Abstract
Peace education and Global Citizenship Education are not only related but also interconnected fields. In this paper, I analyze the “global” in Betty Reardon’s concept of peace education. I argue that peace education has a genuine Global Citizenship Education dimension, or (to put it the other way around) peace education is a necessary element of Global Citizenship Education. I state that this connection is nowhere elaborated as clearly as in Betty Reardon’s work.
A strategy of change, designed for the achievement of peace and the pursuit of human fulfillment, in short, the antithesis of the present world order.
Betty Reardon 1978
Prof. Dr. Werner Wintersteiner, German Didactics, Klagenfurt University, Austria; Email: Werner.Wintersteiner@aau.at.
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Notes
- 1.
This is in line with Stefan Weidner’s distinction between the two currents within the Western thinking, the ‘cosmopolitan’ liberal variant, represented ideal-typically by Fukuyama whose universalism blurs all existing differences, and the culturalistic variant, formulated by Huntington with the unavoidable “clash of civilizations” who overemphasizes the differences (Weidner 2018). (For an English review of this German book see: https://en.qantara.de/content/non-fiction-stefan-weidner-on-the-future-of-the-west-next-level-cosmopolitanism).
- 2.
For an overall view of PISA see: http://www.oecd.org/pisa/.
- 3.
I found no evidence of any reference to his work in Reardon, even if both worked as authors for important UNESCO publications on education, for instance: Betty A. Reardon, Tolerance: the threshold of peace. UNESCO, 1997; and Edgar Morin, Seven Complex Lessons in Education for the Future. UNESCO, 1999.
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Wintersteiner, W. (2019). “Peace Education for Global Citizenship” The Genuine Global Dimension of Betty Reardon’s Concept of Peace Education. In: Snauwaert, D. (eds) Exploring Betty A. Reardon’s Perspective on Peace Education. Pioneers in Arts, Humanities, Science, Engineering, Practice, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-030-18387-5_2
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