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Kinder und Jugendliche zu Verantwortungsbewusstsein, Friedfertigkeit und Kritikfähigkeit zu befähigen - die Pädagogik der sozialistischen Reformpädagogin Minna Specht (1879-1961) hat viele aktuelle Bezüge. Wie kann trotz der Einschränkung durch Erziehung Freiheit befördert werden? Die systematische Einführung in das Werk von Minna Specht erschließt dieses Kernproblem pädagogischen Handelns. In der Lektüre ausgewählter Schriften Spechts wird gezeigt, dass es in ihrer Pädagogik um die Beförderung von sozialer Freiheit geht. Neben der Theorie und Geschichte der Landerziehungsheime, Spechts Schulversuchen im Exil, der Reeducation nach dem Zweiten Weltkrieg, der Erziehung zum Frieden in einer sich globalisierenden Welt wird auch die von Specht vorgelegte Didaktik des erfahrungsbasierten Lernens thematisiert.
Democracy Education --- Demokratiepädagogik --- Reformpädagogik --- Reeducation --- Progressive Education --- Peace Education --- New Education --- Internationale Erziehung --- International Education --- Global Education --- Friedenspädagogik --- Friedenserziehung
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Frieden muss immer wieder neu gelernt werden - und mit den Bedingungen dafür muss sich Friedenspädagogik stets neu beschäftigen. In diesem Band werden aktuelle Argumentationslinien von Gewaltfreiheit und Friedenspädagogik im Horizont der Weltgesellschaft vermessen und so innovative Perspektiven für eine Friedenspädagogik im 21. Jahrhundert aufgezeigt. Peace has to be learned again and again - and peace education has to deal with the conditions for this in a new way. In this volume, current lines of argumentation of non-violence and peace education are measured in the cpmtext of world society and thus innovative perspectives for peace education in the 21st century are presented. Die Lektüre ist sowohl in theoretischer wir praktischer Dimension überaus anregend und in vielerlei disziplinären Kontexten empfehlenswert. ZEP 4/2016 Die insgesamt klar strukturierten und gut lesbaren Aufsätze weiten das Blickfeld und bieten auch für praktische Arbeit Hinweise zur didaktischen Reflexion. hlz Zeitschrift der GEW Hamburg 11/2015 In diesem Band werden aktuelle Argumentationslinien von Gewaltfreiheit und Friedenspädagogik im Horizont der Weltgesellschaft vermessen und so innovative Perspektiven für eine Friedenspädagogik im 21. Jahrhundert aufgezeigt. Offene Spielräume 4/2015
Education --- Peace --- Education. --- Study and teaching. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Friedenserziehung --- Gewaltfreiheit --- Global Learning --- Globales Lernen --- Nonviolence --- Peace Education
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education --- emergencies --- emergency education response --- conflict sensitive education --- peace education --- Education --- Crises --- Change --- Crises. --- Education. --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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Acknowledging the dual notions of danger and opportunity that present themselves in contemporary social and ecological crises, this book explores how both peace and environmental education can transform the way we think and what we value. The book outlines the link between social violence and ecological degradation and the need to educate for the purpose of achieving social and ecological peace. Specialists in peace and environmental education offer a holistic and integrated approach on educating about these problems and challenges. They also provide educational strategies, such as curricular frameworks and pedagogical innovations appropriate for both formal and informal settings, and case studies and examples that illustrate their application.
Peaceful change (International relations) --- Sustainable development. --- Environmental education. --- Peace-building --- Peace --- Human ecology --- International relations --- World politics --- Development, Sustainable --- Ecologically sustainable development --- Economic development, Sustainable --- Economic sustainability --- ESD (Ecologically sustainable development) --- Smart growth --- Sustainable development --- Sustainable economic development --- Economic development --- Education --- Building peace --- Peacebuilding --- Conflict management --- Peacekeeping forces --- Environmental studies --- Study and teaching. --- Environmental aspects --- Peace Education International.
