Abstract
The most recent of my publications on the context and processes of peace education inspired this selection, an exchange on pedagogy between Dale Snauwaert and me.
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Notes
- 1.
This text was first published as: Reardon, Betty A, and Dale T Snauwaert. “Reflective Pedagogy, Cosmopolitanism, and Critical Peace Education for Political Efficacy: A Discussion of Betty A. Reardon’s Assessment of the Field.” In Factis Pax: Journal of Peace Education and Social Justice 5, no. 1 (2011): 1-14; at: http://www.infactispax.org/journal/. Permission was granted by Dr. Dale Snauwaert, 12 March 2014.
- 2.
See Reardon, Betty A. “Meditating on the Barricades: Concerns, Cautions, and Possibilities for Peace Education for Political Efficacy.” In Critical Peace Education: Difficult Dialogues, edited by Peter Pericles Trifonas and Bryan L. Wright. New York: Springer, 2013. The quotations and page numbers are from the unpublished manuscript July, 25, 2010.
- 3.
Reardon’s Collected papers are housed at Ward M. Canaday Center for Special Collections, The University of Toledo Library; at: http://www.utoledo.edu/library/canaday/guidepages/education.html.
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Reardon, “Meditating on the Barricades: Concerns, Cautions and Possibilities for Peace Education for Political Efficacy,” 2.
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ibid., 3.
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ibid., 3.
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ibid., 3.
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ibid., 3.
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ibid., 6.
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ibid., 8.
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ibid., 8.
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ibid., 9–10.
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See Snauwaert, Dale T. “Human Rights and Cosmopolitan Democratic Education.” Philosophical Studies in Education 40 (2009): 94–103; Snauwaert, Dale T. “The Ethics and Ontology of Cosmopolitanism: Education for a Shared Humanity.” Current Issues in Comparative Education 12 (2009): 14–22.
- 14.
See Nussbaum, Martha C. Frontiers of Justice: Disabliity, Nationality, Species Membership. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2006; Rawls, John, and Erin Kelly. Justice as Fairness : A Restatement. Cambridge, Mass.: Harvard University Press, 2001; Sen, Amartya. The Idea of Justice. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2009.
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I have written elsewhere about the functions of social purposes, educational goals and learning objectives in curriculum design, planning for the elicitation of intentional learning.
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The concept of mastery is one that originates in such achievements under the direction of an experienced practitioner. Certainly, it is a process with social merit that has a place in comprehensive critical peace education. It is not, however, appropriate to the open quality of reflective inquiry pedagogy.
- 17.
John F. Kennedy in his commencement address at American University in June 1963 defined peace as, “a process, a way of solving problems.”
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Query is a term borrowed from a Quaker tradition, the form in which issues of concern are put before a meeting, expecting all to share their reflections toward making communal decisions.
- 19.
Sen, The Idea of Justice.
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Reardon, B.A., Snauwaert, D.T. (2015). Reflective Pedagogy, Cosmopolitanism, and Critical Peace Education for Political Efficacy. In: Betty A. Reardon: A Pioneer in Education for Peace and Human Rights. SpringerBriefs on Pioneers in Science and Practice, vol 26. Springer, Cham. https://doi.org/10.1007/978-3-319-08967-6_13
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