This document is a curriculum vitae for Magnus Haavelsrud, an educator and researcher. It outlines his educational background and career. Some key details:
- Haavelsrud has a degree in political science from the University of Oslo and a PhD from the University of Washington.
- He has held professor positions at several universities in Norway, including the University of Tromso and the Norwegian University of Science and Technology.
- His research has focused on education for peace and development. He has authored several books on these topics and supervised doctoral students.
- Haavelsrud has received numerous honors and awards for his work in peace education and research over his decades-
Culture of peace a move towards peace and peace buildingAlexander Decker
This document discusses the importance of developing a culture of peace through education. It defines peace education as aiming to provide learners with the knowledge, skills, attitudes, and values necessary to end violence and injustice and promote a culture of peace. The document outlines that schools and teachers can help drive social change towards a culture of peace through peace education programs. However, for these programs to be fully effective, they must be integrated throughout the entire school curriculum and culture. The document also reviews different definitions of peace education provided by other scholars and organizations, and how peace education aims to not only build knowledge but also practical skills for resolving conflicts nonviolently and creating just societies.
This document provides an overview of research on human rights education (HRE). It divides the research into three categories: theory of HRE, implementation of HRE, and outcomes of HRE. For theory of HRE, the document discusses research that has explored the goals, concepts, and pedagogies of HRE and how it relates to other fields. For implementation of HRE, the document discusses research that has examined HRE methodologies, curricula, policies, and programs. For outcomes of HRE, the document discusses research that has evaluated the impact and results of HRE practices. The document provides examples of studies within each category and proposes that future research could continue to explore these areas while focusing more on
This document discusses key concepts of critical pedagogy according to Kincheloe (2004). It outlines that critical theory forms the foundation for critical pedagogy and examines power relations that lead to oppression. Some key concepts discussed include critical enlightenment, critical emancipation, rejecting economic determinism, critiquing instrumental rationality, understanding the impact of desire, the concept of immanence, and reconceptualizing power in terms of hegemony, ideology, and linguistic power. It emphasizes interpreting relationships between culture, power and domination.
Ideology in english textbooks a case study of matric level books in punjabAlexander Decker
This document discusses research on ideology in English textbooks used in matric level (10th grade) courses in Punjab, Pakistan. It covers four key points: 1) Textbooks present Islam not just as a belief system but as a political ideology that all citizens must accept. 2) Textbooks offer a biased treatment of non-Muslim citizens. 3) Vocabulary emphasizes Islamic teachings over critical thinking or democratic values. 4) During military rule in the 1970s-80s, textbooks were revised to promote an "Islamic ideology" and manufacture "good Muslims." The research aims to critically analyze perspectives and content in textbooks to examine how knowledge is influenced by ideology.
Literacy can be empowering but it can just as equally be used as a tool for oppression; learning to read is not, inherently, empowering Literacy and reading can be tools of hegemony. For literacy to be empowering, the reader must develop a critical consciousness. He/she must be exposed to a variety of points of view and taught to look for the bias behind all ideologies. These slides describe historical fears of literacy and how literacy has been used as a tool of oppression. They then explain the views of Paulo Freire and his approach to literacy as empowerment.
The document discusses the importance and goals of education for peace. It advocates for peace to be the shaping vision of education by becoming the focus of the curriculum and a subject in its own right. Education for peace should promote values like truth, non-violence, democracy, secularism, equality, and scientific temper. It argues that educating younger generations with these values through all levels of education can help society exist in harmony. The National Curriculum Framework of 2005 also recognizes the importance of education for peace in nurturing ethical development and living in harmony.
The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle school contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse.
The ideological principles underlie broad educational aims and the pedagogical principles underlie characteristics of the pedagogic practice. Data was obtained through a semi structured interview with the authors and documental analysis of their publications.
Culture of peace a move towards peace and peace buildingAlexander Decker
This document discusses the importance of developing a culture of peace through education. It defines peace education as aiming to provide learners with the knowledge, skills, attitudes, and values necessary to end violence and injustice and promote a culture of peace. The document outlines that schools and teachers can help drive social change towards a culture of peace through peace education programs. However, for these programs to be fully effective, they must be integrated throughout the entire school curriculum and culture. The document also reviews different definitions of peace education provided by other scholars and organizations, and how peace education aims to not only build knowledge but also practical skills for resolving conflicts nonviolently and creating just societies.
This document provides an overview of research on human rights education (HRE). It divides the research into three categories: theory of HRE, implementation of HRE, and outcomes of HRE. For theory of HRE, the document discusses research that has explored the goals, concepts, and pedagogies of HRE and how it relates to other fields. For implementation of HRE, the document discusses research that has examined HRE methodologies, curricula, policies, and programs. For outcomes of HRE, the document discusses research that has evaluated the impact and results of HRE practices. The document provides examples of studies within each category and proposes that future research could continue to explore these areas while focusing more on
This document discusses key concepts of critical pedagogy according to Kincheloe (2004). It outlines that critical theory forms the foundation for critical pedagogy and examines power relations that lead to oppression. Some key concepts discussed include critical enlightenment, critical emancipation, rejecting economic determinism, critiquing instrumental rationality, understanding the impact of desire, the concept of immanence, and reconceptualizing power in terms of hegemony, ideology, and linguistic power. It emphasizes interpreting relationships between culture, power and domination.
Ideology in english textbooks a case study of matric level books in punjabAlexander Decker
This document discusses research on ideology in English textbooks used in matric level (10th grade) courses in Punjab, Pakistan. It covers four key points: 1) Textbooks present Islam not just as a belief system but as a political ideology that all citizens must accept. 2) Textbooks offer a biased treatment of non-Muslim citizens. 3) Vocabulary emphasizes Islamic teachings over critical thinking or democratic values. 4) During military rule in the 1970s-80s, textbooks were revised to promote an "Islamic ideology" and manufacture "good Muslims." The research aims to critically analyze perspectives and content in textbooks to examine how knowledge is influenced by ideology.
Literacy can be empowering but it can just as equally be used as a tool for oppression; learning to read is not, inherently, empowering Literacy and reading can be tools of hegemony. For literacy to be empowering, the reader must develop a critical consciousness. He/she must be exposed to a variety of points of view and taught to look for the bias behind all ideologies. These slides describe historical fears of literacy and how literacy has been used as a tool of oppression. They then explain the views of Paulo Freire and his approach to literacy as empowerment.
The document discusses the importance and goals of education for peace. It advocates for peace to be the shaping vision of education by becoming the focus of the curriculum and a subject in its own right. Education for peace should promote values like truth, non-violence, democracy, secularism, equality, and scientific temper. It argues that educating younger generations with these values through all levels of education can help society exist in harmony. The National Curriculum Framework of 2005 also recognizes the importance of education for peace in nurturing ethical development and living in harmony.
The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle school contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse.
The ideological principles underlie broad educational aims and the pedagogical principles underlie characteristics of the pedagogic practice. Data was obtained through a semi structured interview with the authors and documental analysis of their publications.
Paulo Freire was a Brazilian educator and philosopher known for his influential work on critical pedagogy. He was born in 1921 in Brazil and worked as a teacher and school director early in his career, developing his theories on liberating education for the oppressed. In 1964, a military coup imprisoned him for 70 days due to his leftist views. He went on to publish influential books like Pedagogy of the Oppressed and Pedagogy of Freedom. Freire worked internationally as an advisor and advocate for education reform focused on empowering marginalized groups until his death in 1997.
Critical pedagogy: education in the practice of freedomAlan Carbery
Slides from a talk at the Vermont Library Association College & Special Libraries Conference, October 2015. Abstract: Our presentation focuses on the use of primary sources in library instruction to inspire students to think around issues of injustice and oppression. Following remarks on our chapter-in-progress for a book on Critical Library Instruction, the session will be devoted to introducing/discussing Critical Pedagogy and its influence on library instruction. Because Critical Pedagogy is dependent upon decentering the lecturer in favor of a participatory and community-driven style of learning, we hope this session can act as a forum for our colleagues to share ways in which they’ve incorporated facets of Critical Pedagogy into their instructional practice, ask questions about Critical Library Instruction, and offer any critiques they have of Critical Pedagogy/Critical Library Instruction. Delivered with Sean Leahy, Instruction & Learning Assessment Librarian, Champlain College.
