Daisaku Ikeda’s philosophy of peace,education proposals,and Soka education: convergences and divergences in peace education

In this article, the authors introduce and explicate Daisaku Ikeda’s contributions to peace education. Ikeda is a Buddhist leader, peacebuilder, school founder, and prolific author whose six decades of contributions to peace education have had a global impact in practice but have remained unexamined in the extant, particularly Anglophone, literature. Using excerpts and bilingual discourse analysis of the Ikeda corpus, the authors focus on five aspects to trace the past, present, and future of Ikeda’s contributions to peace education: first, they trace the biographical roots of Ikeda’s contributions to his early educational experiences and encounter with Josei Toda (1900–1958). Second, they outline the Nichiren Buddhist philosophy informing Ikeda’s approach to peace education. Third, they explicate in the context of peace and peace education Ikeda’s concept of value-creating, or Soka education (soka kyoiku) relative to value-creating pedagogy (soka kyoikugaku) theorized by Tsunesaburo Makiguchi (1871–1944). In light of this relation, they also trace the origin of the Soka Gakkai International, of which Ikeda is founding president. Fifth, they clarify Ikeda’s educational proposals made explicitly under the label of ‘peace education,’ namely, cultural exchange, a United Nations for Education, and education for disarmament and human rights (including anti-bullying, sustainability, and global citizenship). The authors conclude that Ikeda’s perspectives, proposals, and practices of Soka education and ‘peace education’ can be viewed as a tripartite ontological model of a process of becoming, moving from inner transformation by means of dialogue to global citizenship.     

New localism or fuzzy centralism: policymakers’ perceptions of public education and involvement in education

This research examines local authority involvement in education as a function of local policymakers’ perceptions of education as a public service – namely, whether public education is for the benefit of society as a whole, or for individual students and parents. Perceptions of education and involvement in education were assessed through 107 questionnaires returned by mayors and heads of local education departments in Israel. The results show that (1) local policymakers tend to perceive public education as a general public service, and (2) the relationship between this perception and involvement in education varies with the locality’s centre-periphery status. In peripheral localities, perceiving education as a general public service and an understanding of ‘society’ as the local community leads to greater involvement in education. In central localities, involvement rose with a more individualised perception. Implications of the findings are discussed in line with viewing education in the spirit of new localism.     

Democratization through education? Theory and practice of the Czech post-revolution education system and its reforms

The transformation process from an authoritarian/totalitarian system entails many institutional changes, however, the individual citizen is often being overlooked in this chaotic, fast-paced process and his or her “transformation” into a democrat is taken for granted. The changing socio-political system and its exigencies may lead to nostalgia and social frustrations, which in turn cause democratic backsliding. In order to cultivate a democratic society and avoid future backsliding, the post-communist states quickly set out to reform their educational systems, both in form and substance. By reviewing the reform process of the Czech educational system and discussing the prevailing legacies left by the communist regime, the article will show that through the “destruction” of the former system and its de-monopolization, decentralization and de-ideologization, the state deliberately lost significant means and power to transform Czechs from “homo sovieticus” to “homo democraticus” and is now left with a dependence on the highly autonomous schools and their propensity to foster democratic generations that will uphold the democratic state in the future. This paradox is reminiscent of the so-called Böckenförde dilemma, claiming that the liberal democratic state “lives by prerequisites which it cannot guarantee itself”.     

Higher education and peacebuilding – a bridge between communities?

