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論文情報
タイトル
Peace Education in the 21st Century : A Comparative Study of Peace Education in Japan, Germany and Bosnia-i-Herzegovina
著者
Hara, Kotono
Hara, Kotono
キーワード等
peace education
conflict
negative peace
positive peace
peace building
抄録
In response to the seamless web of conflicts, international society has actively promoted peace education in conflict-affected countries together with a number of international commitments to peace education since the end of Cold War. However, the titles, purposes and methods of peace education have greatly diversified and have been criticized for not having undergone careful scrutiny. Taking this situation into consideration, this article aims to first offer a systematic review of various peace education methods, and then attempts to model peace education in Japan and Germany, which have experimented with peace education for half a century. Finally, it tries to analyse to what extent these models are relevant to peace education in the present day, given that the nature of conflict has changed since World War II. It does this by looking at peace education in Bosnia-i-Herzegovina, which contains all the major causes of today's conflicts. An analysis of the peace education experiences in these three countries provides a policy implication that peace education should proceed in a piecemeal but consistent manner, combining the strength of the Japanese knowledge-based pacifist model of peace education and the German skill-based critical model. The process seems to (i) start with abandoning a biased educational system and materials used during conflict, (ii) formulate the legal framework to shift education to more peace-oriented issues, (iii) introduce civic education as building a foundation of social capital such as common basic values and norms, (iv) equip children with critical-thinking and problem-solving skills throughout the curriculum, and finally, (v) teach them mutual/multicultural understanding as well as a knowledge of war through various subjects such as history, geography and literature.
公開者
大阪大学大学院国際公共政策研究科
公開者 (ヨミ)
オオサカ ダイガク ダイガクイン コクサイ コウキョウ セイサク ケンキュウカ
掲載誌名
国際公共政策研究
巻
17
号
1
開始ページ
1
終了ページ
23
刊行年月
2012-09
ISSN
13428101
NCID
AA1115271X
URL
http://hdl.handle.net/11094/25995
言語
英語
カテゴリ
紀要論文 Departmental Bulletin Paper
国際公共政策研究 / 17巻1号(2012-09)
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著者版フラグ
publisher
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text
DCTERMS.bibliographicCitation
国際公共政策研究.17(1) P.1-P.23
DC.title
Peace Education in the 21st Century : A Comparative Study of Peace Education in Japan, Germany and Bosnia-i-Herzegovina
DC.creator
Hara, Kotono
DC.publisher
大阪大学大学院国際公共政策研究科
DC.language" scheme="DCTERMS.RFC1766
英語
DCTERMS.issued" scheme="DCTERMS.W3CDTF
2012-09
DC.identifier" scheme="DCTERMS.URI
http://hdl.handle.net/11094/25995
DC.subject
peace education
conflict
negative peace
positive peace
peace building
DCTERMS.abstract
In response to the seamless web of conflicts, international society has actively promoted peace education in conflict-affected countries together with a number of international commitments to peace education since the end of Cold War. However, the titles, purposes and methods of peace education have greatly diversified and have been criticized for not having undergone careful scrutiny. Taking this situation into consideration, this article aims to first offer a systematic review of various peace education methods, and then attempts to model peace education in Japan and Germany, which have experimented with peace education for half a century. Finally, it tries to analyse to what extent these models are relevant to peace education in the present day, given that the nature of conflict has changed since World War II. It does this by looking at peace education in Bosnia-i-Herzegovina, which contains all the major causes of today's conflicts. An analysis of the peace education experiences in these three countries provides a policy implication that peace education should proceed in a piecemeal but consistent manner, combining the strength of the Japanese knowledge-based pacifist model of peace education and the German skill-based critical model. The process seems to (i) start with abandoning a biased educational system and materials used during conflict, (ii) formulate the legal framework to shift education to more peace-oriented issues, (iii) introduce civic education as building a foundation of social capital such as common basic values and norms, (iv) equip children with critical-thinking and problem-solving skills throughout the curriculum, and finally, (v) teach them mutual/multicultural understanding as well as a knowledge of war through various subjects such as history, geography and literature.
citation_title
Peace Education in the 21st Century : A Comparative Study of Peace Education in Japan, Germany and Bosnia-i-Herzegovina
citation_author
Hara, Kotono
citation_publisher
大阪大学大学院国際公共政策研究科
citation_language
英語
citation_date
2012-09
citation_journal_title
国際公共政策研究
citation_volume
17
citation_issue
1
citation_firstpage
1
citation_lastpage
23
citation_issn
13428101
citation_public_url
http://hdl.handle.net/11094/25995
citation_keywords
peace education
conflict
negative peace
positive peace
peace building