THE ROLE OF EDUCATION IN PROMOTING PEACE AND COUNTERING TERRORISM
Keywords:
Abstract
This article explores the vital role of education in promoting peace and countering terrorism, emphasizing the importance of understanding the complex relationship between education and terrorism. Education nurtures critical thinking, empathy, and tolerance, which reduces extremist ideologies' appeal and fosters unity among diverse communities. The connection between education and terrorism is multifaceted; while inadequate access to quality education can fuel terrorist recruitment, comprehensive educational policies can encourage social harmony and discourage extremism. The article highlights pedagogical approaches integrating peace education, promoting intercultural dialogue, and creating inclusive learning environments, which contribute to a more peaceful society equipped to address terrorism and ensure global stability. Investing in education for peace has far-reaching implications, leading to safer communities, long-term economic growth, and social development, while helping countries meet international obligations, such as the United Nations Sustainable Development Goal 4. In conclusion, education is a powerful force for positive change, and leveraging its potential is essential for creating a more peaceful and harmonious global society.
Similar Articles
-
PROCEDURAL JUSTICE AND THE PSYCHOLOGICAL WELL-BEING OF THE TEACHERS OF THE ARCHDIOCESE OF BAMENDA, NOTH WEST REGION OF CAMEROON
The American Journal of Social Science and Education Innovations: No. 03 (2024) / Nsairun Leonard Yuyun, -
Confirmations From Non-Muslim People Group :Buy Expectation For Halal Items In Pakistan
-
EXAMINING THE SCIENTIFIC FOUNDATION OF MINDFULNESS AND ALTERNATIVE APPROACHES FOR IMPROVING MENTAL WELL-BEING
The American Journal of Social Science and Education Innovations: No. 11 (2023) / Huong, Xuan Vu (PhD), -
Experience Of Translating Historical Novels In Translation Studies
The American Journal of Social Science and Education Innovations: No. 06 (2021) / Erkinovna Khabibullaeva Makhliyo , -
COMMUNITY SUPPORT AND THE SOCIAL ADJUSTMENT OF INTERNALLY DISPLACED STUDENTS IN FAKO DIVISION, SOUTH WEST REGION OF CAMEROON
The American Journal of Social Science and Education Innovations: No. 11 (2023) / Dorothy Nkemateh, Patrick Fonyuy Shey (Ph.D), -
Identification Of Forms And Means Of Physical Activity During Military Of Students Of Military Education Faculty
The American Journal of Social Science and Education Innovations: No. 06 (2021) / A.T. Khasanov , G.R. Kurbanov , M.K. Ruzieva , F.X. Orifjonov , -
PLANNING OF SCHOOL MEETINGS AS A CORRELATE TO PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN THE SOUTH WEST REGION OF CAMEROON
The American Journal of Social Science and Education Innovations: No. 10 (2023) / Celestine Njang Nfua, Professor Agbor Michael Ntui, Dr. Etta Mercy Aki, -
Planning And Organizing Training Of Football Players
-
DISTRIBUTIVE JUSTICE AND PSYCHOLOGICAL WELL-BEING AMONG TEACHERS OF CATHOLIC SCHOOLS IN THE ARCHDIOCESE OF BAMENDA, NORTH WEST REGION OF CAMEROON
The American Journal of Social Science and Education Innovations: No. 07 (2023) / Nsairun Leonard Yuyun, Kongnyuy Patrick Wanyu, Asangha Ngufor Muki, -
Job Of Common Society In Harmony Working In Mogadishu Somalia
References
Esmailzaddeh, Y. & Shokouh. H. (2022). Problemology of progress and security in the southeastern region of the country based on network analysis of issues. Journal of Village and Development, 25 (1), 99-128.
Galtung, J. (1996). Peace by Peaceful Means: Peace and Conflict, Development and Civilization. Oslo: PRIO.
UNESCO (2011). EFA Global Monitoring Report 2011: The Hidden Crisis: Armed Conflict and Education. Paris: UNESCO.
Krueger, A. B., & Malečková, J. (2003). Education, Poverty and Terrorism: Is There a Causal Connection?. Journal of Economic Perspectives, 17(4), 119-144.
