Author(s)
Page, James S.Keywords
feminine perspectiveJohn Mack
Hutchinson
inner commitment
interpersonal peace
Coleman McCarthy
gradual
who you are
mothering
Marcia Eaton
conservative political ethics
social reconstructionism
nationalism
Daniel Thomas
value judgments
hortative
women
utilitarianism
peace advocates
Page
totalitarian
ethical conduct
culture of violence
Birgit Brock
David Hicks
Linda Forcey
Andre Leverkuhn
Stephen Marks
discourse of rights and duties
ahisma
Mitsuo Okamoto
deontological
statist
Hermeneutic and Critical Theory (220307)
Josef Fruchtl
social civility
Social Theory (160806)
International Relations (160607)
Social Philosophy (220319)
utopian
Friedenserziehung
Francis P
Baruch Nevo
United Nations
inclination
educational rationale
Louis Oppenhiemer
consequentialist ethics
Pierre Wils
moral responsibility
Utne
duty
sympathy
learn peace
Nel Noddings
continuity with the past
S
immobilism
John Harris
integrative approach
fideistic
Johan Galtung
precipitous
Manuel Davenport
UNGA
Kantianism
love
Sara Ruddick
utilitarian
thorough rationale
legitimacy
avriel Salomon
war and social injustice
social change
state
reliance on nuclear weapons
imperial warfare
Michael Oakshott
Charter
Ilan Gur
UNICEF
social education
apriori
truth
alternatives to violence
men
personal aggression
supportive relationships
Peters
Alasdair McIntyre
Amiram Raviv
hegemonic violence
war causation
Marcus Duwell
critical insight
harmonious and co
political decisions
intellectual conservatism
just
R
truth
aesthetic judgments
unjust social structures
virtue ethics
Bernard Roumanes
casuation of war
Michael Klare
Carol Gilligan
intrapersonal peace
Hague Appeal for Peace
aesthetic ethics
initiation into worthwhile activities
perceptions
Richard Peters
Hin
Tal
Preamble
personal relationships
nuclear war
Jean
orderly social change
feminine ethics
alternatives to injustice
Daniel Bar
Marguerite Rivage
Ian Harris
Aesthetics (220301)
care ethics
l'education a la paix
Political Theory and Political Philosophy (160609)
Jan Steutel
human imperfectability
global warfare
force
nonviolent action
reaction
feminist ethics
operative relations
popular conservatism
naturally caring
critical literacy
stable nation
moral ethics
Universal Declaration of Human Rights
nonviolence
character development
Ze'ev
philosophical rationale
aversion
unity of aesthetics and ethics
critique
conservative intellectual tradition
Frank Hutchinson
co
values and behaviours
based ethics
what you are
James S
human right
Anthony Quinton
force
Toh Swee
Jacques
social dangers
agent
statism
peaceful social change
unnecessary suffering
Applied Ethics not elsewhere classified (220199)
James Smith Page
Betty Reardon
fideistic
status quo
desirable
rehabilitation
United Nations General Assembly
Heesoon Bai
free education
Albert Schweitzer
la educacion para la paz
valuable and worthwhile
political ideology
social transformation
principles
David Carr
rights
nurturing
relationships
Magnus Haavelsrud
kindness
peaceful relationships
Mohandas Gandhi
exploitation
Kantian
Seul
satyagraha
utilitarian philosophy
Eric Markusen
ethics of care
diminution
violence
attitudes
danger
peace education
continuity with past experience
inherently worthwhile activity
orderly
violent social change
UNESCO
harmony
fathering
Rosalind Hursthouse
James Page
beautiful
Gandhian thought
nuclear disarmament
Declaration and Programme of Action on a Culture of Peace
duties
maldistribution of global resources
Ethical Theory (220305)
value
Constitution
operation
Full record
Show full item recordOnline Access
http://eprints.qut.edu.au/3650/Abstract
Peace education has been accepted as an important aspect of social education over the past three decades, although as yet there been little attention within the critical literature and within official documents towards developing and articulating philosophical foundations for peace education. This essay explores the possibility that such foundations might be located within 1) virtue ethics, 2) consequentialist ethics, 3) aesthetic ethics, 4) conservative political ethics, and 5) the ethics of care. Each of the above is important, although ultimately a thorough basis for peace education can only be established through an integrative approach to the above foundations, an approach that mirrors much of the emphasis within UN and UNESCO initiatives to encourage a culture of peace. The importance of peace education is often accepted as given by those committed to peace education, although the development and articulation of the philosophical rationale for peace education remains an important task for the future.Date
2004Type
journal articleIdentifier
oai:arrow.nla.gov.au:124962405486531http://eprints.qut.edu.au/3650/
Copyright/License
Copyright 2004 SpringerRelated items