Presentation at the conference on "The Constitution of Media Education", organized by the division of Media Education of the German Educational Research Association (GERA | DGfE ) and the division of Media Education of the Austrian Asso-ciation of Research and Development in Education (AARDE | OEFEB) at the University of Vienna, September 29-30, 2016.
1. Paulo Freire developed a philosophy of education focused on liberating the oppressed through dialogue and problem-posing education. He rejected the traditional "banking" model of education where teachers deposit knowledge into passive students.
2. Freire believed that education should involve mutual dialogue between teachers and students to develop critical thinking about social, political, and economic conditions. The goal was to empower students to transform reality and achieve greater freedom and autonomy.
3. According to Freire, educational curricula should be based on students' lived experiences and the realities of their social class. Curricula should not be developed in isolation but involve input from students, parents, and local communities.
This document summarizes current global trends in education and curriculum, compares curriculum traditions between Anglo-American and German/Scandinavian models, and discusses the implications for Finland. It outlines how standardized testing, data-driven instruction, and evidence-based reforms have made education "bigger, tighter, harder, and flatter". However, it notes a shift away from standardization and a return to Bildung/Didaktik traditions emphasizing teachers' professional autonomy and judgment. It also examines China's efforts to reform curriculum based on its own philosophical traditions blended with modern theories.
Critical pedagogy aims to promote educational change by questioning why educational practices are done in certain ways and exposing domination and exploitation. It involves habits of thinking deeply about the meanings, causes, contexts and consequences of various subjects. Key proponents include Paulo Freire, Ivan Illich and Henry Giroux. Critical pedagogy in Canada explores concepts like "whiteness" and the impact of colonialism, like Indian Residential Schools. It also examines First Nations epistemology, pedagogy and institutions of higher education, as well as how non-Natives engage with First Nations education.
This study explored how professors implement critical pedagogy in their post-secondary classrooms. The researchers interviewed 17 professors about their classroom practices and definitions of critical pedagogy. Key findings included that professors employed practices like community building, dialogue, and experiential activities, but did not always explicitly connect these practices to social justice aims. The study concluded that critical pedagogues need to more clearly demonstrate how their practices aim to incite social change and consider strategies to address critical pedagogy's justice-oriented nature.
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within K-12 education, social studies provides coordinated lessons drawing on disciplines like history, economics, geography, civics, and others. The primary goal is to help students develop the skills, knowledge, and values to be informed and engaged democratic citizens.
This document provides an overview of Paulo Freire and his ideas about critical pedagogy and the banking concept of education versus problem-posing education. It discusses Freire's view that the current education system acts to oppress students and how problem-posing education which treats students as co-creators could help overcome this oppression. The document also mentions how Freire's book Pedagogy of the Oppressed was recently banned in Arizona schools and debates around issues of multiculturalism and language in education.
Freire argues that education is not the transfer of knowledge, instead it is the social or individual construction of knowledge raised in the real life of a student. Take the few minutes of your time and go through these slides as it will expand your metal capacity on the educational context.
Swingshift college popular education 2003 signed5Mike Olszanski
Swingshift College is a program at Indiana University Northwest that provides college education for adult workers. Inspired by popular educators like Paulo Freire and Miles Horton, its mission is to empower workers through education and enable them to build social movements. The program aims to create a "community of worker intellectuals, advocates, and activists."
It offers associate's and bachelor's degrees in labor studies and general studies. Classes are offered in the mornings and evenings to accommodate workers' schedules. The program is evaluated based on how well it achieves its goals of encouraging lifelong learning, providing high-quality curriculum, and implementing the principles of popular education theory, which emphasizes teaching students in a way that raises critical consciousness and leads to
Freire: Art Through Revolutionary Leadership Marie Max-Fritz
This document summarizes Paulo Freire's revolutionary leadership approach to education outlined in his book Pedagogy of the Oppressed. [1] Freire believed that oppressed students, living in poverty, were not being properly educated in a way that addressed their realities or prepared them for the future. [2] His methodology focused on developing students' "critical consciousness" through "dialogic action" between teachers and students to help oppressed students recognize and overcome their oppression. [3] Key aspects of his approach included using "generative themes" drawn from students' lives to create a curriculum, rather than an approach where teachers simply "deposit" information into passive students.
Anthropological Agenda in Mathematics Educationijtsrd
The context of this qualitative research paper was the reflection of anxiety of the author still not practicing ethno mathematical ideas and not humanizing mathematics by mathematics teachers in the classroom especially in boarding schools of Butwal. This research paper was based on reviewing three literatures Vygotskian socio culturalism, Freires educational theories and Devkotas article on Ethno mathematics and Multiculturalism . The reflection of boarding schools Principal, a neighboring child of boarding school, perception of a migrated student, a mathematics teacher of boarding school, a guardian of boarding school and mine experience in an interview with mathematics teacher were the subjects of expressions in this article. On the basis of three literature review and the reflections of the participants, this research revealed that the mathematics teachers of boarding schools, view mathematics through positivistic paradigm and uni dimensional lens, follow Euro centric pedagogy, use various hegemonic practices of de contextualized mathematics in class which cause the students emancipation voice from respective sides. Lila Bahadur K C "Anthropological Agenda in Mathematics Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33598.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/33598/anthropological-agenda-in-mathematics-education/lila-bahadur-k-c
This document provides an overview of the history and models of educational policy in Estonian higher education. It discusses four main periods:
1) Academia Gustaviana (1632-1710) which followed regulations from Sweden but also enjoyed some academic freedoms similar to medieval universities.
2) Kaiserliche Universität zu Dorpat (1802-1889) which had a dual nature under Russian and German control and balanced state influence with some institutional autonomy.
3) Tartu University of the Republic of Estonia (1919-1940) where the state supported national education development but also diverse educational institutions.
4) Higher education during Soviet occupation (1940-1986) was strictly controlled by the
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This is a Trident University course (MAE522), Module 1 Case, Theorist of Adult Education: Malcolm S. Knowles. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document discusses the relationship between education, philosophy and politics. It notes that these three areas have historically been intertwined in defining Western cultural institutions and practices. Education has often taken the form of political philosophy aimed at developing good democratic citizens through participation in public life. The document then examines different philosophical approaches to understanding this relationship, including Foucault's archaeology and genealogy, as well as Nietzsche's views on the use and abuse of history. It also discusses Wittgenstein's and Heidegger's historicization of philosophy.
This document provides an overview of the syllabus and first week agenda for an English TESOL Methods and Materials course. It introduces the course objectives, assignments, topics to be covered, and expectations. Some key areas of focus include critical pedagogy, sociocultural theory, moving beyond the concept of "method" in language teaching, and preparing teachers to develop culturally appropriate practices.
This document provides a summary of a UNESCO sourcebook on values education titled "Learning to Be: A holistic and integrated approach to values education for human development". The sourcebook presents a model for holistic and integrated values education with the goal of developing individuals and promoting international understanding and a culture of peace. It identifies core values like health, truth, love, creativity, peace and justice that guide human development. It also emphasizes the process of internalizing values which can lead to inner peace and peace in broader contexts. The sourcebook includes practical teaching modules and aims to help educators facilitate the full development of learners' personality and potential.
This document outlines a 5-day lesson plan to teach 8th grade math students about linear functions. The class has 25 students from various backgrounds with no learning disabilities. Over the 5 days, students will use various technologies like YouTube, blogs, Pinterest and games to solve, graph, and interpret linear equations and real-world problems with 95% accuracy. Each day focuses on a different activity like lecture, booklets, and creating robots to reinforce the concepts.
This document provides an overview and outcomes report from the nursing department of Abbott Northwestern Hospital for 2008. It includes a letter from the Vice President of Patient Care Services introducing the report and highlighting the outstanding work of the nurses. It also outlines the hospital's nursing vision, core beliefs, and professional nursing practice model. Examples are given of initiatives to promote evidence-based practice, improve documentation, enhance care delivery through interdisciplinary collaboration, and achieve Magnet designation, recognizing nursing excellence.
