By C. Carter
Carter illuminates and validates the very important position of visioning in social schooling. The publication positive factors peace in social schooling with tutorial innovations, making plans assets and outlines of transdisciplinary studying. It elaborates conscious citizenship throughout social, environmental, moral, geographic, monetary and political nation-states.
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Additional info for Social Education for Peace: Foundations, Teaching, and Curriculum for Visionary Learning
Example text
Therefore, policy for peace-focused social education includes recommendations for preparation of those who will enact the policy. Policies, standards, and guidelines differ in the level of their adoption. When recommendations are mandated, they become policy. Standards for education become policy when there is a requirement for their use in planning instruction. Guidelines are recommendations that an organization produces to influence practice. In the field of education, guidelines are often contained within a provided curriculum.
This situation evidences the importance of developing professional values for, and confidence with, the breadth of content that standards prescribe. It also highlights the need for educators to consider particular as well as general factors that influence their instruction. While thinking about which standards to use, conscientious teachers take into account the cultural context of their students, such as values and corresponding norms, along with the associated needs their pupils have evidenced.
Wilson, J. (2008). One peace: True stories of young activists. Victoria, British Columbia, Canada: Orca. Winter, J. (2008). Wangari’s trees of peace: A true story from Africa. New York, NY: Houghton Mifflin. Zalben, J. B. (2006). Paths to peace: People who changed the world. New York, NY: Dutton. Glossary Affective education: identification and awareness of feelings involving social and emotional literacy. Agency: the knowledge and ability to act for collective as well as individual betterment.