Peace education: an Islamic approach

Köylü, Mustafa

doi:10.1080/1740020032000178302

Cited by 16 publications

(10 citation statements)

References 4 publications

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“…• Fourth, we have interpreted the Buddhist concept of 'mindfulness' in the contribution by Whang and Nash (2005) to call for a communication form in which the teacher/facilitator would allow for extended participation by the learner, that is, weakly controlled participation. • Finally, Köylü (2004), Bajaj (2004) and Bickmore (2005) are inspired by the work of Paulo Freire in their proposals. Bickmore, as an example, argues strongly for participative democratic peace building, which involves a process of education in which the participants in the educational process have a voice in selecting and organizing the content.…”

Section: Resultsmentioning

confidence: 99%

“…• First, Köylü (2004) discusses different interpretations of Islam in relation to the question of whether Muslims can solve their socio-economic and political problems through jihad as claimed by revivalists or fundamentalists. He arrives at a different interpretation of Islam in sharp contradiction to the more fundamentalist or revivalist interpretation.…”

Section: Resultsmentioning

confidence: 99%

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Analyzing peace pedagogies

Haavelsrud

Stenberg²

2012

Journal of Peace Education

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Eleven articles on peace education published in the first volume of the Journal of Peace Education are analyzed. This selection comprises peace education programs that have been planned or carried out in different contexts. In analyzing peace pedagogies as proposed in the 11 contributions, we have chosen network analysis as our method -enabling the categorization and visualization of qualitative data on differing content and forms preferences. In the analysis, our purpose is to visualize how the authors relate their arguments for specific content and form preferences to peace education. Before and after the empirical analysis of content and form preferences in the 11 peace education programs, a theoretical model is briefly introduced in which the interrelations not only between contents and forms are highlighted but also the interrelations between contents, forms and contextual conditions.In the field of peace education, there have been a great variety of different approaches over the years. Both discourses and practices conclude in divergent views over which contents and methods to prioritize. It is our motivation in the following analysis to diagnose parts of this variation and to critically discuss the merits and possible weaknesses of proposals included in the analysis. We shall depart from a model, focussing on the interrelations between three vital components in any educational activity, namely content, form and contextual conditions. In a broad conception of the substance of peace education, considerations of these interrelations are of central concern to both theory and practice in the field. The interrelations between the three components are visualized in Figure 1. We shall use this model in searching for variations in contents and methods in 11 selected peace education programs and discuss the extent to which -and how -these proposals also relate to the contextual conditions in which the peace education program takes place. Based on our findings, we have selected four areas which we believe may be at the base of the varied perspectives in the field and leading to divergent contents and forms for deeper discussion: (1) What are the different perspectives on what is regarded as the problem of peace, (2) What may be the differing views on how future studies should find their place in the content and methods of peace education,(3) What is the strength of control over student participation and (4) How are contents and forms in peace education grounded in specific theories of learning?The number 1 in the figure above shows that the methods or communication forms preferred will influence the selection of content. Vice versa, the definition of what constitutes valid content will influence the selection of communication forms. Recognizing this interrelationship between content and form requires that they cannot be viewed in isolation from each other but need to be developed in mutual support.Just like the interrelation between content and form, there is an interrelation between form and contextual conditions (c...

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Analyzing peace pedagogies

Haavelsrud

Stenberg²

2012

Journal of Peace Education

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“…Kajian Khan (2009) dan Köylü (2004) secara meyakinkan bahwa baik dari sumber normatif maupun historis, agama seperti Islam cenderung pada perdamaian, bukan kekerasan, sesuai dengan makna Islam (salam: damai). Keduanya sepakat bahwa jalan perang adalah emergency exit (jalan keluar darurat) ketika pihak Muslim diserang terlebih dahulu dan bermaksud mempertahankan diri.…”

Section: Pendidikan Perdamaianunclassified

Penyemaian Sikap Hidup Damai di Sekolah: Tinjauan Pendidikan Perdamaian dan Multi-Dimensi Kurikulum

Nurwanto

Habiby

2020

Scholaria

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This article aims to theoretically elaborate a strategy of disseminating peace through peace education and curriculum construction integrated with schooling experiences. Violent behaviors committed by several groups of students have become a reason of why peace dissemination in schools is paramount. The existing curriculum merely concerning its teaching and learning documents has been considered as both insufficient for integrated peace education and inadequate to transform behaviors for peace. This study was conducted through library research on books and journals informing peace education and multidimensional curriculum. This study finds that peace education, which includes building capacities to reduce violence and to sustain cooperative and equal relationships, can be constructed in schooling processes. Moreover, the learning stages need to incorporate various dimensions of peace contents or experiences as planned, acted, evaluated, learned and hidden within the classroom and school interactions. It is suggested that the multi-dimensional curriculum is likely to cohere with a comprehensive school framework for peaceful school life.