Paulo Freire was a Brazilian educator and philosopher known for his influential work on critical pedagogy. He was born in 1921 in Brazil and worked as a teacher and school director early in his career, developing his theories on liberating education for the oppressed. In 1964, a military coup imprisoned him for 70 days due to his leftist views. He went on to publish influential books like Pedagogy of the Oppressed and Pedagogy of Freedom. Freire worked internationally as an advisor and advocate for education reform focused on empowering marginalized groups until his death in 1997.
Critical pedagogy: education in the practice of freedomAlan Carbery
Slides from a talk at the Vermont Library Association College & Special Libraries Conference, October 2015. Abstract: Our presentation focuses on the use of primary sources in library instruction to inspire students to think around issues of injustice and oppression. Following remarks on our chapter-in-progress for a book on Critical Library Instruction, the session will be devoted to introducing/discussing Critical Pedagogy and its influence on library instruction. Because Critical Pedagogy is dependent upon decentering the lecturer in favor of a participatory and community-driven style of learning, we hope this session can act as a forum for our colleagues to share ways in which they’ve incorporated facets of Critical Pedagogy into their instructional practice, ask questions about Critical Library Instruction, and offer any critiques they have of Critical Pedagogy/Critical Library Instruction. Delivered with Sean Leahy, Instruction & Learning Assessment Librarian, Champlain College.
Presentation at the conference on "The Constitution of Media Education", organized by the division of Media Education of the German Educational Research Association (GERA | DGfE ) and the division of Media Education of the Austrian Asso-ciation of Research and Development in Education (AARDE | OEFEB) at the University of Vienna, September 29-30, 2016.
1. Paulo Freire developed a philosophy of education focused on liberating the oppressed through dialogue and problem-posing education. He rejected the traditional "banking" model of education where teachers deposit knowledge into passive students.
2. Freire believed that education should involve mutual dialogue between teachers and students to develop critical thinking about social, political, and economic conditions. The goal was to empower students to transform reality and achieve greater freedom and autonomy.
3. According to Freire, educational curricula should be based on students' lived experiences and the realities of their social class. Curricula should not be developed in isolation but involve input from students, parents, and local communities.
This document summarizes current global trends in education and curriculum, compares curriculum traditions between Anglo-American and German/Scandinavian models, and discusses the implications for Finland. It outlines how standardized testing, data-driven instruction, and evidence-based reforms have made education "bigger, tighter, harder, and flatter". However, it notes a shift away from standardization and a return to Bildung/Didaktik traditions emphasizing teachers' professional autonomy and judgment. It also examines China's efforts to reform curriculum based on its own philosophical traditions blended with modern theories.
Critical pedagogy aims to promote educational change by questioning why educational practices are done in certain ways and exposing domination and exploitation. It involves habits of thinking deeply about the meanings, causes, contexts and consequences of various subjects. Key proponents include Paulo Freire, Ivan Illich and Henry Giroux. Critical pedagogy in Canada explores concepts like "whiteness" and the impact of colonialism, like Indian Residential Schools. It also examines First Nations epistemology, pedagogy and institutions of higher education, as well as how non-Natives engage with First Nations education.
This study explored how professors implement critical pedagogy in their post-secondary classrooms. The researchers interviewed 17 professors about their classroom practices and definitions of critical pedagogy. Key findings included that professors employed practices like community building, dialogue, and experiential activities, but did not always explicitly connect these practices to social justice aims. The study concluded that critical pedagogues need to more clearly demonstrate how their practices aim to incite social change and consider strategies to address critical pedagogy's justice-oriented nature.
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within K-12 education, social studies provides coordinated lessons drawing on disciplines like history, economics, geography, civics, and others. The primary goal is to help students develop the skills, knowledge, and values to be informed and engaged democratic citizens.
This document provides an overview of Paulo Freire and his ideas about critical pedagogy and the banking concept of education versus problem-posing education. It discusses Freire's view that the current education system acts to oppress students and how problem-posing education which treats students as co-creators could help overcome this oppression. The document also mentions how Freire's book Pedagogy of the Oppressed was recently banned in Arizona schools and debates around issues of multiculturalism and language in education.
Freire argues that education is not the transfer of knowledge, instead it is the social or individual construction of knowledge raised in the real life of a student. Take the few minutes of your time and go through these slides as it will expand your metal capacity on the educational context.
Swingshift college popular education 2003 signed5Mike Olszanski
Swingshift College is a program at Indiana University Northwest that provides college education for adult workers. Inspired by popular educators like Paulo Freire and Miles Horton, its mission is to empower workers through education and enable them to build social movements. The program aims to create a "community of worker intellectuals, advocates, and activists."
It offers associate's and bachelor's degrees in labor studies and general studies. Classes are offered in the mornings and evenings to accommodate workers' schedules. The program is evaluated based on how well it achieves its goals of encouraging lifelong learning, providing high-quality curriculum, and implementing the principles of popular education theory, which emphasizes teaching students in a way that raises critical consciousness and leads to
Freire: Art Through Revolutionary Leadership Marie Max-Fritz
This document summarizes Paulo Freire's revolutionary leadership approach to education outlined in his book Pedagogy of the Oppressed. [1] Freire believed that oppressed students, living in poverty, were not being properly educated in a way that addressed their realities or prepared them for the future. [2] His methodology focused on developing students' "critical consciousness" through "dialogic action" between teachers and students to help oppressed students recognize and overcome their oppression. [3] Key aspects of his approach included using "generative themes" drawn from students' lives to create a curriculum, rather than an approach where teachers simply "deposit" information into passive students.
Anthropological Agenda in Mathematics Educationijtsrd
The context of this qualitative research paper was the reflection of anxiety of the author still not practicing ethno mathematical ideas and not humanizing mathematics by mathematics teachers in the classroom especially in boarding schools of Butwal. This research paper was based on reviewing three literatures Vygotskian socio culturalism, Freires educational theories and Devkotas article on Ethno mathematics and Multiculturalism . The reflection of boarding schools Principal, a neighboring child of boarding school, perception of a migrated student, a mathematics teacher of boarding school, a guardian of boarding school and mine experience in an interview with mathematics teacher were the subjects of expressions in this article. On the basis of three literature review and the reflections of the participants, this research revealed that the mathematics teachers of boarding schools, view mathematics through positivistic paradigm and uni dimensional lens, follow Euro centric pedagogy, use various hegemonic practices of de contextualized mathematics in class which cause the students emancipation voice from respective sides. Lila Bahadur K C "Anthropological Agenda in Mathematics Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33598.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/33598/anthropological-agenda-in-mathematics-education/lila-bahadur-k-c
This document provides an overview of the history and models of educational policy in Estonian higher education. It discusses four main periods:
1) Academia Gustaviana (1632-1710) which followed regulations from Sweden but also enjoyed some academic freedoms similar to medieval universities.
2) Kaiserliche Universität zu Dorpat (1802-1889) which had a dual nature under Russian and German control and balanced state influence with some institutional autonomy.
3) Tartu University of the Republic of Estonia (1919-1940) where the state supported national education development but also diverse educational institutions.
4) Higher education during Soviet occupation (1940-1986) was strictly controlled by the
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This is a Trident University course (MAE522), Module 1 Case, Theorist of Adult Education: Malcolm S. Knowles. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document discusses the relationship between education, philosophy and politics. It notes that these three areas have historically been intertwined in defining Western cultural institutions and practices. Education has often taken the form of political philosophy aimed at developing good democratic citizens through participation in public life. The document then examines different philosophical approaches to understanding this relationship, including Foucault's archaeology and genealogy, as well as Nietzsche's views on the use and abuse of history. It also discusses Wittgenstein's and Heidegger's historicization of philosophy.