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peace --- peace education --- conflict resolution --- mediation --- international relations --- human rights --- Peace --- Peace-building --- Reconciliation --- Conflict management --- Reconciliation. --- Peace-building. --- Peace. --- Conflict management. --- Research --- Research. --- Peace making --- Peacemaking --- Reconciliatory behavior --- Quarreling --- Building peace --- Peacebuilding --- Peacekeeping forces --- Conflict control --- Conflict resolution --- Dispute settlement --- Management of conflict --- Managing conflict --- Management --- Negotiation --- Problem solving --- Social conflict --- Crisis management --- Coexistence, Peaceful --- Peaceful coexistence --- International relations --- Disarmament --- Security, International --- Peace science --- Paix --- Consolidation de la paix --- Réconciliation --- Gestion des conflits
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‘This is a necessary exercise in deconstruction and reconstruction that challenges conventional and critical approaches to peace education. Schultze-Kraft’s new book is an impressive piece of synthesis, a personal manifesto married to a rigorous interrogation of the theoretical literature. It pushes boundaries enhancing the sustaining peace agenda. As such it deserves the critical attention of policy makers at the highest level, as well as scholar-practitioners.’ –Paul Arthur, Professor of Politics, Ulster University, UK ‘This impressive and valuable book delves into the intricacies, shortcomings and potential of historical memory-based approaches to peace education, unafraid of the tough questions and knowledgeably embracing complexities. Schultze-Kraft’s advocacy of the memory culture approach to sustainable peace pedagogy will be of great value to educators and researchers not only in Colombia but also in other countries and regions emerging from violent conflict.’ –Eckhardt Fuchs, Leibniz Institute for Educational Media / Georg Eckert Institute, Germany ‘Schultze-Kraft vigorously addresses the concepts and practices of, and political debates on, historical memory in the midst of violent conflict, enabling us to respond to key questions about the transition to peace: how to reconstruct traumatic pasts, how to narrate them, how to process them and how to transmit them to new generations with pedagogical purposes. Offering an exploration of tools for the empowerment of communities and for the elaboration of public policies to turn the aftermath of violent conflict into an opportunity for social transformation, researchers, conflict resolution practitioners and educators will find this book particularly helpful.’ –Gonzalo Sánchez G., Former Director of the National Historical Memory Commission, Colombia Informed by the author’s long-standing fieldwork in the Global South, this open access book presents a comprehensive narrative about the relationship between peace education, historical memory and the sustaining peace agenda, advocating for the adoption of a new perspective on education for sustaining peace through historical memory. Peace education in countries wrestling with, or emerging from, violent conflict is up against major challenges. Incorporating a focus on historical memory into peace education, without losing sight of its own pitfalls, can support learners and teachers to achieve positive change at the individual as well as social and institutional levels. Historical memory-oriented peace education stands to enhance the UN-led sustaining peace agenda and the SDGs. Markus Schultze-Kraft is Professor of Political Science at the Berlin School of Economics and Law, and Arnhold Associate at the Leibniz Institute for Educational Media / Georg Eckert Institute, Germany.
International relations --- Historiography --- Educational strategies & policy --- Development studies --- peace education --- sustainable peace --- sustaining peace --- historical memory --- Sustainable Development Goals (SDGs) --- Colombia --- violent conflict-affected countries --- historical memory of a violent conflict --- promoting sustainable peace --- SDG 16 --- Peace. --- Collective memory. --- Citizenship—Study and teaching. --- Economic development. --- Peace and Conflict Studies. --- Memory Studies. --- Citizenship Education. --- Development Studies. --- Development, Economic --- Economic growth --- Growth, Economic --- Economic policy --- Economics --- Statics and dynamics (Social sciences) --- Development economics --- Resource curse --- Collective remembrance --- Common memory --- Cultural memory --- Emblematic memory --- Historical memory --- National memory --- Public memory --- Social memory --- Memory --- Social psychology --- Group identity --- National characteristics --- Coexistence, Peaceful --- Peaceful coexistence --- Disarmament --- Peace-building --- Security, International
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Betty A. Reardon is a world-renowned leader in the fields of peace education and human rights; her pioneering work has laid the foundation for a new cross-disciplinary integration of peace education and international human rights from a gender-conscious, global perspective. This collection of reflective inquiry and ongoing research gathers essential works on peace education and human rights (1967-2014) and provides access to Reardon’s key works. These texts have been foundational to the field of peace education during the past five decades of her practical experience. The unique conceptualization of a holistic framework for organizing content and the practical and specific descriptions of pedagogies for the practice of critical peace education in schools and universities, have made them essential resources for peace educators around the world; several have already become standard texts for basic courses in the field. The book also includes an overview of Reardon’s career and a bibliography of her publications.
Law. --- Human Rights. --- International Relations. --- Education (general). --- Droit --- Peace -- Education. --- Peace. --- Women and human security. --- Women and peace. --- Law, Politics & Government --- Human Rights --- Human rights --- Study and teaching --- Basic rights --- Civil rights (International law) --- Rights, Human --- Rights of man --- Law and legislation --- International relations. --- Education. --- Human rights. --- Education, general. --- Human security --- Transitional justice --- Truth commissions --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Coexistence --- Foreign affairs --- Foreign policy --- Foreign relations --- Global governance --- Interdependence of nations --- International affairs --- Peaceful coexistence --- World order --- National security --- Sovereignty --- World politics --- Acts, Legislative --- Enactments, Legislative --- Laws (Statutes) --- Legislative acts --- Legislative enactments --- Jurisprudence --- Legislation --- Education
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