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Coordinating conceptions of peace: ...

Shorr, William M.

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Coordinating conceptions of peace: A critical exploration in social studies curriculum development.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Coordinating conceptions of peace: A critical exploration in social studies curriculum development./
作者:	Shorr, William M.
面頁冊數:	393 p.
附註:	Adviser: Eleanor Duckworth.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221629
ISBN:	9780542744242

Coordinating conceptions of peace: A critical exploration in social studies curriculum development.
Shorr, William M.

Coordinating conceptions of peace: A critical exploration in social studies curriculum development. - 393 p.

Adviser: Eleanor Duckworth.

Thesis (Ed.D.)--Harvard University, 2006.

In particular I found that my notion of peace as positive or negative (Galtung, 1964) became only one of many binary understandings of peace, and that possibility has multiple and often conflated opposites.

ISBN: 9780542744242Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Coordinating conceptions of peace: A critical exploration in social studies curriculum development.
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245 1 0 $a Coordinating conceptions of peace: A critical exploration in social studies curriculum development.
300 $a 393 p.
500 $a Adviser: Eleanor Duckworth.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2041.
502 $a Thesis (Ed.D.)--Harvard University, 2006.
520 $a In particular I found that my notion of peace as positive or negative (Galtung, 1964) became only one of many binary understandings of peace, and that possibility has multiple and often conflated opposites.
520 $a In this study, I use Critical Exploration to examine the professional development experience of a group of social studies educators who worked together in a design workshop attempting to create an activity for teaching peace. I focus on the developing notions of peace among the educators in the group, including my own.
520 $a This dissertation is an inquiry into teacher subject-matter knowledge as a way of better understanding the nature of both learning and the subject matter, and the surprising relationship between them. The research demonstrates how educators' notions of peace are part of larger intellectual and embodied structures, and shows some ways that those notions can be both elastic and resistant to change. Intellectual clarity, coherence, scope and source evolved as organizing concepts. I explore the strengths and limitations of clarity and coherence, the relationship between peace and possibility, and an analysis of the coordinations of peace, pedagogy, and intellectual development.
520 $a I found that my appropriation of Piaget's notion of intellectual coordination was useful on such a broad scale across dimensions that it has become an organizing theme around which the rest of my thinking revolves. While this is, on the one hand, just another example of the finding above, it has loomed so large in my thinking that it demands to be considered a finding in its own right. As a result of my new organizing theme, I had a new perspective into the relationship between the subject matter of this study and the research-pedagogy employed.
520 $a These findings provide some direction for educators in the fields of education and the social studies in search of ways to understand their students' ideas, lessons for peacemakers regarding how to understand the possibilities and limits of their field and a point of convergence for curricular theorists, curricular developers, social scientists, and peacemakers in their attempts to theorize their own field and its relationship to others.
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