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Educational Programs and the Unification of History Textbooks in the Lebanon: Programs to Unite or Divide? Год публикации: 2012 Автор: حلاق، حسان Организация-автор: Lebanese Association for Educational Studies (LAES) Educational programs and the question of the unification of history textbooks constitute a major problem which has been ongoing for several decades. It remains till today a hindrance on the way to unifying the Lebanese in terms of their political, cultural, historical and national perspectives.This has a negative impact not only on their present, but also on their future. Educational and cultural considerations, including the multiplicity and variety of history books and the differences and discrepancies in their content, are among the major causes for the division of the Lebanese, whether under the French mandate or since the independence years preceding the breakout of the Lebanese war in 1975 as well as in post-war years. In spite of the fact that the Taef Acord noted the importance of establishing a unified history textbook in the Lebanon, all attempts by all the ministers of national education between 1990 and 2011 failed in producing a unified history textbook satisfying all the Lebanese factions.The author presents in this paper his experience on the committees for the “unification of the history textbook”, and offers several suggestions for addressing the problems of education, including that of the history textbook. These include: 1) Reeducating Lebanese students to make them attuned to national concerns, as they constitute a valuable national and developmental resource. 2) Revising educational programs and curricula away from partisanship, sectarianism and confessionalism. 3) Preparing teachers professionally, nationally and educationally. 4) Appointing nationally minded personnel to write the history books and unify them. 5) Reintegrating the teaching staff in schools and universities to replace the current sorting by sect, confession, region, politics and partisanship, all of which works to the detriment of education and teaching. 6) Supervising the media whose programs have a negative impact by contributing to the division of the Lebanese as unifying the history textbook without putting constraints on the media will not lead to the unification of the Lebanese. 
تعليم التاريخ الاقتصادي والاجتماعي اللبناني والمشرقي : مساهمة في إرساء وحدة مجتمعية تقر بالتنوع وتثمنه: تجارب شخصية Год публикации: 2012 Автор: لبكي، بطرس Организация-автор: Lebanese Association for Educational Studies (LAES) إنّ تعليم التاريخ الاقتصادي والاجتماعي اللبناني والمشرقي يسهم في تبريد الاحتقان الطائفي في أذهان الدارسين وتنقية التصورات المسبقة الشائعة. والاقتصاد يربط كل الناس: البيع والشراء والإنتاج وتوزيع الثروة مهما كانت دياناتهم وانتماءاتهم الدينية والإتنية على ارض معينة هي عمليات يتعاون فيها الجميع. التاريخ الاقتصادي والاجتماعي: يريك تنظيم المجتمع اقتصادياً وسياسياً، في الريف (نظام المقاطعجية والولاة والسلطان)، في المدن: نظام الطوائف المهنية (corporations) وشيوخ الطوائف المهنية وأن تعليم التاريخ الاقتصادي والاجتماعي اللبناني والمشرقي يساهم في إرساء وحدة مجتمعية تقبل بالتنوع وتثمنه: 1) لأن هذا الجانب من التاريخ يسلط الضوء على التعاون المديد بين الأهالي مهما كانت انتماءاتهم الدينية والإثنية والقبلية في إنتاج وتوزيع واستعمال الثروة. ويسلط الضوء على تنظيم هذه العمليات في المجتمع وعلاقتها بالنظام السياسي. وهذا الجانب من التاريخ يشير إلى أن فترات الصراعات بين الطوائف كانت وجيزة وفترات العيش المشترك السلمي كانت القاعدة، 2) لأن هذا الجانب من التاريخ يسلط الضوء على وحدة الثقافة وتنوعها في كل المجالات، ومعايشة السكان "للوحدة - التنوع": المتأتي من الأديان، أو من اللغات، أو من المناطق أو من التنظيم المجتمعي: (طوائف مهنية، في المدن، عشائر في الأرياف)، أو من تأثير ثقافات مجاورة: تركية، فارسية، يونانية، هندية. ويسمح لنا أن نرى كيف كان جدودنا يعيشون هذا التنوع ضمن وحدة الثقافة العربية المشرقية. Teaching Lebanese-Oriental Economic and Social History: Promoting a Societal Unity Which Acknowledges and Values Diversity Год публикации: 2012 Автор: لبكي، بطرس Организация-автор: Lebanese Association for Educational Studies (LAES) Teaching the economic and social history of the Lebanon and the Orient contributes towards the cooling down of sectarian tensions in the minds of learners and clears up common prejudices. Economic transactions connect