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Through qualitative research methods, this book engages in a
holistic understanding of cultural, economic, and institutional
forces that interact to produce the underrepresentation of women as
school teachers in four sub-Saharan African countries. Comparative
case studies at the national level, using a common research design,
show that teaching, despite being an attractive civil service job,
offers low salaries and many challenges, especially when it takes
place in rural areas. Combining professional duties with demanding
family responsibilities further diminishes women's ability to stay
in the teaching profession. The studies in this book attempt to
bridge research findings with policy by developing action plans in
cooperation with ministries of education of the respective
countries. Women Teachers in Africa will be of interest to academic
researchers, undergraduate and postgraduate students in the
relevant fields, as well as development professionals, aid agency
staff and education policy experts.
This book builds on the success of the First International
Conference on Facts and Evidence: A Dialogue between Law and
Philosophy (Shanghai, China, May 2016), which was co-hosted by the
Collaborative Innovation Center of Judicial Civilization (CICJC)
and East China Normal University. The Second International
Conference on Facts and Evidence: A Dialogue between Law and
History was jointly organized by the CICJC, the Institute of
Evidence Law and Forensic Science (ELFS) at China University of
Political Science and Law (CUPL), and Peking University School of
Transnational Law (STL) in Shenzhen, China, on November 16-17,
2019. Historians, legal scholars and legal practitioners share the
same interest in ascertaining the "truth" in their respective
professional endeavors. It is generally recognized that any
historical study without truthful narration of historical events is
fiction and that any judicial trial without accurate fact-finding
is a miscarriage of justice. In both historical research and the
judicial process, practitioners are invariably called upon, before
making any arguments, to prove the underlying facts using evidence,
regardless of how the concept is defined or employed in different
academic or practical contexts. Thus, historians and legal
professionals have respectively developed theories and
methodological tools to inform and explain the process of gathering
evidentiary proof. When lawyers and judges reconsider the facts of
cases, "questions of law" are actually a subset of "questions of
fact," and thus, the legal interpretation process also involves
questions of "historical fact." The book brings together more than
twenty leading history and legal scholars from around the world to
explore a range of issues concerning the role of facts as evidence
in both disciplines. As such, the book is of enduring value to
historians, legal scholars and everyone interested in
truth-seeking.
This book explores Daoist philosophies of qi and virtue through
inquiry into their potential as technologies for cultivating good
among individuals and society within educational settings, as well
as in the modern world. The first part of the book, authored by
Jing Lin, examines Daoist cosmology, axiology, and epistemology.
She illuminates qi cultivation's reliance on the accumulation of
virtues, leading to transformation of the body and
even-extraordinarily-the abilities of Daoist masters to transcend
physical limitations to achieve health, longevity, and immortality.
The second part of the book, authored by Tom Culham, establishes an
understanding of qi and virtue as a technology within the Daoist
paradigm, outlining the benefits of its cultivation while
illuminating how contemporary Western philosophy and science
support this paradigm. Both authors explore new forms of education
to incorporate Daoist wisdom in schooling.
This book builds on the success of the First International
Conference on Facts and Evidence: A Dialogue between Law and
Philosophy (Shanghai, China, May 2016), which was co-hosted by the
Collaborative Innovation Center of Judicial Civilization (CICJC)
and East China Normal University. The Second International
Conference on Facts and Evidence: A Dialogue between Law and
History was jointly organized by the CICJC, the Institute of
Evidence Law and Forensic Science (ELFS) at China University of
Political Science and Law (CUPL), and Peking University School of
Transnational Law (STL) in Shenzhen, China, on November 16-17,
2019. Historians, legal scholars and legal practitioners share the
same interest in ascertaining the "truth" in their respective
professional endeavors. It is generally recognized that any
historical study without truthful narration of historical events is
fiction and that any judicial trial without accurate fact-finding
is a miscarriage of justice. In both historical research and the
judicial process, practitioners are invariably called upon, before
making any arguments, to prove the underlying facts using evidence,
regardless of how the concept is defined or employed in different
academic or practical contexts. Thus, historians and legal
professionals have respectively developed theories and
methodological tools to inform and explain the process of gathering
evidentiary proof. When lawyers and judges reconsider the facts of
cases, "questions of law" are actually a subset of "questions of
fact," and thus, the legal interpretation process also involves
questions of "historical fact." The book brings together more than
twenty leading history and legal scholars from around the world to
explore a range of issues concerning the role of facts as evidence
in both disciplines. As such, the book is of enduring value to
historians, legal scholars and everyone interested in
truth-seeking.
