Edward Brantmeier
"I co-lead teaching and scholarship efforts that promote personal growth and societal change--that build sustainable peace."
Dr. Edward J. Brantmeier is an Professor in the Learning, Technology, and Leadership Education Department at James Madison University, U.S.A. In 2009, Ed was a Fulbright-Nehru scholar who lectured about multicultural peace education peace at the Malaviya Centre for Peace Research at Banaras Hindu University in India, as well as several other institutions of higher education in India and Nepal. He has guest lectured for the Center for Justice and Peacebuilding, Eastern Mennonite University (USA) and for the UNESCO master’s program in Peace Studies at the University of Innsbruck, Austria. At James Madison University (USA), he teaches courses on sustainable peace leadership, cross-cultural education, and foundations of American education. He is integrally involved in diversity, inclusion, and equity initiatives across the university. He also consults with organizations on topics related to diversity, equity, inclusion and on increasing cultural competence via contemplative practices.
In terms of scholarship, Ed has published over 35 articles/book chapters, including five co-edited books: Transforming Education for Peace (2008); 147 Practical Tips for Teaching Peace and Reconciliation (2009); Spirituality, Religion, and Peace Education (2010); Re-envisioning Higher Education: Embodied Pathways to Wisdom and Social Transformation (2013); Pedagogy of Vulnerability (2020); and Culturally Competent Engagement: A Mindful Approach. Additionally, Ed co-edited a special edition of the Journal of Peace Education that focused on critical peace education (2011). He served as a founding co-editor of a book series on peace education (14 volumes) with Information Age Publishing (2006-16). He serves the editor-in-chief of the Journal of Peace Education and on the editorial board of Infactis Pax: Journal of Peace Education and Social Justice. Ed has been invited to present his research on peace education, and related topics, in England, Cyprus, India, Nepal, Brazil, Germany, and widely in the United States
Dr. Edward J. Brantmeier is an Professor in the Learning, Technology, and Leadership Education Department at James Madison University, U.S.A. In 2009, Ed was a Fulbright-Nehru scholar who lectured about multicultural peace education peace at the Malaviya Centre for Peace Research at Banaras Hindu University in India, as well as several other institutions of higher education in India and Nepal. He has guest lectured for the Center for Justice and Peacebuilding, Eastern Mennonite University (USA) and for the UNESCO master’s program in Peace Studies at the University of Innsbruck, Austria. At James Madison University (USA), he teaches courses on sustainable peace leadership, cross-cultural education, and foundations of American education. He is integrally involved in diversity, inclusion, and equity initiatives across the university. He also consults with organizations on topics related to diversity, equity, inclusion and on increasing cultural competence via contemplative practices.
In terms of scholarship, Ed has published over 35 articles/book chapters, including five co-edited books: Transforming Education for Peace (2008); 147 Practical Tips for Teaching Peace and Reconciliation (2009); Spirituality, Religion, and Peace Education (2010); Re-envisioning Higher Education: Embodied Pathways to Wisdom and Social Transformation (2013); Pedagogy of Vulnerability (2020); and Culturally Competent Engagement: A Mindful Approach. Additionally, Ed co-edited a special edition of the Journal of Peace Education that focused on critical peace education (2011). He served as a founding co-editor of a book series on peace education (14 volumes) with Information Age Publishing (2006-16). He serves the editor-in-chief of the Journal of Peace Education and on the editorial board of Infactis Pax: Journal of Peace Education and Social Justice. Ed has been invited to present his research on peace education, and related topics, in England, Cyprus, India, Nepal, Brazil, Germany, and widely in the United States
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Books by Edward Brantmeier
This book will expand the horizon of higher education, helping students, faculty and administrators to return to their roots and be in touch with their whole being. This book stresses that learning is much more than just accumulating knowledge and skills. Learning includes knowing ourselves—mind, body, and spirit. The learning of compassion, care, and service are as crucial or even more important in higher education in order for universities to address students’ individual needs and the society’s needs. Higher education must contribute to a better world. The book acknowledges that knowing not only comes from outside, but also comes from within. Wisdom is what guides students to be whole, true to themselves while learning. There are many ancient and modern approaches to gaining wisdom and wellness. This book talks about contemplative methods, such as meditation, qigong, yoga, arts, and dance, that help people gain wisdom and balance in their lives and enhance their ability to be reflective and transformative educators and learners.
