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This document outlines the components and principles of peace education, including education for nonviolence, multicultural education, and sustainable development. It discusses teaching peace at the individual, school, national, and global levels. The document also covers the dimensions of human rights education such as respecting human dignity and diversity. It recommends promoting peace and human rights through seminars, workshops, and community initiatives to overcome obstacles like lack of awareness and teacher training. Peace and human rights education are concluded to be closely linked and essential for realizing rights and learning to live together.
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Intercultural education aims to promote understanding, tolerance, and respect between all nations, racial and religious groups. It seeks to enhance intercultural relations and increase acceptance of those who are different. The main objectives of intercultural education are to train people to perceive, accept, and respect diversity in order to mediate social relations. Intercultural education provides benefits such as the promotion of curiosity about cultural differences, the development of critical thinking, and the prevention of racism. For intercultural education to be successful, it must create a balanced curriculum, provide opportunities for communication between diverse groups, and present information from different perspectives.
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This document summarizes the UNESCO World Report on investing in cultural diversity and intercultural dialogue. The report was released in 2010 and examines how cultural diversity is impacted by globalization. It recommends governments and organizations promote cultural diversity through supporting intercultural dialogue, developing intercultural competencies, and ensuring cultural diversity is considered in all policy areas like education, languages, media, and development. The report suggests a dynamic approach to cultural diversity that recognizes individuals and groups may have multiple, multidimensional identities.
Online assignment
1) International understanding is important for developing countries' economic programs and global cooperation. It requires viewing all people equally while overcoming cultural prejudices.
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3) Education is the best way to develop international understanding and solve global issues. Classroom activities that teach about different cultures and global interdependence can enhance international understanding.
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Internationalization of higher education is important for fostering international understanding and training citizens of the world. Chinese higher education promotes internationalization by increasing international student and scholar exchanges and founding Confucius Institutes to share Chinese culture. It also emphasizes absorbing knowledge from all cultures to develop students' global perspectives while maintaining national identity. Strengthening internationalization in universities helps educate students on diverse cultures and perspectives to build mutual understanding between countries.
Human rights education
This document defines human rights education and discusses its need and objectives. Human rights education is defined by the UN as a lifelong process of learning respect for human dignity and ensuring that respect. The need for human rights education is to raise awareness of rights, develop global perspectives, ensure respect for rights in democratic societies, and prevent future human rights abuses. The objectives are to promote respect for all human rights, develop knowledge and values of human rights, foster understanding and tolerance, and help develop just societies where all people's rights are respected.
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Education plays an important role in promoting national integration in India. The government has taken several steps to emphasize this, such as establishing the Education Commission to promote education's role in national development. Curriculums and educational institutions also contribute by teaching subjects from a national perspective, celebrating national days, and encouraging co-curricular activities. Teachers are seen as central to this effort through the way they teach, by sharing stories of national heroes, and by not discriminating against students.
Multicultural education
This document discusses multicultural education and citizenship education. It defines multicultural education as creating equal opportunities for diverse groups. The goals are educational equity, understanding between groups, freedom, expanded knowledge, and a multicultural perspective. There are five dimensions: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture. There are four approaches: contributions, additive, transformative, and social action. Citizenship education educates students to be informed and engaged citizens who participate in society and make positive contributions. It teaches human rights, principles, and responsibilities to develop critical thinking skills.
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This document discusses multicultural education, which aims to promote equitable academic achievement for all students regardless of background. It provides a global perspective to eliminate stereotypes. Multicultural education has four dimensions: content integration, knowledge construction, prejudice reduction, and equity pedagogy. Its goals are to help students participate in a democratic society, promote cultural understanding, and encourage social change. It operates at four levels - contributive, additive, transformative, and social action. Effective lesson planning for multicultural classrooms includes setting goals, selecting materials, engaging students, providing instruction, guided practice, independent practice, and assessment.
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Internationalization of higher education is important for fostering international understanding and training citizens of the world. Chinese higher education promotes internationalization by increasing international student and scholar exchanges and founding Confucius Institutes to share Chinese culture. It also emphasizes absorbing knowledge from all cultures to develop students' global perspectives while maintaining national identity. Strengthening internationalization in universities helps educate students on diverse cultures and perspectives to build mutual understanding between countries.
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This document defines human rights education and discusses its need and objectives. Human rights education is defined by the UN as a lifelong process of learning respect for human dignity and ensuring that respect. The need for human rights education is to raise awareness of rights, develop global perspectives, ensure respect for rights in democratic societies, and prevent future human rights abuses. The objectives are to promote respect for all human rights, develop knowledge and values of human rights, foster understanding and tolerance, and help develop just societies where all people's rights are respected.
Role of Education in National integration
Education plays an important role in promoting national integration in India. The government has taken several steps to emphasize this, such as establishing the Education Commission to promote education's role in national development. Curriculums and educational institutions also contribute by teaching subjects from a national perspective, celebrating national days, and encouraging co-curricular activities. Teachers are seen as central to this effort through the way they teach, by sharing stories of national heroes, and by not discriminating against students.
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This document discusses multicultural education and citizenship education. It defines multicultural education as creating equal opportunities for diverse groups. The goals are educational equity, understanding between groups, freedom, expanded knowledge, and a multicultural perspective. There are five dimensions: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture. There are four approaches: contributions, additive, transformative, and social action. Citizenship education educates students to be informed and engaged citizens who participate in society and make positive contributions. It teaches human rights, principles, and responsibilities to develop critical thinking skills.
