In Factis Pax is a peer-reviewed online journal of peace education and social justice dedicated to the examination of issues central to the formation of a peaceful society - the prevention of violence, political challenges to peace and democratic societies.
Social justice, democracy, and human flourishing are the core factors which highlight the importance of the role of education in building peaceful societies. We invite articles and book reviews on topics related to these central issues.
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Current Issue
Volume 3, Number 1, 2009
Pages 1-157
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)
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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
By 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
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Volume 2, Number 2, 2008
Pages 166-382
Special Issue: Proceedings of the International Institute on Peace Education (IIPE) — “Critical Pedagogy: Educating for Justice and Peace.”
Dale T. Snauwaert (Editor)
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The International Institute on Peace Education:
Twenty-six Years Modeling Critical, Participatory Peace Pedagogy
By Tony Jenkins
Persistence of Vision: Hegemony and Counter-hegemony in the Everyday
By Robert E. Bahruth
Hans-Peter Dürr’s Thought as a Source for Peace Work
By Francesco Pistolato
Unity-based Peace Education: A New Approach to Peace Education by Transforming World Views
By Havva Kök
Popoki, What Color is Peace? Exploring critical approaches to thinking, imagining and expressing peace with the cat, Popoki
By Ronni Alexander
Teaching About Peace Through Children’s Literature
By Stan F. Steiner
The UNESCO Schools Cooperation Network Health Education Programme
By Nicoletta Mantziara
Political Pedagogy Vs Coexistance Education: The Case of Israel\Palestine
By Udi Adiv
Youth Initiatives in Conflict Zones: Focus Northern Ireland
By Fran Russell Banks
Peace Education in Marginalized Communities in Nigeria: The ‘Protect Our Future’ Project
By Imoh Colins Edozie
Thailand’s Anti-Trafficking in Persons Act B.E. 2551 (2008): A New Development in Human Rights Protection and Justice
By Son Ninsri
Weapons of Mass Destruction: Challenges Towards Nonproliferation in the Middle East
By Nilsu Goren
The Origins of Critical Pedagogy, or the Freirization of Paolo
A poem by Rinah Sheleff
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Past Issue
Volume 2, Number 1, 2008
Content:
Special Issue on The Earth Charter
Essays on Naomi Klein’s The Shock Doctrine
Book Review of The Encyclopedia of Peace Education
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Special Issue on The Earth Charter
Education for Sustainable Development based on the Earth Charter
By Abelardo Brenes, Ph.D.
Abstract
This article maintains that the United Nations Decade for Education for Sustainable Development offers a critically needed opportunity for a worldwide educational and cultural movement that can harness the wonderful qualities of humans to meet our challenges and fulfil our evolutionary potential, which if achieved will manifest an integral way of living peacefully, in three fundamental dimensions: persons living peacefully and sustainably as members of the web and community of Cosmos, Earth and Life; with one another as equal members of the human community; and on the personal level, as a self-appreciative and self-directed personal evolutionary unfoldment. The Earth Charter is an international document that is now a core instrument of the United Nations Decade for Education for Sustainable Development. It provides a framework that contributes key elements for an educational philosophy and pedagogy adequate to fulfil these tasks.
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The Earth Charter: Peace Education and Values for a Shared World
By Karen Huggins and Kevin Kester
Abstract
This paper explores the Earth Charter and the interconnectedness of all forms of life, the multiple values and dimensions through which peace is constructed, and the responsibility of today’s generations to preserve and nurture Earth’s living systems for future generations. Violence, apathy, and silent complicity are explored through reflection on the ethics that underscore peace, democracy, justice, and sustainability. One must learn to reconnect respect for non-human life to a re-humanization of the Other and care for succeeding generations. The Earth Charter outlines a framework of planetary ethics and actions for values in a world of understanding, collaboration, and environmental stewardship. During the UN Decade of Education for Sustainable Development (2005-2014), this essay posits the Earth Charter operates as a normative document for integrating values of sustainability into education. The authors present a lesson plan in the final pages of the article as a model for implementing the Earth Charter into curriculum.
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The Earth Charter, a Radical Document: A Pedagogical Response.
by Sean Blenkinsop and Chris Beeman
Abstract
In this paper we argue that because the Earth Charter is a radical document educative responses to it must be similarly radical. Building out of previous work, we offer practitioners six pedagogical tools which, as we argue below, align themselves to the ideas and spirit of the Charter and can act to assist existing educational practices become more ecological in orientation. The obvious premise in this discussion is that the change implied in the Earth Charter requires more than minor tinkering with education and that educators need immediately implementable tools that can begin the process of changing the larger “dominant pattern” (Earth Charter). In summary, this paper will investigate the alignment of the Earth Charter with a series of pedagogical tools thereby offering educators a concrete means to begin the process of radical change.