everyone within a given area: Buying and selling, production and distribution of resources are operations in which everyone cooperates, regardless what their religious, confessional or ethnic affiliation might be. Economic and social history informs about the economic and political organization of society: in rural areas taxed farmers, governors and the Sultan; in the cities guilds (corporations) and the sheikhs of the guilds/corporations. Indeed, teaching the economic and social history of Lebanon and the Orient contributes to a societal unity which acknowledges and values diversity because this aspect of history highlights the longstanding cooperation among the people in the production, distribution or use of resources, no matter what their religious, ethnic or tribal affiliation might be. It also highlights the organization of these activities in society and their relation to the political system. This aspect of history also points to the fact that the intervals of conflict between the sectarian communities were short, whereas the intervals of peacefully living together were the rule. Besides, this aspect of history highlights the cultural unity and its diversity in all domains and the fact that all are shaped in their lives by this same experience of unity in diversity which comes from: religions, languages, regions, societal organization (guilds/corporations in the cities, clans in rural areas) or adjacent cultures: Turkish, Persian, Greek and Indian. It allows us to see how our ancestors lived this diversity within the unity of the Arab-Oriental culture. 
درجة امتلاك طلبة جامعة القصيم لثقافة الحوار، ودورها في تعزيز التسامح : دراسة ميدانية على عينة من طلبة جامعة القصيم Год публикации: 2017 Автор: الصمادي، هند سمعان Организация-автор: International Group for Consulting and Training (IGCT) هدفت الدراسة إلى التعرف على درجة امتلاك طلبة القصيم لثقافة الحوار ودورها في تعزيز التسامح من وجهة نظر طلبة جامعة القصيم، ولتحقيق هدف الدراسة قامت الباحثة بتصميم استبانة تكونت من (48) فقرة، تم تطبيقها على عينة الدراسة المكونة من (375) طالبا وطالبة تم اختيارهم بالطريقة الطبقية. استخدمت الباحثة المنهج الوصفي التحليلي. أسفرت النتائج عن أن درجة امتلاك طلبة جامعة القصيم لثقافة الحوار جاءت بدرجة متوسطة، وعدم وجود فروق دالة إحصائيا لأثر متغير الجنس، ووجود فروق دالة إحصائيا تعزى لأثر السنة الدراسية ولصالح السنة الرابعة، ولمتغير التخصص ولصالح تخصص العلوم، وأظهرت النتائج أن دور ثقافة الحوار في تعزيز التسامح جاء بدرجة متوسطة، وجاء مجال التسامح الفكري في المرتبة الأولى، بينما جاء مجال التسامح الاجتماعي في المرتبة الأخيرة، وعدم وجود فروق دالة إحصائيا تعزى لأثر متغير الجنس في مجالات الأداة، ووجود فروق دالة إحصائيا تعزى لأثر السنة الدراسية ولصالح السنة الرابعة في مجالي التسامح الديني والسياسي، ولمتغير التخصص ولصالح تخصص العلوم في كل المجالات باستثناء مجال التسامح الاجتماعي، وفي الدرجة الكلية. وأوصت الباحثة بإجراء المزيد من الدراسات في هذا المجال. The Extent to which the Students of Qassim University Posses the Dialogue Culture and Its Role in Promoting Tolerance Год публикации: 2017 Автор: الصمادي، هند سمعان Организация-автор: International Group for Consulting and Training (IGCT) The current study aimed to identify the extent to which the students of Qassim University possess the dialogue culture and its role in promoting tolerance from their point of view. To achieve the aim of the study, the researcher developed a questionnaire which was applied on a stratified study sample.The researcher adopted the analytical descriptive approach. The outcomes showed that the degree of possessing the culture of dialogue among the students was average with an arithmetic mean،and there were no statistically significant differences attributed to gender variable. In addition, the findings detected that there were statistically significant differences attributed to study year and to the discipline variable and that the role of dialogue culture in promoting tolerance was average with an arithmetic mean.The intellectual tolerance had the highest mean, whereas the social tolerance had the lowest mean. Furthermore, the results revealed that there were no statistically significant differences attributed to gender variable, and that there were statistically significant differences attributed to the study year variable. The researcher recommends that more studies should be conducted in the domain of social tolerance. 
