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In: Bulletin of peace proposals: to motivate research, to inspire future oriented thinking, to promote activities for peace, Band 18, Heft 3, S. 331-349
ISSN: 0007-5035
THE AUTHOR SURVEYS THE PEACE MOVEMENT IN ITS HISTORICAL CONTEXT AND IN TERMS OF ITS CONTRIBUTION TO FUTURE PERSPECTIVES IN BUILDING GLOBAL PEACE. THE VIEW THAT, IN THE LAST YEARS OF THE 20TH CENTURY, SOCIAL MOVEMENTS WILL PLAY A MORE CRUCIAL PART IN DETERMINING MANKIND'S DESTINY UNDERLIES MUCH OF HIS ANALYSIS. HIS ASSESSMENT ALSO INCLUDES AN EXAMINATION OF WHY PEACE MOVEMENTS FAIL.
In: South Asian peace studies v. 2
The second volume in the South Asian Peace Studies series, Peace Processes and Peace Accords looks at the political question of peace from three perspectives: the process of peace; the contentious issues involved in the peace process; and the ideologies that come in conflict in this process. Arguing that peace is not a one-time event to be achieved and rejoiced over but a matter to be sustained against various odds, the contributors show that the sustainability of peace depends on a foundation of rights, justice and democracy. Peace accords, they maintain, are only a moment in the process-the
In: Rethinking peace and conflict studies
In: Peace matters, Heft 48, S. 10-11
ISSN: 1350-3006
In: International journal of peace studies, Band 14, Heft 1, S. 1-16
ISSN: 1085-7494
World Affairs Online
In: Bulletin of peace proposals: to motivate research, to inspire future oriented thinking, to promote activities for peace, Band 15, Heft 2, S. 103-110
ISSN: 0007-5035
DURING THE EVOLUTION OF IDEAS ABOUT PEACE EDUCATION, I.E. TEACHING FOR PEACE AT ALL LEVELS FORMALLY AND INFORMALLY, A NUMBER OF DEBATES OR POLARITIES HAVE APPEARED, SOME OF WHICH PARALLEL SIMILAR DIVISIONS OR ARGUMENTS IN PEACE RESEARCH. THESE CAN BE TYPIFIED AS FOLLOWS: PEACE EDUCATION AS FORMAL ACTIVITY (IN SCHOOLS ETC.) PEACE EDUCATION FROM TOP-DOWN VIA GOVERNMENT, SYLLABI, HEADS, LOCAL AUTHORITIES PEACE STUDIES AS A SUBJECT OR SPECIFIED AREA (PEACE STUDIES) IN CURRICULUM PEACE AS A BROAD CONCEPT NOT JUST WAR, DISARMAMENT ETC. BUT POSITIVE, INDIVIDUAL AND COMMUNITY CONCERNS PEACE EDUCATION AS A LONG TERM PROCESS OF VALUE CHANGE RAISING OF CRITICAL AWARENESS (ATTITUDES) PEACE EDUCATION AS INFORMAL ACTIVITY (GENERAL PUBLIC-CONSCIOUSNESS-RAISING) PEACE EDUCATION FROM THE BOTTOM-UP THROUGH POPULAR AND COMMUNITY INITIATIVES, INDIVIDUALS (INCLUDING PARENTS, TEACHERS) AND SOCIAL MOVEMENTS, PEACE GROUPS PEACE EDUCATION ACROSS THE CURRICULUM IN ALL DISCIPLINES AND BEYOND PEACE EDUCATION (NARROW CONCEPT) AS FUNDAMENTALLY 'DISARMAMENT EDUCATION', INFORMATION ON THE NUCLEAR THREAT ETC. PEACE EDUCATION AS A SHORT TERM AND INFORMATION-GIVING EXERCISE
In: Bulletin of peace proposals: to motivate research, to inspire future oriented thinking, to promote activities for peace, Band 18, Heft 3, S. 363-374
ISSN: 0007-5035
THE AUTHOR DISCUSSES THREE MAIN FACTORS IN PEACE EDUCATION: (1) THE RELATIONSHIP BETWEEN MICRO AND MACRO RELATING TO THE CONCEPT OF PEACE; (2) A GENERAL FRAMEWORK FOR THE DEVELOPMENT OF CONTENT IN PEACE EDUCATION; (3) ALTERNATIVE WAYS OF CLASSIFYING THE CONTENT.
