Search

Climate change and militarism pose existential threats to human existence, and are linked through a number of related processes including access to resources, patterns of consumption, and the workings of the global economy. As nations increasingly militarize their domestic affairs and international postures alike, such patterns can feed back into systems of resource extraction and the production of wastes that are driving climate change. In the face of these interlinked and potentially cataclysmic issues, peace educators should strive to develop forms of pedagogy that address the core challenges by suggesting avenues of authentic engagement and seeking to cultivate a sense of hopefulness despite the mounting crises. This article explores the ways in which educators might teach to this generational "test" characterized by the conjoined challenges of climate change and militarism, drawing upon concrete classroom experiences along with the aspirational aim of sustaining optimism in a time rife with apathy and despair.

The article focuses on several fields focusing on values-centric issues such as justice and peace that face a challenge since the terms themselves are highly malleable. Topics include considered that the concept of security occupies a more space in the discourse, in the sense that there is no viable anti-position in the popular consciousness.

This article explores the local dimensions of movement work being done with regard to ostensibly global issues such as economic justice and environmental degradation. It is posited that local work focusing on peace/nonviolence and resilience/sustainability is often emphasized by virtue of necessity and efficacy alike. Issues of global import play out in myriad local contexts, and represent a point of convergence between peace and environmental movements. This analysis highlights the inherent connection between social and environmental issues, and between microcosmic and macrocosmic processes. It is concluded that small steps by networked actors can impact larger issues in a meaningful way. [ABSTRACT FROM AUTHOR]

Climate change and militarism pose existential threats to human existence, and are linked through a number of related processes including access to resources, patterns of consumption, and the workings of the global economy. As nations increasingly militarize their domestic affairs and international postures alike, such patterns can feed back into systems of resource extraction and the production of wastes that are driving climate change. In the face of these interlinked and potentially cataclysmic issues, peace educators should strive to develop forms of pedagogy that address the core challenges by suggesting avenues of authentic engagement and seeking to cultivate a sense of hopefulness despite the mounting crises. This article explores the ways in which educators might teach to this generational ‘test’ characterized by the conjoined challenges of climate change and militarism, drawing upon concrete classroom experiences along with the aspirational aim of sustaining optimism in a time rife with apathy and despair. [ABSTRACT FROM AUTHOR]

The article discusses the issue of climate change in the context of peace studies. Rather than lead to conflict, the author posits the challenges of climate change have helped foster peace after disasters. Topics mentioned include the competition for natural resources, collaborative aid efforts following natural disasters, and the sharing of water resources between neighboring countries.

Focusses on the reasons education on peace. Repercussions of the September 11, 2001 terrorist attacks; Relationship of war intensity and effect with the development of the society; Pedagogical paradigm instilling moral self-direction and impetus for action in its adherents.

Writing an essay about hope in these times feels like an indulgence of privilege. Still, with full awareness of the implications, I want to insist that we not lose hope, that we make it meaningful, and that we go so far as to make its cultivation a central focus of our lives and work. This essay is intended to serve as a calling card for like-minded inquirers to reach out across time and space, to find ourselves and one another in the engaged optimism of meaningful work in the world, and as an acknowledgment of appreciation for all of those who do so. [ABSTRACT FROM AUTHOR]