This volume provides a collection of methodologies for basic
research, clinical diagnosis, and treatment pertaining to food
allergens, including food allergen production, purification,
characterization, detection, quantification, and bioinformatics
approaches to modern food allergen studies. The chapters in the
book are divided into 4 parts: Part I discusses food allergen
purification and production, and explores methods of producing
recombinant food allergens in bacterial and yeast expression
systems; Part II looks at allergen discovery, detection, and
quantification covering 3 types of methods-DNA-, protein-, and
cell-based methods; Part III focuses on allergenic epitope mapping;
and Part IV talks about future developments concentrated around new
concepts of allergenicity as an outcome of protein and food matrix
interactions. Written in the highly successful Methods in Molecular
Biology series format, chapters include introductions to their
respective topics, lists of the necessary materials and reagents,
step-by-step, readily reproducible laboratory protocols, and tips
on troubleshooting and avoiding known pitfalls. Cutting-edge and
comprehensive, Food Allergens: Methods and Protocols is a valuable
resource for immunologists, biochemists, molecular biologists, and
medical doctors and students working in the food allergy field.
This book is also useful for people in the food industry,
legislators, food standard agencies, allergologists, pediatricians,
and clinicians in the allergic diseases and immunology fields.
This volume provides a collection of methodologies for basic
research, clinical diagnosis, and treatment pertaining to food
allergens, including food allergen production, purification,
characterization, detection, quantification, and bioinformatics
approaches to modern food allergen studies. The chapters in the
book are divided into 4 parts: Part I discusses food allergen
purification and production, and explores methods of producing
recombinant food allergens in bacterial and yeast expression
systems; Part II looks at allergen discovery, detection, and
quantification covering 3 types of methods-DNA-, protein-, and
cell-based methods; Part III focuses on allergenic epitope mapping;
and Part IV talks about future developments concentrated around new
concepts of allergenicity as an outcome of protein and food matrix
interactions. Written in the highly successful Methods in Molecular
Biology series format, chapters include introductions to their
respective topics, lists of the necessary materials and reagents,
step-by-step, readily reproducible laboratory protocols, and tips
on troubleshooting and avoiding known pitfalls. Cutting-edge and
comprehensive, Food Allergens: Methods and Protocols is a valuable
resource for immunologists, biochemists, molecular biologists, and
medical doctors and students working in the food allergy field.
This book is also useful for people in the food industry,
legislators, food standard agencies, allergologists, pediatricians,
and clinicians in the allergic diseases and immunology fields.
This book takes readers on a journey that is part storytelling,
part academic analysis, and part spiritual exploration. The authors
identify the climate emergency as a breakdown in spiritual
consciousness which fails to recognize our deep interconnection
with Nature. To meet this crisis of spirit, Storying Our
Relationship with Nature serves as a guide for transforming
ourselves and our lives through story. The authors introduce the
philosophical and historical foundations of our objectification of
nature as a commodity and describe the effect this view has on our
lives. They detail a path forward through storytelling,
contemplative practice, Eastern philosophy, and the transformative
power of education. Throughout the book, reflective activities
provide a space for the reader to personalize their learning,
leading the reader towards the book’s central message: once we
learn to consciously re-story our relationship with Nature, we can
transform our cultural narrative of fatalism and greed into one of
love, determination, and possibility, helping us move towards a
sustainable future.
This book explores Daoist philosophies of qi and virtue through
inquiry into their potential as technologies for cultivating good
among individuals and society within educational settings, as well
as in the modern world. The first part of the book, authored by
Jing Lin, examines Daoist cosmology, axiology, and epistemology.
