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and Arab female youths were more dovish than the males both before
and after participating in the programme, and gained more from the
encounters. Implications for conflict resolution and peace pedagogy
are discussed.
4.
The qualitative study by Pamela Bolotin Joseph and Leslie Smith
Duss  (2009) entitled “Teaching a pedagogy of peace: a study of
peace  educators  in  United  States  schools  in  the  aftermath  of
September  11”  is  based  on  in-depth  semi-structured  interviews,
depicts practices of seven peace educators in public elementary and
secondary classrooms in the United States during the  time of  the
terrorist attacks on 11 September 2001 through the US engagement in
war in Afghanistan and Iraq. Focusing on individual perceptions of
practice and classroom experiences, the participants described how,
despite teaching at a time in which terrorism and war had become
national preoccupations, they taught pedagogy of peace that included
recognition and rejection of violence, understanding of differences
through dialogue, critical awareness of injustice and social justice,
and  imaginative  understanding  of  peace.  The  study  discloses  a
multitude of examples of both peacemaking and peace building in
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their teaching and development of classroom cultures but a lack of
emphasis  on  anti-war  curriculum.  It  also  reveals  the  teachers'
motivations for teaching peace education, theoretical influences on
their  practice,  their  identities  as  activists  and  examples  of  their
curriculum leadership.
5.
The  article  by  Noam  Schimmel    (2009)  entitled  “Towards  a
sustainable  and  holistic  model  of  peace  education:  a  critique  of
conventional modes of peace education through dialogue in Israel ”, 
explores ways of improving peace education, placing emphasis on
peace education programmes in  Israel that  use  dialogue  to  foster
mutual  understanding  and  respect.  This  article  offers  a  critical
assessment  of  contemporary  Israeli  peace  education  initiatives,
emphasizing that current peace education programmes in Israel have
failed to significantly improve social attitudes between Arabs and
Jews. Critiques of contemporary forms of peace education focus on
their psychological and social contexts, and the ways in which the
framing of peace education has substantive impacts on the likelihood
of  its  success  and  its  sustainability.  Emphasis  is  placed  on  the
importance of incorporating affective rather than primarily cognitive
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models  for  promoting  coexistence;  the  importance  of  pursuing
long-term peace education programming rather than the predominant
short-term 'encounter group' model; and the need for a comprehensive
social and political approach to peace education that extends beyond
schools and embraces society as a whole.
6.
Candice C. Carter  (2008) in his article entitled “Voluntary standards
for peace education”, suggests that peace education is comprehensive.
It  encompasses  instruction  by  all  members  of  a  school.  These
standards, which were recommended by researchers and practitioners
from  many  areas  of  the  world,  prescribe  comprehensive  and
simultaneous instruction with informal as well as formal curriculum.
Although  the  voluntary  standards  are  a  response  to  new  liberal
policies in the field of education, they were born of enduring concepts
along with research on educational practice and peace development.
As the international community and its various schools grapple with
several types of violence, comprehensive peace education provides
student preparation for responsible stewardship through an enacted
vision  of  a  better  world.  In  this  article  author  included
recommendations for providing such transformative education. The
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standards  that  embody  those  recommendations  have  been  aids  to
instructors who implement peace education.
7.
The article by H. B. Danesh  (2008) entitled “The Education for Peace
integrative curriculum: concepts, contents and efficacy”, presents the
conceptual foundations of the Education for Peace (EFP) integrative
curriculum, reviews its contents, and briefly describes its impact on
students,  teachers,  staff  and  parents/guardians  in  Bosnia  and
Herzegovina. The curriculum was developed in 2000, first employed
in  six  pilot  schools  and  then  implemented  in  112  primary  and
secondary schools in Bosnia and Herzegovina as well as in a few
schools in North America, thus far involving thousands of educators
and tens of thousands of students. The curriculum is being published
in nine volumes covering core aspects of peace education. This article
reviews the curriculum's comprehensive and inclusive pedagogical
approaches  and  unique  conceptual  formulation,  which  defines
conflict as the absence of unity and unity as the main prerequisite for
peace.  The  curriculum  integrates  insights  from  a  wide  range  of
disciplines  on  peace  and  education,  including  education,  peace
studies, conflict resolution, political science, law, religion, sociology,
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psychology  and  history.  Within  this  integrative  approach,  each
volume addresses one or more aspects of peace and peace education,
drawing from the latest developments in the field and from lessons
learned in the implementation of the EFP program. The final part of
the article includes several first-hand statements attesting the efficacy
of the EFP program.
8.
Ole Henning Sommerfelt and Vidar Vambheim  (2008) in their article
“The dream of the good'  a peace education project exploring the
potential  to  educate  for  peace  at  an  individual  level”,  numerous
educational efforts have been tried in order to address problems of
conflicts and violence at various levels of society. These efforts have
been  effective  to  various  degrees.  This  article  investigates  the
effectiveness  of  the  Swedish-based  peace  education  project  'The
dream of the good' (DODG), through its use of mind/body-oriented
methods,  to  develop  non-violent  attitudes  and  behaviour
(peacefulness) in individual students. This investigation is integrated
into  a  wider  discussion  of  whether  didactic  programmes  may  be
planned and implemented to effect such changes. The article first
discusses  assumptions  related  to  the  development  of  students'
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peacefulness,  and  how  effective  existing  peace  programmes  are
towards this end. Following a presentation of DODG, mechanisms of
aggression and peaceful development are reviewed theoretically, with
particular  reference  to  mind/body-oriented  methods,  from  the
perspectives of behavioural science and Buddhist philosophy. Finally,
empirical findings from an interview study of DODG and a small
controlled follow-up study are presented.
