جستجوی مقالات مرتبط با کلیدواژه « صلح » در نشریات گروه « علوم تربیتی »

Peace and achieving it is one of the important issues of humanity today. In this regard, various methods and theories have been proposed to achieve peace. One of the contemporary philosophers who has presented his solution based on critical rationality is Karl Popper. In this study, the characteristics of peace based on Popper's critical rationality and methods of peace education based on this theory are examined. Content analysis method is used to examine the characteristics of peace, and inferential analysis method is used to derive principles and methods. Based on the theoretical foundations of Popper's critical rationality, four characteristics for peace including humility, intellectual growth, open society and democracy, and falsifiable are introduced. Then, based on these characteristics, seven principles and seven methods of peace education are introduced. The principles of peace education include respect for others' beliefs, conflict resolution, flexibility, freedom, justice, tolerance, and fallibility. The methods of peace education include critical questioning and answering, critical dialogue, confronting learners with challenging questions, problem-solving method, attention to individual and cultural differences and respecting them, criticism-based inclusive approach method, and error testing method.

In the current study, the problem of peace in the education of Afghanistan, based on the official documents of Islamic Republic period has been analyzed. But because the use of language has different complexities and is related to external areas, this study has used the method of critical discourse analysis according to Fairclough's approach along with considerations of Laclau and Mouffe. The main source of this analysis is the document of The Constitution of Afghanistan in the period of the Islamic Republic. At the same time, other authoritative documents and texts have been used to develop and deepen the analysis. The result obtained from this analysis shows that the official documents do not have a single discourse; rather, they contain various discourses without having a specific central signifier, in the form of a discourse order. The most important discourses identified in these documents consist of "Islamism", "democracy", "racism", and "nationalism", which are formed around the main signifiers of "Islam", "people", "race" and "nation". This multiplicity of discourses causes the construction of the identity of peace in the documents to be composed of various signifiers and multiple and incoherent constructs, that cannot be actualized because of the antagonism involved among these signifiers and constructs, consequently, it does not fulfill peace education.

The main purpose of the present study was to compare elementary school social sciences textbooks before and after implementing the Fundamental Reform Document of Education (FRDE) according to seven components of peace education in UNESCO (1999). This applied qualitative-quantitative research used Mayring’s qualitative content analysis. Context unit included texts and educational activities in social sciences textbooks of elementary school before and after implementing FRDE. Analysis unit was the themes taken from UNESCO peace education components. The findings of the study showed that the UNESCO peace components were not equally distributed in the third-, fourth- and fifth-grade social sciences textbooks before and after implementing FRDE. The components of internationalism, democracy and preservation of cultures received more attention than other components before implementing FRDE, but the component of self and others received the least emphasis, while this component became the most prominent in the textbooks after implementing FRDE. Generally, the component of self and others, spirituality and protection of the environment received more attention in comparison to other components in the textbooks after implementing FRDE, which is among the strong suits of the textbooks after implementing FRDE; however, the component of preservation of cultures received less attention after implementing FRDE.

This research was conducted with the aim of determining the effectiveness of integrated peace and good choice education on positive orientation towards school in female students of the first year of high school in the 19th district of Tehran, and the research method was a semi-experimental type with a pre-test-post-test design with an experimental and control group, and a one-month follow-up. The statistical population of the research includes female students of the first year of high school in Nineteen region of Tehran in the academic year 2018-2019, and to determine the sample, 40 students were randomly divided into two groups of 20 people. The research tool was the positive orientation evaluation scale regarding Ahmadi and Abul Maali al-Husseini school (2016) and for the experimental group, the integrated peace and good choice education intervention program was implemented, including eight ninety-minute sessions during eight continuous weeks. At the end, a post-test and a follow-up test were taken from both groups one month later. The collected data were analyzed using variance analysis with repeated measurements and Bonferroni post hoc test. The findings show that the combined education of peace and good choices had a positive effect on the positive orientation towards school in the female students of the first year of high school (P<0.01). The integrated education of peace and good choices can be used as an efficient method to increase the positive orientation of students about school.

The present study aimed to draw attentions toward the importance of art-based curriculum in order to promote indexes of teaching peace to learners. Arts education is an integral part of curriculums and greatly influence nurturing philanthropist and peaceful teachings to learners especially in their early years. However, arts education and its effect on developing ethical skills, compassion, sympathy and peace have been neglected historically. In this regard, scholars have taken analytical descriptive approaches toward studying art, arts education and the interaction between art and peace as an ethical merit in curriculum and have presented several suggestions to promote peace through arts education.

The aim ofthis study was toachieve abasic assumption of Islamic my sticismand the implications of the seassumption sare used to teach peace. Because peace, one of the most important needs and the needs of today's world is considered. According to many expert sand scholars of education, it should be considered as one of the most important educational goals. It seems that peace education from the perspective of Islamic my stoicism can be considered as a new approach in Educational Administration. More over, the importance of this is sue for the Muslim community is very important since, for various reasons, peacein the secommunities is at risk. Among the most important reasons for this, common Islamic reading scan be noted in the secommunities. The mainissue of concern here, and the concern that researcher shave regarding peace and education is the way people look at different interpretations of Islam. The present study is aqualitative study using the analytical methods, i.e. the philosophical foundations inference of Islamic mysticism describing Islamic mysticism. The nit tried to deduce the implications of the seas sumption sutilized to teach peace educationand its application among managers. The materials used in this research were my stical resources and literature. The researcher shave always attempted to study the documents to achieve goals. The irsampling was purpose fuland data collections were pursued until the researchers reached their aim (saturation point); afterward, they tended to stop their research. The results of this study indicated that the principle of unity, appearance and reality, love and beauty, nature, cultivation and refinement and their implications -conditions and good training ground to minimize hostility and transformation of the enemy. Hence, this makes it possible to provide peace education in the educational system, especially religious education. Meanwhile, this approach can be good bases for further studies in educational management and curriculum designers.

Today، achieving peace in societies will not come about unless it is primarily institutionalized and promoted through continuous education. Philosophy for children (p4c) is a new program which can crucially contribute to this end via its inseparable technique، that is، community of inquiry. In fact، community of inquiry is the miniature of a larger community in which the teacher and students actually practice the dominant rules of a peaceful society. The aim of the present study was to provide an analysis of different components of P4C and world peace as well as to investigate the outcome of implementing P4C in Iran and in the world. The ultimate purpose was to show how strengthening thinking and behavioral skills in children and youngsters could capitulate to the improvement of dialogs and deterioration of disputes among them and thus، replace war with peace

Cinema could be considered an effective tool in observational learning, regardless of its genera. The war genera, the most significant one in post-revolutionary Iran, could be a tool for advocating both peace and violence. To determine the educational functions of this type of films, a sample of six war movies (two from each decade since the Iran-Iraq war) was selected and then content-analyzed. The instrument used was the researcher constructed Peace and Violence Inventory. The results show that most reviewed movies advocate violence rather than peace, as they are aimed at creating war heroes, depicting war as holy, and glorifying those involved in its machinery. Films exploring the devastation caused by the war, the destruction imposed on humans and their relationships, and the victory of compassion over animosity were in the minority.