospective Philosophical Foundations of Peace Education
By Sue McGregor

Peace Education in Early Childhood Education
By Stacey M. Alfonso

Citizenship Preferences of Turkish Parents Regarding Their Children1
By Zafer Kuş, Durdane Öztürk, and Özlem Elvan

Special Issue: Proceedings of the International Institute on Peace Education 2013

Special Issue: Proceedings of the International Institute on Peace Education 2013, Cátedra UNESCO de Educación para la Paz / UNESCO Chair for Peace Education
Universidad de Puerto Rico / University of Puerto Rico

Special Issue Editors
Anita Yudkin
Anaida Pascual Morán
Liliana Cotto Morales
Fuad Al-Daraweesh

The current issue of In Factis Pax is comprised of seven articles and one poem that were originally presented at the International Institute on Peace Education (IIPE) 2013 in partnership with the UNESCO Chair for Peace Education at the University of Puerto Rico. The theme of the institute was “Towards a Possible World Free from Violence: 
Pedagogies, Proposals and Politics for Human Rights and Peace.” The institute was bilingual, and in the spirit of bilingualism four of the articles from the institute are published in Spanish.

The articles include the following:

Educación en y para los Derechos Humanos y la Paz: Valores, Principios y Prácticas Pedagógicas Medulares
by Anaida Pascual Morán

Profesionalizando a Líderes Comunitarios en el Diplomado Nacional en Cultura de Paz
By Nathalie Carrillo Gómez and Walter Trejo Urquiola

Interculturalidad y educación: exploración de una paidea para el Sur
El proyecto: Interculturalidad y culturas de paz con justicia
By Liliana Cotto Morales

Diseño, Aplicación y Evaluación del Modelo de Intervención Tutorial en la UAEMEX desde la Perspectiva de la Educación para la Paz
By Martha Estela Gómez Collado

Negotiating Competing Ethical Systems in Schools: Restorative Practices for Transforming Violent School Communities
By Erin Dunlevy

On The ‘Dia-Tekhnē • Dialogue Through Art’ Methodology
By Alex Carrascosa

Reflections on IIPE 2013: Exploring a Possible World Free from Violence
By Susan Gelber Cannon

Homology: A Human Rights Poem
by Anna Verhoye

Volume 7, Number 2

New Issue of In Factis Pax –Volume 7, Number 2, 2013

Peace In Every Relationship: Building an Interdisciplinary, Holistic Domestic Violence Program on College Campuses
By Laura Finley

Democratizing Global Justice: The World Tribunal on Iraq
By Janet Gerson

Book Review
Candice C. Carter (ed.) Conflict Resolution and Peace Education Transformations across Disciplines, New York: Palgrave Macmillan, 2010. ISBN: 978-0-230-62063-6. 237pp.
By Oluwaseun Bamidele

Volume 7, Number 1, 2013

New Issue of In Factis Pax –Volume 7, Number 1, 2013

Human Responsibility Movement Initiatives: A Comparative Analysis

By Sue L.T. McGregor

Abstract

This paper shares a comparative analysis of four international initiatives for a declaration of human responsibilities: the InterAction Council, UNESCO/Valencia, the Parliament of the World’s Churches, and the United Nations’ Human Rights Commission (now the Human Rights Council). After discussing five dimensions that architects of these initiatives use to articulate their rationale and proposed elements of declarations for human responsibilities, a chronological overview of each of the four initiatives is shared (a case study), followed by a comparative, thematic analysis of how they are the same and different. This analysis generated six themes pertaining to (a) degree of global coordination and nature of participants, (b) the scope of the initiative, (c) differences in organizational principles, (d) commonalties and differences in what constitutes a collection of human responsibilities, (e) intentions for adoption at the United Nations, and (f) political and legal pushback. The paper concludes that despite being developed independently, there is encouraging congruency of what constitutes human responsibility, intimating eventual movement towards a common declaration.

Reflections on Kenneth E. Boulding’s The Image: Glimpsing the Roots of Peace Education Pedagogy

By Tony Jenkins
Abstract
Kenneth E. Boulding’s The Image: Knowledge in Life and Society is an overlooked, yet landmark publication for peace research, peace studies, and peace education. Published in 1956, before the widespread recognition of peace knowledge fields as formal academic disciplines, The Image lays out many of the theoretical foundations for the transdisciplinarity that has emerged as the normative disposition for peace scholarship. Leaps and bounds ahead of the prevalent academic discourse, The Image recognized the significant role of education and learning theory in facilitating personal, social and political change. As such, Boulding’s theory of the ”image” provides an early, integrative and critical articulation of a holistic and transformative framework for peace education pedagogy and peace knowledge that should be reintroduced into the canon of peace education scholarship.

