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The central conflicts of the world today are closely related to
cultural, traditional, and religious differences between nations.
As we move to a globalized world, these differences often become
magnified, entrenched, and the cause of bloody conflict. Growing
out of a conference of distinguished scholars from the MiddleEast,
Europe, and the United States, this volume is a singular
contribution to mutual understanding and cooperative efforts on
behalf of peace. The term paideia, drawn from Greek philosophy, has
to do with responsible education for citizenship as a necessary
precondition for effective democracy. The problems discussed here
are crucial, but not simple. How can we find shared ethical
principles on which to build international consensus? How can
religious tolerance make inroads in societies accustomed to
restrictive fundamentalism? What might bring about de-dogmatization
of education in the Middle East as a necessary condition for free
and rational inquiry and the broader vistas required by democracy?
All of these issues highlight the underlying question, "What is
education really for?" Finally, the volume confronts the promises
and perils of economic globalization. Noting that one third of the
world's population lives in abject poverty, business has become a
battlefield where ethics and trust are clearly at stake.
The central conflicts of the world today are closely related to
cultural, traditional, and religious differences between nations.
As we move to a globalized world, these differences often become
magnified, entrenched, and the cause of bloody conflict. Growing
out of a conference of distinguished scholars from the MiddleEast,
Europe, and the United States, this volume is a singular
contribution to mutual understanding and cooperative efforts on
behalf of peace. The term paideia, drawn from Greek philosophy, has
to do with responsible education for citizenship as a necessary
precondition for effective democracy. The problems discussed here
are crucial, but not simple. How can we find shared ethical
principles on which to build international consensus? How can
religious tolerance make inroads in societies accustomed to
restrictive fundamentalism? What might bring about de-dogmatization
of education in the Middle East as a necessary condition for free
and rational inquiry and the broader vistas required by democracy?
All of these issues highlight the underlying question, 'What is
education really for?' Finally, the volume confronts the promises
and perils of economic globalization. Noting that one third of the
world's population lives in abject poverty, business has become a
battlefield where ethics and trust are clearly at stake.
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