Education for peace
teaches the knowledge, skills, attitudes and values necessary to create peace.
creates the preconditions needed for peace.
both A and B
Education about peace
answers the question “What is peace?”
focuses on the development of institutions and practices that define a peaceful social order
both A & B
Human rights education is
education for peace
education about peace
education for and about peace, depending on the approach taken.
Critical pedagogy involves
agreeing with conventional beliefs and norms
analyzing beliefs and norms with the goal of empowerment and social transformation
criticizing society
Critical pedagogy should
focus on a global perspective
focus on critically analyzing the local situation
not focus on controversial issues
Critical peace education is different from critical pedagogy because
it focuses on issues relating to peace and violence
it does not involve critiquing beliefs and norms
it does not involve social transformation
The ultimate goal of disarmament education is
reducing nuclear weapons only
improving international security through military interventions
general and complete disarmament
Education for disarmament involves
developing critical thinking and decision making skills
developing compassion for other human beings
developing the perception that disarmament is possible and probable
all of the above
Disarmament education
should be linked to other areas of peace education such as Futures Education and Human Rights Education
should be taught as an separate subject, distinct from other disciplines
is not related to environmental education
Which of the following is NOT a key document for human rights education?
the UDHR
the GATT
the CRC
Which of the following is NOT a foundational principle of the Universal Declaration of Human Rights?
universality
indivisibility
nondiscrimination
independence
The Convention on the Rights of the Child exists because
the Universal Declaration of Human Rights does not apply to children
children are a vulnerable group and need protection in addition to the UDHR
children have more rights than everyone else
The human right to education includes
access to education
quality of education
respectful learning environments
all of the above
Global Citizenship Education is important for peace because
patriotism and nationalism can be used to foster conflict between nations
the world is becoming increasingly globalized
both a & b
Which skill is NOT a part of Global Citizenship Education?
Debating
Cooperation
Fighting
Critical thinking
Multiculturalism involves
minority cultures being absorbed into the majority culture
acknowledging the multiple social identities of all individuals within a culture
the separation of different cultures from one another
Discrimination is
the same as bias
when you think about someone differently because of their identity
an action that results in the unequal treatment of people because of their identities
Anti-racism education seeks to
examine power relations
promote institutional change
examines how racist ideas are entrenched in institutions
all of the above
The worldview associated with the Integrative Theory of Peace (ITP) is the
identity-based worldview
unity-based worldview
conflict-based worldview
Gender is
the same as sex
is socially constructed
is the biological differences between males and females
Gender is an important consideration for peace education because
violence against women is a significant obstacle to peace
women are often excluded from peacebuilding processes
gender inequality and discrimination is one of the most pervasive forms of discrimination in the world
all of the above
Which of the following is NOT a key document relating to environmental education?
The Rio Declaration
The Stockholm Declaration
The Pittsburgh Declaration
The Tbisili Declaration
The goals of environmental education include
raising awareness of ecological interdependence between urban and rural areas
developing the knowledge, values and skills to protect and improve the environment
to create new patterns of behavior towards the environment at individual and collective levels
all of the above
Environmental issues and social justice issues
are mutually exclusive
are intrinsically linked and mutually beneficial
are not related
are not supportive of the same goals as peace education
Causes of conflict include
different values
unmet psychological needs
limited resources
all of the above
Which of the following is NOT a structured problem-solving process?
Mediation
Negotiation
Debating
Consensus decision-making
The core competencies of Conflict Resolution Education include
emotional awareness
empathy
problem solving
all of the above
Which of the following is NOT a key skill for Conflict Resolution Education?
peer mediation
nonviolent communication
active listening
Which of the following is NOT an approach to Conflict Resolution Education?
The Peaceable Classroom Approach
The Banking Approach
The Mediation Program Approach
The Process Curriculum Approach
The Futures field includes
futures education
futures studies
futures research
time travel
Futures education is relevant to peace education because
it’s not – it is impossible to study something that does not yet exist
it focuses on solutions and helps inform our actions in the present
it is an issue-based approach
The aim of Futures Education is to
identify and envision alternative futures which are just and sustainable
exercise critical thinking skills and the creative imagination more effectively
participate in more thoughtful and informed decision making in the present
all of the above
Bias ____
Prejudice _____
Enthnocentrism ____
Relativism ____
Stereotype ____
Discrimination ____
Institutional racism ____
Personally mediated racism ____
Internalized racism ____
prejudice and discrimination based on race
thinking one’s own group’s ways are superior to others
subjective opinion or disposition
acceptance of negative messages about one’s own race
a standardized set of ideas that represent a oversimplified depiction of a particular group
not judging other group’s actions and judging them as equal to one’s own
a preconceived notion or belief made without reason
behavior that results in the unequal treatment of people because they are members of a particular group
differential access to the goods, services and opportunities of society by race