Pedagogy of Peacefulness as an Effort of Peaceful Education at School
Abstract
Based on the phenomenon occurred at all level of education, it was found that the circumstances of the schools were unsafe and uncomfortable for students and academics. There were a number of direct and indirect violence carried out at schools and it had impacts on physical and psychological health of students. There was no existence of positive peace in the form of structural violence, socio-cultural violence, ecological violence and negative peace such as tribal warfare, fights and aggression. What happened actually although the nature of man in conscience had the basic harmony and desire to live together in tranquility? Therefore, the common perception of the concept of peace and peace pedagogy was needed to be created. Teachers as peace educators, thus, played an important role as a figure that had the personality of peace in the classroom and at school. The teacher as a peaceful personality consisted of three components: peaceful states, attitudes, and behavior that were consistent across one’s life spaces and life span. Moreover, the school also needed to develop an educational approach in the curriculum in synergy with the goals of education.
References
Al-Qur’an
Anderson, M., Kaufman, J., Simon, T. R., Barrios, L., Paulozzi, L., Ryan, G. Feucht, T. (2001). School-associated violent deaths in the United States, 1994-1999. Journal of the American Medical Association, 286(21), 2695-2702.
Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs: Prentice-Hall.
Bar-Tal, D., & Y. Rosen. (2009). Peace Education in Societies Involved in Intractable Conflicts: Direct and Indirect Models. Review of Educational Research 79(2): 557-575.
Bar-Tal, D., Y. Rosen, & Z. R. Nets. (2010). Peace education in societies involved in intractable conflicts: goals, conditions, and directions. In G. Salomon and E. Cairns (Eds.), Handbook of Peace Education (pp. 21-43). New York: Psychology Press.
Berkowitz, L. (1962). Aggression: A social psychological analysis. New York: McGraw-Hill.
Brantmeier, E. J. (2013). Toward a critical peace education for sustainability. Journal of Peace Education, 10(3), 242-258.
Bretherten, D. (2015). Methodologies in peace psychology: peace research by peaceful means. USA: Springer.
Bretherton, D., & Balvin, N. (2012). Peace psychology in Australia (Peace Psychology Book Series). New York: Springer.
Browne, C. N., Lloyd, J. B., Konkright, R. F., Toney, B. R., Severson, H. E., & Mayton, D. M. (2010). Inner peace: Personality characteristics of a peaceful person. San Diego, CA: The American Psychological Association.
Buss, A. H. (1961). The psychology of aggression. New York: Wiley.
Castro, G. (2008) Peace education: A pathway to a culture of peace. Philippines: Center for Peace Education.
Centers for Disease Control and Prevention [CDC]. (2001). Temporal variations in school as sociated student homicide and suicide events - United States, 1992 -1999. Morbidity and Mortality Weekly Report, 50(31), 657-660.
Centers for Disease Control and Prevention [CDC]. (2008). Youth Risk Behavior Surveillance-United States, 2007. Surveillance Summaries, June 6, 2008. Morbidity and Mortality Weekly Report, 57(4), 1-131.
Centers for Disease Control and Prevention [CDC]. (2010). Understanding School Violence: Fact Sheet 2010. Retrieved from www.cdc.gov/ncipc/dvp/YVP/SV_factsheet.pdf.
Chan, J. Y., Fung, A. L., & Gerstein, L. H. (2013). Correlates of pure and co‐occurring proactive and reactive aggressors in Hong Kong. Psychology in the Schools, 50(2), 181-192.
Christie, D. J. (2014). Global developments in the science and practice of peace psychology. In S. Cooper and K. Ratele (Eds.), Psychology serving humanity Vol. 2 (pp.28-46). New York: Psychology Press.
Cremin, H., Sellman, E., & McCluskey, G. (2012). Interdisciplinary perspectives on restorative justice: Developing insights for education. British Journal of Educational Studies, 60(4), 421-437.
Cremin, H. (2016). Peace education research in the twenty-first century: three concepts facing crisis or opportunity?. Journal of Peace Education, 13(1), 1-17.
Danesh, H. B. (2008). The education for peace integrative curriculum: Concepts, contents and efficacy. Journal of Peace Education, 5(2), 157-173.
Das, S., & Das, K. K. (2014). Imparting peace education through coscholastic activities at the school level. European Scientific Journal, 1, 319-326.
Department of Education [DoE]. (2008). Indicators of school crime and safety: 2008 (NCES 2009-022). Dept. of Education and Justice (US). Washington, DC: US Government Printing Office.