9.
The article by Ruth Firer   (2008) entitled “ Virtual peace education ,
Journal of Peace Education
 is based on the convictions that peace
education  is  the  basis  for  any  sustainable  non-violent  relations
between parties in  a  conflict,  and  that  virtual  peace  education  is
almost the only feasible way to practise peace education in an open
violent conflict as is the current Israeli/Palestinians one. Moreover,
virtual peace education has an independent rationale that justifies its
merits as an additional model of peace education, in a post-conflict
process of healing and among parties in societies torn by rifts and
problems.  This  article  includes  highlights  of  the  Israeli  peace
education  experience  from  the  early  twentieth  century  until  the
present  stage  that  is  characterized  by  virtual  peace  education.  It
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contains  a  basic  taxonomy  of  virtual  learning  and  virtual  peace
education that is followed by offering the arguments for and against it
as  based  on  the  observations  of  researchers  and  on  concrete
occurrences in Israeli/Palestinian experience. The article concludes
with a reference to a case study of the higher education course 'From
war  culture  to  peace  education'  as  elaborated  by  the  author  for
ODISEAME - the European Middle East Virtual University, and a
proposal to establish a virtual international peace school.
10. The research by Yaacov Boaz Yablon  (2007) entitled “Cognitive
rather  than  emotional  modification  in  peace  education  programs:
advantages  and  limitations”,  seeks  to  reveal  the  force  driving
processes that lead to positive contact between conflict groups, and
points to the importance of emotional modification. Acknowledging
the centrality of emotional modification, the present study points to
the importance of defining the desired goals of contact interventions.
Contact intervention programs are being used as the main vehicle to
enhance  positive  relationships  between  conflict  groups.  Current
research  aimed  to  reveal  which  of  the  emotional,  cognitive,
motivational or behavioural components of inter group relations were
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most enhanced in peace intervention programs for Israeli Jewish and
Bedouin Arab high-school students in Israel. The findings indicate
the cognitive realm as the most enhanced. These findings raise the
question of the relevance of emotional modification in regions of
persistent conflict, and suggests that intervention methods and desired
outcomes  must  be  closely  linked.  Finally,  implications  for  moral
education are discussed.
11. Anita L. Wenden    (2007) in her article entitled  “ Educating for a
critically literate civil society: incorporating the linguistic perspective
into peace education”, is of the view that despite the multifaceted role
language plays in promoting direct and indirect violence, activities
that would develop the linguistic knowledge and critical language
skills for understanding how discourse shapes individual and group
beliefs  and  prompts  social  action  are  conspicuously  absent  from
peace education. This article aims to address this absence. It will
present  a  framework  for  promoting  critical  language  awareness,
discuss its relevance to the preparation of critically literate citizens
and suggests ways of incorporating it into programmes and curricula
that educate for peace.
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12. David W. Johnson Roger T. Johnson  (2006) in his article entitled  
“Peace education for consensual peace: the essential role of conflict
resolution” , claims that peace education is a key for establishing and
maintaining  a  consensual  peace.  Creating  an  effective  peace
education  program  involves  five  steps.  First,  a  public  education
system must be established with compulsory attendance; all children
and  youth  should  attend  so  that  students  from  the  previously
conflicting groups interact and have the opportunity to build positive
relationships  with  each  other.  Second,  a  sense  of  mutuality  and
common fate needs to be established that highlights mutual goals, the
'just' distribution of benefits from achieving the goals, and a common
identity.  In  schools,  this  is  primarily  done  through  the  use  of
cooperative  learning.  Third,  students  should  be  taught  the
constructive controversy procedure to ensure that they know how to
make difficult decisions and engage in political discourse. Fourth,
students should be taught how to engage in integrative negotiations
and  peer  mediation  to  resolve  their  conflicts  with  each  other
constructively. Finally, civic values should be inculcated that focus
students on the long-term common good of society.
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13. The paper by H. B. Danesh  (2006) entitled “Towards an integrative
theory of peace education”, proposes the integrative theory of peace
(ITP) and briefly outlines the education for peace curriculum (EFP)
developed on the basis of this theory. ITP is based on the concept that
peace  is,  at  once,  a  psychological,  social,  political,  ethical  and
spiritual  state  with  its  expressions  in  intrapersonal,  interpersonal,
inter group, international, and global areas of human life. The theory
holds that all human states of being, including peace, are shaped by
our worldview - our view of reality, human nature, purpose of life and
human relationships. Four prerequisites for effective peace education
- unity - based worldview, culture of healing, culture of peace and
peace-oriented curriculum - are discussed. The paper supports the
conceptual elements of the ITP by drawing from the existing body of
research on peace education and the EFP experience in Bosnia and
Herzegovina (BiH) where, since 2000, some 112 BiH schools with
almost 80,000 students, along with their parents and teachers, have
begun to systematically introduce the principles and practices of EFP
into the curriculum and operation of their respective schools.
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