This document provides an overview of the syllabus and first week agenda for an English TESOL Methods and Materials course. It introduces the course objectives, assignments, topics to be covered, and expectations. Some key areas of focus include critical pedagogy, sociocultural theory, moving beyond the concept of "method" in language teaching, and preparing teachers to develop culturally appropriate practices.
This document provides a summary of a UNESCO sourcebook on values education titled "Learning to Be: A holistic and integrated approach to values education for human development". The sourcebook presents a model for holistic and integrated values education with the goal of developing individuals and promoting international understanding and a culture of peace. It identifies core values like health, truth, love, creativity, peace and justice that guide human development. It also emphasizes the process of internalizing values which can lead to inner peace and peace in broader contexts. The sourcebook includes practical teaching modules and aims to help educators facilitate the full development of learners' personality and potential.
This document outlines a 5-day lesson plan to teach 8th grade math students about linear functions. The class has 25 students from various backgrounds with no learning disabilities. Over the 5 days, students will use various technologies like YouTube, blogs, Pinterest and games to solve, graph, and interpret linear equations and real-world problems with 95% accuracy. Each day focuses on a different activity like lecture, booklets, and creating robots to reinforce the concepts.
This document provides an overview and outcomes report from the nursing department of Abbott Northwestern Hospital for 2008. It includes a letter from the Vice President of Patient Care Services introducing the report and highlighting the outstanding work of the nurses. It also outlines the hospital's nursing vision, core beliefs, and professional nursing practice model. Examples are given of initiatives to promote evidence-based practice, improve documentation, enhance care delivery through interdisciplinary collaboration, and achieve Magnet designation, recognizing nursing excellence.
This document outlines an educational project aimed at improving English language skills. The project will involve students researching ways to make English studying more effective and interesting. It will be carried out in small groups over a short period. Students will explore motivations for learning English and methods for improving skills like vocabulary, speaking, and group work. They will present their findings at the end of the project. The goals are for students to understand language learning concepts and benefit from a collaborative, practical approach.
El documento describe diferentes tipos de sistemas de ecuaciones lineales, incluyendo sistemas compatibles, incompatibles e indeterminados. También explica varios métodos para resolver sistemas de ecuaciones lineales como sustitución, igualación, reducción, método gráfico, método de Gauss y eliminación de Gauss-Jordan.
Este documento discute la importancia de la deontología y los valores en la profesión docente. Explica que la enseñanza requiere vocación actualizada a los parámetros de pluralismo ético. La deontología forma parte de la ética normativa sustentada en principios como la responsabilidad, justicia y autonomía. También identifica problemas como la falta de interés del profesor y una gran brecha entre conocimiento y valores. Propone innovar la educación a través del análisis crítico-reflexivo para transformar estructuras sociales e instit
EBM Journal Club - Intro and Review of Home BP Monitoring Articletjkinsey
This presentation is an introduction to the EBM Journal Club at MXC and a review of "Effectiveness of Home Blood Pressure
Monitoring, Web Communication, and
Pharmacist Care on Hypertension Control:
A Randomized Controlled Trial.”
Green B, Cook AJ, Ralston JD, et. al.
JAMA. 2008; 299(24): 2857-2867
O documento discute a infecção do pinhal português pelo nemátodo-das-galhas-do-pinheiro (NMP) de 1999 a 2009. Apresenta quatro figuras mostrando o longicórnio-do-pinheiro, pinheiros infectados, áreas de contenção e situação actual da infecção por freguesia. Também fornece dois quadros sobre variáveis biofísicas naturais e sócioeconômicas, e discute medidas de contenção e desafios futuros no combate ao NMP.
This document outlines an energy management case study for TenCate Thiolon. It includes an analysis of TenCate's current energy use through a SWOT analysis and baseline data collection. Several technical energy saving options are proposed, including installing a cogeneration unit and optimizing the cooling
Analisis Semantico del Edificio Frederic c. HamiltonMariana Mazzocchi
El documento describe la ampliación del Museo de Arte de Denver llamada Frederic C. Hamilton Building, diseñada por el estudio de Daniel Libeskind. La ampliación tiene forma triangular que sobresale de la calle hacia la construcción original de Gio Ponti. El exterior del edificio cambia de apariencia según la perspectiva y está compuesto por una serie de rectángulos entrelazados de vidrio y titanio que reflejan las montañas cercanas. El edificio sirve como punto de referencia en Denver debido a su importancia para la comunidad.
Phylogenetic trees are branching diagrams that show the evolutionary relationships among various biological species based on similarities and differences in their physical or genetic characteristics. Each node represents the inferred most recent common ancestor of the descendants. Phylogenetic trees are constructed using character-based or distance-based methods and can be used to understand human and animal origins, molecular evolution processes, and the spread of disease.
This document provides examples of time sequencers such as after that, then, later, next day, two minutes later, when, while that can be used to indicate when or the order in which things happen in a story or sequence of events. It also gives examples of using because to express reason, so to express result, and but or although to show contrast. Reasons not to use after when linking consecutive actions and mistakes to avoid with because and why are also outlined.
Historia de Bolivia desde su fundacion hasta la guerra del pacificoIvanReynaldoLaura
El documento resume la batalla de Ayacucho de 1824 que condujo a la independencia del Perú y Alto Perú (Bolivia) de España, así como los eventos posteriores que llevaron a la creación de Bolivia como estado soberano en 1825, incluyendo el Congreso de Chuquisaca y la firma del Acta de Independencia.
UNIVERSIDAD CENTRAL DEL ECUADOR
CARRERA DE PSICOLOGÍA EDUCATIVA
Tema:Paradigma Positivista:
Concepto
Características
Dimensiones
Autor: Adiana Marcillo
Quinto "C"
Do you have a unique sound and are looking for gigs? Come join us as artist on beatvyne. We're the Airbnb of music, a live music hosting platform where you can connect with fans and hosts, secure gigs in unique spaces around the world, share your talent, grow your fanbase and earn money!
Article Review Of Quot Research On Globalization And Education Quot By Joel...Leonard Goudy
This document provides a summary and evaluation of the article "Research on Globalization and Education" by Spring (2008). It discusses four major theoretical perspectives on the globalization of education: world culture, world systems, post-colonial, and culturalist. It analyzes how these perspectives relate to different sociological paradigms such as structural functionalism and conflict theory. It also discusses concepts like global flows and networks, and how education shapes and is shaped by society in the context of globalization. The evaluation provides an in-depth analysis of the topics and issues covered in the original research article and presentation.
Educating and training in an ideological vacuum a critical explanation of the...Alexander Decker
This document discusses the relationship between education and ideology in Zimbabwe. It argues that Zimbabwe and other African countries are currently in an ideological vacuum when it comes to education. During the colonial era, education policies were underpinned by capitalist ideologies that aimed to produce servants for the colonial masters. After independence, Zimbabwe aimed to implement socialist ideologies in education, but faced challenges in fully replacing capitalist frameworks. As a result, Zimbabwe's education system has been ambivalent and inconsistent without a clear overarching societal vision or ideological framework to guide policies and outcomes. The lack of a homegrown African ideology has left the continent's education systems in confusion without relevance to local needs.
ISSUES AND CONCERNS IN THE INTEGRATION OF PEACE EDUCATION IN HIGHER EDUCATION...AJHSSR Journal
ABSTRACT : This study determined the “Issues and Concerns in the Integration of Peace Education in
Higher Education Institutions (HEI‟s) in Basilan. One Hundred Ninety-Three (193) teachers of the six Higher
Education Institutions (HEI‟s) in Basilan were chosen through random sampling. The instrument used in this
study was adopted from the instrument generated by Kaneba (2012) which was also revised and subjected to its
validity and reliability, which was to determine the Issues and Concerns in the Integration of Peace Education in
Higher Education Institutions (HEI‟s) in Basilan, S.Y. 2015-2016, in terms of their profile. In this study, One
Hundred Ninety-Three (193) teachers in the Higher Education Institutions in Basilan. The findings of the study
were: 1. Overall the Issues and Concerns affecting the integration of Peace Education in HEI‟s in Basilan, where
categorized to a Moderate Extent on 1. Teachers‟ Training. 2. Resources (Financial/Materials), and on 3.
