Quality culture core definition Quality culture is a set of group values that guide how improvements are made to everyday working practices and consequent outputs.
Definition[ edit ] Ian Harris and John Synott have described peace education as a series of "teaching encounters" that draw from people: James Page suggests peace education be thought of as "encouraging a commitment to peace as a settled disposition and enhancing the confidence of the individual as an individual agent of peace; as informing the student on the consequences of war and social injustice; as informing the student on the value of peaceful and just social structures and working to uphold or develop such social structures; as encouraging the student to love the world and to imagine a peaceful future; and as caring for the student and encouraging the student to care for others".
Johan Galtung suggested in that no theory for peace education existed and that there was clearly an urgent need for such theory. Joachim James Calleja has suggested that a philosophical basis for peace education might be located in the Kantian notion of duty.
While academic discourse on the subject has increasingly recognized the need for a broader, more holistic approach to peace education, a review of field-based projects reveals that three variations of peace education are most common: New approaches are emerging and calling into question some of theoretical foundations of the models just mentioned.
The most significant of these new approaches focuses on peace education as a process of worldview transformation. Learning to manage anger, "fight fair" and improve communication through skills such as listening, turn-taking, identifying needs, and separating facts from emotions, constitute the main elements of these programs.
Participants are also encouraged to take responsibility for their actions and to brainstorm together on compromises  In general, approaches of this type aim to "alter beliefs, attitudes, and behaviours As one peer mediation coordinator put it: At the same time, "a democratic society needs the commitment of citizens who accept the inevitability of conflict as well as the necessity for tolerance" U.
Department of State, The Culture of Democracy, emphasis added. Their aim is to produce "responsible citizens" who will hold their governments accountable to the standards of peace, primarily through adversarial processes.
Activities are structured to have students "assume the role of the citizen that chooses, makes decisions, takes positions, argues positions and respects the opinions of others": Based on the assumption that democracy decreases the likelihood of violence and war, it is assumed that these are the same skills necessary for creating a culture of peace.
Human rights education[ edit ] Peace education programs centered on raising awareness of human rights typically focus at the level of policies that humanity ought to adopt in order to move closer to a peaceful global community. The aim is to engender a commitment among participants to a vision of structural peace in which all individual members of the human race can exercise their personal freedoms and be legally protected from violence, oppression and indignity.
In fact, such education can be counterproductive and lead to greater conflict if people become aware of rights which are not realized. In this respect, human rights education can increase the potential for conflict"  To prevent these outcomes, many such programs are now being combined with aspects of conflict resolution and democracy education schools of thought, along with training in nonviolent action.
Essentially, while conflict-promoting attitudes and behaviours are characteristic of earlier phases of human development, unity-promoting attitudes and behaviours emerge in later phases of healthy development. Danesh a, b,a, b  proposes an "Integrative Theory of Peace" in which peace is understood as a psychosocial, political, moral and spiritual reality.
Peace education, he says, must focus on the healthy development and maturation of human consciousness through assisting people to examine and transform their worldviews.
Worldviews are defined as the subconscious lens acquired through cultural, family, historical, religious and societal influences through which people perceive four key issues: Surveying a mass of material, Danesh argues that the majority of people and societies in the world hold conflict-based worldviews, which express themselves in conflicted intrapersonal, interpersonal, intergroup, and international relationships.
He subdivides conflict-based worldviews into two main categories which he correlates to phases of human development: It is through the acquisition of a more integrative, Unity-Based Worldview that human capacity to mitigate conflict, create unity in the context of diversity, and establish sustainable cultures of peace, is increased—be it in the home, at school, at work, or in the international community.
Critical peace education[ edit ] Modern forms of peace education relate to new scholarly explorations and applications of techniques used in peace education internationally, in plural communities and with individuals.
The project of critical peace education includes conceiving of education as a space of transformation where students and teachers become change agents that recognise past and present experiences of inequity and bias and where schools become strategic sites for fostering emancipatory change. In yogic peace education, techniques from yogic science are utilised to alter the physical, mental and spiritual instrument of humanity the self to address violence that comes from within.
Contemporary peace education similar to all peace education relate to specific forms of violence and their transformation and similar to teaching human rights and conflict resolution in schools critical peace education and yogic peace education are complementary curricula that seek to foster positive peace and decrease violence in society.
Criticism[ edit ] Toh Swee-Hin observes that each of the various streams of peace education "inevitably have their own dynamics and 'autonomy' in terms of theory and practice".
Imagine also that while surgeries are practiced, no research and no evaluation of their differential effectiveness accompany them. The field would be considered neither very serious nor very trustworthy. Luckily enough, such a state of affairs does not describe the field of medicine, but it comes pretty close to describing the field of peace education.
First, too many profoundly different kinds of activities taking place in an exceedingly wide array of contexts are all lumped under the same category label of "peace education" as if they belong together. Second, for whatever reason, the field's scholarship in the form of theorizing, research and program evaluation badly lags behind practice… In the absence of clarity of what peace education really is, or how its different varieties relate to each other, it is unclear how experience with one variant of peace education in one region can usefully inform programs in another region.
An essential component of this integrated theory must also be the recognition that a culture of peace can only result from an authentic process of transformation, both individual and collective. Another source is the Culture of Peace News Networkwhich is dedicated to education for a culture of peace .Welcome to the American Perspectives Volume I eText Website for Houston Community College.
Follow the instructions below to redeem the access code found in the Pearson Learning Solutions Student Access Kit that was packaged with your book. In short, does civic education help to create a political culture of democracy?
POVERTY AND EDUCATION: FINDING THE WAY FORWARD 5 • Minority students disproportionately attend schools that are segregated by race and income. For example, 38 and 43 percent of Black and Hispanic students, respectively, attend schools that have a student body that is composed of 90 to percent minority students. Congregation for Catholic Education (for Institutes of Study) Educating to Intercultural Dialogue in Catholic Schools Living in Harmony for a Civilization of Love. Irish Education System Education in Ireland Education is compulsory for children in Ireland from the ages of six to sixteen or until students have completed three years of second-level education.
In a context where very little empirical research has been done on the subject of civic education among eligible voters in new democracies, this article offers some preliminary answers. Chapter 5: Towards mass education.
Background. The Industrial Revolution. In the middle of the eighteenth century, as the Industrial Revolution began, most of England's six million people lived and worked in the countryside.
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But education experts and parents alike say that if it is taught right, a class on popular culture can provide a unique look at political systems, stereotypes and corporate influences on society. Identification. The Republic of the Fiji Islands is a multicultural island nation with cultural traditions of Oceanic, European, South Asian, and East Asian origins.