Study Peace at UT

Announcing the Publication of the New Issue of

In Factis Pax: Online Journal of Peace Education and Social Justice Volume 18, Number 2 (2024)

Open Source—available at https://openjournals.utoledo.edu/index.php/infactispax/index

Articles
• Interview with Dr. Betty Reardon on the Theme of Peace Education
Armene Modi
o PDF
• It Peaces! On the Linguistic Significance of Peacing as Activity
Wolfgang Dietrich
o PDF
• Affirmative Action in the Educational Sector: A Discriminative Practice or for Promoting Peaceful Living?
Colins Imoh
o PDF
• Cutting-Edge Dynamics of Drone Technologies: Military Strategies and Peaceful Innovations
Erika Simpson
o PDF
• Protecting Students? Rhetoric vs. Reality and Recommendations for Peace Educators in the United States
Laura Finley
o PDF
Book Reviews
• Book Review: The Wiley Blackwell Companion to Religion and Peace
Zachary Dehm
o PDF
View All Issues

In Factis Pax: Journal of Peace Education and Social Justice In Factis Pax is a peer-reviewed online journal of peace education and social justice dedicated to the examination of issues central to the formation of a peaceful society, the prevention of violence, political challenges to peace and democratic societies.

In Factis Pax: Online Journal of Peace Education and Social Justice

Call for Papers

https://openjournals.utoledo.edu/index.php/infactispax
ISSN 2578-6857

IIPE Special Issue on Bridging Traditional Wisdom and Modernity:
Exploring an Eco-Relational Paradigm for Peace

Guest Editors
Janet Gerson
Jeff Warnke

In light of the ecological crisis and the social, political, and cultural obstacles to addressing this crisis, the International Institute on Peace Education (IIPE) Nepal 2024 was convened to consider an ecological and relational paradigm for peace. As many nations and peoples, Nepal is struggling to develop while maintaining its ancient spiritual traditions, village communities, and warmth among its people, even in the face of economic and political pressure from the great powers on its borders and beyond. Discussion of the Nepali conundrum by IIPE participants from around the world brought this problematic to the fore. This call for a special issue of In Factis Pax seeks to continue this inquiry by exploring the following basic questions: Given the current ecological crisis, including the climate crisis, in what ways can the conception of “peace” be re-conceived? What contribution can peace education and peace and justice studies contribute to forming an ecological relational framework for peace? Inquiry into these questions can also reflect on the following sub-questions (among other possible questions and issues):
• What would constitute an ecological and relational conception of peace?
• Given that peace has generally been considered a problem of human-to-human conflict and violence, in what ways can the scope of peace be expanded to include the health of all living beings and the earth, water, and air which are essential for human survival?
• Does it involve decentering the human perspective in relation to all living systems?
• Are the ideas of interconnectedness, intersubjectivity, and interbeing central to rethinking human and interspecies relations?
• In what ways can traditional forms of wisdom, knowing, and being inform an ecological and relational conception of peace?
• If peace is a matter of justice, what conception of justice is operative within an ecological, relational concept of peace?
• In what ways does an ecological, relational conception of peace speak to the decolonial, post-colonial critique of the Western, modern paradigm?
• What conception of cognition follows from an ecological paradigm of peace?
• For example, does Escobar’s Senti-pensar concept of the integration of feeling, sensing and, emotional-cognitive processes help us conceive a conception of cognition necessary for ecological well-being?
• What implications does an ecological, relational conception of peace have for the theory and practice of peace education?
• What modified conceptions of peacelearning and pedagogies for peacelearning follow from an ecological paradigm?
Diverse perspectives and methodologies, including work in other regions or contexts, as well as other related questions and issues, are invited.
Please submit an abstract of 200-300 words to Dale Snauwaert at [email protected] by November 30, 2024. For further queries, please contact Janet Gerson at [email protected]. We will inform those selected by December 15, 2024, and the deadline for contributions will be April 15, 2025. Submissions will undergo blind peer review.
Work submitted should be in English, and not exceed 10,000 words (including references). Please format your contribution in line with In Factis Pax guidelines at
https://openjournals.utoledo.edu/index.php/infactispax/about/submissions
Founded in 2007 In Factis Pax is an open-source peer reviewed online journal devoted to the theory and practice of peace and justice studies and peace education.

In Factis Pax: Journal of Peace Education and Social Justice In Factis Pax is a peer-reviewed online journal of peace education and social justice dedicated to the examination of issues central to the formation of a peaceful society, the prevention of violence, political challenges to peace and democratic societies.