Methodologies for Integration of Peace Education and on 4. Attitudes of Learners. As divulged in the findings
that significant difference does not exist in the level of issues and concerns in the integration of Peace Education
in Higher Education Institution (HEI‟s) in terms of teachers‟ training, attitudes of learners, resource and
methodology for integration of Peace Education. The findings disclosed that the significant difference does not
exist in the level of issues and concerns in the integration of Peace Education in Higher Education Institution
(HEI‟s) in terms of teachers‟ training, resources and methodology for integration of Peace Education. As
revealed in the findings that the significant difference does not exist in the level of issues and concerns in the
integration of Peace Education in Higher Education Institution (HEI‟s) in terms of teachers‟ training, attitudes of
learners, resources and methodology for integration of Peace Education when data is analyzed based on the
years of taught. The implication of this study was directed towards the formulation and generation of an
Effective and Efficient Integration of Peace Education in all programs, subjects or courses in the Higher
Education Institutions in the country
The Construction of Cultural Valuesand Beliefs in Chinese .docxrtodd643
The Construction of Cultural Values
and Beliefs in Chinese Language
Textbooks: A critical discourse analysis
Yongbing Liu*
Nanyang Technological University, Singapore
This article examines the discourses of cultural values and beliefs constructed in Chinese language
textbooks currently used for primary school students nationwide in China. By applying story
grammar analysis in the framework of critical discourse analysis, the article critically investigates
how the discourses are constructed and what ideological forces are manifested in the textbooks.
More specifically, it analyses how story grammar and textual devices are manipulated in the
construction of selected versions of cultural values and beliefs for the child reader. Further, it
explores how the discourses position the child reader to read through the ways that the discourses
are constructed, and concludes that the discourses serve the interests of the government and its
cultural elites, but not the interests of the child reader.
Introduction
In the late 1970s China began to reform its economic system and opened its doors to
the outside world. After roughly two decades of reform, China has seen an
unmistakable emergence of activities that mark a ‘‘capitalist society’’: industrializa-
tion, privatization of the means of production, commodification of labour, the rise of
a new rich class, and so on (see, for example, Eaton, 1999; Naughton, 2000). The
implementation of a free market economy has led to income gaps widening
enormously, and the unemployment rate is soaring. These have caused a psycho-
logical and ideological crisis for many Chinese people and generated untold
resentment against reform, globalization, and the government. Within China it is
publicly argued that the high unemployment rate and the gap between the rich and
poor could cause social instability (see, for example, He, Q. L., 1998; Hu, 1999).
The market economy has caused the state to lose control over society and has placed
the Chinese working class at the mercy of new capitalist exploitation.
The growth of the free market has had implications beyond the economic
structure: It has opened up a Pandora’s box of social evils, such as corruption,
drug abuse, prostitution, and counterfeit products, which have appeared and
*Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang
Technological University, Singapore 637616. Email: [email protected]
ISSN 0159-6306 (print)/ISSN 1469-3739 (online)/05/010015-16
# 2005 Taylor & Francis Group Ltd
DOI: 10.1080/01596300500039716
Discourse: studies in the cultural politics of education
Vol. 26, No. 1, March 2005, pp. 15�/30
developed at a terrifying speed (He, Q. L., 1998). Human compassion towards
the poor and underprivileged has reached a historically low level. Some scholars (for
example He, Q. L., 1998) believe that all of these problems are caused by the
‘‘get-rich mentality’’ driven by the free market. In.
Three recommendations from postmodernist thinking in curriculumTugba Boz
This document discusses three recommendations for curriculum based on postmodernist thinking. [1] Curriculums should include multicultural perspectives that respect diverse cultures, lifestyles, and identities. [2] They should include both global/national and local issues to avoid disadvantaging certain social groups. [3] Knowledge should be presented as emergent and relative rather than fixed to encourage critical thinking in students.
Philosophical-Critical Environmental Education: a proposal in a search for a ...Miltão Ribeiro
This paper aims to develop a study on environmental education from philosophical and practical bases. Philosophical considerations being established after critical analysis of some philosophical schools who have taken the environment or the Individuals as a matter of primary concern; practical considerations arising from our experience in the university environmental movement. Thus, we intend to express our thinking towards the discussion about critical Environmental Education in a philosophical perspective called philosophical-critical Environmental Education, which aims to seek a harmony, a balance between subject and object, from a philosophical view-point, and as a consequence, between society and environment, from a socio-political perspective, in addressing the socio-environmental issue.
Publication Name: Journal of Social Sciences (COES&RJ-JSS).
Author: M. S. R. Miltão
We offer the reader issue number
zero of Global Commons Review,
a new magazine published by the
Paulo Freire Institute-UCLA and
produced by the UNESCO-UCLA
Chair in Global Learning and
Global Citizenship Education. We
want to stress the importance of
global citizenship education and
feature what we believe to be its
manifold implications and
applications for formal , informal
and non-formal education. We
believe this will help policy makers,
government officials, academics,
communities and institutions
navigate its ever-shifting tides
and currents.
This document provides the rule book for the Activity Setting Observation System (ASOS), a quantitative observational system developed for classrooms. The ASOS uses seven categories to describe activity settings based on sociocultural theory, including joint productive activity and teacher-student dialogue. The categories allow for the reliable observation and comparison of classroom settings across time, institutions, and outcomes in a way that complements qualitative methods.
This document outlines a research study examining how Ghana's political climate and the incorporation of peace education are reflected in junior high school social studies textbooks from 1987-1989, 2002, and 2011. The researcher observes textbooks from 1987-1989 may unevenly represent government structures and emphasize the need for the military. Textbooks from 2002 and 2011 likely demonstrate more inclusion of ethnic groups. The 2011 textbooks also emphasize collaboration and peace strategies, reflecting Ghana's peace education initiatives. The researcher will qualitatively analyze the textbooks using codes to explore how content reflects the contemporary political regimes and peace education goals.
The document discusses whether nurses should study sociology. It argues that sociology should be studied in nursing and many other careers. A study found that nursing students who learned sociology recognized its importance for understanding patients' social contexts and its relevance to other aspects of life. Sociology is present in everyday life and helps understand oneself and one's circumstances.
Module 1 Introduction to Curriculum DevelopmentIreno Alcala
This document discusses concepts, nature, and purposes of curriculum development. It defines curriculum broadly as the total learning experiences of individuals, including both in-school and out-of-school experiences. The document outlines different models of curriculum development, including traditional models focused on subjects/disciplines, and progressive models emphasizing experiences. It discusses key thinkers and reforms in curriculum in the Philippines. Ralph Tyler's influential 4-step model and Hilda Taba's linear model of curriculum development are also summarized.
Using Multiple Assessment Vehicles to Promote a Dialogic ClassroomT. Leo Schmitt
This document discusses creating a dialogic classroom that balances cultural reproduction and individual development. It argues that a dialogic approach using multiple assessment methods can promote this balance by allowing for the exchange of knowledge and viewpoints between students and teachers. This authentic discourse is necessary for individual growth but cultural reproduction relies more on one-sided questioning. The document advocates modifying traditional teaching strategies to allow students to explore their potentials rather than just conform to institutional demands.
Definition and purpose of comparative education.mogana arumungam
1. The document provides an overview of comparative education, defining it as the analytical study of education systems across national borders to identify similarities and differences.
2. It discusses various definitions of comparative education provided by different scholars and the objectives and scope of comparative education, including description, understanding education systems, evaluation, and aiding education planning.
3. The rationale for comparative education includes using other countries' experiences to evaluate and improve one's own education system, and satisfying intellectual curiosity about other education systems.
Definition and purpose of comparative education.Iffat rafiq
Comparative education examines education systems across national borders to identify similarities and differences. It aims to describe educational practices, assist development, highlight relationships between education and society, and make generalized statements about education. Comparative education has been defined in various ways by scholars, but generally focuses on analyzing factors that influence different countries' education systems and how societal forces shape these systems over time. The field provides insights to improve one's own education system by studying variations in other societies.