الأطفال وتنمية التسامح Год публикации: 2011 Автор: حسونة، أمل محمد Организация-автор: Kuwait Society for the Advancement of Arab Children (KSAAC) تناولت هذه الورقة موضوع ثقافة السلام وتنمية التسامح لدى الأطفال انطلاقا من فكرة أن هذه الثقافة تكتسب من خلال التنشئة الاجتماعية عبر مراحل النمو المختلفة. وقد تمّ التطرق إلى مجموعة من القيم والمفاهيم والمهارات التي تميز هذه الثقافة وتعطيها طابعها الخاص. كما تمّ التركيز على أهمية إكساب الأطفال في سن مبكر ثقافة السلام التي تعتبر حلا وقائيا يحميهم من الصراعات المستقبلية ويكسبهم مهارات التعايش الإيجابي في المجتمع ويجنبهم العنف والعدوان. ومن جهة أخرى تمّ التركيز على أهمية التسامح بحيث يجب على السياسات والبرامج التربوية الإسهام في تنمية التفاهم، والتضامن، والتسامح بين الأفراد. كل ذلك بهدف تكوين مواطنين متضامنين ومسؤولين، ومنفتحين على الثقافات الأخرى، وقادرين على اتقاء النزاعات أو حلّها بوسائل سلمية. Children and Developing Tolerance Год публикации: 2011 Автор: حسونة، أمل محمد Организация-автор: Kuwait Society for the Advancement of Arab Children (KSAAC) This paper dealt with the issue of peace education and the nurturing of toleration among children proceeding from the idea that this culture is acquired through social nurturing along the different stages of development. It covered a group of values, concepts and skills that distinguish this culture and give it it’s special character.The paper also focuses on the importance of children acquiring peace culture at an early age since it is considered a preventive solution that protects them from future conflicts and provides them with positive coexistence skills in society and saves them from violence and aggression. On the other side, the paper concentrates on the importance of tolerance which makes it must for education policies and programs to contribute to developing understanding, solidarity and toleration among individuals. All of this aims at creating responsible and interdependent citizens, open to other cultures and capable of preventing conflicts or solving them peacefully. 
The State of Global Education in Europe 2018 Год публикации: 2018 Организация-автор: Global Education Network Europe (GENE) The State of Global Education in Europe reports on policy, strategy and funding for Global Education in European countries, based primarily on information submitted by the ministries, agencies and national coordinating bodies that participate in GENE (Global Education Network Europe). This third edition of the report identifies thematic trends and crosscutting issues and explores funding levels for Global Education across Europe. It also includes a chapter outlining some of the work done on evaluation across GENE, and concludes with a selection of highlights from the network. There are examples of national policy and practice throughout the report. This report on the State of Global Education in Europe has been developed to provide an overview of current key issues, policy priorities, funding trends and activities in Global Education in Europe. It draws on the expertise and information provided by organisations that participate in Global Education Network Europe – GENE. These comprise Ministries of Foreign Affairs, Ministries of Education, and their respective national agencies, and other bodies with responsibility for policymaking, support or coordination of Global Education in European countries. 
Can Education Contribute to Peace? Год публикации: 2018 Автор: Krishna Kumar Организация-автор: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The paper questions the common assumption that education promotes peace. By referring to pedagogic routines and the political culture of nationalism, the paper indicates the nature of reforms education requires for contributing to peace. The basis of discussion is the author’s own study of the role played by school education, specifically through the teaching of history, in maintaining mutual hostility between India and Pakistan. The paper is divided into four sections.The first section summarizes conceptual issues raised by philosophers and educators in the context of schooling and peace. Section II introduces the author’s Indo-Pak study in relation to the challenges that nationalism, religion and culture place before education. Section III deals with regimentation as an integral aspect of modern schooling and its implications for the role expected from education in promoting peace.The final section discusses the demands and contradictions education faces under the increasing dominance of the human capital ideology. The paper concludes by highlighting the importance of humanist goals and processes in education for serving the cause of peace. 
[Video] Global Citizenship Education - The Key to a Just, Peaceful and Inclusive World Год публикации: 2015 Организация-автор: Global Education First Initiative Global Citizenship Education gives students the knowledge and skills they need to answer the big questions of the day, and to help forge more tolerant, peaceful and inclusive societies.