Ki-moon, B. (2015). Plan of Action to Prevent Violent Extremism: Report of the Secretary-General. United Nations General Assembly. A/70/674.
Global Partnership for Education. (2018). Strengthening education systems for peacebuilding: The role of global partnerships. Washington, D.C.: Global Partnership for Education.
Bush, K. D., & Saltarelli, D. (2000). The Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children. Florence: UNICEF Innocenti Research Centre.
Lutz, W., & Kebede, E. (2018). Education and Health: Redrawing the Preston Curve. Population and Development Review, 44(2), 343-361.
UNESCO (2013). Education Transforms Lives. Paris: UNESCO.
Østby, G., Urdal, H., & Rudolfsen, I. (2016). What Is Driving Gender Equality in Secondary Education? Evidence from 57 Developing Countries, 1970–2010. Education Research International, 2016, 1-19.
Galtung, J. (1996). Peace by Peaceful Means: Peace and Conflict, Development and Civilization. Oslo: PRIO.
UNESCO (2011). EFA Global Monitoring Report 2011: The Hidden Crisis: Armed Conflict and Education. Paris: UNESCO.
Global Partnership for Education. (2018). Strengthening education systems for peacebuilding: The role of global partnerships. Washington, D.C.: Global Partnership for Education.
Østby, G., Urdal, H., & Rudolfsen, I. (2016). What Is Driving Gender Equality in Secondary Education? Evidence from 57 Developing Countries, 1970–2010. Education Research International, 2016, 1-19.
Esmailzadeh, Y. (2023). middle eastern balance: achieving security, peace, and countering extremism, KDP Publisher.
Krueger, A. B., & Maleckova, J. (2003). Education, poverty and terrorism: Is there a causal connection? Journal of Economic Perspectives, 17(4), 119-144.
UNESCO. (2017). Preventing violent extremism through education: A guide for policy-makers. United Nations Educational, Scientific and Cultural Organization.
(18) Ghosh, R., Chan, A., Manuel, A., & Dilimulati, M. (2017). Can education counter violent religious extremism? Canadian Foreign Policy Journal, 23(2), 117-133.
(Bekerman, Z., & Zembylas, M. (2016). Peace education: International perspectives. Bloomsbury Publishing.
Winterbotham, E. (2018). Preventing and countering violent extremism: the role of education. In Routledge Handbook of International Education and Development (pp. 387-399). Routledge.
UNESCO. (2016). A teacher’s guide on the prevention of violent extremism. United Nations Educational, Scientific and Cultural Organization.
Esmailzadeh, Y. (2023). Towards the emergence of the fifth wave of terrorism in the world. The Iranian Research letter of International Politics 11(2). doi: 10.22067/irlip.2022.71990.1138
Fountain, S. (1999). Peace education in UNICEF. UNICEF Working Paper, Education Section, Programme Division.
Abu-Nimer, M. (2001). Conflict resolution, culture, and religion: Toward a training model of interreligious peacebuilding. Journal of Peace Research, 38(6), 685-704.
UNESCO. (2015). Global citizenship education: Topics and learning objectives. United Nations Educational, Scientific and Cultural Organization.
Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012). Developing equitable education systems. Centre for Equity in Education, University of Manchester.
Esmailzadeh, Y. (2020). Organizing the concept of legitimacy-based political violence by focusing on the views of Habermas and Weber 1. Political Sociology of Iran, 3(1), 347-362. doi: 10.30510/psi.2021.307008.2379
Harris, I. M. (2002). Conceptual underpinnings of peace education. In G. Salomon & B. Nevo (Eds.), Peace education: The concept, principles, and practices around the world (pp. 15-24). Mahwah, NJ: Lawrence Erlbaum Associates.
World Bank. (2018). World Development Report 2018: Learning to Realize Education's Promise. Washington, DC: World Bank.
Burde, D., & Linden, L. L. (2013). Bringing education to Afghan girls: A randomized controlled trial of village-based schools. American Economic Journal: Applied Economics, 5(3), 27-40.
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. New York, NY: United Nations.
Esmaizladeh E.Y., and Tajari, S. (2017). Ethical and Ontological Frameworks in Security Cosmopolitanism. Iranian Research letter of International Politics 5(2), 1-19. doi: 10.22067/jipr.v5i2.52952
