Suchergebnisse

The purpose of this study was to reveal the perceptions of preservice teachers with war experience regarding war, peace and peace education. In the study, the phenomenological design was applied. The participants of the study were individuals who experienced wars or conflicts for several reasons in their countries and who received teacher training in Turkey. In this respect, the causes of war were reported to include economic and political benefits and religious and ethnical discrimination. In addition, the participants mentioned the social, psychological and economic reflections of war. Also, peace was associated with the participants experiences and explained with such concepts as living together, freedom, confidence and happiness. In relation to peace education, the main focus was on respect to differences, and on prevention of discrimination. The preservice teachers also emphasized giving importance to childrens psychology in peace education, womens rights as well as to avoidance of discrimination.

Tenth in the Service-Learning in the Disciplines Series, this book shows how both peace studies and service-learning have been developing new ideas of how social learning takes place as a community process in conflict situations and what the dynamics of peace building are. The process has created a new niche in academia for preparing students to become social change agents. The enthusiasm of the contributors in this book gives the reader a new vision of what is possible on college campuses in community-based peace and service-learning at a time when there is a critical need for peace-building skills.

This research was carried out to determine pre-service teachers' perceptions of "peace". This was a qualitative research based on case studies scenarios and document analysis. The sample of the study consists of 180 teacher-candidates studies in the social sciences and primary education at a state university in the Aegean Region of Turkey. These Preservice teachers were given scenarios and asked to retain the five scenarios given to them. In this context, in the study, of the document types personal documents and peace-related sample case scenarios retained by teacher candidates themselves were used. The scenarios gathered are examined as a document and subjected to content analysis, and the data obtained are presented in tables and supported with direct quotations. As a result of the findings obtained from sample case study scenarios, themes of peace were obtained in the context of the teaching profession, in daily life, in the national and universal context. In the context of teacher behaviors and methods and techniques that can be used to bring peace value, teacher candidates' state creating a democratic classroom climate, enabling free discussion of ideas and encouraging children to empathize. In addition,pre-service teachers stressed the importance of being a role-model and encouraging students to empathize under the theme of teacher behaviors supporting the value of peace.

This research was carried out to determine pre-service teachers' perceptions of "peace". This was a qualitative research based on case studies scenarios and document analysis. The sample of the study consists of 180 teacher-candidates studies in the social sciences and primary education at a state university in the Aegean Region of Turkey. These Preservice teachers were given scenarios and asked to retain the five scenarios given to them. In this context, in the study, of the document types personal documents and peacerelated sample case scenarios retained by teacher candidates themselves were used. The scenarios gathered are examined as a document and subjected to content analysis, and the data obtained are presented in tables and supported with direct quotations. As a result of the findings obtained from sample case study scenarios, themes of peace were obtained in the context of the teaching profession, in daily life, in the national and universal context. In the context of teacher behaviors and methods and techniques that can be used to bring peace value, teacher candidates' state creating a democratic classroom climate, enabling free discussion of ideas and encouraging children to empathize. In addition,pre-service teachers stressed the importance of being a role-model and encouraging students to empathize under the theme of teacher behaviors supporting the value of peace. © 2020, Institute of Advanced Engineering and Science. All rights reserved.

This study investigated the role of counselling services for peace and unity awareness among youths in Minna metropolis of Niger State. Descriptive survey research was employed to collect information from the sample and conclude base on the targeted population. The population was all youth in Minna metropolis, four wards were randomly selected at twenty youths per ward, eighty youths were used for the sample. The instrument used were the tagged Questionnaire for counselling services for peace and unity awareness among youth (QCSPUAY). It was meant to measure causes of crisis, disunity, place of youth on peace and unity in our communities and the role of counsellors in creating awareness among youth in Minna metropolis. A finding of the study showed that there is severe disunity amongst the youth and that youth play a great role in influencing peace and unity in their various communities. Hence, for the sake of peace and unity, there is an urgent need for counselling services in all forms of education to expose youth to see tremendous advantages of peace and unity. Therefore, the study recommended that youth of different tribes, religions, political affiliations and social-economic status should always pursue peace and unity wherever they found themselves. Also, the services of counsellors should focus on creating awareness that will assist in influencing youth towards embracing peace and unity.

Recent literature highlights the potential of infrastructures for peace for peacebuilding and violence prevention. An increasing number of studies examine cases of infrastructures for peace, yet little is known about the services individuals actually use when facing conflict. This study investigates local agency in the context of infrastructures for peace in Nepal. Adopting a quantitative approach, we explore the relationship between use of third party support for dealing with conflict ('peace services') and individual experiences of peace and violence. Results show that the more respondents reported use of services that actively engage their recipients in dealing with their conflicts, such as mediation, the more peace they experienced in different dimensions of their lives and the lower their propensity for violence was. In contrast, the more respondents reported use of services that require only passive involvement and do not directly focus on the conflict at hand, such as sharing information, the less intrapersonal and intercommunity peace they experienced and the higher their propensity for violence was. Encouraging the use of active peace services could allow more people to enjoy their benefits and ultimately prevent violence and strengthen peace. Future research could further explore the linkages between everyday use of third party support and people's experience of peace and violent behaviour, including direction of effect.