Aiming for world peace by promoting 'violence' in education

In order to contribute towards UNESCO’s goal of pursuing world peace, aims of education must transcend the limited scope of national self-interest which has dominated schooling systems in the West for the last two centuries and further back when the survival of each polis in Ancient Greece was of paramount importance. Aims must therefore become different and the environment that is thought best for this to occur is a democratic one. The case is made that such a democratic environment should involve opportunities to evaluate the value of current aims of education and to explore others in light of the pressing need to pursue peace on a global scale. In order to promote such a democratic environment of discussion and debate the notion of ‘violence’ is considered as a potential framework for such a re-evaluation. The sort of ‘violence’ that is called for is in reference to its use by Emmanual Levinas who employed it emotively to misinterpret Kierkegaard. The use of this misapplied term ‘violence’ may nevertheless be of use in initiating the sort of inquiry of a Deweyean type regarded here to be necessary to improve aims of education democratically in order to pursue world peace.

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.

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.

In the fourth year; anticipations of a world peace,

The way to concrete realization.--The league must be representative.--The necessary powers of the league.--The labour view of middle Africa.--Getting the league idea clear in relation to imperialism.--The war aims of the western allies.--The future of monarchy.--The plain necessity for a league.--Democracy.--The recent struggle for proportional representation in Great Britain.--The study and propaganda of democracy.

World missions and world peace : a study of Christ's conquest /

Mode of access: Internet.

Hunger, politics and security : a new and unfamiliar face of the world peace problem /

"Prepared for the Presidential Commission on World Hunger."

Organizations in the United States that promote international and world peace ...

Mode of access: Internet.

Soviet active measures : the World Peace Council.

"April 1985."

World Peace Foundation.

Title varies, 1917-Mar. 1923: League of Nations.

World Peace Foundation pamphlets.

Includes indexes.

World peace for video art

A single channel video projection with image, text and sound components. It was projected so as entirely fill a 3 x 3.5 wall in a 6 x 3.5 metre gallery space. The work deals with the role of humour and the fictocritical in exploring the relationship between politics and art.

A paz sob suspeita: representações jornalísticas sobre a manutenção da paz mundial, 1945-1953

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

European peace treaties after World War II; negotiations and texts of treaties with Italy, Bulgaria, Hungary, Rumania, and Finland.

"Supplementary to Documents on American foreign relations, VIII, 1945-1946 and IX, 1947."

War and peace aims of the United Nations.

Includes bibliographical references.

Peace aims and post-war planning, a bibliography

"Comprises books, pamphlets and articles published in the United States and England between 1939 and July 1942."--Pref.