In: Bulletin of peace proposals: to motivate research, to inspire future oriented thinking, to promote activities for peace, Band 15, Heft 2, S. 149-153
ISSN: 0007-5035
In: Peace & change: a journal of peace research, Band 15, Heft 3, S. 219-222
ISSN: 0149-0508
An editorial introduction to a special issue of Peace & Change, devoted to "the Pedagogy of Peace," outlines the recent history of peace research, described as entering its adolescence & standing at the vortex of its past & future. The institutional study of peace, begun in 1948, focused on the Vietnam war in the 1960s, & then shifted to alternative dispute resolution at the macrolevel, & nonviolence studies at the microlevel. In the 1980s, with the conservative trend in government & the escalation of the arms race, peace studies focused on issues of nuclear power. The advent of glasnost (openness) & the amazing changes in Eastern Europe have brought about the most exciting era of peace studies, & the focus has changed to broader issues of social justice, change, & participation, as the nuclear dilemma fades away. Faced with the challenge of resolving the tension between the critical & instrumental approaches, it is urged that the issues of pedagogy not be overlooked, since they play a central role in the future of peace studies in a changing world. It is hoped that this journal issue will provide a stimulus for a continuing dialogue on the pedagogy of peace. S. Dilts
In: Journal of peace research, Band 3, S. 167-191
ISSN: 0022-3433
Few words are so often used & abused as the word ,peace.' Thus, when efforts are made to plead almost any kind of policy, then it is often asserted that that policy, in addition to other merits, will also serve the cause of peace. This practice is not necessarily harmful. By projecting an image of harmony of interests, the term 'peace' may also help bring about such a harmony. One may object that frequent use of the word gives an unrealistic image of the world, but leaving aside this ` major argument for the moment, it is obvious that some level of precision is necessary for the term to serve as a cognitive tool. To discuss the idea of peace, one may start from 3 simple principles: (1) The term 'peace' shall be used for soc goals at least verbally agreed to by many, if not necessarily by most. (2) These soc goals may be complex & difficult, but not impossible, to attain. (3) The statement 'peace is absence of violence' shall be retained as valid. Everything now hinges on making a definition of 'violence.' However, it is not so important to arrive at anything like the definition, or the typology, for there are obviously many diff types of violence. More important is to indicate theoretically signif dimensions of violence that can lead thinking, res &, potentially, action, towards the most important problems. IPSA.
"Peace is a phrase that is often used but vaguely understood. Conventional thought considers peace as a condition that shares a dialectical relationship with war, albeit devoid of a separate nature of its own. Upon closer examination, peace has a pragmatic quality and the potential to be a separate element of statecraft, not simply the absence, termination, or continuation of war. This paper examines peace at the individual, collective, and inter-collective levels. It does so by addressing three central questions: First, how is peace defined and what is its nature? Is it a natural condition or an artificially constructed one? Second, does it differ at the individual, collective, and inter-collective levels? And third, can peace stand on its own as a means of policy relative to diplomacy and war? In essence, can peace be waged? Research reveals that a complex paradigmatic change in statecraft must occur in order to employ peace as a "shaping" and sustaining action. Further inquiry is required to fully understand its potential as a tool, one similar to "soft power." This paper contains recommendations for the continued development of this concept."--P. v. ; "June 2009." ; Includes bibliographical references (p. 11-13) ; "Peace is a phrase that is often used but vaguely understood. Conventional thought considers peace as a condition that shares a dialectical relationship with war, albeit devoid of a separate nature of its own. Upon closer examination, peace has a pragmatic quality and the potential to be a separate element of statecraft, not simply the absence, termination, or continuation of war. This paper examines peace at the individual, collective, and inter-collective levels. It does so by addressing three central questions: First, how is peace defined and what is its nature? Is it a natural condition or an artificially constructed one? Second, does it differ at the individual, collective, and inter-collective levels? And third, can peace stand on its own as a means of policy relative to diplomacy and war? In essence, can peace be waged? Research reveals that a complex paradigmatic change in statecraft must occur in order to employ peace as a "shaping" and sustaining action. Further inquiry is required to fully understand its potential as a tool, one similar to "soft power." This paper contains recommendations for the continued development of this concept."--P. v. ; Mode of access: Internet.
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In: Political psychology: journal of the International Society of Political Psychology, Band 5, Heft 4, S. 741-748
ISSN: 0162-895X
WE ARE FACED WITH AN EXTRAORDINARY SPECTACLE: TWO COMPLETE "UNIVERSES OF DISCOURSE" HAVE DEVELOPED FOR THE ONE TOPIC OF PEACE AND SECURITY IN THE NUCLEAR AGE, AND THE TWO UNIVERSES SCARCELY ENGAGE WITH EACH OTHER. THEY BEGIN FROM SUCH FUNDAMENTALLY DIFFERENT ASSUMPTIONS THAT THEY TALK PAST EACH OTHER. A PROJECT OF EXPLICIT MODELING OF ASSUMPTIONS MAY CLARIFY THE SITUATION.
In: Peace review: peace, security & global change, Band 26, Heft 1, S. 137-140
ISSN: 1469-9982
In: Bulletin of peace proposals: to motivate research, to inspire future oriented thinking, to promote activities for peace, Band 18, Heft 3: Special issue: preparation of societies for life in peace, S. 331-349
ISSN: 0007-5035
World Affairs Online