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“…Bu da kısaca "barış eğitimi" ile sağlanmaktadır. Barış eğitimi konusunda yapılmış birçok çalışma (Reardon, 1988;Harris, 2004;Haavelsrud, 2004;Köylü, 2004;Carter, 2004;Wintersteiner, 2004;Synott, 2005;Spence ve Makuwira, 2005;Aktan-Kerem ve Kamaraj, 2007;Mansur-Sertel, 2007;Oral, 2007;Pembecioğlu-Öcel; bulunmaktadır. Mansur-Sertel'e göre (2007) barış eğitiminin temel hedefi, bireyi çatışmaları yaratıcı, yapıcı ve barışçıl şekillerde çözecek becerilerle donatmaktır.…”

Section: öZetunclassified

“…There are a number of studies (Reardon, 1988;Harris, 2004;Haavelsrud, 2004;Köylü, 2004;Carter, 2004;Wintersteiner, 2004;Synott, 2005;Spence & Makuwira, 2005;Aktan-Kerem & Kamaraj, 2007;Mansur-Sertel, 2007;Oral, 2007;Pembecioğlu-Öcel; focused on peace education. According to Harris (2004), during this past century, there has been a growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adulthood, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace.…”

Section: Introductionmentioning

confidence: 99%

Üniversite Öğrencilerinin Ulusal ve Uluslararası Barışa İlişkin Görüşleri

Kepenekci¹

2010

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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Bu çalışmanın amacı üniversite öğrencilerinin ulusal ve uluslararası barışa ilişkin görüşlerini ortaya koymaktır. Araştırmanın katılımcılarını 2006-2007 Eğitim-Öğretim Yılı'nda Ankara Üniversitesi Eğitim Bilimleri Fakültesi Sosyal Bilgileri Öğretmenliği programına devam eden, vatandaşlık bilgisi dersini almış ve öğretmen olduğunda da vatandaşlık eğitimi verecek ve araştırmaya katılmaya istekli altmış üniversite öğrencisi oluşturmuştur. Katılımcıların görüşleri açık uçlu sorulardan oluşan bir anket ile toplanmış ve yazılı olarak verdikleri cevapları betimsel analiz yöntemi ile analiz edilmiştir. Araştırmanın sonuçlarına göre katılımcılar genellikle ulusal barıştan, ulusal birlik ve huzuru; uluslararası barıştan uluslar arasındaki ilişkilerin iyileştirilmesini anlamakta ve ulusal barışın vatandaştan, devletten ve diğer devletlerden kaynaklanan nedenlerle engellendiğini düşünmektedir. Uluslararası barışının sağlanamamasını ise büyük ölçüde devletlerin dünya kaynaklarını elde etme yolunda giriştikleri rekabete bağlamışlardır. Katılımcılardan bazısı genel olarak üniversite öğrencilerini ulusal ve uluslararası barışa duyarlı bulmakla birlikte, bu görüşte olmayan katılımcılar da bulunmaktadır. Katılımcılar, üniversite öğrencilerini barışa daha duyarlı hale getirmek üzere özellikle üniversitelerde, içinde öğrencilerin de olduğu barış ile ilgili proje ve diğer etkinliklerin düzenlemesini önermişlerdir.

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Peace education: an Islamic approach

Cited by 16 publications

References 4 publications

Analyzing peace pedagogies

Analyzing peace pedagogies

Penyemaian Sikap Hidup Damai di Sekolah: Tinjauan Pendidikan Perdamaian dan Multi-Dimensi Kurikulum

Üniversite Öğrencilerinin Ulusal ve Uluslararası Barışa İlişkin Görüşleri

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