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The same report by the organization led to questions being raised publicly over similar funding from governments in Switzerland, [6] Germany [7] and UK. [8] In Israel, [9] the organization's reporting generated media analysis of failures in the publicly funded ultra-Orthodox Jewish educational system. The organization was also invited to help ...
This approach includes the normatively oriented work that emerged in the peace studies and conflict research schools of the 1960s (e.g. Oslo Peace Research Institute on "Liberal Peace and the Ethics of Peacebuilding") [52] and more critical theory ideas about peacebuilding that have recently developed in many European and non-western academic ...
Since this research program is rooted in exchange theory, it assumes scarcity and competition as well as rationality on the part of the actors. Rationalistic theories of institutions view institutions as affecting patterns of costs. [2] Keohane went on to contrast this with the approach of "reflective" scholars:
Conflict resolution is conceptualized as the methods and processes involved in facilitating the peaceful ending of conflict and retribution.Committed group members attempt to resolve group conflicts by actively communicating information about their conflicting motives or ideologies to the rest of group (e.g., intentions; reasons for holding certain beliefs) and by engaging in collective ...
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
James Page suggests peace education be thought of as "encouraging a commitment to peace as a settled disposition and enhancing the confidence of the individual as an individual agent of peace; as informing the student on the consequence of war and social injustice; as informing the student on the value of peaceful and just social structures and ...
The #PRIF@School_Award was announced for the first time for the 2021/22 school year and is aimed at pupils in grades 9 to 13 from all types of schools in Hesse. With the competition, PRIF aims to strengthen political education on peace and conflict research topics at schools in Hesse.
The Institute’s research programme is based on four pillars: [1] Extensive research projects, often leading to major academic publications; Research seminars, conferences and summer schools; Postdoctoral research; Doctoral research; Some significant current and former research areas include questions of international and non-international ...