Peace Education in the 21st Century : A Comparative Study of Peace Education in Japan, Germany and Bosnia-i-Herzegovina

Hara, Kotono

Peace Education in the 21st Century : A Comparative Study of Peace Education in Japan, Germany and Bosnia-i-Herzegovina

Hara, Kotono

国際公共政策研究, 2012, 17(1), 1-23

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固定URL: https://hdl.handle.net/11094/25995

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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	著者名 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.
出版者	大阪大学大学院国際公共政策研究科
出版者	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
収録物名	国際公共政策研究
収録物名	International Public Policy Studies
巻(号)	17(1)
ページ	1-23
刊行年月	2012-09
言語	英語
ハンドルURL	https://hdl.handle.net/11094/25995
PISSN	13428101
NCID	AA1115271X
アクセス権	open access
出版タイプ	Version of Record
カテゴリ	紀要論文 Departmental Bulletin Paper
カテゴリ	国際公共政策研究 / 17巻1号(2012-09)

資源タイプ	紀要論文
ローカル資源タイプ	紀要論文
DCMI資源タイプ	text
DCTERMS.bibliographicCitation	国際公共政策研究. 2012, 17(1), p. 1-23
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.publisher	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
DC.language' scheme='DCTERMS.RFC1766	英語
DC.type' scheme='DCTERMS.DCMIType	text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2012-09
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.
DC.format	25995
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_public_url	https://hdl.handle.net/11094/25995

Peace Education in the 21st Century : A Comparative Study of Peace Education in Japan, Germany and Bosnia-i-Herzegovina

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