« Older Home
Loading Newer »

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.

Special Issue: Proceedings of the International Institute on Peace Education (IIPE) – “Human Rights Learning as Peace Education: Pursuing Democracy in a Time of Crisis”

Dale T. Snauwaert (Editor)

The current issue of In Factis Pax is comprised of eleven articles that were originally presented at the International Institute on Peace Education (IIPE), July 26 - August 2, 2009 Budapest, Hungary. In addition, this issues includes two review essays of books of particular importance to Peace Education (see below).

The institute was co-organized by the IIPE secretariat and the EJBO Foundation with the support and sponsorship of UNESCO, the Center for Nonviolence and Democratic Education of the University of Toledo, Ohio and the Biosophical Institute.

“IIPE 2009 explored the theme of “Human Rights Learning as Peace Education: Pursuing Democracy in a Time of Crisis.”  Human rights learning, as facilitated by peace educators is critical, participatory and learner centered.  It is intended to prepare learners to work toward the transformation of the existing order of violence and injustice into a world social system based upon the principle of universal human dignity. This principle of human dignity underlies all human rights concepts and norms and is at the core of human rights learning (HRL).  HRL emphasizes modes of critical thinking and self reflection that are necessary for internalizing the essential principles of human rights, enabling individuals and communities to become agents of change (http://www.i-i-p-e.org/iipe/2009.html).” In turn, human rights learning is essential for democracy.

The following articles explore the various theoretical and practical dimensions of human rights learning and democracy from a variety of perspectives and within a variety of social and cultural contexts.

This special issue creates the continuation of a historical scholarly record of IIPE as well as making its rich discourse available to the general public and academic community. We invite you to contemplate the rich reflections of the authors and to engage with us in further dialogue. Comments on the Blog section of this site are invited.

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

Action Ideas in Educating for Human Rights and Towards a Culture of Peace in Puerto Rico
By Anita Yudkin Suliveres and Anaida Pascual Morán

On The Power(s) of Writing: What Writing Studies Can
Offer to Peace and Human Rights Educators

By Andrew Moss

Human Rights, Popoki and Bare Life
By Ronni Alexander

International Humanitarian Law and Human Rights Education:
An Exploration of Differences and Complementarity

Josefine Scherling

Spiritualiy: An Approach to Freedom and Democracy
By Jalka

Poetry and Peace: Explorations of Language and “Unlanguage” as
Transformative Pedagogy

By Mary Lee Morrison

Broadening Horizons: Is There a Place for Peace Education in the American Legal System and More Specifically in Family Law?
By: MiaLisa McFarland

Anti-discrimination Education in Japan: Buraku Sabetsu Simulation
By Daisuke Nojima

Peace Playground
By Éva Blénesi

Doing What We Teach
By Jasmin Nario-Galace

Peace Channel: A channel for human rights education and peace in Nagaland.
By Fr. Rev. C.P. Anto

Book Review Essays

Recasting Classical and Contemporary Philosophies to Ground Peace
Education: A Review Essay of James Page, Peace Education: Exploring Ethical and Philosophical Foundations (Charlotte, NC: Information Age Press, 2008)

By David Ragland

Reclaiming a Democratic Political Community: A Review of Paul Theobald, Education Now: How Rethinking America’s Past Can Change Its Future (Boulder: Paradigm Publishers, 2009).
By Dale T. Snauwaert

Editorial - Special Issue: Proceedings of the International Institute on Peace Education (IIPE)

Special Issue: Proceedings of the International Institute on Peace Education (IIPE) — “Critical Pedagogy: Educating for Justice and Peace.”
Dale T. Snauwaert (Editor)

The current issue of In Factis Pax is comprised of thirteen articles (and one poem) that were originally presented at the International Institute on Peace Education (IIPE), at the University of Haifa, Haifa, Israel (July 28 - August 4, 2008).

The Institute was sponsored and organized by the following organizations and individuals:

PEACE EDUCATION CENTER, TEACHERS COLLEGE COLUMBIA UNIVERSITY, GLOBAL EDUCATION ASSOCIATES
Tony Jenkins, IIPE Global Coordinator (Co-Director, PEC; Program Coordinator, GEA)
Janet Gerson, IIPE Education Director (Co-Director, Peace Education Center)
Marielle Amhrein, PEC Intern
Sarah Bou Ajram, GEA Intern
Luellen Kazan, GEA Intern
Kinneret Kohn, PEC/GEA Volunteer
UNIVERSITY OF HAIFA: JEWISH-ARAB CENTER
Faisal Azaiza, JAC Director
Patrick Maestracci, JAC Adminstrator
Nurit Gadir, JAC Administrative Coordinator
Rimah Farah, JAC Assistant
Emily Singer, JAC Intern
Marguy Ansher, School of Social Work
CENTER OF CRITICAL PEDAGOGY, KIBBUTZIM COLLEGE OF EDUCATION
Haggith Gor Ziv, Co-Director
Galia Zalmonson Levi, Co-Director
Gal Harmat, Co-Director
Natali Gidens, Intern
UNIVERSITY OF HAIFA: CENTER FOR RESEARCH ON PEACE EDUCATION
Gavriel Solomon, Co-Director

The theme of IIPE 2008 was “Critical Pedagogy: Educating for Justice and Peace.” The focus of the discourse centered on the nature and practice of dialogical education for social change and the interrelationship between peace education and critical pedagogy. The core inquiry examined education for a culture of peace interconnected with the dynamics and imperatives of social transformation. The articles published in this issue instantiate and develop this inquiry.

