Titlebook: Social Education for Peace; Foundations, Teachin Candice C. Carter Book 2015 Candice C. Carter 2015 peace.social education.curriculum and i

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逃避現(xiàn)實(shí)

Dislocation

CROW

Peace-Focused Policy for Social Education,and usage of standards that support their visions are contemporary responses to policy. Contextually, responsive usage ofpolicy can reflect critical analysis of the prescribed instruction. Social reconstructionism and cognitive constructivism are two theories that underlie policy responses and progr

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低三下四之人

規(guī)范要多

狂熱語(yǔ)言

Introduction,s to societal challenges. The multiple disciplines included in social education provide a spectrum of possibilities for problem solving. Students can learn about how people in many fields have developed strategies for addressing challenges. Learners need to know how people were ethical by interacting well with others in response to conflict.

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Foundations of Social Education for Peace, peace concepts and develop visioning skills in each of the subject areas. This chapter identifies other capability goals in peace education as well as domains of conflict transformation and provides a case example of students’ peace dramas.

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