Comparative education involves comparing educational philosophies and practices across countries. Harold Noah was a leading scholar in this field from the 1960s onward, advocating for the use of empirical social science methods. Some of Noah's most notable works analyzed the Soviet education system and its financing. He collaborated extensively with Max Eckstein on books that helped establish comparative education as a rigorous academic discipline. The objectives of comparative education include describing education systems, assisting other countries' development, highlighting links between education and society, and establishing cross-country generalizations about education.
Radical pedagogies: Dismantling the curriculum educationRichard Hall
My slides for radical pedagogies: a humanities teaching forum, at the University of Kent on 11 January 2018. There are notes available at http://www.richard-hall.org/2018/01/12/radical-pedagogies-dismantling-the-curriculum-in-higher-education/
Dr. Valerie Ooka Pang; Annie Nguyen, Requa Anne StathisWilliam Kritsonis
This document summarizes the Caring-Centered Multicultural Education framework. It integrates the Ethic of Care, Sociocultural Theory of Learning, and Education for Democracy. The framework celebrates education that develops citizens who care for others and work to build an equitable society. It is dedicated to educational equity and cares for all students. The goals are school reform and closing achievement gaps. Two case studies demonstrate how teachers operationalize the principles by caring for students and helping them achieve academic success and career goals.
MODERNISM AND ITS IMPACT ON EDUCATIONAL SECTOR new_121849.docxXairaAftab
Modernism had a significant impact on educational systems as it promoted new ways of thinking and experimentation. Traditional education focused on rote learning through lectures while modern education emphasizes participatory and experiential learning using new technologies. Modernization led to both benefits like increased access to education, literacy, and career opportunities, as well as challenges such as stress, competition, and urbanization's impact on family structures. The development of nations is now closely tied to investments in education to develop skilled workforces and knowledge economies.
This document summarizes the history and current state of philosophy of education in Australia and New Zealand. It discusses how philosophy of education has shifted from an "isms" approach examining different philosophies, to an analytic approach focused on conceptual analysis. It then describes how philosophy of education has broadened to include other approaches like naturalism, postmodernism, and indigenous influences. The document also examines how philosophy of education has influenced educational theory, policy, and practice, particularly around epistemology and social philosophy. However, it notes the declining numbers of philosophers of education in universities and a risk to the long-term sustainability of the field.
This document discusses several educational philosophies and their implications for curriculum. It begins by defining philosophy of education and its focus on questions around the purpose and function of education. It then examines the philosophies of perennialism, essentialism, progressivism, and reconstructionism. For each philosophy, it outlines their core beliefs and implications for curriculum, such as their views on subject emphasis, teaching methods, and the role of education in society.
1. 1
CURRICULUM VITAE – MAGNUS HAAVELSRUD July, 2015
Postal address: Gydas vei 28, N-0363 Oslo, Norway
Telephone: +47 92496510
E-mail: magnush@alumni.ntnu.no
Twitter: @mhaavelsrud
Brief resume as listed in Who’s Who in the World, 2015: HAAVELSRUD, MAGNUS,
educator, researcher; b. Fagernes, Norway, Apr. 24, 1940; s. Martin and Marit Ranheim
Haavelsrud; m. Anne Lise Nordbrond, Dec. 2, 1967 (div. 1985); 1 child, Hans Ola.
Degree in Cand. polit., U. Oslo, 1969; PhD, U. Wash., 1970. Tchr. Gjøvik folkeskole,
1959–60; co-founder Nord-Aurdal friundervisning, 1960–61; lectr. Volda Tchr.'s Coll.,
1967–68, U. Wash., Seattle, 1970–71; assoc. sch. program Inst. World Order, NYC,
1972–73; program chairperson World Conf. on Edn., U. Keele, 1974; prof. Inst. Social
Sci., U. Tromso, Norway, 1974–99; Carl von Ossietzky guest prof. German Coun. Peace
and Conflict Rsch., Bonn, W.Ger., 1978–79; prof. Norwegian U. Tech. & Sci.,
Trondheim, Norway, 1999–2010; emeritus prof., 2010–. Mem. Transcend Internat.,
1993–; mem. global adv. bd. Human Dignity and Humiliation Studies, 2008–; mem. edit.
bd. Jour. Peace Edn., 2004–; fellow, South African rsch. chair devel. edn. U. South
Africa, 2008–15. Author: Education and Development Towards Peace, 1986, Education
in Developments, 1996, Vol. 2, 2010, El Poder de la Educacion: Aprendizajes para vivir
en libertad, 2010; editor: Education for Peace, 1975, Approaching Disarmament
Education, 1981; contbr. chapters to books, articles to profl. jours. Sgt. BSHS Officers
Tng. Sch. Med. Corps Lahaugmoen, 1961–62. Mem.: Internat. Ctr. Nonviolence
Australia (patron 2013–15), Jeju Global Environment Adv. Com. Jeju Spl Self-Governing
Province, Arigatou Foundation Interfaith Coun. Ethics Edn. Children, Transcend
Internat., Internat. Peace Rsch. Assn. (chairperson Peace Edn. Commn. 1975–79).
Visiting scholar for half year terms: Teacher’s College, Columbia University, New
York (2001, 2004, 2006, 2008); School of Education, Stanford University (1998);
Educational Foundations, University of Hawaii (1996); Fellow of the Deutsche
Akademische Austauschdienst and Visiting researcher, UNESCO Institute of Education,
Hamburg (1996 – 3 months); Department of Policy Studies, Institute of Education,
University of London (1993); Institute for Educational Planning, UNESCO, Paris (1983);
Institute for Development Studies, University of Nairobi (1980)
2. 2
SUPERVISION OF DOCTORAL PROJECTS (dissertations available as ebooks)
Jingyi Dong (2015): A Study of Rural Students in the Higher Education System in China
in Relation to Their Context
Tony Jenkins (2015): Theoretical Analysis and Practical Possibilities for Transformative,
Comprehensive Peace Education
Cecilie Haugen (2009): Contextualizations and Recontextualizations of Discourses on
Equity in Education
Sadique Isahaku (2009): An Analysis of Dominant and Alternative Approaches to
Education Reform in Sub-Saharan Africa: the Case of Ghana
Berit Groven (2007): Det doble blikk: Spesialpedagogen i endringstider
Oddbjørn Stenberg (2006): Pedagogisk-psykologiske rådgiveres tilnærminger til
problematferd i skolen
Veslemøy Wiese (2006): Skolens Janus-ansikt: Utskilling eller utvikling i ulike
læringsmiljø
Sylvi Stenersen Hovdenak (1998): Pedagogisk diskurs i 90-åras utdanningsreformer
Terje Halvorsen (1997): Forståelse av avvikende atferd: en studie av avviksforståelse
blant ansatte i barne- og ungdomspsykiatriske poliklinikker
Odd Valdermo (1995): Hvem sine interesser og hvem sine behov er nedfelt i kjemifaget i
den videregående skole (gymnaset)? (co-supervisor)
FORTHCOMING PUBLICATIONS
(2015, fall). Contextual Specificity in Peace Education. I S. B. Maphosa, & A. Keasley (eds.), Peace
Education for Violence Prevention in Fragile African Societies: What's Going to Make a
Difference? Pretoria: Human Sciences Research Council/Africa Institute South Africa.
(2015, fall). The Academy, Development and Modernity's Other. International Journal of
Development Education and Global Learning, 8(2).
(2015, fall). Three Roots of Transdisciplinary Analysis in Peace Education. Revista Prospectiva,
20.