CONTENTS
Introduction: Expanding the Roles of Higher Education and Contemplative Pedagogies for Wisdom and Innovation, Jing Lin and Rebecca Oxford. PART I: CONNECTIVITY, VIRTUES, AND MORALITY: NEW PARADIGMS IN HIGHER EDUCATION. Re-Visioning Higher Education: The Three-Fold Relationality Framework, Heesoon Bai, Avraham Cohen, and Charles Scott. Education for Transformation and an Expanded Self: Paradigm Shift for Wisdom Education, Jing Lin. Exploring Unconscious Embodied Ethical Transformation: Perspectives from Daoist Body-Mind Contemplative Practices, Tom Culham. Developing Moral Intelligence: Global, Networked, and Embodied Approaches, Yi (William) Wei and Michael Wei. PART II: TRANSFORMATIVE PEDAGOGIES AND WELLNESS, HOLISM AND PEACE. Transformative Approaches to Teacher Education: Becoming Holistic Educators in “Unholistic” Settings, Robert London. Pedagogy of Vulnerability: Definitions, Assumptions, and Applications, Edward J. Brantmeier. Anti-Domestic and Dating Violence Efforts on Campus: A Case Study of A Holistic Program, Laura L. Finley. Teaching Peace and Wellness as the Wisdom Path, Alice Yeager and Sharon Howle. Enacting Indigenous Wisdom Within Higher Education Pedagogies: An Example from Early Childhood Teacher Education in Aotearoa, Carol Smith and Jenny Ritchie. PART III: YOGA AND MEDITATION FOR WISDOM, COMPASSION AND INTEGRITY. The Power of Meditation in College Learning, Fran Grace. Yoga and Higher Education: Adding Concentration, Clarity, and Compassion to Learning, Ramdas Lamb. “The Needs of the Heart”: Finding No-Self in the College Classroom, Geraldine DeLuca. Embodying Higher-Education Towards Integrity, Oren Ergas. PART IV: DEVELOPING THE ECOLOGICAL SELF AND CULTIVATING DEEP CONNECTION WITH NATURE. Toward an Ecological Self Amid an Empathy Epidemic: Higher Education, Psychology, and Mindful Connection with Nature, Debbie C. Sturm, Anne Metz, and Rebecca L. Oxford. Ground Truth: Investigations of Earth Simultaneously Spiritual and Scientific, Jill S. Schneiderman. Using Hula to Teach Personal, Inter-Personal, and Environmental Peace, Sachi Edwards. PART V: SERVICE LEARNING AND SPIRITUAL GROWTH. Service Learning as Civic and Spiritual Engagement, Ai Zhang. Mindfulness Meditation and Service Learning: Complementary Ways of Knowing, Jared Featherstone. Locating Self By Serving Others: A Journey to Inner Wisdom, Cara Meixner. PART V I: AWAKENING EDUCATION: CONCLUSION AND NEW OPENINGS. Awakening Education: Toward a Rich Tapestry of Mindful and Contemplative Engagement for Social/Environmental Transformation, Claudia Eppert. Author Biographies.
http://www.infoagepub.com/products/Re-Envisioning-Higher-Education
Published 2008
Currently, peace education remains marginalized in our education system, however, a united front can be formed and powerful paradigms can empower educators to play a critical role in peace building through scholarship, practice and activism. Indeed, educators around the world are developing effective strategies to transform education as a powerful force for global peace. The diverse array of contributors in the book demonstrate that educators as peace makers can be and have been instrumental in transforming social forces, the self and others for the construction of global peace.
The book aims to broaden the educational discourse in order to make room for new visions to educate future generations for peace. Local and global efforts to build a long-lasting peace are presented through the lens of education.
The timeliness of peace education surely renders this book relevant to educators and the general public alike as individuals, communities, and organizations struggle to find pathways to peace in a global world. In other words, this book will interest scholars and the general public concerned about the building of global peace. The book can be source book for educators at elementary, secondary, and postsecondary institutions to explore multiple ways to conduct effective peace education at all levels of education. The book may also be used as a textbook by instructors of multicultural education, of comparative & international education, and of undergraduate and graduate peace education courses.