Deutsch, M. (1995). William James: The first peace psychologist. Peace and Conflict, 1(1), 27-35.
Dietrich, W. (2012). Many peace: Interpretations of peace in history and culture. New York: Palgrave Macmillan.
Dinkes, R., Kemp, J., & Baum, K. (2009). Indicators of school crime and safety: 2009. NCES 2010-012/NCJ 228478. US: National Center for Education Statistics of Institute of Education Sciences, US.
Finkelhor, D., Turner, H., Ormrod, R., & Hamby, S. L. (2009). Violence, abuse, and crime exposure in a national sample of children and youth. Pediatrics, 124(5), 1411-1423. doi: 10.1542/peds.2009-0467.
Fung, A. L., Gerstein, L. H., Chan, Y., & Engebretson, J. (2015). Relationship of aggression to anxiety, depression, anger, and empathy in Hong Kong. Journal of Child and Family Studies, 24(3), 821-831.
Galtung, J. (1969) Violence, peace, and peace research. Journal of Peace Research, 6(3), 167-191.
Galtung, J. (1995). Violence, Peace and Peace Research. In M. Sall (Ed.), Essay on peace. Brisbane: University of Queensland Press.
Gandhi, M. K. (1951). Non-violent resistance. New York: Schocken Books.
Gerstein, L., Lindsey, B. L. O. M., Alisha, S. I. N. K., & Akpan, A. (2014). Implementing sport for peace principles with elementary school student leaders. Revista de Cercetare si Interventie Sociala, 45, 7-16.
Hidayat, A. (2017). Peaceful in pesantren: The involvement of santri’s peaceful environment and personality. Al-Ta lim Journal, 24(2), 79-92.
Maoz, I. (2000). An Experiment in Peace: Reconciliation- Aimed Workshops of Jewish-Israeli and Palestinian Youth. Journal of Peace Research, 37(6), 721-736.
Mayton, D. M. (2009). Non-violence and peace psychology: Intrapersonal, interpersonal, societal, and world peace. New York: Springer.
Mayton, D. M. (2014). Peacefulness as nonviolent dispositions. In G. K. Sims, L. L. Nelson, and M. R. Puopolo (Eds.), Personal peacefulness: Psychological perspectives Vol. 20 (pp. 45-70). New York: Springer.
Montero, M., & Sonn, C. (2009). Psychology of liberation: Theory and applications (Peace Psychology Book Series). New York: Springer.
Montiel, C. J., & Noor, N. M. (2009). Peace psychology in Asia (Peace Psychology Book Series). New York: Springer.
Murithi, T. (2012). Peacemaking and African Traditions of Justice and Reconciliation. In S. A. Nan, Z. C. Mamphilly, and A.Barloti (Eds.), Peacemaking: From practice to theory (pp. 275-294). Oxford: Praeger.
Nets-Zehngut, R., & Bar-Tal, D. (2007). The intractable Israeli-Palestinian conflict and possible pathways to peace. In J. Kuriansky (Ed.), Beyond bullets and bombs: Grassroots peace building between Palestinians and Israelis (pp. 3-13). Westport, CT: Praeger.
Reardon, B. (1988). Comprehensive peace education: educating for global responsibility. New York: Teachers College Press.
Salomon, G. (2002). The nature of peace education: Not all programs are created equal. In G. Salomon and B. Nevo (Eds.), Peace education: The concepts, principles, and practices around the world. Mahwah, NJ: Lawrence Erlbaum Associates.
Salomon, G., & Cairns, E. (Eds.). (2010). Handbook on Peace Education. New York: Psychology Press.
Sims, G. (2014). Personal Peacefulness: Psychological perspective: Peace psychological book series. USA: Springer.
Smith, A., & Robinson, A. (1992). Education for mutual understanding: perceptions and policy. Coleraine: University of Ulster Center for the Study of Conflict.
Synott, J. (2002). The teachers movement struggle for a model of reunification education in South Korea. Social Alternatives, 21(1), 42-48.
UNESCO. (2001). Learning the way of peace. Paris: UNESCO.
Yogev, E. (2010). A crossroads: History textbooks and curricula in Israel. Journal of Peace Education, 7(1), 1-14.
Copyright (c) 2019 Eva Imania Eliasa, Sunaryo Kartadinata, Ilfiandra, Juntika Nurihsan
This work is licensed under a Creative Commons Attribution 4.0 International License.