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The Cosmopolitan Ethics of the Earth Charter:
A Framework for a Pedagogy of Peace
By Dale T. Snauwaert
Abstract
The purpose of this paper is to philosophically explore the Earth Charter as a cosmopolitan ethical framework for a pedagogy of peace. The Earth Charter constitutes a powerful articulation of a framework of cosmopolitan ethical principles for a just, peaceful, and ecologically sustainable society. This paper articulates the cosmopolitan ethics of the Earth Charter and as well as exploring it’s potential as a foundation for a pedagogy of peace. The paper will focus on the definition of peace articulated in Principle 16f of the Charter: “Recognize that peace is the wholeness created by right relationships with oneself, other persons, other cultures, other life, Earth, and the larger whole of which all are a part.” This conception of peace serves as the organizing framework for the articulation of the cosmopolitan ethic and corresponding pedagogical framework. It is argued that the ethical principles of The Earth Charter provide a framework for a corresponding pedagogy of peace as right relationships.
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Essays on Naomi Klein’s The Shock Doctrine
A Pedagogy of Alternatives: A Peace Education Comment on Mark Webb’s “Letter to Naomi Klein”
By Betty A. Reardon
A Letter to Naomi Klein
By Mark Porter Webb
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Book Review — The Encyclopedia of Peace Education (edited by Monisha Baja)
By Hakim Williams
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Archive: Past Issues
Volume 1 Number 2, 2007
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Exploring Our Perceptual Limitation by Lyudmila Bryzzheva
Abstract
It is easy to hurt others when they stand barely visible. The difficulty of seeing another person clearly is treated here as “perceptual limitation,” and it is partially1 responsible for poor perception of others. Through personal introspection, and anecdotal evidence from teaching practice and daily encounters the author explores this curable while recurrent condition and suggests a number of practical ways of minimizing it.
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The Preparation of Pre-Service Teachers for a Culture of Dignity and Peace by Melodie Wilson and Yvette Daniel
Abstract
This paper argues that since schools are considered spaces for critical transformation and teachers play a vital role in creating conditions where students can become loving, caring members of society, peace education should be made explicit in teacher education. It asserts that the teacher education culture in Ontario is keen and positioned for this endeavour to take place despite implicit and marginalized peace education content and practices. It continues by suggesting how a move to prepare teacher candidates with education for and about peace through the magnifying of current implicit peace practices may strengthen the overall momentum of producing just societies, thereby, building human dignity. Drawing from findings derived from a small-scale study, three implications for teacher education are given: teacher education must recognize the proclivity of teacher candidates for partnership pedagogy; create space for sharing experiences; and expose teacher candidates to peace education knowledge. Six recommendations are provided for increasing possibilities for peaceful and equitable social pathways. The overarching purpose is to stimulate further discussion and networking among Ministry of Education in Ontario and faculties of education by advocating how peace education aligns with the goals inherent in their own philosophies and those of the global peace agenda.
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Connecting Inner and Outer Peace: Buddhist Meditation Integrated with Peace Education by Edward J. Brantmeier
Abstract
This article describes major types of Buddhist meditation and elucidates the connections among Buddhist meditative practices and a missing dimension of contemporary peace education—the cultivation of inner peace. In laying the groundwork for integrating aspects of Buddhist meditation within peace education efforts, definitions of peace education are critiqued. The specific techniques of loving-kindness mediation and emptiness meditation are explored through the eyes of scholars of Buddhism and through the eyes of the author who has been a student of Buddhism for twelve years. Rooting insight into the radical interconnectedness of all life in Hindu and Buddhist religious traditions, the author reiterates the power of this insight in regards to transforming individual dispositions and actions for nonviolent social change. The secularization of Buddhist and other contemplative practices for use in U.S. public schools is problemitized given the history of the separation of church and state in the United States.
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Archive
Volume 1 Number 1, May, 2007
Special Issue: What is the Relationship Between Knowledge and Peace?
Download as individual files:
Editorial Introduction by Fuad Al-Dwareesh
Words Matter: Exposing the Camouflaged Violence of Hunting Rhetoric by Heidi A. Huse, Ph.D
Nonviolence as a Way of Knowing in the Public School Classroom by Anya Jacobson
A Book Review of “Avengers of the New World” by Monisha Bajaj, Ed.D
A Book Review of “Ethical Visions of Education: Philosophies In Practice” by Dale Snauwaert, Ph.D
