Conceptualization of a curriculum development model to educate for peace and a just world order
The purpose of this study was to conceptualize a curriculum development model to foster a critical attitude towards global issues. This investigation may offer a response to the need for systematic frameworks to engage education in efforts for peace, socioeconomic justice and ecological equilibrium. It may broaden theoretical insights with respect to fostering global consciousness, to the social responsibility of educators, and to various criticisms regarding peace and world order studies. The investigation was specifically geared towards: (a) Ascertaining the validity of the theoretical foundations underlying peace and world order education; (b) Identifying adequate components to articulate curriculum models and giving them a coherent structure; (c) Exploring the feasibility of implementing curricula at the post-secondary level; and (d) Developing a research agenda with respect to peace and world order education in Puerto Rico. Five complementary phases comprised this investigation: (1) A review of related theory and research. Theories and studies regarding peace and world order issues were examined. The review offered insight to focus the situation under study, and to identify appropriate components for the model. (2) A comparative analysis of educational models. An analysis of recent efforts was included. It embraced the examination of conceptual and empirical curriculum models, and an overview of their theoretical foundations. (3) An analysis of potential constraits. Factors that may hinder the development of a global consciousness and the adoption of curricula were examined. Limitations applicable to the Puerto Rican reality were emphasized. (4) Insights and judgments from a multidisciplinary panel. Criteria to determine the overall appropriateness of the framework as it had emerged to that point were sought. The procedures to obtain the expert judgment involved the utilization of a programmed questionnaire in a laboratory setting. (5) A suggested curriculum model and recommendations for a further study. A model consistent with the previous findings was proposed. It included projections about the possibility of its further development and implementation. The study concludes with suggestions regarding priority areas for further research; with a reflection about the significance of pursuing educational postulates and values more consistent with basic human needs; and with a proposal for action.
Curricula|Teaching|Social studies education|Educational sociology
Pascual Moran, Anaida, "Conceptualization of a curriculum development model to educate for peace and a just world order" (1988). ETD Collection for Fordham University. AAI8813582.