Human Rights and Human Rights Education: Beyond the Conventional Approach

By Fuad Al-Daraweesh

This paper is an effort to transcend the debate of universalism and cultural relativism by offering a new conceptualization of human rights based on sociology of knowledge. The conceptualization is grounded on relationalism. The isomorphic equivalents of human rights are a manifestation of the relational approach. This paper argues for grounding human rights dissemination on a relational approach.

Book Reviews

War: The Ultimate Crime Against Humanity
Review of Gwynne Dyer, War: the Lethal Custom (New York: Carroll & Graf Publishers,
2005).

By Sam R. Snyder

New Issue of In Factis Pax—Volume 6, Number 2

New Issue of In Factis Pax—Volume 6, Number 2

The new issue of In Factis Pax (Volume 6, Number 2) consists of the following (click on Journal link above to review and download the articles):
Editorial Essay — The Importance of Philosophy for Education in a Democratic Society
By Dale T. Snauwaert

Vowing to End Injustice: A Buddhist Social Movement’s Narrative Construction of Social Change
By Jeremy A. Rinker

Alternative Dispute Resolution and Niyama, The Second Limb of Yoga Sutra
By Carmen M. Cusack

Book Reviews
A review of The End of War by John Horgan (San Francisco: McSweeney’a Books, 2012)
By Sam R. Snyder

A review of No One’s World: The West, the Rising Rest, and The Coming Global Turn by Charles A. Kupchan. A Council on Foreign Relations Book. (New York: Oxford University Press, 2012)
By Sam R. Snyder

Methodology and Theory – Volume 6 Number 1

The new issue of In Factis Pax consists of four articles and one book review that address a variety of issues and methodological approaches to the theory of peace, human rights, civic education, and teacher education. The articles in this issue include the following:

Civic Education and Global Citizenship: A Deweyan Perspective
by Moses Chikwe

The Applicability of the Strategic Killing Model to the Case of the Armenian Genocide in the Ottoman Empire
by Shavkat Kasymov

Designing Teacher Education Programs for Human Rights
by Joshua C. Francis

Culture as the Cause of Conflict. A Case study in west Pokot District, Kenya
by Daniel Nganga

Outsourcing War and Peace
A review of Laura A. Dickinson, Outsourcing War and Peace: Preserving Public Values in a World of Privatized Foreign Affairs. (New Haven and London: Yale University Press, 2011).
by Sam R. Snyder

Papers from the International Institute on Peace Education 2010, Cartagena, Colombia

The current issue of In Factis Pax is comprised of three articles that were originally presented at the International Institute on Peace Education (IIPE) July 12-18, 2010 in Colombia. The theme of the institute was “Learning to Read the World from Multiple Perspectives: Peace Education toward Diversity & Inclusion.” Anita Yudkin-Suliveres, Professor and UNESCO Chair for Peace Education at the University of Puerto Rico served as guest co-editor. The institute was bilingual, and in the spirit of bilingualism one of the articles from the institute is published in Spanish. The articles include the following:

Youth as Actors in Peace and Human Rights Education
By Marloes van Houten and Vera Santner

Unidades Móviles como estrategia para prevenir la violencia y educar para la paz: la experiencia de Antioquia, Colombia
By Juan Carlos Rivillas and Olga Espinosa Henao

Participatory Artistic Quiltmaking for Peacebuilding and Peace Education: Reflections on a Workshop in the International Institute for Peace Education 2010 and on a Research Study
By Roselynn Verwoord

In addition, in this issue two poems by Andrew Moss and five articles concerning various philosophical and pedagogical aspects of peace education and environmental education are presented. The poems and articles include the following:

The Pen is Mightier than the Sword
By Andrew Moss

Homage to Gandhi
By Andrew Moss

Maria Montessori: Education for Peace
By Barbara Thayer-Bacon

Contextualizing Peace in Islamic Traditions: Challenging Cultural Hegemony
By Candice Marie Nasir

A Cultural Approach to Peace Education
By Carl Templin and Jing Sun

Consumption in Environmental Education: Developing curriculum that Addresses Cradle to Cradle Principles
By Helen Kopnina

Applying The New Ecological Paradigm Scale in the Case of Environmental Education: Qualitative Analysis of the Ecological Worldview of Dutch Children
By Helen Kopnina

Special Issue on Skills, Values, and Beliefs for Today’s Democratic Citizenship (Part 3/3)