She illuminates qi cultivation's reliance on the accumulation of
virtues, leading to transformation of the body and
even-extraordinarily-the abilities of Daoist masters to transcend
physical limitations to achieve health, longevity, and immortality.
The second part of the book, authored by Tom Culham, establishes an
understanding of qi and virtue as a technology within the Daoist
paradigm, outlining the benefits of its cultivation while
illuminating how contemporary Western philosophy and science
support this paradigm. Both authors explore new forms of education
to incorporate Daoist wisdom in schooling.
In our current systems of education, there is a trend toward
compartmentalizing knowledge, standardizing assessments of
learning, and focusing primarily on quantifiable and positivist
forms of inquiry. Contemplative inquiry, on the other hand, takes
us on a transformative pathway toward wisdom, morality, integrity,
equanimity, and joy (Zajonc, 2009). These holistic learning
practices are needed as a counterbalance to the over-emphasis on
positivism that we see today. In addition to learning quantifiable
information, we also need to learn to be calmer, wiser, kinder, and
happier. This book aims to find and share various pathways leading
to these ends. This book will describe educational endeavors in
various settings that use contemplative pedagogies to enable
students to achieve deep learning, peace, tranquility, equanimity,
and wisdom to gain new understanding about self and life, and to
grow holistically. Embodiment is a central concept in this book. We
hope to highlight strategies for exploring internal wisdoms through
engaging ourselves beyond simply the rational mind. Contemplative
pedagogies such as meditation, yoga, tai chi, dance, arts, poetry,
reflective writing and movements, can help students embody what
they learn by integrating their body, heart, mind, and spirit.
Practice and research of peace education has grown in the recent
years as shown by a steadily increasing number of publications,
programs, events, and funding mechanisms. The oft-cited point of
departure for the peace education community is the belief in
education as a valuable tool for decreasing the use of violence in
conflict and for building cultures of positive peace hallmarked by
just and equitable structures. Educators and organizations
implementing peace education activities and programming, however,
often lack the tools and capacities for evaluation and thus pay
scant regard to this step in program management. Reasons for this
inattention are related to the perceived urgency to prioritize new
and more action in the context of scarce financial and human
resources, notwithstanding violence or conflict; the lack of skills
and time to indulge in a thorough evaluative strategy; and the
absence of institutional incentives and support. Evaluation is
often demand-driven by donors who emphasize accounting given the
current context of international development assistance and budget
cuts. Program evaluation is considered an added burden to already
over-tasked programmers who are unaware of the incentives and of
assessment techniques. Peace education practitioners are typically
faced with forcing evaluation frameworks, techniques, and norms
standardized for traditional education programs and venues.
Together, these conditions create an unfavorable environment in
which evaluation becomes under-valued, de-prioritized, and
mythologized for its laboriousness. This volume serves three
inter-related objectives. First, it offers a critical reflection on
theoretical and methodological issues regarding evaluation applied
to peace education interventions and programming. The overarching
questions of the nature of peace and the principles guiding peace
education, as well as governing theories and assumptions of change,
transformation, and complexity are explored. Second, the volume
investigates existing quantitative, qualitative, and mixed methods
evaluation practices of peace educators in order to identify what
needs related to evaluation persist among practitioners. Promising
practices are presented from peace education programming in
different settings (formal and non-formal education), within
various groups (e.g. children, youth, police, journalists) and
among diverse cultural contexts. Finally, the volume proposes ideas
of evaluation, novel techniques for experimentation, and creative
adaptation of tools from related fields, in order to offer
pragmatic and philosophical substance to peace educators' "next
moves" and inspire the agenda for continued exploration and
innovation. The authors come from variety of fields including
education, peace and conflict studies, educational evaluation,
development studies, comparative education, economics, and
psychology.
Authored by scholars from a variety of disciplines, including
English, Theology, Philosophy, Communications, Sociology,
Humanities and Peace Studies, this edited volume provides detailed
descriptions of the many ways popular culture can be used to teach
peace. Chapters discuss documentary and feature film, music,
television, literature and more, providing both educators and the
general public with a timely and useful tool. From popular
dystopian novels like The Hunger Games to feature films like The
Matrix to modern rap and hip-hop music, contributors not only
provide critical analysis of the violence in popular culture but
also an assessment of how the same or alternate forms can be used
by peace educators. Additionally, each chapter project synopses and
teaching ideas, as well as recommended resources.