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Education can promote internationalism in several ways:
1) Observing international days and celebrating independence days of other countries in educational institutions can help students understand the importance of international cooperation and different cultures.
2) Organizing United Nations societies, putting up bulletin boards with information about other countries, and arranging international tours can help develop feelings of internationalism in students.
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This document discusses how learning to live together in peace and harmony requires developing an understanding of other cultures, traditions, and values through education. It emphasizes appreciating interdependence and changing perceptions of ourselves and others to foster understanding, friendship, and cooperation among all people. Achieving peace starts with reflection at the individual level to find new ways to promote these goals at all levels of society through committed relationships dedicated to human rights, democracy, and environmental sustainability.
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This document discusses education for international understanding. It defines international understanding as observing people of all nationalities and cultures objectively. Education for international understanding aims to produce loyalty to world citizenship. It is important for developing mutual understanding among nations through respecting different cultures, promoting humanism, and recognizing interdependence. Education plays a key role in fostering international understanding by combating issues like poverty and promoting peace. UNESCO helps propagate international understanding by reducing fears between countries and encouraging cultural exchange.
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1) The document discusses the meaning and importance of national integration and international understanding. It argues that social sciences can promote these ideals through education.
2) India has great diversity in languages, religions, and cultures. National integration requires both political and emotional unity among its people.
3) Teachers have an important role in fostering national integration and international understanding through the curriculum, co-curricular activities, and promoting values like equality, liberty, and fraternity.
The characteristics of multicultural education
Multicultural education has several key characteristics and dimensions:
First, it recognizes diversity in national, international, and sub-cultural groups. It aims to understand and appreciate different cultures.
Second, it has four interrelated dimensions - integrating diverse cultures into curriculum, understanding knowledge from different cultural perspectives, using equitable teaching methods, and reducing prejudice.
Third, when implemented well through a strategic school culture, multicultural education respects diversity and human dignity while addressing social issues in the community.
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Multicultural education aims to increase educational equity and is a progressive approach to transforming education. It has goals of creating a safe learning environment for all, strengthening cultural awareness, and preventing prejudice. James Banks identified four approaches to multicultural education: contributions, additive, transformational, and social action. The contributions approach celebrates various cultures, while the additive approach incorporates diverse perspectives without changing curriculum. The transformational approach changes curriculum to view concepts from multiple ethnic views. The social action approach involves students in activities for social change.
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Education can promote internationalism in several ways:
1) Observing international days and celebrating independence days of other countries in educational institutions can help students understand the importance of international cooperation and different cultures.
2) Organizing United Nations societies, putting up bulletin boards with information about other countries, and arranging international tours can help develop feelings of internationalism in students.
3) Making internationally popular encyclopedias and magazines from other countries available in libraries and establishing international colleges can also promote international understanding.
Learning to live together in peace and harmony
The document discusses the concept of "learning to live together", which is described as the fourth pillar of education. It involves developing understanding of others, respecting differences, and participating cooperatively in human activities. Learning to live together is presented as vital for building peace and addressing issues like violence, conflict, and intolerance in today's diverse world. The document outlines how education can promote learning to live together through reforms, curriculum changes, teaching methods, and linking learning across different contexts.
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The document discusses international understanding and education for international understanding. It defines internationalism as feeling of global citizenship and world perspective rather than local views. It recommends guiding principles like respect for all people and cultures, awareness of global interdependence, and willingness to participate in problem solving locally and globally. The document proposes redesigning curriculum, incorporating social content in all subjects, celebrating international events, organizing international clubs and exchanges to promote international understanding among students. It emphasizes the important role of teachers in cultivating international outlook in students.
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The document discusses the goals and strategies of multicultural education. It states that the major goal is to transform schools so that all students, regardless of gender, ability level, culture, social class, race or ethnicity have an equal opportunity to learn. It provides suggestions for teachers, including becoming sensitive to different racial, ethnic and gender groups; not making assumptions about students; getting to know each student as an individual; examining one's own conscious and unconscious biases; infusing multicultural materials and strategies; and fostering collaboration among students, parents and teachers. Finally, it notes that no two students are the same and that student backgrounds and experiences should be considered in teaching.
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This document discusses how learning to live together in peace and harmony requires developing an understanding of other cultures, traditions, and values through education. It emphasizes appreciating interdependence and changing perceptions of ourselves and others to foster understanding, friendship, and cooperation among all people. Achieving peace starts with reflection at the individual level to find new ways to promote these goals at all levels of society through committed relationships dedicated to human rights, democracy, and environmental sustainability.
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This document discusses education for international understanding. It defines international understanding as observing people of all nationalities and cultures objectively. Education for international understanding aims to produce loyalty to world citizenship. It is important for developing mutual understanding among nations through respecting different cultures, promoting humanism, and recognizing interdependence. Education plays a key role in fostering international understanding by combating issues like poverty and promoting peace. UNESCO helps propagate international understanding by reducing fears between countries and encouraging cultural exchange.
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Date: Dec. 7th 2013
Session: Interfaith Partnerships: Addressing the Roots of Conflict: Case Studies in Applying Universal Principles and Shared Values
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Lifelong learning involves pursuing education from cradle to grave through formal, non-formal and informal means. It allows individuals to learn throughout their lives in order to adapt to changes. The document discusses various definitions and perspectives on lifelong learning, including the need for it in a changing world. Strategies are proposed for developing lifelong learning, such as establishing policies, organizations, diverse educational approaches, and improving curricula to meet varied needs. The overall goal is to build strong foundations for continuous learning throughout people's lives.