This issue is logically divided into three main areas: the theory of critical pedagogy and peace education, its practice, and its theorizing and implementation in regional contexts, including the issues of conflict resolution, sex trafficking, nuclear proliferation, and political and cross-cultural understanding in Israel, Palestine, the Middle East in general, Ireland, and Nigeria.

Regarding the theory of critical pedagogy and peace education, in his article, The International Institute on Peace Education: Twenty-six Years Modeling Critical, Participatory Peace Pedagogy, Tony Jenkins articulates the philosophy of IIPE as a unique form of critical peace pedagogy. In Persistence of Vision: Hegemony and Counter-hegemony in the Everyday, Robert E. Bahruth explores “persistence of vision,” the capacity to perceive a continuous flow of movement, as integral to resisting conformity to the pressures of hegemony. In Hans-Peter Dürr’s Thought as a Source for Peace Work, Francesco Pistolato articulates a holistic epistemology and world-view based upon the physicist Peter Dürr’s interpretation of quantum physics and its implications for the theory and practice of peace education.

The next three articles articulate various pedagogical approaches to peace education. In Popoki, What Color is Peace? Exploring critical approaches to thinking, imagining and expressing peace with the cat, Popoki, Ronni Alexander explores the Popoki Peace Project as a dynamic socially relational educational approach intended to negate all forms of violence, as well as cultivating the imagination and creation of peaceful expression. Stan F. Steiner, in Teaching About Peace Through Children’s Literature, articulates and demonstrates approaches to the use of literature to teach children about peace and related social justice issues, including cross-cultural understanding. In her article, The UNESCO Schools Cooperation Network Health Education Programme, Nicoletta Mantziara presents and analyzes the implementation of the UNESCO schools cooperation network health education programme as an approach to human rights education.

Within the regional context of the Israeli-Palestinian conflict Udi Adiv, in his article Political Pedagogy Vs Coexistance Education: The Case of Israel\Palestine, analyzes the Israeli education system as a case study for examining and suggesting political perspectives of education. He examines the implications of the radical political approach vs. the critical and coexistence education, as challenges to the ideology of Zionist. He argues for the value of the political idea of republicanism. David Netzer in Painful Past in the Service of Israeli Jewish-Arab Dialogue: The Work of the Center for Humanistic Education at the Ghetto Fighters House in Israel demonstrates the fundamental importance of narrative-based dialogue and the personalization of identities as a process of psychological and social healing between Israeli Jews and Arabs.

In her article Youth Initiatives in Conflict Zones: Focus Northern Ireland Fran Russell Banks analyzes the role of Youth Work in the conflict zone of Northern Ireland. She provides an overview of the historical relationship between the jurisdictions and discusses the origins and processes of youth work development within the conflict zone. She demonstrates the fundamental importance of Youth Work as form of peace education.
In Peace Education in Marginalized Communities in Nigeria: The ‘Protect Our Future’ Project Imoh Colins Edozie explores the conflict in the Niger Delta area of Nigeria and the effect of the ‘Protect our Future’ Project, a peace education initiative, in reducing conflict in Nigeria.

In Thailand’s Anti-Trafficking in Persons Act B.E. 2551 (2008): A New Development in Human Rights Protection and Justice Son Ninsri offers a comparative analysis of anti-trafficking in persons legislation in Thailand. He offers a critical analysis of the evolution of legal action against human trafficking as a key human rights issue.

In her important article on nonproliferation, Weapons of Mass Destruction: Challenges Towards Nonproliferation in the Middle East, Nilsu Goren develops a fundamental understanding of the theoretical background of nonproliferation; as well as defining the role of culture in shaping security culture and thus approaches to nonproliferation. She argues that nonproliferation regimes are faced, acutely in the Middle East, with significant political, economic, cultural and strategic challenges that need to be addressed through regional and global security arrangements.

Lastly, Rinah Sheleff captures the spirit of IIPE 2008 in poetic form in her poem The Origins of Critical Pedagogy, or the Freirization of Paolo.

This special issue creates the beginning of a historical scholarly record of IIPE as well as making its rich discourse available to the general public and academic community. We invite you to contemplate the rich reflections of the authors and to engage with us in further dialogue. Comments on the Blog section of this site are invited.