Schimmel, Noam (2009) Towards a sustainable and holistic model of peace education: a critique of conventional modes of peace education through dialogue in Israel. Journal of Peace Education, 6 (1). pp. 51-68. ISSN 1740-0201
Full text not available from this repository.Abstract
This article explores ways of improving peace education, placing emphasis on peace education programmes in Israel that use dialogue to foster mutual understanding and respect. This article offers a critical assessment of contemporary Israeli peace education initiatives, emphasizing that current peace education programmes in Israel have failed to significantly improve social attitudes between Arabs and Jews. Critiques of contemporary forms of peace education focus on their psychological and social contexts, and the ways in which the framing of peace education has substantive impacts on the likelihood of its success and its sustainability. Emphasis is placed on the importance of incorporating affective rather than primarily cognitive models for promoting coexistence; the importance of pursuing long‐term peace education programming rather than the predominant short‐term ‘encounter group’ model; and the need for a comprehensive social and political approach to peace education that extends beyond schools and embraces society as a whole.
| Item Type: | Article |
|---|---|
| Official URL: | http://www.tandfonline.com/ |
| Additional Information: | © 2009 Taylor & Francis Group |
| Divisions: | LSE Health |
| Subjects: | H Social Sciences > H Social Sciences (General) H Social Sciences > HN Social history and conditions. Social problems. Social reform |
| Date Deposited: | 10 May 2016 13:25 |
| Last Modified: | 11 Dec 2024 23:38 |
| URI: | http://eprints.lse.ac.uk/id/eprint/66451 |
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