Announcing that my recent book, Teaching Peace as a Matter of Justice, is now available in paperback for much reduced price. Please see https://www.cambridgescholars.com/product/978-1-5275-1866-7

If interested in purchasing a copy, please use the code AUTHOR40 at checkout for a 40% discount on the paperback price.

The purpose of this book is to articulate a normative philosophical framework for the development of an educational approach to teaching peace as a matter of justice. The focus is to articulate a pedological framework for the development and exercise of citizens’ capacities for moral reasoning and judgment regarding potential responses to the basic questions of justice necessary for a peaceful society. This pedagogy takes the form of a “peace constitution project,” which provides a framework for students to deliberate and reason about principles of justice in response to basic questions of justice, thereby exercising and therefore developing their capacity for moral reasoning and judgment about justice. This development is essential for their informed political participation of democratic citizens who are capable of being not merely recipients, but dynamic agents of justice.

Teaching Peace as a Matter of Justice: Toward a Pedagogy of Moral Reasoning - Cambridge Scholars Publishing Teaching Peace as a Matter of Justice: Toward a Pedagogy of Moral Reasoning - Cambridge Scholars Publishing

Free training!

21st Century Life Skills: Conflict Resolution Education Curriculum Integration and Classroom Management (2019-06-11) Join Conflict Education Consultants, in partnership with the Ohio Supreme Court, for the FREE two-day training, “21st Century Life Skills: Conflict Resolution Education Curriculum Integration and Classroom Management” Space is limited, register early! Day 1: Lessons and Activities f

You’re invited to the next UT Peace Fellows Meeting: Two presentations on Peace Studies featuring

Elton Skendaj, PhD
Gladdys E. Muir Associate Professor of Peace Studies, Manchester University
(see below and attached for further information).

Date: Monday, October 15

Teaching Peace Studies
Student Stories: Using Digital Media for Civic Engagement in Peace Studies Courses
Brown Bag Seminar
Time: 12:30-2pm
Location: Gillham Hall 5200 (Judith Herb College of Education, Main Campus)
Strategic Peacebuilding: Rebuilding Institutions after Civil War
Time: 7-9pm
Location: Gillham Hall 5100 (Judith Herb College of Education, Main Campus)

Looking forward to seeing you there. Please spread the word.

In the U.S. 49.7 Million Are Now Poor, and 80% of the Total Population Is Near Poverty If you live in the United States, there is a good chance that you are now living in poverty or near poverty. Nearly 50 million Americans, (49.7 Million), are living below the poverty line, with 80%…

will be streaming via facebook live! Come visit our page anytime during the schedule of events (http://worldbeyondwar.org/nowar2017/) to join the action.

(Pro tip: you can ask facebook to notify you whenever World Beyond War goes live! When you're watching a live video or a video that was live, you can click Subscribe to be notified the next time our Facebook account starts a live broadcast.)

pdated Call for Submissions: Ohio Valley Philosophy of Education
Society and Graduate Student Conference on Philosophy and Education
(OVPES/GSCOPE) 2017; proposals due 6/15/17

Annual Conference | October 13-15, 2017

Phil Smith Lecturer: Dr. Megan Laverty (Teachers College, Columbia)
Respondent: Dr. Avi Mintz (University of Tulsa)
Presidential Address: Dr. Kevin Gary (Valparaiso University)
Respondent: Dr. Dini Metro-Roland (Western Michigan University)

Location: University of St. Mary of the Lake, Mundelein, IL

Submission Due Date: June 15th, 2017 (UPDATED)

Theme: New Directions in Philosophy of Education: Revisiting the Old and the New

The Ohio Valley Philosophy of Education Society (OVPES) is pleased to
invite proposals for our 2017 Annual Conference. The conference will
take place on the beautiful grounds of the University of St. Mary of
the Lake in Mundelein, Illinois (30 minutes from Chicago) on October
13-15, 2017. OVPES welcomes contributions in all areas of educational
philosophy and theory and encourages both faculty and graduate
students across disciplines to submit to the conference. OVPES will be
teaming up with the Graduate Student Conference on Philosophy and
Education (GSCOPE) to offer a joint conference this year.

Since OVPES/GSCOPE 2017 will be held under new auspices, the program
committee would like to use this opportunity to explore broad
questions relating to the old and the new in philosophy of education.
Educational theorists and researchers are always on the search for
fresh perspectives on the task of educating well. Sometimes this means
formulating radically new ideas and conceptual languages in order to
grasp the idiosyncrasies of our present moment. It may involve
analyzing hidden assumptions we make about education with the help of
a non-traditional methodology. Or it could mean scrutinizing a new
development in education with the tools of an established school of
thought. Alternatively, we may search for fresh perspectives by
turning to the history of educational thinking. We may attempt to
bring a new lens to an old, and seemingly outdated, idea, and show how
it can help us resolve contemporary problems. We might search for
forgotten figures and texts from the past that present biases have
rendered obsolete. Or finally, we may wish to explore how and why old
ideas mattered to the people who defended them, and to inquire into
their philosophical and historical origins.