As the Syrian civil war enters its fifth year, with over four million refugees and no solution in the near future, the international community must better consider long-term planning in regards to the plight of refugees and services to support them, not just short-term emergency responses. Critically, higher education is all too often ignored when addressing refugee crises, pushed aside in favor of primary education, and effectively disempowering those best suited to eventually rebuild and reconstruct after war’s end. This paper examines the often less considered aspect of refugee access to higher education, using Duhok, located in the Kurdistan Region of Iraq, as a case study, and hypothesizing that refugees’ inclusion in Duhok’s local higher education system can serve as an invaluable peacebuilding tool, bridging host and refugee communities, while empowering refugees to promote peacebuilding and development. We chose to focus on higher education because we agree with the idea espoused by Watenpaugh, Fricke, and Siegel that ‘university graduates … include Syria’s brightest and most ambitious young people … the human capital that will be critical to the rebuilding of Syrian society after the conflict has ended’. This study investigates Duhok area residents’ perceptions of the Syrian refugee crisis and the refugee population, refugees’ attitudes toward the host community and higher education, and personal views regarding intergroup relationships and the role of higher education, drawing primarily on field research conducted in 2013. Approached as a qualitative study, field research was conducted by a two-person team, with members representing the University of Duhok and New York University, and with the aim of actively working with research participants in the hopes of generating policy-related and practical recommendations.     

‘Pedagogies of resistance’ and critical peace education praxis

This paper explores ‘pedagogies of resistance’ – or critical and democratic educational models utilized by social movements – and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is ‘How can educational projects that resist larger social, political and economic inequalities offer understandings about how we learn, teach, and act for peace in diverse settings?’ Drawing upon literature from various fields, ideas and insights are offered about how the field of peace education can better respond to multiple and diverse realities, particularly those facing marginalized communities. The article provides an overview of key tenets of peace education and ideas central to ‘critical peace education;’ offers a framing of ‘pedagogies of resistance;’ and, lastly, details what directions emerge by putting these two educational forms in conversation.     

Why madrassah education reforms don’t work in Pakistan

Despite global pressure and national security concerns, the efforts of the Government of Pakistan to reform the madrassah system have proven to be futile. Extant literature on madrassah reform challenges relies overwhelmingly on information provided by governments and experts situated outside of these institutions. While these studies and reports present important findings and viable analysis on madrassah systems; most of the research fails to give voice to the major stakeholders of this system itself, such as the administration staff, teachers, students and parents. Our study fills this crucial gap by conducting semi-structured interviews and field observations inside Pakistani madaris (plural for madrassah) and their professional associations. We find that these madaris have been reluctant to participate in policy interventions offered by the government due to a major trust deficit brought on by differences over financial and curriculum regulation, degree recognition and the government’s role in shaping popular perceptions about madaris. This reluctance has turned down attempts for madrassah reformation and has in turn made them vulnerable to radicalisation. We conclude with policy recommendations for more effective government reforms and a stronger relationship between madrassah representatives and the Government of Pakistan.     

How much is an MPA worth? public administration education and federal career success

Using a one percent sample of federal personnel records, this paper compares the grades, salaries, job authority, and occupations of MPA-holders to those of federal employees with graduate degrees in business administration, law, the social sciences, and other fields. Even after the race, sex, experience, age, and educational levels of employees have been accounted for, a graduate degree in PA appears to increase career success more than most graduate education and at least as much as an MBA degree. PA programs remain a minor source of managerial personnel, however, and may become less important as competition with business and law schools increases.     

Endorsing empowerment? A critical comparative study of peace education in Jamaica and Peru

Is empowering peace education primarily about providing individuals with skills to respond to violence they experience and capabilities to enhance their own lives? Or is inspiring social transformation to alter forms of injustice that contribute to violence an equally valid and important dimension of an empowering peace education program? This article draws upon the authors’ experiences researching peace education programs implemented by local nongovernmental organizations (NGOs) in two different contexts: Jamaica and Peru. The basis for comparison is grounded in the discourse key actors in these NGOs utilized in reference to their respective educational initiatives, explicitly emphasizing empowerment for marginalized groups. Using critical qualitative techniques and troubling the idea of ‘empowerment,’ the authors analyze the discourse of empowerment to look beyond explicit truth claims and unveil tacit assumptions regarding the purpose and desired outcomes for the beneficiaries of their respective programs. The authors interrogate what definitions of empowerment – social and/or individual – the program stakeholders envision as well as how they believe such empowerment comes about. The study’s findings contribute to the need to critically unpack the commonly uncritical use of the term ‘empowerment’ as necessarily directed toward addressing social inequalities and altering unjust power relations.     

