Does the Australian national framework for values education stifle an education for world peace?

This paper aims to offer an evaluation of Australia's National Framework for Values Education in terms of its educative value. The criteria to be employed in this evaluation shall be drawn primarily from the works of UNESCO and John Dewey. In addition to a re-evaluation of values, consideration will also be given to how individual learners are being prepared to participate democratically in the quest for world peace. It will therefore be necessary to determine whether the Australian framework promotes the potential for democratic participation through inquiry or whether through schooling its overtly nationalistic agenda actually stifles the capacity of persons to participate in a pursuit for global understandings and world peace.

Rethinking religion : transforming cultures of violence to cultures of peace

Humanity has always been preoccupied with the search for peace and happiness. Many people turn to and rely on religion to provide them with a means of understanding the human condition and as a methodology of how to find peace within themselves and work towards the creation of peace on earth. Religions however, while providing many valuable tools for peacebuilding, can also contribute to perpetuating cultures of violence.

Developing a culturally-specific peace curriculum for Vietnamese primary schools : a case study of participatory action research in cross-cultural design

In 2003 the International Conflict Resolution Centre at the University of Melbourne, Australia, produced a primary school teaching manual for UNESCO Vietnam in consultation with ASP schoolteachers and principals. The finished manual included lessons plans and materials for a five year, 50 lesson peace education course. The Manual is one of the first examples of a systematic core national curriculum in peace education worldwide.

Development of the Teaching Manual posed a number of challenges including differences in language, culture, government and education system. To meet these challenges, a Participatory Action Research approach was central in the project’s development and curriculum design. This case study is offered as a model for effective cross-cultural curriculum development of peace education materials. In particular, the creation of a systematic core course in peace education and the use of UNESCO’s peace keys are outlined as innovative aspects of the project.

A missing peace? The role of religious actors in countering terrorism

Despite the surge of scholarly interest in terrorism and counter-terrorism in the post-9/11 world, surprisingly little attention has been paid to the role of religious actors (especially faith communities and faith leaders) in combating the threat of terrorism. However, the resurgence of religiosity in contemporary politics should not be viewed as an inherently dangerous force. As Appleby has argued, a new secular-religious model of inter and intra-state diplomacy looms as a development with significant potential to resolve conflict and deny terrorist groups access to communities of support. By drawing on an Australian example, we argue that in societies that have a strong multicultural and multifaith character secular-religious diplomacy pitched at the national and sub-national level can play an important role in the formation of a flexible long-term counterterrorism strategy.

Developing a peace education curriculum for Vietnamese primary schools : a case study of participatory action research in cross-cultural design

In 2003, the International Conflict Resolution Centre at the University of Melbourne, Australia, produced a primary school teaching manual for UNESCO Vietnam. The finished manual included lesson plans and materials for a five year, 50 lesson peace education course. The manual is one of the first examples of a systematic core national curriculum in peace education worldwide. Development of the Teaching Manual posed a number of challenges including differences in language, culture, government and education system. To meet these challenges, a participatory action research approach was central in the project’s development and curriculum design. This case study is offered as a model for effective crosscultural curriculum development of peace education materials. In particular, the use of games and reflective materials and the use of UNESCO’s peace keys are outlined as innovative outcomes of the project.

Must Dewey and Kierkegaard’s inquiry for world peace be violent?

Amongst the many aims of education, surely the pursuit of global peace must be one of the most significant.The mandate of UNESCO is to pursue world peace through education by primarily promoting collaboration.The sort of collaboration that UNESCO endorses involves democratic dialogue,where various persons from differing backgrounds can come together,listen,negotiate and discuss possible ways in which peace might be pursued.While this sort of democratic dialogue with its associated free intellectual inquiry is more readily acceptable for issues dealing with problems in the realm of physical nature, it is not so easily tolerated in the realm of ethics and values. Indeed inquiry into the realm of ethics by Kierkegaard has been described by Levinas to be a form of violence. Similarly John Dewey’s work has been included in a list of the ten most harmful books by some conservatives in the United States because he promoted inquiry into morals and religion. Dewey argued against the assumption that there are two-realms—one physical and one moral.He and Kierkegaard both encouraged democratic inquiry into ethics,which is the sort of collaboration recognised by UNESCO as being necessary if we are to pursue world peace.Yet such investigations can be considered by some to be violent and harmful. It is argued here that pursuing inquiries into ethics and aims of education,while appearing to challenge the status quo, should not be construed as being violent but rather should be understood as democratic and educative.

Hiroshima Peace Memorial Park : an architectural consignation

Like many major urban developments designed by modernist architects. Kenzo Tange's Hiroshima Peace Memorial Park is considered by some to be founded upon tabula rasa- a blank site and/or architectural approach unconstrained by historic and aesthetic precedents. Tabula rasa is associated with a tendency to 'forget' or repress the past in order to opportunistically move on with the future. Constructed near 'ground zero' - on the site of just part of the established urban environment obliterated by the atomic bombing of Hiroshima on 6 August 1945- the tabula rasa here, however, is not achieved simply due to a conscious or critical urban design decision to move away from past urban forms and practices but through an unforseen trauma. This paper questions the application of an unqualified label of tabula rasa to Tange's Hiroshima Peace Memorial Park. Focusing on Tange's writing about the Peace Park - a 1954 article entitled "Hiroshima Plan 1946-1953" in particular - and reflecting on the repeated architectural returns of Kenzo Tange and Associates to the site, this paper raises Freud's "Mystic Writing Pad" as an alternative model. It argues for a more complex consideration of the memory-work of Tange's written practice and the light it may bring to a reconsideration of this foundational architectural project within his oeuvre.

Monitoring the impacts of trade agreements on food environments

The liberalization of international trade and foreign direct investment through multilateral, regional and bilateral agreements has had profound implications for the structure and nature of food systems, and therefore, for the availability, nutritional quality, accessibility, price and promotion of foods in different locations. Public health attention has only relatively recently turned to the links between trade and investment agreements, diets and health, and there is currently no systematic monitoring of this area. This paper reviews the available evidence on the links between trade agreements, food environments and diets from an obesity and non-communicable disease (NCD) perspective. Based on the key issues identified through the review, the paper outlines an approach for monitoring the potential impact of trade agreements on food environments and obesity/NCD risks. The proposed monitoring approach encompasses a set of guiding principles, recommended procedures for data collection and analysis, and quantifiable 'minimal', 'expanded' and 'optimal' measurement indicators to be tailored to national priorities, capacity and resources. Formal risk assessment processes of existing and evolving trade and investment agreements, which focus on their impacts on food environments will help inform the development of healthy trade policy, strengthen domestic nutrition and health policy space and ultimately protect population nutrition.