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This document discusses multicultural education and its importance in teaching. It defines multicultural education as building on ideals of freedom, justice, equality, and human dignity while valuing cultural differences and challenging discrimination. The origins of multicultural education began with large numbers of immigrants in the early 20th century to reduce tensions and increase achievement for all students. The document also outlines different levels of culture and describes beginner, moderate, and sophisticated levels of intercultural competence that teachers can develop to better serve diverse classrooms. It concludes that meaningful academic activities that integrate education and culture can effectively promote multicultural education.
Work
1) The document discusses the meaning and importance of national integration and international understanding. It argues that social sciences can promote these ideals through education.
2) India has great diversity in languages, religions, and cultures. National integration requires both political and emotional unity among its people.
3) Teachers have an important role in fostering national integration and international understanding through the curriculum, co-curricular activities, and promoting values like equality, liberty, and fraternity.
The characteristics of multicultural education
Multicultural education has several key characteristics and dimensions:
First, it recognizes diversity in national, international, and sub-cultural groups. It aims to understand and appreciate different cultures.
Second, it has four interrelated dimensions - integrating diverse cultures into curriculum, understanding knowledge from different cultural perspectives, using equitable teaching methods, and reducing prejudice.
Third, when implemented well through a strategic school culture, multicultural education respects diversity and human dignity while addressing social issues in the community.
Mindanao week of peace presentation
The document outlines the legal framework and objectives for institutionalizing peace education in the Philippines. It establishes peace education in basic education and teacher education through Executive Order No. 570 in 2006. The order mandates anchoring peace education in values like human rights, non-violence, and social justice. It creates an executive committee chaired by the Office of the Presidential Adviser on Peace Process to oversee implementation. The objectives are to ensure education contributes to a culture of peace and strengthen partnerships between government, schools, and civil society in promoting peace education.
Global Education
Global citizenship education aims to educate all people worldwide to a basic standard set by UNESCO. It promotes an international curriculum to prepare youth for a globalized world through knowledge of different cultures, critical thinking skills, and addressing issues like poverty and social justice. It also stimulates innovative teaching methods focused on global issues and developing learning communities.
Mainstream humanitarian education in secondary school in kenya by joy morendi
A presentation on Mainstream Humanitarian Education in Secondary Schools in Kenya by Joy Morendi at the Humanitarian Partnership Conference
Multicultural Diversity
This document discusses the challenges that cultural diversity poses for global teachers. It defines culture and notes that people are set apart primarily by their cultures. It emphasizes that multicultural education enables teachers to value the differences in prior knowledge and experiences that students from diverse backgrounds bring to the classroom. The document provides suggestions for teachers on how to be sensitive to diversity, including avoiding assumptions, getting to know each student, and infusing multicultural materials. It outlines guiding principles for multicultural education, such as equitable opportunities for all students and eliminating stereotypes.
Multiculturalism in school setting
This document discusses cultural changes and multiculturalism. It defines multiculturalism as a theory about cultural foundations and a response to cultural diversity with educational and social components. Multicultural education aims to create equal opportunities for all students and transform schools so male and female students from diverse backgrounds experience equal learning opportunities. It discusses four approaches to multicultural education: contributions, additive, transformation, and social action. Student subcultures are defined as cultural patterns that set some students apart based on factors like age, ethnicity, or interests. Subcultures provide identity, allow specialized activities, and facilitate cultural adaptation and change. Culturally responsive teaching acknowledges student diversity, builds on their cultural backgrounds, and is responsive to learning styles to communicate inclusion and
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Human rights are inherent to being human and include dignity, worth and respect for all. Promoting human rights through education is important so people learn to respect others. Education should be lifelong and involve all parts of society learning about dignity, understanding between groups, participation in society, and peace. The Universal Declaration of Human Rights and Convention on the Rights of the Child provide principles for human rights education. Techniques like discussion, role-playing and research help students apply human rights concepts critically and engage with real-world issues.
Multicultural Education
Multicultural education aims to increase educational equity and is a progressive approach to transforming education. It has goals of creating a safe learning environment for all, strengthening cultural awareness, and preventing prejudice. James Banks identified four approaches to multicultural education: contributions, additive, transformational, and social action. The contributions approach celebrates various cultures, while the additive approach incorporates diverse perspectives without changing curriculum. The transformational approach changes curriculum to view concepts from multiple ethnic views. The social action approach involves students in activities for social change.
6. education for peace (emily)
The document discusses education for peace, human rights, and democracy. It argues that education for peace aims to create a culture of peace by teaching students skills like communication, empathy, and respect for differences. Education is also a basic human right that all people are entitled to according to international declarations. Democratic education aims to develop real democracy through active participation of students and teachers in decision making, with an emphasis on community and mutual trust.
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[Dr. Babano] Peace Education: a Pathway to the Culture of the Heart…
[Dr. Babano] Peace Education: a Pathway to the Culture of the Heart…
Mainstream humanitarian education in secondary school in kenya by joy morendi
Mainstream humanitarian education in secondary school in kenya by joy morendi
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This document summarizes a seminar on introducing multilingualism in elementary education in Odisha, India. It discusses the rationale for using mother tongues as the medium of instruction, initiatives taken by the Odisha government including adopting multilingual education in 10 tribal languages in 2006. The objectives of multilingual education are to ensure equitable quality education for tribal children and develop literacy, self-respect, identity, and national integration. Benefits discussed include enhanced cognitive abilities, employment opportunities, and cooperation. Multilingual education is said to promote living togetherness by developing democratic spirit and sensitiveness between teachers and students.