The current issue of In Factis Pax constitutes the third installment of a special issue on Skills, Values, and Beliefs for Today’s Democratic Citizenship. This issue mainly focuses on the questions: What pedagogical methods best develop democratic capacities? Do current educational frameworks account for the demands of today’s democratic citizenship? It offers a thoughtful exploration and discussion of pedagogical approaches and pedagogical conceptualizations regarding the education of democratic citizens.
The following articles are featured this issue:

On Wrestling with Alienation and Producing More Progressive Mental Conceptions that Remake our World: Doing Democracy
By Adam Renner, Nancye E. McCrary, and Doug Selwyn

Fostering Social, Emotional, Ethical, Civic and Academic Learning (SEECAL) Through Constructive Controversy: What are the Implications for the Professional Development of High School Teachers? by Deborah Donahue-Keegan

Perceptions of Citizenship in Preservice Elementary Social Studies Education by Hilary Harms Logan

The Dialogic Classroom As Pedagogy: Teaching The Civic Mission Of Schools by Andrea M. Hyde

Emotion, Reflection, and Activism: Educating for Peace in and for Democracy by Eric C. Sheffield, Yolanda Medina, and Jeffrey Cornelius-White

The Search for Balance: Understanding and Implementing Yoga, Peace, and Democratic Education by Joy L. Wiggins

Teacher Development as Deliberative Democratic Practice:
A Precursor to Educating for Democratic Citizenship by Diane R.Wood, Elizabeth K. DeMulder, and Stacia M. Stribling.

Please find the articles on our journal page above.

Philosophical and Theoretical Foundations of Democratic Education

The current issue of In Factis Pax includes an article by Betty A. Reardon and Dale Snauwaert on the nature of a pedagogy of reflective inquiry as central to a critical peace education that is cosmopolitan and democratic and the second installment of a special issue on Skills, Values, and Beliefs for Today’s Democratic Citizenship. This second installment focuses on the “Philosophical and Theoretical Foundations of Democratic Education.” This issue explores the question of democratic citizenship from broad philosophical and social perspectives.
A vital aspect of democracy is the ability of individual citizens to engage in knowledge creation and evaluation in a critical manner. In today’s controversy – and information-rich society developing one’s own beliefs and values, evaluating a constantly growing body of new knowledge, and having an understanding of current politics is becoming an increasingly complex and demanding challenge. In this context, education for citizenship is an important undertaking to provide individuals with skills, values, knowledge, and beliefs needed to successfully participate in democratic processes and to foster a culture of active civic engagement.

Under this conceptual umbrella, a call for contributions to a special issue went out to the fields of peace and democratic education seeking manuscripts from educators, practitioners, and researchers to explore questions, such as: What is the nature of the skills, values, and beliefs necessary for democratic participation, and in what situations do they occur and matter? What role does (citizenship) education play in addressing such skills, values, knowledge, and beliefs? What pedagogical methods best develop these democratic capacities? Do current educational frameworks account for the demands of today’s democratic citizenship?

The following articles comprise this issue:

Reflective Pedagogy, Cosmopolitanism, and Critical Peace Education for Political Efficacy: A Discussion of Betty A. Reardon’s Assessment of the Field By Betty A. Reardon and Dale T. Snauwaert
In a recent publication entitled ”Concerns, Cautions and Possibilities for Peace Education for Political Efficacy”, Betty Reardon reflects on the state of peace education and offers a brilliant reaffirmation and further elaboration of the central importance and nature of a pedagogy of reflective inquiry for a comprehensive/critical peace education. Betty Reardon is an internationally renowned peace scholar and peace educator. She has been instrumental in the establishment of peace education institutions and programs around the world. Her work has defined the fields of peace studies and peace education. The purpose of this paper is to discuss her recent assessment and elaboration. In particular, the connection between cosmopolitanism and reflective pedagogy will be explored in greater detail, in addition to the posing of further questions for inquiry related to the relationship between dialogue, conceptual clarity, philosophical frameworks, diversity and reflective pedagogy.

In Learning to Trust Our Teachers Barbara J. Thayer-Bacon and Scott Ellison argue, based upon the political philosophy of Jacques Rancière, that teachers can be trusted and treated as professionals, and that Americans examine their lack of trust for teachers in the U.S. They argue for a of model democracy in schools that will produce liberated democratic citizens. They maintain that “It is through teachers trusting that students want to learn that students are emancipated and obliged to use their own intelligence, rather than stultified by their teachers. It is through administrators, legislators, and citizens trusting that teachers want to be the best teachers they can be, and are capable of being intelligent, ethical professionals, that teachers are emancipated too. Modeling democracy in our schools means learning to trust our teachers and our students.” For this essay our attention will be on teachers.