REVIEWS
"In the face of terrorist attacks in Mumbai and continuing genocide in Darfur, among countless other acts of social and environmental violence, individuals may feel impotent and hopeless. Yet Transforming Education for Peace gathers essays designed to illustrate that “peacebuilding is possible in our everyday lives, in our interactions with others, and in our intentions to be understanding, compassionate human beings" Claire Bischoff
CONTENTS
Acknowledgements. Introduction: Toward Forging a Positive, Transformative Paradigm for Peace Education, Edward J. Brantmeier and Jing Lin. PART I: PEACE EDUCATION THROUGH INTERCULTURAL, MULTICULTURAL, AND CROSS-CULTURAL EFFORTS. Pathways to Peace: Imag(in)ing the Voices of Chinese and American Middle School Students, Jingjing Lou and Heidi Ross. Building Peace in the Family: American Host Families of Muslim Exchange Students Post 9/11, Carol Radomski. Professional Development for Peace: Linking All Types of Teachers to International, Cross-Cultural Education, Rana Al-Smadi. Building Intercultural Empathy for Peace: Teacher Involvement in Peace Curricula Development at a U.S. Midwestern High School, Edward J. Brantmeier. PART II: PEACE EDUCATION FOR TRANSFORMATION AND THE PROMOTION OF A CULTURE OF PEACE. Peace Education Aimed at Children Everywhere in the World: An Experimental Project Implementing a Peace Education Curriculum for Fifth Graders, Gemstone Peace Education Team. International Education for Peace for Student Teachers in Japan: Promoting Cultures of Peace, Koji Nakamura. Teaching About Peaceful Coexistence: Reflection, Dialogue, and Transformative Action, Grace Feuerverger. Hope for Peace—Against All Odds!, Nele Noe. Design Conversation: An Instrument for Peace Education, Helga Stokes. Peace Education Value of the World Wide Web: Dialogue and Confidence Building in Cyberspace—An Analysis of Chowk.com, M. Ayaz Naseem. Educating All for Peace: Educating No One for (Physical or Structural) Violence, Mayumi Terano and Mark Ginsburg. PART III: CHALLENGES AND PROMISES OF PEACE EDUCATION. How Royal Roads University Went to War on Theory and Research: Conflict and Drama in the Teaching of Peace, Roger Boshier. The Promise and Pitfalls of Peace Education Evaluation, Ian Harris. Rediscovering Education for a Better World: Illuminating the Social Purposes of Education Through Peace Education Pedagogy and Content, Tony Jenkins. PART IV. NEW PARADIGMS FOR EDUCATION FOR PEACE. Transforming Teaching Warfare into Peace, Irene M. Zoppi and Alice Yaeger. Constructing a Global Ethic of Universal Love and Reconciliation: Reenvisioning Peace Education, Jing Lin. About the Contributors.
147 Tips For Teaching Peace and Reconciliation gives you keys to peace in your own life and in the social environment around you through pragmatic, applicable suggestions written in an informative and conversational style.
From overcoming prejudices to emulating Quaker peace practices, to establishing a language of trust and reconciliation, this book offers practical suggestions for how to re-teach peace to yourself and your world, and redress violent tendencies.
Try applying some of these suggestions to the areas where peace has been wounded in your life. Be the peace. Be a peacemaker.
Spirituality, Religion, and Peace Education attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho’oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts.
In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony.