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This document discusses reliability and dependability in language testing. It defines reliability as the consistency of test results and notes that reliability is necessary but not sufficient for validity. The document discusses approaches to estimating reliability such as internal consistency and the standard error of measurement. It also discusses how reliability relates to validity and the importance of clearly defining the constructs being measured by a test. Overall, the document emphasizes that reliability and validity are important properties for ensuring language tests provide meaningful results for their intended uses and contexts.
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Dual credit psychology notes chapter 13 – psychological testing
Psychological tests aim to reliably and validly measure constructs like intelligence, personality, interests, and abilities. Intelligence tests assess general mental abilities and specific skills, with theories proposing single or multiple factors of intelligence. Personality tests evaluate characteristics and problems through objective questionnaires or projective techniques interpreting ambiguous stimuli. Achievement and aptitude tests respectively measure learning and predict skill acquisition. Psychological testing provides standardized assessment with norms, though factors like culture must be considered.
International Day of Peace 2014
Observances of the UN International Day of Peace, September 21, 2014 organized by the Universal Peace Federation in Albania, Argentina, Australia, Azerbaijan, Benin, Bolivia, Cambodia, Canada, Central African Republic, Colombia, Costa Rica, Denmark, DR Congo, Ecuador, Estonia, France, Gabon, Germany, Iceland, Indonesia, Israel, Italy, Japan, LIthuania, Malaysia, Marshall Islands, Moldova, Nepal, Netherlands, New Zealand, Nicaragua, Nigeria, Norway, Peru, Russia, San Marino, Solomon Islands, Sri Lanka, Switzerland, Taiwan, Thailand, Trinidad & Tobago, and the US.
The theme for the International Day of Peace 2014 was "The Rights of Peoples to Peace."
Along with human rights, there are human responsibilities. In order for human rights to be honored, respected and practiced, each individual should appreciate and practice his or her own portion of responsibilities. Likewise, in order for "we the peoples" to enjoy the "right of peace" it is necessary for each of us to work to build a world of peace, that is, a world of mutual respect and cooperation that goes beyond barriers of religion, ethnicity, culture and nationality.
Marriage and family are the fundamental building blocks of society. When the family is healthy and stable, society becomes healthy and stable. When husband and wife love and respect one another, fully appreciative each one's value and each one's dignity, then respect for rights naturally follow. The family is the school of ethics and, in this capacity, the school of human rights. Through good parenting practices that underscore the value, dignity and rights of each and every human being, we move the world toward peace, one family at a time.
For many people of faith, human rights have their root and origin in our Creator. There are compelling arguments to suggest that the largely secularized understanding of human rights has its foundation in spiritual and religious understandings of human beings as inherently sacred, and each one equally valuable.
Educational assessment
The document discusses various types of educational ability tests, including survey battery tests, diagnostic tests, readiness tests, and cognitive ability tests. It provides examples of specific tests for each type and outlines their purpose, structure, reliability, and validity. Key points covered include using these tests to determine student and school learning, identify learning problems or giftedness, and assess readiness for higher grade levels or college.
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Neuropsychology seeks to understand how the brain produces behavior and mental processes through its structure and neural networks. It emerged in the mid-20th century from ideas about localization of brain function and hemispheric specialization. Neuropsychological assessment involves objective tests sensitive to brain injury effects, measuring domains like attention, memory, language and executive functions. Tests sample different cognitive abilities and may reveal impairments related to damage in specific brain regions like the frontal lobes. The field has advanced assessment techniques and established clinical neuropsychology as a specialty.
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Clinical neuropsychological testing
1. Clinical neuropsychological testing involves assessing intelligence, personality, and neurocognitive abilities through objective and projective tests.
2. Common intelligence tests include the WAIS, which measures verbal and performance skills, and intelligence is quantified as an IQ score.
3. Personality is often assessed through self-report measures like the MMPI or projective tests like the Rorschach inkblots and TAT cards which analyze responses.
4. Neuropsychological tests evaluate specific cognitive domains like memory, attention, language, and visual-spatial skills which can localize brain dysfunction when impaired. Test results must be interpreted carefully and discussed therapeutically with the patient.
Psychological Testing Techniques
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A Culture of Peace & Non-Violence for the Children of the World
A Culture of Peace & Non-Violence for the Children of the WorldUniversal Peace Federation International
The document discusses promoting a culture of peace through education. It outlines the UN's definition of a culture of peace as rejecting violence and solving problems through non-violent means. It then summarizes the Manifesto for a Culture of Peace signed in 2000 that calls for respecting all life, rejecting violence, sharing with others, listening to understand, preserving the planet, and rediscovering solidarity. The document encourages all people and organizations to continue efforts to promote peace through education, conflict prevention, and non-violence.Parent Child Relationship
The document describes how a person's view of their father changes at different ages from childhood through older age. As a child, they see their father as all-knowing but also short-tempered. In their teens and early adulthood, they view their father as out of touch or difficult to tolerate. In middle age, they gain appreciation for how their father raised them with discipline. In older age, they recognize their father's foresight, strength in adversity, and realize how difficult it was for him to raise children.