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Euro-Barometer 31: European Elections 1989 : Pre-election Survey, March-April, 1989The Eurobarometer (EB) survey series is a unique programme of cross-national and cross-temporal comparative social science research. Since the early seventies representative national samples in all European Union (EU) (formerly the European Community (EC)) member states have been simultaneously interviewed in the spring and autumn of each year. Starting with EB 34.1 (autumn 1990), separate supplementary surveys on special issues have been conducted under almost every EB number. The EB is designed to provide regular monitoring of public social and political attitudes in the EU through specific trend questions. More information about the series may be found on the Zentralarchiv fuer Empirische Sozialforschung (ZA - Central Archive for Empirical Social Research, University of Cologne) Eurobarometer Survey Series web pages. Background Work on European survey series began in early 1970, when the Commission of the European Community sponsored simultaneous surveys of the EC. These surveys were designed to measure public awareness of, and attitudes toward, the Common Market and other EC institutions, in complementary fashion. They also probed the goals given top priority for each respondent's nation. These concerns have remained a central part of the EC's research efforts - which were carried forward in the summer of 1971 with another six-nation survey that gave special attention to agricultural problems. The nine EC member countries were then surveyed again on the same topic areas in September 1973. After 1973, the surveys took on a somewhat broader scope in content as well as in geographical coverage, with measures of subjective satisfaction and the perceived quality of life becoming standard features of the EC public opinion surveys. Over time, the member states of the EC/EU have increased in number, and the coverage of the EB surveys has widened accordingly. In 1974, nine countries were surveyed: France, Germany, United Kingdom, Italy, Netherlands, Belgium, Denmark, Ireland and Luxembourg. Greece has been included since the autumn 1980 survey (EB 14) onwards, Portugal and Spain since autumn 1985 (EB 24), the former German Democratic Republic since autumn 1990 (EB 34), Finland since the spring of 1993 (EB 39), and Sweden and Austria since the autumn of 1994 (EB 42). Norway has been included in some surveys since 1991, from EB 36 onwards. In 2004, the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia joined the EU, and in 2007, Bulgaria and Romania (some of these countries participated in the Candidate Countries Eurobarometer survey series (see under GN 33343) before full accession). Some surveys are also conducted in Turkey, and in the Turkish Cypriot Community (Northern Cyprus). The Eurobarometer public opinion surveys are conducted on behalf of and co-ordinated by the European Commission, DG Press and Communication - Opinion Polls Sector (EUROPA Public Opinion Analysis). Special topic modules are carried out at the request of the responsible EU Directorate General. Main Topics: This round of Euro-Barometer surveys had for its major focus issues surrounding the European elections. Questions on political party preferences asked respondents which party they felt the closest to, how they voted in their country's last general election, how they would vote if a general election were held tomorrow, which party they would vote for within their countries, how they planned to vote in the June 1989 elections for the European Paliament, how they viewed the importance of certain national problems, and what they thought about democracy and individual liberties. Respondents were asked about their usage of the media for news, their opinions of an All Europe television channel and what it should offer, and how the single European market planned for in 1992 would affect their lives. The survey also gauged respondents' perceptions of the general attitude of their countries' political parties toward the most important problems facing their nations. Other items included life satisfaction, union membership, smoking habits, views on environmental issues such as nuclear accidents and radioactivity, views regarding cancer, and knowledge of and attitudes toward European Community institutions and policies, including the Common Agricultural Policy. Respondents also were asked to name current topics and events most important for them and to state whether or not certain causes such as the promotion of world peace were worth taking risks and making sacrifices for. The section on cancer queried respondents about their knowledge of the causes of cancer and medical recommendations for its early detection and prevention, and asked respondents if they followed or intended to follow those recommendations. Women were questioned about specific kinds of cancer detection examinations as well. Additional information was gathered on family income, number of persons and children under 15 residing in the home, size of locality, region of residence, occupation of the head of household, and the respondent's age, sex, occupation, education, religion, religiosity, subjective social class standing, and left-right political self-placement.