REVIEWS
"This collective volume co-edited by three experts in the field offers a rich overview of the ways in which spirituality can serve as the core of peace education. Part I, “Great Wisdom Traditions and Peace Education,” offers a series of insights concerning what some of the great spiritual traditions can offer to counteract some of the excesses of the dominant contemporary educational system, such as materialism, consumerism, competition or nationalism. We are reminded of the spiritual roots of some famous peace educators, activists and leaders, and learn about less known ones. Part II, “Peace Education, Teaching and Learning, and Spirituality,” introduces spiritual themes that are conducive to peace, related to a spiritual tradition or not. This book explains and illustrates how the concept of interdependence, found in all spiritual traditions and numerous practices and activities that have a spiritual quality, is the key for peace education towards a better future for humanity and our planet. This book offers excellent insight for those who are already engaged in peace education as well as for people just starting to touch the surface of this topic." Dr. Olivier Urbain Toda Institute for Global Peace and Policy Research
CONTENTS
Introduction: Toward an Integrated Spirituality for Peace, Edward J. Brantmeier. PART I: GREAT WISDOM TRADITIONS AND PEACE EDUCATION. Confucius’ Teaching of Virtues: Implications for World Peace and Peace Education, Jing Lin and Yingji Wang. Islamic Sufism and Education for Peace, Michelle Ayazi. A Jewish Perspective on Peace Education, Reuben Jacobson and Moishe Steigmann. How Christianity Addresses Peace and What This Means for Education, Rebecca L. Oxford. Peace Education and the Religious Society of Friends (Quakers), Mary Lee Morrison and Ian Harris. Hinduism and Peace Education, Priyankar Upadhyaya. A Tibetan Peace Perspective, Jia Luo. Indigenous Spirituality as a Source for Peaceful Relations, Four Arrows, aka Don Trent Jacobs. PART II: PEACE EDUCATION, TEACHING AND LEARNING, AND SPIRITUALITY. Contemplative Practices in Counseling and Education: A Course in Nonviolent Intervention for Counselors and Teachers, Nathalie Kees. Finding Peace via Reconciliation and Awakening: 12-Step Programs and Education for Religion, Spirituality, and Peace, D. Brent Edwards Jr. The Place of Spirituality in the Life and Work of Ismaili Teachers of Central Asia, Sarfaroz Niyozov and Zahra Punja. Daoism, Narrative Inquiry, and a Curriculum of Peace, Xin Li. Peacemaking and Spirituality: Bridging Faith, Values, Understanding and Life Skills, William M. Timpson. “Self” Re-Education for Teachers: Gandhi, Deep Ecology, & Multicultural Peace Education, Edward J. Brantmeier. Educating for Wisdom, John P. Miller. About the Authors. Inde
Papers by Edward Brantmeier
This book will expand the horizon of higher education, helping students, faculty and administrators to return to their roots and be in touch with their whole being. This book stresses that learning is much more than just accumulating knowledge and skills. Learning includes knowing ourselves—mind, body, and spirit. The learning of compassion, care, and service are as crucial or even more important in higher education in order for universities to address students’ individual needs and the society’s needs. Higher education must contribute to a better world. The book acknowledges that knowing not only comes from outside, but also comes from within. Wisdom is what guides students to be whole, true to themselves while learning. There are many ancient and modern approaches to gaining wisdom and wellness. This book talks about contemplative methods, such as meditation, qigong, yoga, arts, and dance, that help people gain wisdom and balance in their lives and enhance their ability to be reflective and transformative educators and learners.
CONTENTS
Introduction: Expanding the Roles of Higher Education and Contemplative Pedagogies for Wisdom and Innovation, Jing Lin and Rebecca Oxford. PART I: CONNECTIVITY, VIRTUES, AND MORALITY: NEW PARADIGMS IN HIGHER EDUCATION. Re-Visioning Higher Education: The Three-Fold Relationality Framework, Heesoon Bai, Avraham Cohen, and Charles Scott. Education for Transformation and an Expanded Self: Paradigm Shift for Wisdom Education, Jing Lin. Exploring Unconscious Embodied Ethical Transformation: Perspectives from Daoist Body-Mind Contemplative Practices, Tom Culham. Developing Moral Intelligence: Global, Networked, and Embodied Approaches, Yi (William) Wei and Michael Wei. PART II: TRANSFORMATIVE PEDAGOGIES AND WELLNESS, HOLISM AND PEACE. Transformative Approaches to Teacher Education: Becoming Holistic Educators in “Unholistic” Settings, Robert London. Pedagogy of Vulnerability: Definitions, Assumptions, and Applications, Edward J. Brantmeier. Anti-Domestic and Dating Violence Efforts on Campus: A Case Study of A Holistic Program, Laura L. Finley. Teaching Peace and Wellness as the Wisdom Path, Alice Yeager and Sharon Howle. Enacting Indigenous Wisdom Within Higher Education Pedagogies: An Example from Early Childhood Teacher Education in Aotearoa, Carol Smith and Jenny Ritchie. PART III: YOGA AND MEDITATION FOR WISDOM, COMPASSION AND INTEGRITY. The Power of Meditation in College Learning, Fran Grace. Yoga and Higher Education: Adding Concentration, Clarity, and Compassion to