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Friedenspädagogik und Friedenserziehung sind Sammelbegriffe für unterschiedliche Ansätze, die durch Erziehung und Bildung Frieden fördern wollen, sich aber in ihren konkreten Vorstellungen, was Frieden sei und wie dieser erreicht werden kann, stark unterscheiden.Friedenserziehung beschäftigt sich mit den emotionalen, sozialen und kognitiven Grundlagen und Lernchancen für Friedensfähigkeit und Friedenshandeln; also mit der Entwicklung von prosozialen Einstellungs- und Verhaltensweisen von Individuen und Gruppen. Konfliktmanagement, Mediation und Strategien der Versöhnungsarbeit greifen allesamt auf die Grundlagen der Konfliktforschung zurück, allerdings weitgehend ohne die politischen und internationalen Dimensionen und machtkritischen Inhalte dieser Ansätze aufzunehmen. Gerade diese zeichnen jedoch Friedenspädagogik aus. Konflikterziehung bedeutet, Lernangebote zur Förderung von Konfliktfähigkeit zu entwickeln und zu implementieren, um damit Personen, Gruppen und Organisationen zu befähigen, konstruktiv mit Konflikten umzugehen. Dies bezieht sich unter einem friedenspädagogischen Aspekt auf den individuellen, gruppenspezifischen, gesellschaftlichen und internationalen Bereich. Die im Nahbereich notwendigen Kompetenzen für Konfliktfähigkeit lassen sich in fünf Bereiche aufgliedern, nämlich in kommunikative, kooperative, Deeskalations-, Verfahrens- und Konfrontations-Kompetenzen.Die Entwicklung einer friedensfähigen Gesellschaft kann nicht alleine durch politische und ökonomische Veränderungen erreicht werden, sondern muss die Veränderung tief verankerter kultureller Muster einbeziehen, welche die Transformation einer "Kultur der Gewalt" in eine "Kultur des Friedens" erst ermöglichen.
“Will undoubtedly be cited in the future as the major source on the history of technology and teaching in the classroom.” —History of Education Quarterly “Through Cuban’s work we can develop an understanding for how teachers define their jobs in ways that outside innovators have never appreciated. His work thus contributes a much needed vision from within.” —Educational Policy
Contains research project reports arranged by subject with descriptors from the EUDISED Multilingual Thesaurus.
Teacher preparation programs in the United States and around the world have finally begun to address this deficiency in their programs. The realization that technology is a powerful driving force in education coupled with a renewed emphasis on teacher preparation by governments have resulted in some dramatic changes in teacher preparation programs. I believe that we have just begun to see changes in teacher preparation and that the pace of change will continue to accelerate. This volume covers some of the more exciting developments in the field, including the emergence of wireless computing in the classroom and the preparation of teachers in an online environment. In short, I am optimistic. For those of you who are also in the field, I think you will agree. For those who are just entering the field, this book is a great place to start as you change education. Finally, while this book is the last book of the three part series that we at CAIT conceptualized with Charalambos Vrasidas and Gene Glass, it is also the beginning of a new relationship. We are excited to join with a new partner, CARDET, to present this book. Over many years in the education and R&D field, I have come to realize the value of partnerships and relationships. I want to thank both Charalambos and Gene for making this series a reality and such a success. We are looking forward to working with them and CARDET in the near future.
This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university. Providing a forum for thinking through how critical posthumanism, affect theory and feminist new materialisms provide a useful lens for higher education, and shows how these standpoints can benefit methods and practices of learning and teaching. Gross inequalities in higher education continue to affect pedagogical practices across geopolitical contexts and there is a need to consider new theories which call into question the commonplace humanist assumptions currently dominating the discourse around social justice in this context. However scholarship on the affective turn, critical posthumanism and new material feminisms, opens both new possibilities and responsibilities for higher education pedagogies. The approaches of this book also provide imaginative ways of engaging with current dissatisfactions with higher education, from the marketization of education, to issues of racism, discrimination and lack of diversity. Of international relevance, this collection particularly foreground southern contexts and case studies, such as the student activism in South African universities that has sparked a global project of decolonization and social justice in educational institutions. This book is an urgent call to reconceptualize, rethink and reconfigure pedagogies in higher education and the implications for future citizenship and social participation.
Interweaving media theory and historical analysis, this book explores the effect new digital-telecommunication technologies, which Deibert calls hypermedia, will have on the distribution of political power in the next century. Deibert tracks the transf
This text presents the key concepts of environmental science for those who are not natural scientists. It offers a way to improve environmental literacy - the capacity to understand the connections between humans and their environment. There are reading lists for each topic covered.