Living in the present globolized era, more than anything else requires knowledge, attitude, and skills of peaceful coexistence alongside people of a different color, ethnicity, and culture, regardless of geographical, ethnic or racial borders. Because this global connectedness and its ensuing issues and challenges such as the spread of immigration, international wars, violent protests and so on, require global solutions. This article, through a review of the research literature, seeks to extract the components of Peace Education for children and to present a model in this field as well as to investigate the role of such an education in reducing and preventing violence and extremism. The findings have presented in frame of a conceptual model of Peace Education, including components such as “developing positive thinking in children”, “empathic development”, “respect for human dignity concepts”, “developing critical thinking for problem-solving”, “Discovering the concept of peace through emotion control training” and finally “addressing the concept of the true self”. The results show that violent and extreme behavior can be prevented if citizens from an early age learned to tolerate different beliefs, and embracing diversity and acceptance differences and to have the skills to resolve conflicts nonviolently. Peace Education to children and on a larger scale through Global Citizenship Education can fulfill this universal desire. Based on the findings and results, it was suggested that the concepts of Peace Education and global citizenship should be addressed and emphasized by the Educational Policy-Makers and the designers of the textbooks.
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
- پرداخت حق اشتراک و دانلود مقالات اجازه بازنشر آن در سایر رسانههای چاپی و دیجیتال را به کاربر نمیدهد.