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For his courses on nonviolence and the literature of peace, McCarthy's course texts include "Solutions To Violence" and "Strength Through Peace: the Ideas and People of Nonviolence." Both books are anthologies of peace essays edited by McCarthy and published by the Center for Teaching Peace. The purpose of the courses is to expose students to ...
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 ...
Elbow has developed the believing game in a series of essays written throughout his career: "Methodological Doubting and Believing: Contraries in Enquiry", in Embracing Contraries, (Oxford University Press, 1986: 253–300); "Bringing the Rhetoric of Assent and The Believing Game Together—and into the Classroom", College English 67.4 (March ...
The Student Peace Prize is awarded biennially to a student or a student organization that has made a significant contribution to creating peace and promoting human rights. The Student Peace Prize (SPP) was established in 1999 – as an initiative by volunteers from the International Student Festival in Trondheim (ISFiT).
Martin Luther King Jr., a student of Gandhian nonviolent resistance, concurred with this tenet, concluding that "nonviolence demands that the means we use must be as pure as the ends we seek." Proponents of nonviolence reason that the actions taken in the present inevitably re-shape the social order in like form.
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Critical theory argues that military is overtly committed to combat in the article "Teaching Peace to the Military", published in the journal Peace Review, [62] James Page argues for five principles that ought to undergird this undertaking, namely, respect but do not privilege military experience, teach the just war theory, encourage students ...
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]