Learning, Ramdas Lamb. “The Needs of the Heart”: Finding No-Self in the College Classroom, Geraldine DeLuca. Embodying Higher-Education Towards Integrity, Oren Ergas. PART IV: DEVELOPING THE ECOLOGICAL SELF AND CULTIVATING DEEP CONNECTION WITH NATURE. Toward an Ecological Self Amid an Empathy Epidemic: Higher Education, Psychology, and Mindful Connection with Nature, Debbie C. Sturm, Anne Metz, and Rebecca L. Oxford. Ground Truth: Investigations of Earth Simultaneously Spiritual and Scientific, Jill S. Schneiderman. Using Hula to Teach Personal, Inter-Personal, and Environmental Peace, Sachi Edwards. PART V: SERVICE LEARNING AND SPIRITUAL GROWTH. Service Learning as Civic and Spiritual Engagement, Ai Zhang. Mindfulness Meditation and Service Learning: Complementary Ways of Knowing, Jared Featherstone. Locating Self By Serving Others: A Journey to Inner Wisdom, Cara Meixner. PART V I: AWAKENING EDUCATION: CONCLUSION AND NEW OPENINGS. Awakening Education: Toward a Rich Tapestry of Mindful and Contemplative Engagement for Social/Environmental Transformation, Claudia Eppert. Author Biographies.
http://www.infoagepub.com/products/Re-Envisioning-Higher-Education
Published 2008
Currently, peace education remains marginalized in our education system, however, a united front can be formed and powerful paradigms can empower educators to play a critical role in peace building through scholarship, practice and activism. Indeed, educators around the world are developing effective strategies to transform education as a powerful force for global peace. The diverse array of contributors in the book demonstrate that educators as peace makers can be and have been instrumental in transforming social forces, the self and others for the construction of global peace.
The book aims to broaden the educational discourse in order to make room for new visions to educate future generations for peace. Local and global efforts to build a long-lasting peace are presented through the lens of education.
The timeliness of peace education surely renders this book relevant to educators and the general public alike as individuals, communities, and organizations struggle to find pathways to peace in a global world. In other words, this book will interest scholars and the general public concerned about the building of global peace. The book can be source book for educators at elementary, secondary, and postsecondary institutions to explore multiple ways to conduct effective peace education at all levels of education. The book may also be used as a textbook by instructors of multicultural education, of comparative & international education, and of undergraduate and graduate peace education courses.
REVIEWS
"In the face of terrorist attacks in Mumbai and continuing genocide in Darfur, among countless other acts of social and environmental violence, individuals may feel impotent and hopeless. Yet Transforming Education for Peace gathers essays designed to illustrate that “peacebuilding is possible in our everyday lives, in our interactions with others, and in our intentions to be understanding, compassionate human beings" Claire Bischoff
CONTENTS
Acknowledgements. Introduction: Toward Forging a Positive, Transformative Paradigm for Peace Education, Edward J. Brantmeier and Jing Lin. PART I: PEACE EDUCATION THROUGH INTERCULTURAL, MULTICULTURAL, AND CROSS-CULTURAL EFFORTS. Pathways to Peace: Imag(in)ing the Voices of Chinese and American Middle School Students, Jingjing Lou and Heidi Ross. Building Peace in the Family: American Host Families of Muslim Exchange Students Post 9/11, Carol Radomski. Professional Development for Peace: Linking All Types of Teachers to International, Cross-Cultural Education, Rana Al-Smadi. Building Intercultural Empathy for Peace: Teacher Involvement in Peace Curricula Development at a U.S. Midwestern High School, Edward J. Brantmeier. PART II: PEACE EDUCATION FOR TRANSFORMATION AND THE PROMOTION OF A CULTURE OF PEACE. Peace Education Aimed at Children Everywhere in the World: An Experimental Project Implementing a Peace Education Curriculum for Fifth Graders, Gemstone Peace Education Team. International Education for Peace for Student Teachers in Japan: Promoting Cultures of Peace, Koji Nakamura. Teaching About Peaceful Coexistence: Reflection, Dialogue, and Transformative Action, Grace Feuerverger. Hope for Peace—Against All Odds!, Nele Noe. Design Conversation: An Instrument for Peace Education, Helga Stokes. Peace Education Value of the World Wide Web: Dialogue and Confidence Building in Cyberspace—An Analysis of Chowk.com, M. Ayaz Naseem. Educating All for Peace: Educating No One for (Physical or Structural) Violence, Mayumi Terano and Mark Ginsburg. PART III: CHALLENGES AND PROMISES OF PEACE EDUCATION. How Royal Roads University Went to War on Theory and Research: Conflict and Drama in the Teaching of Peace, Roger Boshier. The Promise and Pitfalls of Peace Education Evaluation, Ian Harris. Rediscovering Education for a Better World: Illuminating the Social Purposes of Education Through Peace Education Pedagogy and Content, Tony Jenkins. PART IV. NEW PARADIGMS FOR EDUCATION FOR PEACE. Transforming Teaching Warfare into Peace, Irene M. Zoppi and Alice Yaeger. Constructing a Global Ethic of Universal Love and Reconciliation: Reenvisioning Peace Education, Jing Lin. About the Contributors.
