Abstract
This article explores the relation of serious theoretical reflection to effective teaching and practice. The article explores the curiosity of the human person as a foundation to Peace Studies. It also attempts to show that the neglect of that curiosity contributes to the growing conflict in human affairs as well as a consistent conflict in Peace research and Peace Studies. The article offers a Socratic pedagogy to teaching Peace Studies that would highlight the foundation of Peace Studies as human curiosity. In this process the fragmentation of the researcher, teacher and student’s own quested natures are challenged to reform
Keywords methodology, insight, curiosity, peace stusies
Categories (categorize this paper)
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 60,842
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

Implementing Generalized Empirical Method in Neuroscience by Functionally Ordering Tasks.Robert Henman - 2016 - Dialogues in Philosophy, Mental and Neuro Sciences 9 (1):10-21.

Add more citations

Similar books and articles

The Evolving Teaching on Peace Within Roman Catholic Hierarchical Thought.Judith Dwyer - 1991 - Journal for Peace and Justice Studies 3 (2):71-82.
The Bhagavad Gītā on War and Peace.K. N. Upadhyaya - 1969 - Philosophy East and West 19 (2):159-169.
A Defense of Peace as a Human Right.Patrick Hayden - 2002 - South African Journal of Philosophy 21 (3):147-162.
The Narrative Approach to Teaching Peace and Justice.Laurie Brands Gagne - 2011 - Journal for Peace and Justice Studies 21 (1):70-82.

Analytics

Added to PP index
2013-11-24

Total views
30 ( #356,164 of 2,438,904 )

Recent downloads (6 months)
1 ( #434,842 of 2,438,904 )

How can I increase my downloads?

Downloads

My notes