In her article Democratic Citizenship, Critical Multiculturalism, and the Case of Muslims Since September 11, Liz Jackson maintains that at the core of democratic citizenship is the understanding of other people and groups in society. She explores aspects of the “challenges public school educators face in constructively and accurately teaching about controversial groups in their classrooms by exploring the case of educating about Muslims since September 11 (9/11).” She argues that the capability of multicultural educators to provide “accurate, balanced understandings” of others is impeded by “limitations internal to the traditional approaches to multicultural education in the United States, as well as by expectations set by current educational standards and related constraints set by typical teacher education programs.” She critically explores common multicultural education theories and practices, and proposes a strategy of “critical multiculturalism.”

In Habitat for Humanity and the Support of Civic Participation, Todd Junkins and Darcia Narvaez pose the question: “What is the best way for individuals to develop skills for civic participation?” They argue that “The Integrative Ethical Education model” is a potent method to develop civic skill, for it offers “a comprehensive approach to ethical education that focuses on skill development within context.” In this article they use this model to “assess Habitat for Humanity’s systematic attempt to bring disenfranchised members of society into the community as full participating members.” They also explore ways to assist Habitat in achieving success as an agent of civic change.

In her article Society’s Response to Environmental Challenges: Citizenship and the Role of Knowledge, Cecilia Lundholm explores the aims and purposes of environmental education and learning, including learning and citizenship. She argues that different social ‘actors’ are dependent on each other in responding to environmental challenges in particular the interactions of government, business and the individual (as citizen, voter and consumer). The paper addresses what the critically important question of the knowledge needed for citizens to understand environmental problems and society’s responses to those problems.

Skills, Values, and Beliefs for Today’s Democratic Citizenship: Psychological Competencies

Florian C. Feucht, Ph.D. (Special Issue Editor)

A vital aspect of democracy is the ability of individual citizens to engage in knowledge creation and evaluation in a critical manner. In today’s controversy – and information-rich society developing one’s own beliefs and values, evaluating a constantly growing body of new knowledge, and having an understanding of current politics is becoming an increasingly complex and demanding challenge. In this context, education for citizenship is an important undertaking to provide individuals with skills, values, knowledge, and beliefs needed to successfully participate in democratic processes and to foster a culture of active civic engagement.
Under this conceptual umbrella, a call for contributions to a special issue went out to the fields of peace and democratic education seeking manuscripts from educators, practitioners, and researchers to explore questions, such as: What is the nature of the skills, values, and beliefs necessary for democratic participation, and in what situations do they occur and matter? What role does (citizenship) education play in addressing such skills, values, knowledge, and beliefs? What pedagogical methods best develop these democratic capacities? Do current educational frameworks account for the demands of today’s democratic citizenship? In response to this call, a large amount of quality manuscripts was received from a diversity of disciplines ranging from psychology to teacher training and development, to democracy, health and environmental education, and to philosophical foundations of education. Due to the quality and diversity of the submissions, the decision was made to publish not one special issue, but a sequence of three, a trilogy entitled “Skills, Values, and Beliefs for Today’s Democratic Citizenship” – with the first issue subtitled “Psychological Competencies”, the second “Teacher Training and Development”, and the third “Philosophical Foundations of Education”. Because these three categories are fairly broad, some articles roam in their overlaps. Furthermore, I would like to note that only the first issue entails discussions of its article contributions because it is much smaller in scope than the consecutive issues. The following articles comprise this special issue:

“Good” Americans and “Bad” Americans: Personal Epistemology, Moral Reasoning, and Citizenship. By Lori Olafson

Conflict, Affect and the Political: On Disagreement as Democratic Capacity. By Claudia Ruitenberg

Epistemic Understanding and Sound Reasoning Skills that Underlie Effective Democratic Engagement. By Michael Weinstock

Teachers’ Epistemological Stances and Citizenship Education. By Gregory Schraw, Lori Olafson, Michelle Vander Veldt, & Jennifer Ponder

Argumentation, Anger, and Action: Citizenship Education In and Out of the Classroom. By Lisa Bendixen (Discussant)

Democracy as Public Deliberation and the Psychology of Epistemological World Views and Moral Reasoning: A Philosophical Reflection. By Dale Snauwaert (Discussant)

To download the articles, please click on ‘Journal’ above.