147 Tips For Teaching Peace and Reconciliation gives you keys to peace in your own life and in the social environment around you through pragmatic, applicable suggestions written in an informative and conversational style.
From overcoming prejudices to emulating Quaker peace practices, to establishing a language of trust and reconciliation, this book offers practical suggestions for how to re-teach peace to yourself and your world, and redress violent tendencies.
Try applying some of these suggestions to the areas where peace has been wounded in your life. Be the peace. Be a peacemaker.
Spirituality, Religion, and Peace Education attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho’oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts.
In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony.
REVIEWS
"This collective volume co-edited by three experts in the field offers a rich overview of the ways in which spirituality can serve as the core of peace education. Part I, “Great Wisdom Traditions and Peace Education,” offers a series of insights concerning what some of the great spiritual traditions can offer to counteract some of the excesses of the dominant contemporary educational system, such as materialism, consumerism, competition or nationalism. We are reminded of the spiritual roots of some famous peace educators, activists and leaders, and learn about less known ones. Part II, “Peace Education, Teaching and Learning, and Spirituality,” introduces spiritual themes that are conducive to peace, related to a spiritual tradition or not. This book explains and illustrates how the concept of interdependence, found in all spiritual traditions and numerous practices and activities that have a spiritual quality, is the key for peace education towards a better future for humanity and our planet. This book offers excellent insight for those who are already engaged in peace education as well as for people just starting to touch the surface of this topic." Dr. Olivier Urbain Toda Institute for Global Peace and Policy Research
CONTENTS
Introduction: Toward an Integrated Spirituality for Peace, Edward J. Brantmeier. PART I: GREAT WISDOM TRADITIONS AND PEACE EDUCATION. Confucius’ Teaching of Virtues: Implications for World Peace and Peace Education, Jing Lin and Yingji Wang. Islamic Sufism and Education for Peace, Michelle Ayazi. A Jewish Perspective on Peace Education, Reuben Jacobson and Moishe Steigmann. How Christianity Addresses Peace and What This Means for Education, Rebecca L. Oxford. Peace Education and the Religious Society of Friends (Quakers), Mary Lee Morrison and Ian Harris. Hinduism and Peace Education, Priyankar Upadhyaya. A Tibetan Peace Perspective, Jia Luo. Indigenous Spirituality as a Source for Peaceful Relations, Four Arrows, aka Don Trent Jacobs. PART II: PEACE EDUCATION, TEACHING AND LEARNING, AND SPIRITUALITY. Contemplative Practices in Counseling and Education: A Course in Nonviolent Intervention for Counselors and Teachers, Nathalie Kees. Finding Peace via Reconciliation and Awakening: 12-Step Programs and Education for Religion, Spirituality, and Peace, D. Brent Edwards Jr. The Place of Spirituality in the Life and Work of Ismaili Teachers of Central Asia, Sarfaroz Niyozov and Zahra Punja. Daoism, Narrative Inquiry, and a Curriculum of Peace, Xin Li. Peacemaking and Spirituality: Bridging Faith, Values, Understanding and Life Skills, William M. Timpson. “Self” Re-Education for Teachers: Gandhi, Deep Ecology, & Multicultural Peace Education, Edward J. Brantmeier. Educating for Wisdom, John P. Miller. About the Authors. Inde