Women’s human rights education trainers in Turkey: situated empowerment for social change

This article presents evidence of the links between human rights education and social change by analyzing the long-term effects on 88 trainers engaged in a non-formal adult training program sponsored by a women’s human rights group in Turkey, Women for Women’s Human Rights – New Ways. In this article, I show the transformative impacts of carrying out human rights education on the trainers themselves: in their identity; knowledge, skills, and attitudes; and behaviors in their family and in the workplace. This article extends the treatment of an emerging question within social change theory – that of the long-term influence on activists brought about by their very engagement in these activities. At the same time, because the activists are trainers associated with a human rights education program that infuses critical pedagogy with a feminist perspective, this qualitative case study provides the opportunity to explore ‘situated empowerment’ on trainers in both their personal and professional domains. The article concludes that further studies of human rights educators engaged as long-term trainers will further enrich the social change literature and the treatment of activists.     

Nation,national remembrance,and education – Polish schools as factories of nationalism and prejudice

This article describes and attempts to explain the reasons for the conservative and nationalist character of Polish schools. The author uses data from surveys, analyzes political programs, postulates concerning education put forward by conservatives, and quotes poems emphasizing national identity from textbooks used at schools to teach reading skills. According to the author, it can be observed that nationalists build an atmosphere of aversion to immigrants, which affects racism in the school hallways. The article also presents the phenomenon of so-called school chambers of national remembrance, which are part of patriotic rituals practiced by Polish society. The author emphasizes that nationalism is the basis for changes in history programs of study, which are part of the educational reform implemented by the Law and Justice (Prawo i Sprawiedliwo?? – PiS) government. The cultural soft power, which is used to make reality more “national,” complements the administrative and political hard power of the PiS party – both tools are used to create an authoritarian-nationalist vision of social order.     

Losing ground: a critical analysis of teachers’ agency for peacebuilding education in Sri Lanka

This paper aims to explore the agency of teachers for peacebuilding education in Sri Lanka through a critical multiscalar analysis of the interplay between context – education policies and governance – and agent – teachers as strategic political actors. It draws on two studies conducted in Sri Lanka in 2006 and 2011 to give insight into a changing context from conflict to post-conflict. While peace education and social cohesion were high on the political agendas before the official ending of the conflict, the need for a continuous and integral peace education approach seems to be losing political ground in present-day Sri Lanka. The paper seeks to contribute to the broader debate on the complex role of education and teachers in conflict and post-conflict situations.     

Are older workers really different ? the effects of age,tenure, and education on work preferences of registered nurses

The aging of the workface has generated interest in the special needs of older workers. This research on registered nursed in nursing homes investigated the relationship between nurses' age and their work preferences, as well as the effects of tenure and education on this relationship. Older nurses assigned greater importance to work flexibility and lesser importance to development, career advancement, and socialization than did younger ones. Tenure and education contributed to the predictive power of age but did not moderate the relationship.     

>Pedagogy and politics: Origins of the special conference of 1905 on primary education for non‐Russians in the east

Sean R. Roberts, Waiting for Uighurstan. 55 minute video documentary with Companion Study Guide, 1996. Study Guide: xi, 73 pp., 2 maps, works cited, Appendix I: Script to video, Appendix II: Annotated bibliography of suggested readings.

Dennis P. Hupchick and Harold E. Cox, A Concise Historical Atlas of Eastern Europe. New York: St. Martin's Press, 1996, viii, 120 pp., 50 maps, index.

Jörg Brechtefeld, Mitteleuropa and German Politics: 1848 to the Present. New York: St. Martin's Press, 1996, vii, 195 pp. + maps, index. $49.95.

Seamus Dunn and T. G. Fraser, eds, Europe and Ethnicity: The First World War and Contemporary Ethnic Conflict. London: Routledge, 1996, xii, 218 pp. + index.

Marc A. Weiner, Richard Wagner and the Anti‐Semitic Imagination. Lincoln, NB. &; London: University of Nebraska Press, 1995, 353 pp. + notes, bibliography, index.