Introduction to psychological testing
The document provides an introduction to psychological testing. It defines key terms related to tests, describes different types of tests including ability and personality tests, and discusses the historical development of psychological testing from ancient civilizations to modern times. Testing aims to evaluate individual differences and has roots in Darwin's theory of evolution and the work of early researchers measuring human characteristics. Standardized tests are now widely used in the 21st century.
Basic concepts in psychological testing
Psychological and educational tests are measurement devices used to quantify behavior. An item is a specific stimulus with an overt response that can be evaluated or scored. A test is a set of items designed to measure human characteristics related to behavior. Tests can be individual or group. They measure different types of abilities like achievement, aptitude, and intelligence, which are interrelated, or personality through structured or projective tests. Psychological testing encompasses all uses and concepts of these tests.
Ayesha tanwir ppt
The document discusses the importance of learning to live together and recognizing our shared humanity. It notes that a Delors Commission from 1996 concluded that learning to live together is one of the major issues in education today. The commission saw learning to live together as an approach to lessen conflict and promote non-violent problem solving. It emphasizes developing understanding of others, empathy, respect, and appreciation as central to this concept. The document also lists different educational approaches like peace education, citizenship education, and multicultural education that can help insert learning to live together into school curriculums.
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Five factors that affect language learning strategies are discussed: motivation, age, language proficiency, learning style, and cultural background. Highly motivated learners use more strategies than less motivated learners. Younger learners prefer task-specific strategies while older learners prefer generalized strategies. Lower proficiency learners adopt more strategies than higher proficiency learners. Learning styles also influence strategy use, with extroverts preferring social strategies and introverts preferring metacognitive strategies. Cultural background also impacts strategy use, with different cultural groups employing specific strategies at different frequencies.
GSD6121 - Capturing Fog
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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Dual credit psychology notes chapter 13 – psychological testing
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A Culture of Peace & Non-Violence for the Children of the World
A Culture of Peace & Non-Violence for the Children of the World
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Peace Education
Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviours to live in harmony with oneself, with others, and with the natural environment.
Report - Comprehensive Scope of PCE.pptx
Peace education encompasses many forms and themes that promote peace, human rights, and social justice. It includes disarmament education, human rights education, global education, conflict resolution education, multicultural education, education for international understanding, interfaith education, development education, gender-fair education, and environmental education. The overarching goals are to nurture inner peace, promote nonviolence, respect diversity, and foster more just and sustainable communities.
Peace Education
This document discusses the status of peace education in the curriculum. It proposes including peace education in the national curriculum framework to nurture social skills and harmony. Peace education can be integrated through human rights education, values promotion, citizenship education, and developing self-esteem. It should instill a peace culture and address issues like the environment, poverty, and conflict. The curriculum needs to use experiential and cooperative learning through a conscious, integrated effort. This will help develop qualities like tolerance and social justice to create a peaceful, pluralistic society.
Peace Education
This document discusses peace education, including its definitions, scope, curriculum development, and pedagogy. It can be summarized as follows:
1) Peace education aims to develop knowledge, attitudes, and skills for living harmoniously with oneself, others, and the environment. It focuses on inner peace, social peace, and peace with nature.
2) The scope of peace education ranges from individual self-development to the global level, addressing citizenship, social issues, and a worldwide perspective.
3) Curriculum development in peace education is interdisciplinary and involves students, teachers, and parents. It focuses on knowledge, attitudes, and skills related to conflict resolution and heritage conservation.
4) Effective pedag
education and culture of peace
This document discusses the need for peace education to address challenges facing humanity such as terrorism, poverty, disease, and environmental destruction. It proposes cultivating a culture of peace, healing, and excellence through peace-based education, governance, and conflict resolution. The objectives of education for peace are outlined as developing a culture of peace in schools by creating non-violent, harmonious environments and helping students overcome trauma to pursue excellence. Major reasons for peace education are to equip students with the competencies to build peace and collaboratively solve social and environmental problems.
Peace education
Peace education aims to develop knowledge, skills, attitudes and behaviors to live harmoniously with oneself, others and the natural environment. It can be defined and implemented in various ways depending on the social and cultural context. Peace education addresses problems of conflict and violence at all levels from global to personal. It promotes values like love, compassion, fairness and respect for humanity and the planet. Peace education empowers students to resolve conflicts creatively and non-destructively. It can be implemented at the individual, school, national and global levels to foster inner peace, social peace and peace with nature. The curriculum involves teachers, parents and students and covers topics like world heritage sites, human rights, conflict resolution and environmental conservation.
INTERNATIONAL UNDERSTANDING PHILOSOPHY-PPT.pptx
This document discusses international understanding and its importance. International understanding refers to seeing oneself as a member of the global community rather than just one's own country. It encourages people worldwide to live in peace and develop friendly relationships between nations. Education plays a key role in fostering international understanding by teaching students about other countries and cultures, global issues, human rights, and the interdependence of all people worldwide. However, factors like war, terrorism, nationalism, and scarce resources present hurdles. Teachers must serve as role models who promote internationalism through their own global outlook and by organizing cross-cultural activities for students.
INTERNATIONAL UNDERSTANDING-PPT. PHILOSOPHY.pptx
This document discusses international understanding and its importance. International understanding refers to seeing oneself as a member of the global community rather than just one's own country. It encourages people worldwide to live in peace and develop friendly relationships between nations. Education plays a key role in fostering international understanding by teaching students about other countries and cultures, global issues, human rights, and the interdependence of all people worldwide. However, factors like war, terrorism, nationalism, and scarce resources present hurdles. Teachers must serve as role models who promote internationalism through their own global outlook and by organizing activities for students.
