Education for nonkilling creativity: a reconstructive–empowering approach

ABSTRACT

Paige (2002) affirmed that a ‘nonkilling society implies a disciplinary shift to nonkilling creativity’. Creativity is indispensable in the search for peaceful alternatives for the positive transformation of conflicts, inherent in human relationships. Creativity can help individuals to think and act peacefully, to find different alternatives to obstacles and problems, to face daily life challenges, and to be happier people. This article presents the Reconstructive–Empowering (REM) approach of peace education as a concrete proposal for implementing a nonkilling paradigm shift in education that facilitates the formation of a critical, active, creative, and peaceful nonkilling citizenship, capable of promoting social transformations toward a killing-free world.     

Insights into Selected Features of Pakistan’s Most Wanted Terrorists

This article attempts to provide insights into selected features of Pakistan’s most wanted terrorists using a dataset of 895 high-profile terrorists provided by the Counter Terrorism Wings of the Criminal Investigation Departments of regional police offices of Pakistan. It identifies spatial patterns of terrorist supply at subnational levels. The educational background of terrorists has also been analyzed. Noteworthy variations are observed in the supply of different types of terrorists across the geographical landscape of Pakistan. Findings also reveal that though terrorists are relatively more educated than the population group they emerge from, there is a higher probability of them emerging in districts with lower socio-economic performance.     

An education for peace model that centres on belief systems: the theory behind the model

The education for peace model (EFPM) presented in this paper was developed within a theoretical framework of complexity science and critical theory and was derived from a review of an empirical research project conducted in a conflict affected environment. The model positions belief systems at the centre and is socioecologically systemic in design to capture the holistic dynamic of education within community. There is increasing interest, in both academic and development communities, in closing the gaps that exist between theory and practice in educational development in conflict affected settings and providing practioners with practical models. This paper makes a contribution in this through the presentation of the EFPM and the theory that informed its development. There are five key components to the EFPM: belief systems, learning experiences, students, teachers and schools. Belief systems are core as knowledge is generated from culture. Learning experiences are viewed as opportunities for growth, and schools are viewed as environments that provide opportunities and engender cultures for learning and conflict resolution. Teachers, drawn from the local community, are co-creators of these cultures, environments and opportunities and agents of effective change.     

Peace values in language textbooks: the case of English for Ethiopia Student Textbook

Textbooks are not only meant to deliver subject knowledge; they are also a medium to convey universal and community-specific values. Aiming to explore the social and emotional development goals of English for Ethiopia Student Textbook Grade 9, this study reviews the content and activities of the textbook by searching for embedded peace values and prejudices. Textual, contextual and sociological discourse analyses were conducted to characterise, understand and explain the nature of the textbook’s discourse. A positive self-concept; good health and compassion (inner peace); tolerance, solidarity and social responsibility (social peace); and respect for life in all its forms and care for the environment (peace with nature) were found to be recurring peace values. However, some content reflected gendered stereotyping, which goes against the peace value of equality.     

全球化进程中海外华文教育的含义嬗变及其历史分期——以东南亚地区为例

迄今,海外华文教育已有几百年的历史,期间经历了从华侨教育向华文教育的转变.在全球化进程不断加速发展的今天,海外华文教育的含义发生了嬗变,其内涵不断丰富,外延随之扩大.关于海外华文教育的历史,许多学者多从发展兴衰的角度进行分期,笔者认为从认同转换的角度进行分期,更能体现教育的本质特征和东南亚的地区特征.     

The Unexpected Effects of No Pass,No Drive Policies on High School Education

Since 1988, 27 states have introduced No Pass, No Drive laws, which tie a teenager's ability to receive and maintain a driver's license to various school-related outcomes—most commonly, enrollment and attendance. Enrollment-Based No Pass, No Drive policies, in 21 states, target both enrollment and attendance, and have negligible effects on dropout rates. However, these policies decrease the Averaged Freshman Graduation Rate (AFGR) by between 1 and 1.7 percentage points. This lower graduation rate stems from students delaying their dropout decision by up to two years. As a result, these students are retained in the ninth and tenth grades, increasing 9th-grade enrollment by 3.6 percent relative to 8th-grade enrollment the year prior; this causes an artificial reduction in the graduation rate, rather than a reduction in the true likelihood that a student will graduate. Truancy-Based No Pass, No Drive policies, in five states, target only attendance—teens that fail to meet a minimum attendance requirement lose their driver's license. However, these policies allow students to drop out of school without facing this penalty. These policies increase the annual dropout rate by between 23 and 34 percent (1 to 1.6 percentage points).     

Addressing avoidable vision impairment in Mozambique and the Africa region

The Mozambique Eyecare Project was an international partnership to implement and research eye health education in Mozambique and the Africa region. An optometry degree was developed at Universidade Lúrio, Mozambique. In addition, existing eye health workers were upskilled with training. Researchers from various disciplines evaluated the project and its potential for impact on eye health in the region. The body of evidence generated from the research provides useful lessons for development programmes in general, as well as specific lessons for delivering eye health education and service delivery models for low-income settings.     

保安职业化教育刍议

保安教育在保安职业化进程中具有重要的地位。为更好地促进保安教育的发展,应当构建包括"职前培训"与"继续培训"在内的保安职业教育体系、符合职业化要求的保安职业教育课程体系、具有职业化教育特点的教师队伍和与职业化要求相适应的保安职业培训系统与制度体系。     

MOOC在高职教育应用中的前景分析

随着计算机技术和网络技术的发展,全球化大数据日新月异,学习方式和学习方法已经发生了重大的变革。MOOC的出现和推广,有助于推动高职教育创新教育模式,提高高职教育教学相长的可能性,从而全面促进我国高职教育的长足发展。     

基于创新教育的人才培养模式研究——黄冈市三所高职院校为例

要构建合理科学的高职人才培养模式,须明确人才培养模式的内涵及其构成要素。针对我国高等职业教育人才模式的现状,分析了高职教育实践情境中创新人才培养的状况和问题。以期构建适合我国国情的高校创新教育体系。