Spirituality and spiritual experiences have been the bedrock of
every civilization and together form one of the highest mechanisms
for making sense of the world for billions of people. Current
research paradigms, due to their limitation to empirical, sensory,
psychologically, or culturally constructed realities, fail to
provide a framework for exploring this essential area of human
experience. The development of a spiritual research paradigm will
provide researchers from the social sciences and edcation the tools
and abilities to systematically explore fundamental questions
regarding human spiritual experiences and spiritual growth. A
spiritual research paradigm requires an ontology that considers all
reality to be multidimensional, interconnected, and interdependent.
It requires an epistemology that integrates knowing from outer
sources as well as inner contemplation, acknowledging our
integration of soul and spirit with the body and mind. Three
additional aspects are useful to a spiritual research paradigm:
axiology, methodology, and teleology. An axiology concerns what is
valued, good, and ethical. A methodology is the appropriate
approach to systematic inquiry. A fifth and less frequently
mentioned aspect is teleology, an explanation of the goal or end
(telos) to which new knowledge is applied, such as gaining wisdom
and truth, touching the divine, increasing inner peace, exploring
hidden dimensions, or improving society. This book takes the first
step to develop such a research paradigm. We draw from world
spiritual traditions as well as scholarship that has arisen from
contemplative practices. We also attempt to build a bridge between
science and spirituality. Spiritual research is not necessarily
opposed to scientific research; in fact, each can shed light on the
other.
Practice and research of peace education has grown in the recent
years as shown by a steadily increasing number of publications,
programs, events, and funding mechanisms. The oft-cited point of
departure for the peace education community is the belief in
education as a valuable tool for decreasing the use of violence in
conflict and for building cultures of positive peace hallmarked by
just and equitable structures. Educators and organizations
implementing peace education activities and programming, however,
often lack the tools and capacities for evaluation and thus pay
scant regard to this step in program management. Reasons for this
inattention are related to the perceived urgency to prioritize new
and more action in the context of scarce financial and human
resources, notwithstanding violence or conflict; the lack of skills
and time to indulge in a thorough evaluative strategy; and the
absence of institutional incentives and support. Evaluation is
often demand-driven by donors who emphasize accounting given the
current context of international development assistance and budget
cuts. Program evaluation is considered an added burden to already
over-tasked programmers who are unaware of the incentives and of
assessment techniques. Peace education practitioners are typically
faced with forcing evaluation frameworks, techniques, and norms
standardized for traditional education programs and venues.
Together, these conditions create an unfavorable environment in
which evaluation becomes under-valued, de-prioritized, and
mythologized for its laboriousness. This volume serves three
inter-related objectives. First, it offers a critical reflection on
theoretical and methodological issues regarding evaluation applied
to peace education interventions and programming. The overarching
questions of the nature of peace and the principles guiding peace
education, as well as governing theories and assumptions of change,
transformation, and complexity are explored. Second, the volume
investigates existing quantitative, qualitative, and mixed methods
evaluation practices of peace educators in order to identify what
needs related to evaluation persist among practitioners. Promising
practices are presented from peace education programming in
different settings (formal and non-formal education), within
various groups (e.g. children, youth, police, journalists) and
among diverse cultural contexts. Finally, the volume proposes ideas
of evaluation, novel techniques for experimentation, and creative
adaptation of tools from related fields, in order to offer
pragmatic and philosophical substance to peace educators' "next
moves" and inspire the agenda for continued exploration and
innovation. The authors come from variety of fields including
education, peace and conflict studies, educational evaluation,
development studies, comparative education, economics, and
psychology.
Authored by scholars from a variety of disciplines, including
English, Theology, Philosophy, Communications, Sociology,
Humanities and Peace Studies, this edited volume provides detailed
descriptions of the many ways popular culture can be used to teach
peace. Chapters discuss documentary and feature film, music,
television, literature and more, providing both educators and the
general public with a timely and useful tool. From popular
dystopian novels like The Hunger Games to feature films like The
Matrix to modern rap and hip-hop music, contributors not only
provide critical analysis of the violence in popular culture but
also an assessment of how the same or alternate forms can be used
by peace educators. Additionally, each chapter project synopses and
teaching ideas, as well as recommended resources.