Robert B. Pynsent, ed., The Literature of Nationalism. Essays on East European Identity. New York: St. Martin's Press, 1996, 282 pp. + index.

Ladislav Holy, The Little Czech Nation and the Great Czech Nation. Cambridge: Cambridge University Press, 1996, x, 226 pp., index.

Jaroslav Krej?í and Pavel Machonin, Czechoslovakia 1918–92: A Laboratory for Social Change. St Antony's series. New York: St. Martin's Press, 1996, 244 pp. + notes, bibliography, index. ISBN 0–312–12693‐X (hard). $49.95.

Jan Rychlík, Thomas D. Mazrik and Miroslav Bielik, eds, R. W. Seton‐Watson and His Relations with the Czechs and Slovaks; Documents, 1906–1951, 2 Vols. Ústav T. G. Masaryka and Matica Slovenská, 1995, footnotes, photographs, register of documents, name index, geographic index. Distributed by Interpress, London, England. $50.00.

Peter F. Sugar, Nationality and Society in Habsburg and Ottoman Europe. Aldershot, Hampshire, U.K.: Variorum, 1997, ix + 253 + index.

Eric Roman, Hungary and the Victor Powers: 1945–1950. New York: St. Martin's Press, 1996, 172 pp.

Graham Smith, ed., The Baltic States: The National Self‐determination of Estonia, Latvia and Lithuania. New York: St. Martin's Press, 1996, xx, 214 pp. + maps, tables, index.

V. Stanley Vardys and Judith B. Sedaitis, Lithuania: The Rebel Nation. Boulder, CO: Westview Press, 1997, 222 pp. + maps, illustrations, index. $60.00 ($21.50 pbk).

Moshe Rosman, Founder of Hasidism: A Quest for the Historical Ba'al Shem Tov. Berkeley: University of California Press, 1996, xii, 296 pp. + maps, photographs, tables, index.

David R. Marples, Belarus: From Soviet Rule to Nuclear Catastrophe. New York: St. Martin's Press, 1996, xxi, 179 pp. + photographs, tables, bibliography, index.

Jeff Chinn and Robert Kaiser, Russians as the New Minority: Ethnicity and Nationalism in the Soviet Successor States. Boulder, CO: Westview Press, 1996, xii, 308 pp. + tables, maps, index.

Leokadia Drobizheva, Rose Gottemoeller, Catherine McArdie Kelleher and Lee Walker, eds, Ethnic Conflict in the Post‐Soviet World: Case Studies and Analysis. Armonk, NY: M. E. Sharpe, 1996, xv, 365 pp.

Kathleen E. Smith, Remembering Stalin's Victims: Popular Memory and the End of the USSR. Ithaca: Cornell University Press, 1996, xv, 220 pp. + photographs, appendix, index.

Peter H. Solomon, Jr, Soviet Criminal Justice Under Stalin. Cambridge: Cambridge University Press, 1996, xvii, 494 pp. + photographs, tables, index.

Stephen White, Russia Goes Dry: Alcohol, State and Society. Cambridge: Cambridge University Press, 1996, xiii, 189 pp. + photographs, illustrations, notes, index.

Hafeez Malik, ed., Central Asia: Its Strategic Importance and Future Prospects. New York: St. Martin's Press, 1994, xi, 325 pp. + index.     

Greek-Cypriot teachers’ perceptions of religious education and its contribution to peace: perspectives of (in)compatibility in a divided society

This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the context of a conflict-affected society; and, second, shows some of the tensions that exist in the aims of religious education between the desire to encourage mutual understanding and exposure to religious pluralism, on the one hand, and the political demands for entrenching ethnic cleavages, on the other. Although these tensions are largely contextual, they nevertheless raise two important issues that are worthwhile to consider for religious education and peace in conflict-affected societies: first, the ‘naturalization’ of religion and religious instruction, on the one hand, vs. the recognition that some models of religious instruction (i.e. confessional teaching) might actually limit the space within which teachers can make contributions to peace, on the other; and, second, the tension between the different models of religious education within a conflict-affected society and particularly which model would strategically and politically serve best the purposes of peace in the short- and long-term.