3. 3
SELECTED WORKS 1
Education in developments: Volume 2 – 2010
It is argued in this book that educational energy from below and political energy from
above tend to seek harmony. This dynamism is reflected in criticism of problematic
contextual conditions as well as in constructive ideas and plans for how those conditions
can be changed. The cultural voice of education is therefore of political relevance
pointing towards the need for transformation of problematic – sometimes violent –
contextual conditions. In case such conditions prevail, pedagogic activity may respond
by adapting to the status quo – or resist. Whether culture is forced to adapt to structures
or vice versa is a matter of power and control and to what degree education – formal,
informal and non-formal – is independent or dependent upon what kind of political
authorities. It is argued that in any kind of political context, pedagogic work is seen as
relevant in the quest for transformation towards more peaceful and non-violent
contextual conditions. Education towards non-violent conflict transformations in
opposition to political authorities is quite a different challenge from practicing such
education with the support from dominant power (Shaker Publishing, Mastrict, 2010,
286 pages)
El poder de la educacion: Aprendizajes para vivir en libertad – 2010
This book is a revised and translated version of Education in developments: Volume 1
(Arena and University for Peace, 2010, 304 pages)
Education in developments: Volume I – 1996 2
The overall theme in this book is education as liberation and politicization in
development processes toward the realization of peace values. The perspective is
inclusive in that education is seen as more than traditional formal schooling, peace is
seen as more than the absence of violence/war, and developments are seen as more
than economic development. An inclusive approach views peace also as social justice
and developments as applicable to socio-economic, political and cultural qualities at all
levels of analysis. The book is divided into four parts. Part I discusses some major
theoretical concepts related to the understanding of different schools of thought
concerning the relationship between education and development (ch.1), principles of
1 For additional information on publications and presentations see www.cristin.no CRIStin (Current
research information system in Norway)
2 Some of the chapters in this book have been published in one or more of the following languages (cf. information
in each chapter): Norwegian, Japanese, Spanish, German, French, Arabic, Hungarian, Russian, Italian and Dutch
4. 4
peace education and the concept of peace in relation to manifest versus hidden aspects
(ch. 2 and 3), principles of inclusion and exclusion (ch. 4) and four approaches to
disarmament education (ch. 5). Part II focuses on informal and adult education: how
education for liberation represents an attempt at integrating everyday life and global
contradictions (ch. 6 and 7), how oppressive contexts might lead to the need for
temporary dissociation from the oppressor (ch. 8), and how communicative discourse
between groups can enhance multicultural lifelong learning. Formal education is
discussed in Part III from the perspective of student participation in social change (ch.
10), how civic textbooks tend to fragment micro and macro perspectives and also
exclude content on social conflicts (ch. 11), how the school can develop knowledge
about the future (ch. 12) and how content on global governance can be developed (ch.
13). Part IV foregrounds the inter-paradigmatic discussion in research on education in
terms of political, cultural and socio-economic values and arguments (Arena, 1996, 306
pages)
Kunnskap og utvikling (Knowledge and Development) - 1995 (ed.)
Proceedings of the 3rd National Conference on Research in Education, Institute of
Social Science, University of Tromsø and the Norwegian Research Council, 1995, 262
pages. Author of Et samlende perspektiv (A consensus perspective) p. 10-14.
Disarming: Discourse on Violence and Peace - 1993 (ed.)
The volume departs from the recommendations of the Unesco World Congress on
Disarmament Education which was held in 1980 and the failure of many attempts to
produce a UNESCO Teacher's Handbook on Disarmament Education since then. The
book takes a fresh look at the substance, forms and practices of educational initiatives
designed for contributing towards the creation of a world less characterized by violence,
oppression, exploitation, dominance and brutality. Basic to the work is the idea that our
minds have been occupied by words and ideologies originating from powers that have
become accustomed to profit from the misery of the masses. Basic too, is the idea that
education's role in transmitting such ideologies can be changed to become a critical
force confronting dominant destructive authority and power. This idea may be a most
important condition for increasing the probability of turning educational activity away
from the interest of the oppressor towards the interest of those who are the victims of
violent actors and structures. The theme is looked into from different contexts around the
world - without the ambition to arrive at a unison answer to the question of how dialogue
about violence and peace can contribute towards disarming minds and countries that
support violence rather than peace (Arena, 1993, 301 pages).
5. 5
Peace Education within the Archipelago of Peace Research 1945-64 - 1993 (co-
authored with Mario Borrelli)
The analysis of the development of the concept of peace education departs from the
evolution of forces behind the peace research formation, which gradually came to
resemble an archipelago. A comparative analysis is given of the developments of peace
research and education in different parts of this archipelago, especially centering in
North America and Scandinavia with early exchanges between Columbia University and
the embryonic Peace Research Institute in Oslo (Otto Klineberg and Johan Galtung).
Since 1964 peace research has been organized in the International Peace Research
Association (IPRA). This organization did not undergo a rectilinear evolution. Its
development has been rather tortuous with lots of repetitions, of after-thoughts and
retracing of tracks, of contrasts, of division and of annoying and persistent ambivalence:
its world does not seem to have reached peace The book attempts to search for a
methodology for an action for peace in an overall strategy which transforms intellectual
practice into a political theory that can give birth to social practice.It is argued in the book
that in the wake of the sense of apocalypse which followed the Hiroshima and Nagasaki
atomic bombings and the disarmament movement following these events, peace
research became another hope for ending the threat of wars and peace education was
seen as another step in that same direction. An important characteristic of the peace
education that developed within the archipelago of peace research, however, was its
belief in a continued association with research on as well as action for peace.The
authors were motivated by their participation over many years in peace research and
education. The involvement is seen as rewarding, but also frustrating in that the process
involved also periods of stagnation. In such periods it became necessary to repeat
established and accepted knowledge to newcomers in the field. The present publication
is an attempt at taking stock of this accepted knowledge and what happened along the
way in order to facilitate the socialization of newcomers to the field (Arena, 1993, 103
pages).
Samspill om kunnskap (Cooperation about Knowledge) - 1991
This book reports on the findings in an investigation of the perceptions of more than 600
textbook authors in Norway. The purpose of the research is to map the authors' views of
important aspects of the cooperation processes required in the planning, writing and
publication of textbooks. The author has to relate to the publisher, the curriculum plans,
the researchers in the field, the pupils, the parents and to four different consultants
required by State regulations. The assumption is made that the cooperation established
will be of importance to the quality of the textbooks and that more knowledge about this
cooperation is of relevance in attempts at changing these structural conditions in which
textbooks are produced. The findings uncover several problems concerning the interplay
involved in writing textbooks. Examples: Female writers more often than male writers
experience problems in their communication with publishers in the initial phases of the
planning of a textbook project. Agreements between writer and publisher suffer as a
result of ambiguous contracts about textbook projects. All parties concerned are not
6. 6
always in agreement with the basic idea and purpose of the textbook. This lack of
agreement and understanding often results in problems in the last phases of the project.
This can be a very serious matter when reviews by anonymous consultants employed by
the publisher or the State actually can stop the publication. The book suggests how new
forms of cooperation could improve on the quality of textbook materials (Arena, 1991, 96
pages)
Fredslæring (Peace Learning) - 1991 and UNESCO Yearbook on Peace and
Conflict Studies - 1989
The concept of peace is discussed from three perspectives. Firstly, peace is discussed
in terms of what it is and what it is not. Secondly, the concept is discussed in terms of its
relevance to the close, intermediate and distant reality seen from the point of view of an
individual. Thirdly, peace as a state is discussed in relation to peace as a concept
defined in terms of processes and interactions amongst actors at all levels. Main issues
such as disarmament, development and human rights are discussed in light of micro as
well as macro conditions. These three main issues are seen as interlinked, overlapping
and interdependent. Content development is seen as dependent upon at least three
factors: the context, type of conflict and the position of the actor in the conflict. Peace
learning is discussed as politicization. Alternatives to politicization is discussed before
the last chapter concludes with a review of the goals of peace education in the
Norwegian school (Arena, 1991, 129 pages and Greenwood Press, UNESCO, 1989: 92-
130).