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Euro-Barometer 31: European Elections 1989 : Pre-election Survey, March-April, 1989The Eurobarometer (EB) survey series is a unique programme of cross-national and cross-temporal comparative social science research. Since the early seventies representative national samples in all European Union (EU) (formerly the European Community (EC)) member states have been simultaneously interviewed in the spring and autumn of each year. Starting with EB 34.1 (autumn 1990), separate supplementary surveys on special issues have been conducted under almost every EB number. The EB is designed to provide regular monitoring of public social and political attitudes in the EU through specific trend questions. More information about the series may be found on the Zentralarchiv fuer Empirische Sozialforschung (ZA - Central Archive for Empirical Social Research, University of Cologne) Eurobarometer Survey Series web pages. Background Work on European survey series began in early 1970, when the Commission of the European Community sponsored simultaneous surveys of the EC. These surveys were designed to measure public awareness of, and attitudes toward, the Common Market and other EC institutions, in complementary fashion. They also probed the goals given top priority for each respondent's nation. These concerns have remained a central part of the EC's research efforts - which were carried forward in the summer of 1971 with another six-nation survey that gave special attention to agricultural problems. The nine EC member countries were then surveyed again on the same topic areas in September 1973. After 1973, the surveys took on a somewhat broader scope in content as well as in geographical coverage, with measures of subjective satisfaction and the perceived quality of life becoming standard features of the EC public opinion surveys. Over time, the member states of the EC/EU have increased in number, and the coverage of the EB surveys has widened accordingly. In 1974, nine countries were surveyed: France, Germany, United Kingdom, Italy, Netherlands, Belgium, Denmark, Ireland and Luxembourg. Greece has been included since the autumn 1980 survey (EB 14) onwards, Portugal and Spain since autumn 1985 (EB 24), the former German Democratic Republic since autumn 1990 (EB 34), Finland since the spring of 1993 (EB 39), and Sweden and Austria since the autumn of 1994 (EB 42). Norway has been included in some surveys since 1991, from EB 36 onwards. In 2004, the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia joined the EU, and in 2007, Bulgaria and Romania (some of these countries participated in the Candidate Countries Eurobarometer survey series (see under GN 33343) before full accession). Some surveys are also conducted in Turkey, and in the Turkish Cypriot Community (Northern Cyprus). The Eurobarometer public opinion surveys are conducted on behalf of and co-ordinated by the European Commission, DG Press and Communication - Opinion Polls Sector (European Commission Public Opinion Analysis). Special topic modules are carried out at the request of the responsible EU Directorate General. Main Topics: This round of Euro-Barometer surveys had for its major focus issues surrounding the European elections. Questions on political party preferences asked respondents which party they felt the closest to, how they voted in their country's last general election, how they would vote if a general election were held tomorrow, which party they would vote for within their countries, how they planned to vote in the June 1989 elections for the European Paliament, how they viewed the importance of certain national problems, and what they thought about democracy and individual liberties. Respondents were asked about their usage of the media for news, their opinions of an All Europe television channel and what it should offer, and how the single European market planned for in 1992 would affect their lives. The survey also gauged respondents' perceptions of the general attitude of their countries' political parties toward the most important problems facing their nations. Other items included life satisfaction, union membership, smoking habits, views on environmental issues such as nuclear accidents and radioactivity, views regarding cancer, and knowledge of and attitudes toward European Community institutions and policies, including the Common Agricultural Policy. Respondents also were asked to name current topics and events most important for them and to state whether or not certain causes such as the promotion of world peace were worth taking risks and making sacrifices for. The section on cancer queried respondents about their knowledge of the causes of cancer and medical recommendations for its early detection and prevention, and asked respondents if they followed or intended to follow those recommendations. Women were questioned about specific kinds of cancer detection examinations as well. Additional information was gathered on family income, number of persons and children under 15 residing in the home, size of locality, region of residence, occupation of the head of household, and the respondent's age, sex, occupation, education, religion, religiosity, subjective social class standing, and left-right political self-placement.
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Peace Education: Exploring Some Philosophical FoundationsSummerell, Orrin F.; Page, James S. (Springer, 2004-01)Peace education has been accepted as an important aspect of social education over the past three decades, although as yet there been little attention within the critical literature and within official documents towards developing and articulating philosophical foundations for peace education. This essay explores the possibility that such foundations might be located within 1) virtue ethics, 2) consequentialist ethics, 3) aesthetic ethics, 4) conservative political ethics, and 5) the ethics of care. Each of the above is important, although ultimately a thorough basis for peace education can only be established through an integrative approach to the above foundations, an approach that mirrors much of the emphasis within UN and UNESCO initiatives to encourage a culture of peace. The importance of peace education is often accepted as given by those committed to peace education, although the development and articulation of the philosophical rationale for peace education remains an important task for the future.