A volume in Transforming Education for the Future Series Editors
Jing Lin, University of Maryland and Rebecca L. Oxford, Alabama A
& M University This book will expand the horizon of higher
education, helping students, faculty and administrators to return
to their roots and be in touch with their whole being. This book
stresses that learning is much more than just accumulating
knowledge and skills. Learning includes knowing ourselves-mind,
body, and spirit. The learning of compassion, care, and service are
as crucial or even more important in higher education in order for
universities to address students' individual needs and the
society's needs. Higher education must contribute to a better
world. The book acknowledges that knowing not only comes from
outside, but also comes from within. Wisdom is what guides students
to be whole, true to themselves while learning. There are many
ancient and modern approaches to gaining wisdom and wellness. This
book talks about contemplative methods, such as meditation, qigong,
yoga, arts, and dance, that help people gain wisdom and balance in
their lives and enhance their ability to be reflective and
transformative educators and learners.
A volume in Transforming Education for the Future Series Editors
Jing Lin, University of Maryland and Rebecca L. Oxford, Alabama A
& M University This book will expand the horizon of higher
education, helping students, faculty and administrators to return
to their roots and be in touch with their whole being. This book
stresses that learning is much more than just accumulating
knowledge and skills. Learning includes knowing ourselves-mind,
body, and spirit. The learning of compassion, care, and service are
as crucial or even more important in higher education in order for
universities to address students' individual needs and the
society's needs. Higher education must contribute to a better
world. The book acknowledges that knowing not only comes from
outside, but also comes from within. Wisdom is what guides students
to be whole, true to themselves while learning. There are many
ancient and modern approaches to gaining wisdom and wellness. This
book talks about contemplative methods, such as meditation, qigong,
yoga, arts, and dance, that help people gain wisdom and balance in
their lives and enhance their ability to be reflective and
transformative educators and learners.
Transformative eco-education is environmental education that is
literally needed to transform and save our planet, especially
during the global ecological crises of our present century. Such
education demands inner transformation of many deeply rooted ideas,
such as the following: the Earth exists merely to provide for human
comfort; the extinction or reduction of other species does not
matter; we are free to consume or destroy natural resources at will
but are safe from destruction ourselves; and the Earth will
continue to sustain us, even if we do not sustain the Earth. Unless
these concepts are changed, we will increase global warming and add
to the ruin of much of the Earth. This book presents powerful ideas
for transformative eco-education. At this time of ever-increasing
ecological crisis, such education is needed more than ever before.
We urge readers to use the ideas and activities in this book with
your students, develop them further, and create new conceptions to
share with other educators and students. The chapters in this book
provide key principles, of which the following are just a few.
First, educators can and should prepare students for natural
disasters. Second, stories, case studies, the arts, and hands-on
environmental experience, all enriched by reflection and
discussion, can offer profound learning about ecology. Third,
education at all levels can benefit from a true ecological
emphasis. Fourth, teachers must receive preparation in how to
employ transformative eco-education. Fifth, Indigenous wisdom can
offer important, holistic, spiritual paths to understanding and
caring for nature, and other spiritual traditions also provide
valid ways of comprehending humans as part of the universal web of
existence. Sixth, transformative eco-education can be an antidote
to not only to environmental breakdown, but also to materialistic
over consumption and moral confusion. Seventh, we can only heal the
Earth by also healing ourselves. If we heed these principles,
together we can make transformative eco-education a blazing torch
to light the path for the current century and beyond.