Peace Education
Peace education seeks to empower learners with the knowledge, skills, attitudes and values to end violence and promote peace. It develops educators' capacity to build a peaceful world through critical understanding of peace education theories and engagement with participatory pedagogies. Peace education is key to promoting fundamental human rights, combating poverty, and fostering social justice, human rights, democracy, and environmental awareness by providing understanding and respect for universal values and rights.
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The document discusses the concept of "heart of education" and learning to live together. It argues that education should take a holistic approach that educates students' hearts by developing skills like self-awareness, empathy, respect for others, and collaboration. Learning to live together involves appreciating diversity, resolving conflicts respectfully, and working towards shared goals and responsibilities as global citizens. The objectives of learning to live together are to promote healthy relationships, respect for others, ethical decision making, and contributing to a just, sustainable and peaceful society.
Peace Education
This document discusses peace education, its need, aims, and objectives. It outlines that the aims of peace education are to prepare children and youth for a peaceful world, create a united global order that protects children's safety, establish an inclusive civilization of peace, and create desire for nonviolence. The objectives are to foster world improvements, develop values and skills to assist students' well-being, help students envision global peace, create constructive conflict resolution behaviors, and explore peace as a state and process for positive relations. The sources for this information come from slideshare.net and other web sources.
Learning to live together
Learning to live together is one of the "Four Pillars of Education" the other three are: "Learning to Know, Learning to Do and Learning to Be".
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
Samir kumar sahoo and laxmi barik
This document discusses learning to live together, one of the four pillars of education according to the Delors report. It provides objectives and importance of learning to live together, the role of educators, and ways to promote it inside and outside of school. Some key points include strengthening ethical decision making and understanding of other cultures, promoting respect for diversity, and developing activities like role plays, group discussions, and community involvement to teach values of cooperation and living harmoniously.
Human Rights Education
This document discusses human rights education (HRE). HRE involves learning about rights through participatory and interactive methods. There are three main objectives in HRE: learning about human rights (knowledge), learning for human rights (skills), and learning through human rights (attitudes and values). Some key aspects covered include defining concepts like freedom and equality, understanding human rights documents and bodies, developing critical thinking and cooperation skills, and fostering responsibility and respect for human dignity. HRE is connected to other types of education and aims to equip people with tools to live secure and dignified lives, as emphasized in international agreements and statements on the right to HRE.
Peace education
This document outlines the key aspects of a course on Peace Education from Bharathidasan University in Tiruchirapplli, India. It introduces the course structure and objectives, which are to understand the importance of peace and describe the nature, approaches, and institutions of peace education. It defines peace education as planning strategies to eliminate conflicts through justice, equality, and human rights. The document discusses the aims of peace education as developing global problem solving skills and living according to human rights standards. Finally, it notes that while modern technology has increased material progress, ultimate happiness has not increased, highlighting the continued importance of peace education.
philosphy seminar
National integration is a feeling of oneness among citizens that rises above all divisions. It signifies strong patriotism and faith in the integrity of the country. Education is the best means of fostering national integration according to Dr. S. Radhakrishnan. There are several hurdles like communalism, casteism, and economic disparities that stand in the way of national integration in India. Some educational programs that can promote national integration include implementing a national education system, emphasizing national integration at all levels of education, celebrating important national days, and teaching lessons of democracy.
philosphy seminar
National integration is a feeling of oneness among citizens that rises above all divisions. It signifies strong patriotism and faith in the integrity of the country. Education is the best means of fostering national integration according to Dr. S. Radhakrishnan. There are several hurdles like communalism, casteism, and economic disparities that stand in the way of national integration in India. Some educational programs that can promote national integration are implementing a national education system, emphasizing national integration at all levels of education, celebrating important national days, and teaching lessons of democracy.
Sociology presentation (1)
International understanding refers to friendship and harmony among nations of the world, with each maintaining their own identity and sovereignty. It involves broad knowledge of other cultures and customs, seeing oneself as part of a global community, and respect for human rights. Education plays a key role in fostering international understanding by teaching democratic ideals, interdependence, and countering nationalism. It aims to promote mutual understanding, world peace, and human welfare globally.
NSTP – CWTS Specific Module 3 (Peace Education).pptx
The document discusses key concepts relating to peace education, including definitions of peace, violence, and conflict. It defines negative peace as the absence of war and positive peace as the presence of justice and human well-being. Peace education aims to develop knowledge, skills, attitudes, and values to enable resolving conflicts non-violently, promoting human rights and social justice, and building a culture of peace. This includes attitudes of self-respect, respect for others, cooperation, and compassion, as well skills like critical thinking, communication, and conflict resolution.
ISA 2015
The International Schools Association (ISA) is a non-governmental organization that promotes international and intercultural understanding through international education. ISA has over 50 international school members across four continents and holds consultative status with UNESCO. ISA's mission is to further world peace and international understanding by encouraging international-mindedness in schools and celebrating cultural diversity and similarity. The organization also promotes education for peace, sustainability, and humanism.
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NSTP – CWTS Specific Module 3 (Peace Education).pptx
NSTP – CWTS Specific Module 3 (Peace Education).pptx
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Swachha salila mohapatra
This document discusses the Indian concept of yajna, or teamwork, and its relevance for learning to live together. Some key points:
1) Yajna refers to any self-sacrificing work undertaken for the benefit of all, requiring individuals to dedicate themselves to communal activities in a spirit of sacrifice.
