The transformative imperative

The National Peace Academy as an emergent framework for comprehensive peace education

Dados Bibliográficos

ID12876183
AutoresTony Jenkins (International Peace Institute, autor correspondente)
Ano2013
Volume10
Fascículo2
Páginas172-196
Data de publicação2013-06-24
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Peace Education (JOURNAL)
Identificadores do periódicoISSN: 1740-0201 • E-ISSN: 1740-021X
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2013.790251
OpenAlexW2007748432
IdiomaEN
Citações recebidas9
Referências citadas17

Betty Reardon’s Comprehensive Peace Education: Educating for Global Responsibility, authored in 1988, has influenced many educators in their efforts to shape and transform education for peace. In the time since this seminal work was authored, few models of comprehensive peace education have emerged. This article, drawn from reflections and observations of the development and design of a comprehensive peace education program framework at the National Peace Academy (NPA), concludes that there are five essential elements that contribute to a transformative imperative and which may be adaptable to other contexts and conditions in which educators are seeking to develop comprehensive peace education. The transformative imperative, in the context of comprehensive peace education, seeks to facilitate transformations in worldviews, attitudes, behaviors, institutions, and social, political and ecological relations toward the reduction and elimination of all forms of violence and the nurturance of a culture of peace. The elements that comprise the anatomy of NPA’s approach may also be looked at as a peace system. These five foundational elements are: (1) strong, ethical foundations that are framed as inquiry and open to change; (2) transparently identified social purposes; (3) an intentionally transformative peacelearning pedagogy and peacelearning processes; (4) holistically presented knowledge and skills; and (5) transformative oriented outcomes

Conflict resolution · Engineering ethics · Environmental ethics · Peace and conflict studies · Peace Education · Peacebuilding · Pedagogy · Political science · Social science · Sociology · Transformative learning · Educator Training and Historical Pedagogy · Peace and Human Rights Education · Peacebuilding and International Security · Psychology · Public Administration