A volume in Transforming Education for the Future Series Editors
Jing Lin, University of Maryland and Rebecca Oxford, Air University
Transformative eco-education is environmental education that is
literally needed to transform and save our planet, especially
during the global ecological crises of our present century. Such
education demands inner transformation of many deeply rooted ideas,
such as the following: the Earth exists merely to provide for human
comfort; the extinction or reduction of other species does not
matter; we are free to consume or destroy natural resources at will
but are safe from destruction ourselves; and the Earth will
continue to sustain us, even if we do not sustain the Earth. Unless
these concepts are changed, we will increase global warming and add
to the ruin of much of the Earth. This book presents powerful ideas
for transformative eco-education. At this time of ever-increasing
ecological crisis, such education is needed more than ever before.
We urge readers to use the ideas and activities in this book with
your students, develop them further, and create new conceptions to
share with other educators and students. The chapters in this book
provide key principles, of which the following are just a few.
First, educators can and should prepare students for natural
disasters. Second, stories, case studies, the arts, and hands-on
environmental experience, all enriched by reflection and
discussion, can offer profound learning about ecology. Third,
education at all levels can benefit from a true ecological
emphasis. Fourth, teachers must receive preparation in how to
employ transformative eco-education. Fifth, Indigenous wisdom can
offer important, holistic, spiritual paths to understanding and
caring for nature, and other spiritual traditions also provide
valid ways of comprehending humans as part of the universal web of
existence. Sixth, transformative eco-education can be an antidote
to not only to environmental breakdown, but also to materialistic
overconsumption and moral confusion. Seventh, we can only heal the
Earth by also healing ourselves. If we heed these principles,
together we can make transformative eco-education a blazing torch
to light the path for the current century and beyond.
A volume in Peace Education Series Editors Ian Harris, University
of Wisconsin, Milwaukee, Edward J. Brantmeier, Colorado State
University, and Jing Lin, University of Maryland, Spirituality,
Religion, and Peace Education attempts to deeply explore the
universal and particular dimensions of education for inner and
communal peace. This co-edited book contains fifteen chapters on
world spiritual traditions, religions, and their connections and
relevance to peacebuilding and peacemaking. This book examines the
teachings and practices of Confucius, of Judaism, Islamic Sufism,
Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of
Indigenous spirituality. Secondly, it explores teaching and
learning processes rooted in self discovery, skill development, and
contemplative practices for peace. Topics in various chapters
include: the Buddhist practice of tonglen; an indigenous Hawaiian
practice of Ho'oponopono for forgiveness and conflict resolution;
pilgrimage and labyrinth walking for right action; Twelve Step
Programs for peace; teaching from a religious/spiritual
perspective; narrative inquiry, Daoism, and peace curriculum;
Gandhi, deep ecology, and multicultural peace education in teacher
education; peacemaking and spirituality in undergraduate courses;
and wisdom-based learning in teacher education. Peace education
practices stemming from wisdom traditions can promote stillness as
well as enliven, awaken, and urge reconciliation, connection,
wisdom cultivation, and transformation and change in both teachers
and students in diverse educational contexts. In various chapters
of this book, a critique of competition, consumerism, and
materialism undergird the analysis. More than just a critique, some
chapters provide both conceptual and practical clarity for deeper
engagement in peaceful action and change in society. Cultural
awareness and understanding are fostered through a focus on the
positive aspects of wisdom traditions rather than the negative
aspects and historical complexities of violence and conflict as
result of religious hegemony.
A volume in Peace Education Series Editors Ian Harris, University
of Wisconsin, Milwaukee, Edward J. Brantmeier, Colorado State
University, and Jing Lin, University of Maryland, Spirituality,
Religion, and Peace Education attempts to deeply explore the
universal and particular dimensions of education for inner and
communal peace. This co-edited book contains fifteen chapters on
world spiritual traditions, religions, and their connections and
relevance to peacebuilding and peacemaking. This book examines the
teachings and practices of Confucius, of Judaism, Islamic Sufism,
Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of
Indigenous spirituality. Secondly, it explores teaching and
learning processes rooted in self discovery, skill development, and
contemplative practices for peace. Topics in various chapters
include: the Buddhist practice of tonglen; an indigenous Hawaiian
practice of Ho'oponopono for forgiveness and conflict resolution;
pilgrimage and labyrinth walking for right action; Twelve Step
Programs for peace; teaching from a religious/spiritual
perspective; narrative inquiry, Daoism, and peace curriculum;
Gandhi, deep ecology, and multicultural peace education in teacher
education; peacemaking and spirituality in undergraduate courses;
and wisdom-based learning in teacher education. Peace education
practices stemming from wisdom traditions can promote stillness as
well as enliven, awaken, and urge reconciliation, connection,
wisdom cultivation, and transformation and change in both teachers
and students in diverse educational contexts. In various chapters
of this book, a critique of competition, consumerism, and
materialism undergird the analysis. More than just a critique, some
chapters provide both conceptual and practical clarity for deeper
engagement in peaceful action and change in society. Cultural
awareness and understanding are fostered through a focus on the
positive aspects of wisdom traditions rather than the negative
aspects and historical complexities of violence and conflict as
result of religious hegemony.