Peace Education in Oppressive Contexts Gandhi Marg 1984
It is argued that major conflicts are not limited to the international level, but show up in
the interactions among people. Such interactions may involve matters from local to
global concerns. Independent of the content of such interactions, they are always rooted
in the principles on which a person bases his or her opinions about the world and its
forces including which ways and means are acceptable and legitimate in transformative
strategies towards less violence. This connection between the concrete realities of the
‘here and now’ and the more abstract principles and ideas are therefore of importance
for peace research, education and action. Strategic knowledge developed in handling
conflicts in the here and now is a source for learning non-violence. (Gandhi Marg,
Journal of the Gandhi Peace Foundation, 1984)
7. 7
Perspektiv i utdanningssosiologi (Perspectives in Sociology of Education) - 1984
and revised edition 1997
In this book questions about how and why different social groups develop different
educational behaviours are discussed. Theories of educational sociology provide
different perspectives on such questions and this plurality in theoretical perspectives has
rendered different and sometimes contradictory answers. Educational sociology has
developed in a multi-paradigmatic fashion similar to other fields in the social sciences.
Four main perspectives are presented and discussed in relation to each other. The "old"
perspective is introduced in chapter 2, the Marxist perspective in chapter 3, the "new"
perspective in chapter 4, and the feminist perspectives in chapter 5. The other three
chapters in the book focus on the debate within and among these perspectives. The
discussion leads towards the question of the foundations of future developments in the
field of educational sociology. The field is seen in relation to its function as providing the
basis for educational policy-making, school development and teaching practice
(University Press, Oslo 1984 and Arena 1997, 247 pages).
Utdanning og likhetsidealer (Education and Ideals of Equality) – 1983 (co-editor
with Hamran Hartvigsen)
The ideal that all groups and individuals should have equal educational opportunity has
been basic to most educational policy-making after WWII. Nevertheless, it is
documented in this book that both groups and individuals develop unequal educational
behaviors. Inequalities develop between boys and girls, minorites and majorities (in
terms of language, ethnicity and geography). The discussion centers around the
misunderstood concept of equality as uniformity resulting in treating diverse groups
equally and equality as plurality leading towards different educations depending upon
the characteristics of differing groups (Aschehoug, Oslo 1983, 240 pages).
Approaching Disarmament Education - 1981 (ed.)
This volume was begun in the summer of 1979 as the preparatory discussions for the
UNESCO-sponsored World Congress on Disarmament Education were well under way.
The debate on disarmament education before and during the World Congress showed
that the tricky political issue of disarmament became even more controversial when it
came to the question of why and how disarmament education were to be developed.
This volume aims at showing a variety of positive approaches for disarmament
education excluding approaches of a clearly negative and indoctrinating nature. Hence,
most of the contributions view the problem of disarmament, or negative peace, in light of
social justice and development, or positive peace. The distinction between an approach
to further critical thinking enabling people to recognize false arguments and become
propaganda-proof, as Alva Myrdal puts it in the foreword to the volume, and attempts at
bringing the "game of disarmament" into the classrooms and living rooms via television
8. 8
sets, is fundamental if attempts at ideological manipulation is to be avoided. Such
ideological approaches are contrasted with other approaches, including a politicization
approach, in the editor's contribution entitled "The Substance of Disarmament
Education" (Westbury House, IPC Science and Technology Press, London 1981, 280
pages)
Indoktrinering eller politisering? Form og innhold i ungdomsskolens undervisning
i samfunnskunnskap (Indoctrination or politicization? Form and content in civic
education in junior high school) - 1979 (ed.)
The official version of valid knowledge about society is analyzed in civic education
textbooks for use in the junior high school in Norway. Textbook content of relevance to
the following themes are analyzed: Gender equality, technical development,
rationalization, juvenile delinqency and conflicts. Both quality and quantity of the content
is evaluated and analyzed. Alternative development of content relevant to the themes
analyzed is discussed in terms of dialogic encounters between teacher and students and
amongst students. Dialogic procedures evolve a different content than what is found in
the textbooks. The dialectical influence between content and form is discussed in light of
indoctrination or politicization of civic studies in the school).
Author of the following contributions in this book: "Society and civic textbooks"
(Samfunnet og lærebøker i samfunnskunnskap) p 11-34; "On objectivity in texts on
technological development and rationalization" (Om objektivitet i stoff om teknisk
utvikling og rasjonalisering) p 53-86; "On the perspective of time in the text" (Om
tidsperspektivet i stoffet) p 87-98.Co-author of the following contributions in this book:
(with Gunnar Graff) "Conflict in the textbooks" (Konfliktstoff i lærebøker) p 119-184; (with
Tone Skinningsrud) "Gender equality in textbooks" (Temaet likestilling mellom kjønnene
i lærebøkene) p 185-220; (with Roar Huseby) "Society into the School and the School
out to Society" (Samfunnet inn i skolen og skolen ut i samfunnet) p 221-278 (University
Press, Oslo, 1979, 278 pages
Education for Peace: Reflection and Action - 1976 (ed.)
This volume is the product of one of the first world conferences on peace education,
held at the University of Keele in 1974 and organized by the World Council for
Curriculum and Instruction. The book contains both analysis of the parameters of
education for peace as well as action plans of the working groups in the conference (cf.
the report by professor Alice Miel on pages 336 - 380 on action plans). The parameters
of the substance of peace education are developed from both the structural perspective
as well as from an interactional perspective. The analysis of self within the total structure
is emphasized in that peace education requires conscientization among individuals and
groups as a prerequisite for structural change. This means that in order to institage
change in a structure, the function served by an actor in this structure in terms of its
9. 9
maintenance must be analyzed and understood before alternative structures are
conceived and implemented (IPC Science and Technology Press, London 1976, 407
pages)
Seminal Agents in the Acquisition of International Orientations Among
Adolescents - 1970
The purpose of this study was to (1) assess the relative impact of various sources of
orientation in the acquisition of certain international orientations and (2) identify
relationships between source usage and types of opinions and valuations displayed by
197 high school students in Seattle between the ages of fifteen and
seventeen.Dependent variables selected consisted of answers given mostly to open-
ended questions on peace and war. Independent variables were ratings of sixteen
sources of orientations on each of ten major questions. In addition, the subjects were
required to indicate the most important source in acquiring specific answers to open-
ended questions.
Some of the significant relationships between source usage and orientations towards
war and peace include: (1) Subjects rating the school sources low in utility gave few
responses pertaining to causes and outcome of war. (2) Religion, family, and friends
were positively associated with three categories of the peace concept. (3) Responses
pertaining to causes of war were positively associated with the ratings of friends, school
and mass media. (4) Knowledge of techniques for preventing war was positively related
to high utility rating of friends and mass media.Based on a frequency count of the most
cited sources, mass media appeared to be the prime agent for the acquisition of the war
concept with friends, religion, and school as secondary agents. In the development of
the peace concept, friends seemed to be the prime agents with mass media, family
(especially mother) and religion as secondary agents. Causes of war seemed to have
been learned primarily from mass media with all the other sources rated much lower.
Techniques for preventing war were essentially taught by friends and mass media,
whereas school, religion and family were selected less frequently (unpublished
dissertation for the Ph.D degree, University of Washington, 1970, 179 pages).
10. 10
BRIEF RESUME:
Magnus Haavelsrud is Professor emeritus at the Norwegian University of Science and
Technology and Distinguished Fellow of the South African Research Chair in Development
Education, University of South Africa. His work deals with the critique of the reproductive role of
education and the possibilities for transcendence of this reproduction in light of the traditions of
educational sociology and peace research. He took part in the creation of the Peace Education
Commission of the International Peace Research Association and served as its 2nd Executive
Secretary 1975-79. He worked at the School Program of the Institute for World Order in New
York and served as the Carl-von-Ossietzky Guest Professor of the German Council for Peace
and Conflict Research. He co-chaired (with Reardon) the panel for the launching of the Global
Campaign on Peace Education, Hague Appeal for Peace in 1999. Since 2001 he has worked
with education for human rights, democracy and peace in Latin America and since 1980 with
Nomura Centre for Lifelong Integrated Education in Tokyo. He is a Patron of the International
Centre of Nonviolence Australia since 2013. Member of 1) Transcend International since 1993,
2) editorial board of Journal of Peace Education since 2004, 3) Global Advisory Group of Human
Dignity and Humiliation Studies since 2008 4) Arigatou Foundation’s Interfaith Council on Ethics
Education for Children (2005 - 2009) and 5) International Peace Research Association since
1972. For writings see www.cristin.no/english/