2) The goal of yajna is to collectively exploit available resources to achieve the most for everyone, and to share the results.
3) Classical Indian texts emphasize a holistic approach, dealing with challenges from the inside out, and focusing on family culture and its human approach. Work is seen as a form of worship.
Sunandita bhowmik rie 123
This document discusses human mind and sentiment, current educational practices, and factors that create inequality in society. It proposes an approach called Neo-Humanism that promotes universal love over narrow geo-sentiments and socio-sentiments. Neo-Humanism was founded by P.R. Sarkar and aims to develop rational thinking, knowledge applied for universal welfare, and spiritual practice to understand one's inner self. The objectives of Neo-Humanism education are holistic child development, teaching universal love and values, and creating an integrated curriculum with an emphasis on ecological and social consciousness.
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ICT provides opportunities for both students and teachers to adapt teaching and learning through electronic devices and interactive materials. Communication tools like synchronous and asynchronous methods allow learners to connect globally. ICT tools such as wikis, blogs, e-learning, blended learning, and social networking help establish connections between distant learners and familiarize them with new events and various cultures from around the world. In the 21st century, ICT has transformed communication and contributed to learning to live together by making the world more connected and facilitating a flexible and holistic educational approach.
Subhadra
Sri Aurobindo was born in Calcutta in 1872 to Dr. Krishnadhan Ghosh and Swarnalata Devi. He returned to India in 1893 and taught English at Baroda College before moving to Pondicherry, where he spent the last 40 years of his life developing an ashram. The document discusses Sri Aurobindo's views on education, including its aim of developing the body, mind, and spirit through cultivating morality, senses, consciousness, and values while allowing the mind to grow naturally from the simple to the complex. It also describes the Sri Aurobindo International Centre of Education in Pondicherry which follows this model from kindergarten through higher education with
Sonalika biswal
The document discusses inclusive education and its goals of accepting all pupils in mainstream education. It argues inclusive education advances democratic and fair societies by teaching students to live together. The benefits of inclusive education include providing better learning opportunities by raising expectations for all children and allowing them to work at individual paces. Inclusive education also fosters respect, belonging, and opportunities for friendship among students. Teachers must ensure each student understands instructions and create an optimal, child-friendly learning environment so all children can achieve their potential.
Sonali pradhan
Sonali Pradhan presented a seminar on the role of education in promoting unity in diversity. The seminar discussed key concepts such as:
1) Unity in diversity values understanding differences and sees them as enriching interactions rather than just tolerating them. It promotes learning skills and values for students.
2) Components of unity in diversity include multiculturalism, multilingualism, and equity.
3) Multicultural education aims to provide equal access and opportunities for all students regardless of their backgrounds. It incorporates diverse cultures and perspectives into the curriculum.
Sasmita mohanty
The document discusses the importance of inclusiveness and learning to live together in creating a positive classroom environment. It emphasizes developing understanding of students' diverse strengths and needs through various assessment techniques. Teachers must consider required adaptations and accommodations to assessment and instruction rather than using a one-size-fits-all approach. Effective strategies for inclusive classrooms include individualized education plans, universal design for learning, differentiated instruction, and using technology, peer tutoring and positive behavior management.
Sanjibani
This document discusses inclusive education for learners with disabilities and the issues and challenges involved. It defines inclusive education as addressing diversity of needs for all learners through increased participation. Effective inclusive schools promote student needs through collaboration, know student learning needs, create inclusive environments, and have adaptive leadership. Key challenges to inclusion are attitudinal issues, ensuring equality for children with special needs, insufficient resources, and lack of teacher training. Strategies to meet these challenges include innovative teacher training programs, cross-ministry collaboration, involvement of NGOs, and school-university partnerships.
Presentation
This document discusses reorienting curriculum around the four pillars of learning as outlined by the Delors Commission: learning to know, learning to do, learning to live together, and learning to be. It proposes reorganizing curriculum objectives, content, and modules in an integrated approach focused on developing key competencies aligned with the pillars. Objectives would emphasize learning throughout life, social cohesion, and employable skills. Content would focus on competencies like collecting and processing information, communication, adaptation, teamwork, and conflict resolution. Modules would integrate knowledge, skills and values across disciplines instead of individual subjects.
Pravat kumar sahoo
This document discusses learning for international understanding and its importance. It notes that international understanding was first advocated by UNESCO in 1974 to promote peace, understanding between countries, human rights education, and an understanding of the UN. The goal is to broaden people's international perspectives and cultivate a sense of global citizenship. It emphasizes living in harmony in a global community and observing people of all nationalities equally. Components for promoting international relationships include globalizing education, peace education, human rights education, and international organizations. Teachers have an important role by cultivating broad outlooks, understanding humanity, and emphasizing peace.
Pankajini pani
The document discusses education for sustainable living, including its meaning and importance. It summarizes opinions from organizations like UNESCO and UNEP on incorporating education for sustainable living. The document also outlines some policies and practices countries have adopted for education for sustainable living, such as government leadership in South Africa, educational projects in China, and community involvement in Japan. It concludes with recommendations for how to achieve education for sustainable living, such as ensuring educational institutions, encouraging research, and providing opportunities for practical application.