A volume in Peace Education Series Editors: Jing Lin, University of
Maryland, Edward J. Brantmeier, Colorado State University, and Ian
Harris, University of Wisconsin - Milwaukee Currently, peace
education remains marginalized in our education system, however, a
united front can be formed and powerful paradigms can empower
educators to play a critical role in peace building through
scholarship, practice and activism. Indeed, educators around the
world are developing effective strategies to transform education as
a powerful force for global peace. The diverse array of
contributors in the book demonstrate that educators as peace makers
can be and have been instrumental in transforming social forces,
the self and others for the construction of global peace. The book
aims to broaden the educational discourse in order to make room for
new visions to educate future generations for peace. Local and
global efforts to build a long-lasting peace are presented through
the lens of education. The timeliness of peace education surely
renders this book relevant to educators and the general public
alike as individuals, communities, and organizations struggle to
find pathways to peace in a global world. In other words, this book
will interest scholars and the general public concerned about the
building of global peace. The book can be source book for educators
at elementary, secondary, and postsecondary institutions to explore
multiple ways to conduct effective peace education at all levels of
education. The book may also be used as a textbook by instructors
of multicultural education, of comparative & international
education, and of undergraduate and graduate peace education
courses
A volume in Peace Education Series Editors: Jing Lin, University of
Maryland, Edward J. Brantmeier, Colorado State University, and Ian
Harris, University of Wisconsin - Milwaukee Currently, peace
education remains marginalized in our education system, however, a
united front can be formed and powerful paradigms can empower
educators to play a critical role in peace building through
scholarship, practice and activism. Indeed, educators around the
world are developing effective strategies to transform education as
a powerful force for global peace. The diverse array of
contributors in the book demonstrate that educators as peace makers
can be and have been instrumental in transforming social forces,
the self and others for the construction of global peace. The book
aims to broaden the educational discourse in order to make room for
new visions to educate future generations for peace. Local and
global efforts to build a long-lasting peace are presented through
the lens of education. The timeliness of peace education surely
renders this book relevant to educators and the general public
alike as individuals, communities, and organizations struggle to
find pathways to peace in a global world. In other words, this book
will interest scholars and the general public concerned about the
building of global peace. The book can be source book for educators
at elementary, secondary, and postsecondary institutions to explore
multiple ways to conduct effective peace education at all levels of
education. The book may also be used as a textbook by instructors
of multicultural education, of comparative & international
education, and of undergraduate and graduate peace education
courses
This book takes readers on a journey that is part storytelling,
part academic analysis, and part spiritual exploration. The authors
identify the climate emergency as a breakdown in spiritual
consciousness which fails to recognize our deep interconnection
with Nature. To meet this crisis of spirit, Storying Our
Relationship with Nature serves as a guide for transforming
ourselves and our lives through story. The authors introduce the
philosophical and historical foundations of our objectification of
nature as a commodity and describe the effect this view has on our
lives. They detail a path forward through storytelling,
contemplative practice, Eastern philosophy, and the transformative
power of education. Throughout the book, reflective activities
provide a space for the reader to personalize their learning,
leading the reader towards the book’s central message: once we
learn to consciously re-story our relationship with Nature, we can
transform our cultural narrative of fatalism and greed into one of
love, determination, and possibility, helping us move towards a
sustainable future.
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Paperback
(2)
R398
R330
Discovery Miles 3 300
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