國立虎尾科技大學 |

An interpretive analysis of selected peace education activists with implications for adult education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An interpretive analysis of selected peace education activists with implications for adult education./
作者:	Hsu, Hsiu-Chu.
面頁冊數:	1 online resource (354 pages)
附註:	Source: Dissertations Abstracts International, Volume: 70-02, Section: A.
Contained By:	Dissertations Abstracts International70-02A.
標題:	Continuing education. -
電子資源:	click for full text (PQDT)
ISBN:	9780549511854

An interpretive analysis of selected peace education activists with implications for adult education.
Hsu, Hsiu-Chu.

An interpretive analysis of selected peace education activists with implications for adult education. - 1 online resource (354 pages)

Source: Dissertations Abstracts International, Volume: 70-02, Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2007.

Includes bibliographical references

In the context of rampant individual, national, and international violence, this research explores the role and the essential elements of peace education in adult education. The methodology uses Hans Georg Gadamer's philosophical hermeneutics to understand and interpret texts and events related to the study. Preliminary literature reviews identify three elements-criticality, nonviolence, and wholism-as essential to adult peace education. Three theorists-Paulo Freire, Mohandas Karamchand Gandhi, and Thich Nhat Hanh-represent the three elements respectively. Five questions explore the three theorists' ideas: how they view reality and human potential; how they view distortions of the human condition; what methods they promote for achieving peace; and what their views imply for peace education in adult education. The Freirean critical approach suggests that peace education enhance critical citizenship education so that citizens can be inspired and equip themselves to participate responsibly in democratic life and take collective action to change problematic political and socio-economic situations. The Gandhian nonviolent approach suggests that peace education challenge many conventional political and socio-economic concepts and practices and explore nonviolent alternatives for social change and conflict resolution. Nonviolent alternatives, rooted in solid spiritual practices, include resistance and proactive constructive programs. Hanh's wholistic approach suggests that peace education enhance diverse ways of knowing: learning through emotion, meditation/contemplation, and the unconscious. It also suggests that peace education facilitate spiritual growth through both active social engagement and contemplative spiritual practices. The wholistic approach advocates proactive promotion of interfaith understanding through recognizing and respecting other faiths' religious claims and engaging in dialogue to understand them. By introducing peace education in adult education graduate programs, adult educators can be prepared to include peace discussions and actions in their future practices, both in institutional or popular educational settings. Future research may develop peace education pedagogy, explore sources of funding and the possibility of influencing policies, and survey adult educators' willingness to participate in peace education and obstacles to their participation. Peace education can be a new way in which adult education can respond to the demand of current world situations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780549511854Subjects--Topical Terms:

555498
Continuing education.
Subjects--Index Terms:

ActivistsIndex Terms--Genre/Form:

554714
Electronic books.

An interpretive analysis of selected peace education activists with implications for adult education.
LDR:03927ntm a22003977 4500 001 1144516
005 20240611104246.5
006 m o d
007 cr mn ---uuuuu
008 250605s2007 xx obm 000 0 eng d
020 $a 9780549511854
035 $a (MiAaPQ)AAI3304791
035 $a AAI3304791
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hsu, Hsiu-Chu. $3 1469574
245 1 3 $a An interpretive analysis of selected peace education activists with implications for adult education.
264 0 $c 2007
300 $a 1 online resource (354 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 70-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2007.
504 $a Includes bibliographical references
520 $a In the context of rampant individual, national, and international violence, this research explores the role and the essential elements of peace education in adult education. The methodology uses Hans Georg Gadamer's philosophical hermeneutics to understand and interpret texts and events related to the study. Preliminary literature reviews identify three elements-criticality, nonviolence, and wholism-as essential to adult peace education. Three theorists-Paulo Freire, Mohandas Karamchand Gandhi, and Thich Nhat Hanh-represent the three elements respectively. Five questions explore the three theorists' ideas: how they view reality and human potential; how they view distortions of the human condition; what methods they promote for achieving peace; and what their views imply for peace education in adult education. The Freirean critical approach suggests that peace education enhance critical citizenship education so that citizens can be inspired and equip themselves to participate responsibly in democratic life and take collective action to change problematic political and socio-economic situations. The Gandhian nonviolent approach suggests that peace education challenge many conventional political and socio-economic concepts and practices and explore nonviolent alternatives for social change and conflict resolution. Nonviolent alternatives, rooted in solid spiritual practices, include resistance and proactive constructive programs. Hanh's wholistic approach suggests that peace education enhance diverse ways of knowing: learning through emotion, meditation/contemplation, and the unconscious. It also suggests that peace education facilitate spiritual growth through both active social engagement and contemplative spiritual practices. The wholistic approach advocates proactive promotion of interfaith understanding through recognizing and respecting other faiths' religious claims and engaging in dialogue to understand them. By introducing peace education in adult education graduate programs, adult educators can be prepared to include peace discussions and actions in their future practices, both in institutional or popular educational settings. Future research may develop peace education pedagogy, explore sources of funding and the possibility of influencing policies, and survey adult educators' willingness to participate in peace education and obstacles to their participation. Peace education can be a new way in which adult education can respond to the demand of current world situations.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Continuing education. $3 555498
653 $a Activists
653 $a Adult education
653 $a Criticality
653 $a Nonviolence
653 $a Peace education
653 $a Violence
653 $a Wholeness
655 7 $a Electronic books. $2 local $3 554714
690 $a 0651
710 2 $a Northern Illinois University. $3 1469575
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 70-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3304791 $z click for full text (PQDT)