Displaying 1 - 30 of 89
Author(s): Alba Luz Arrieta Cabrales
"Let`s work on our inner capacity to build peace by transforming violence to non-violence, building community, cooperating in common well-being, communicating assertively and respecting each other ideas and thoughts. Doing that in your daily life you will be a model of building peace, a teacher of peace through your actions by promoting Human Rights, by trusting and caring yourself and others around you"
Author(s): Alicia Cabezudo and Magnus Haavelsrud
Author(s): Alicia Cabezudo and Magnus Haavelsrud
Author(s): Augusto Boal
Author(s): Basma Hajir & Kevin Kester
The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.
To be truly visionary we have to root our imagination in our concrete reality while simultaneously imagining possibilities beyond that reality.
I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer...education as the practice of freedom.... education that connects the will to know with the will to become. Learning is a place where paradise can be created.
My hope emerges from those places of struggle where I witness individuals positively transforming their lives and the world around them. Educating is a vocation rooted in hopefulness. As teachers we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know.
To build community requires vigilant awareness of the work we must continually do to undermine all the socialization that leads us to behave in ways that perpetuate domination.
For people like me, what is important and vital is to keep that education for critical consciousness around intersectionalities, so that people are able to not focus on one thing and blame one group, but be able to look holistically at the way intersectionality informs all of us: whiteness, gender, sexual preferences, etc. Only then can we have a realistic handle on the political and cultural world we live within.
"The general purpose of peace education, as I understand it, is to promote the development of an authentic planetary consciousness that will enable us to function as global citizens and to transform the present human condition by changing the social structures and the patterns of thought that have created it. This transformational imperative must, in my view, be at the center of peace education."
“Thinking about how the world might be and envisioning a society characterized by justice are the essence of conceptualizing the conditions that comprise positive peace. If we are to educate for peace, both teachers and students need to have some notion of the transformed world we are educating for.”
"If we advocate the equal value and dignity of all persons, we need also accept their shortcomings as well as their gifts and talents, and understand that all (even ourselves) are capable of changing. The question is whether we will be motivated to do so. My own belief is that this motivation is primarily a task for education, particularly peace education."
Author(s): Cécile Barbeito
Author(s): Chintan Girish Modi
"The underlying emphasis in peace education is on understanding violence, and exploring alternatives to violence. It is vital to remember that violence is not restricted to physical harm but also includes psychological harm, emotional abuse, discrimination, exclusion, denial of opportunities, exploitation, criminalization of identities, etc. Violence is part of our everyday reality."
Author(s): Colman McCarthy
Author(s): Daisaku Ikeda
"Education must cultivate the wisdom to reject and resist violence in all its forms. It must foster people who intuitively understand and know--in their minds, in their hearts, with their entire being--the irreplaceable value of human beings and the natural world. I believe such education embodies the timeless struggle of human civilization to create an unerring path to peace."
Author(s): Dale T. Snauwaert
Author(s): David Hicks
Author(s): Deborah Meier
Author(s): Derek Lough
"Social justice education seeks to make aware those living on both sides of an oppressive model the exactness of their situation through deep listening to the lived experiences of 'others' and critical self-reflection, then encourages a change of actions henceforth from oppressive to anti-oppressive."
Author(s): Douglas Allen
Author(s): Elise Boulding
People have to be encouraged to image, taught to exercise a capacity that they indeed have but are unaccustomed to using in a disciplined way. The obstacles to imaging lie partly in our social institutions, including schools, which discourage imaging because it leads to visualizing alternatives which challenge existing social arrangements.