Manoranjan dash
This document discusses concepts and policies related to inclusive education. It defines inclusive education as seeking effective and meaningful education for all students regardless of labels or exceptionalities. Inclusive education aims to synchronize the needs of regular students and special needs students through a common curriculum. The document outlines key aspects of inclusive education such as reflecting values of public education, ensuring supportive environments, and collaborative relationships. It also discusses international policies supporting inclusive education from the UN Convention on the Rights of the Child to the UNESCO Salamanca Statement. The document notes challenges to implementing inclusive education including modifying attitudes, providing adequate teacher training and resources, and establishing collaborative partnerships.
Madhusmita samal
Multicultural pedagogy helps students understand subjects by incorporating their own cultures and having them learn through active participation. The document outlines strategies for multicultural education like using culturally responsive teaching, multicultural curriculums, reflecting diverse cultures in academic lessons, including multiple perspectives, and developing critical thinking skills through fostering learning communities and working with families and communities.
Madhusmita pati
Cosmopolitanism promotes the idea of common humanity and social diversity across national borders. Cosmopolitan education aims to develop independent thinking, discourage feelings of supremacy, and reduce fear among nations to foster international understanding. It recommends including international literature, science addressing global issues, biographies of leaders from different countries in history, and cultural aspects of various countries in geography. Teachers should be imaginative, aware of international events, and open-minded to teach problem-solving and collaboration skills to apply knowledge towards international understanding.
Latika
Education plays a fundamental role in personal and social development by creating opportunities to learn how to live together. Ashram schools were introduced in tribal regions of India to provide residential schooling based on Gurukul principles and impart general education while encouraging cultural traditions. Learning to Live Together is an ethics education program that uses experiential learning methods like discussion, reflection, and group work to develop students' ethical values and identities so they can build relationships and work towards positive change.
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This document summarizes a case study conducted on the Saraswati Vidya Mandir residential school in Odisha, India. The study examined the school's environment, teaching methods, student-teacher relationships, and implementation of core values like environmental concern, creativity, and global solidarity. Key findings include that the school has a beautiful campus with good classroom and residential facilities. Teaching uses participatory and activity-based methods. Student-teacher relationships are cordial and caring. The school also offers diverse curricular activities promoting physical, literary, moral, and spiritual development of students.
Jaganmayee
This document discusses the importance and goals of lifelong education in India. It explains that lifelong education contrasts with traditional education systems by continuing beyond schools and colleges. The main goals of lifelong education are to improve quality of life through continuous learning opportunities. It also aims to expand learning across one's lifetime through diverse situations. The Delors report influenced lifelong education by recognizing learning both in and out of school and ensuring social participation. Lifelong education in India in the 21st century should be continuous, supportive, stimulating, and applicable to various roles and environments. The National Knowledge Commission also aims to achieve a knowledge society through lifelong educational systems and knowledge applications.
Enhancing Life Skill for Learning to Live Together
The document defines life skills as the abilities that allow individuals to effectively handle the demands of everyday life according to the WHO and UNICEF. Life skills education aims to develop knowledge, attitudes, and skills in areas like problem solving, decision making, critical thinking, communication, self-awareness, and stress management. It strengthens individuals' ability to evolve and act with self-confidence. The Dakar Framework also emphasizes education should enable learning to know, do, live together, and be - referring to developing reasoning, human functional capabilities, social skills, and self-management skills. The overall goal is to help youth through early identification of problems and building self-image, well-being, and dimensions of human development.
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Enhancing Life Skill for Learning to Live Together
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Anuradha
- 1. A SEMINAR ON PEACE AND HUMAN RIGHTS IN EDUCATION Anuradha parida Ma(education) student Ravenshaw university, cuttack email:paridaanuradha777@gmail.com
- 2. Components of peace education (1) education for non violence on conflict transformation. (2) multicultural education (3) Sustainable development education (4) Governance and leadership education (5) Personal and inner peace education (6) Gender education
- 3. Curriculum of peace education 1. Language 2. Social science-history 3. Religious education 4. Art 5. Science
- 4. Basic principle to promote peace in classroom 1. Respect all life 2. Reject violence 3. Share with others 4. Listen to understand 5. Preserve the planet 6. Rediscover solidarity
- 5. Peace education at different level • Individual level • School/community level • National level • Global level
- 6. Dimensions of human rights education • Strengthening respect for the human personality. • Fully developing the human personality and its dignity. • Enabling all people to participate effectively in a free society. • Furthering the activities the united nations to maintain peace. • Promote understanding, tolerance, gender equality and friendship among all nations, indigenous people and racial, national, ethnic, religious and linguistic groups.
- 7. Role of human rights in education • Celebration of diversity • Promotion of multilingualism • Promotion of interfaith dialogue • Gender sensitive education systems • Prevention of racism, discrimination &violence. • Civic engagement of youth. • Establishment of new partnerships.
- 8. Obstacles of peace and humam right education -lack of awareness -integration -privatization/cmmercialization -segregation -lack of trained teacher
- 9. Recommendations • Seminars and workshops should be organized. • Peace and human rights education topic should be included to all subjects. • Device policies and frameworks related to peace and human right education. • Establish peace club in the community or locality. • Encourage and enable students to serve as volunteer's in in peace and human right education projects by local NGOs.
- 10. conclusion Human right education and peace education are closely linked activities that are complement and support each other. Peace is fundamental pre-condition without which rights cannot be realized. Human right education and peace education as a large part of the concept learning to live together.