At OVPES/GSCOPE 2017, we hope to provide a forum to all of these
illuminating approaches to the work of educational philosophy and
theory. The challenging task of educating well requires inspiration
from both past and present thinkers. In revisiting the old and the new
this year, we hope to celebrate what is best in the history and
contemporary practice of educational philosophy. In this spirit, we
ask that you forward this call on to all those who may be interested
in contributing to our society.

Conference Submission Requirements
OVPES/GSCOPE welcomes two kinds of submissions: (1) a proposal for an
individual presentation or (2) a proposal for a panel involving three
or four speakers on a single topic. Proposals may not exceed 500
words, including footnotes but not counting references in the
“Reference” section. Proposals over this length may not be considered
by the review board. All proposals are due on or before June 15th,
2017 and authors will be notified of the review board’s submission by
July 15th, 2017. All proposals will undergo a double-blind peer review
process.

Outstanding Graduate Student Submission Awards (UPDATED)
OVPES/GSCOPE is excited to announce that it will be granting two
awards to the most outstanding graduate student papers received. The
proposal deemed "Most Original" will be given a plenary session with a
respondent on Friday evening following the Graduate Pre-Conference
Workshop. The proposal deemed "Best All-Around" will receive a $100
award, and the winner will be announced at the Saturday night social.
The recipients of the awards will be determined by the program
committee and will be based on the quality of the proposals. Please
indicate your desire to be considered for these awards in item #6 in
your proposal email. Since OVPES and GSCOPE are offering a joint
conference, there is only one submission process for both conferences.
All graduate student submissions will be considered for both the OVPES
and GSCOPE program.

Conference Submission Instructions
Please submit your proposal via email as a .doc or .docx attachment
(Microsoft Word) to: [email protected]. The subject of your email
should read “2017 Proposal – [YOUR LAST NAME]”. Example: 2017 Proposal
– Smith.
Your submission email should have two parts:

Part 1 (provided in the body of your email message with numbering)
1. Title of your proposal.
2. Format of your proposal. Please state: individual presentation or panel.
3. Your name, title, institutional affiliation (if you have one)
4. Your address, phone, and email address.
5. The name(s) of other panel members, if applicable.
6. A statement of interest in being considered for the graduate
student awards. Please state: Interested, Not-interested, or
Not-applicable.
7. An abstract of up to 125 words.

Part 2 (in an attached Word document with all identifying information removed)
1. Place the title and the number of words of your proposal at the top
(max 500).
2. Provide a brief descriptive summary of how your topic will be
developed in your presentation and/or its line of argument. Proposals
that make the scholarly significance of their topic explicit are more
likely to be successful. Successful proposals will also demonstrate
relevance to both educational and philosophical questions. Please use
APA format and single-spaced, 12 pt. font.
3. Include a “References” section with all works cited in the proposal.
4. Include a “Keywords” section with three or four keywords for your paper.

Publishing Your Conference Paper in Philosophical Studies in Education
Presented papers are eligible for publication in the OVPES journal,
Philosophical Studies in Education. All presenters are encouraged to
submit their work for review; however, presented conference papers are
not guaranteed to be published in the journal. GSCOPE presenters are
also invited to submit to the OVPES journal. The deadline for
submission for publication occurs roughly a month after the
conference; the exact date will be released soon. Journal submissions
should not exceed 6500 words. For more information, see
ovpes.org/journal.

Prospective Conference Events
OVPES/GSCOPE 2017 will be offering several new events for graduate
students and OVPES community members alike this year. The conference
is scheduled to kick-off in the early afternoon on Friday, October
13th with a Graduate Student Pre-Conference Workshop on preparing for
the job market and a plenary session to follow. There will also be a
works-in-progress session on Saturday, October 14th. Two panels on
teaching and publishing are scheduled as well. Stay apprised of the
latest conference updates and news at ovpes.org and
gscopeconference.org.

Contact
If you have any questions regarding the upcoming conference, you can
find more information on our website or contact one of the program
committee members:
Yoshiaki Nakazawa, OVPES Program Chair: [email protected]
Douglas Yacek, OVPES Program Chair: [email protected]
Shannon Robinson, GSCOPE Program Chair: [email protected]

To subscribe to our mailing list, please fill out our membership form
here: ovpes.org/membership/join-our-mailing-list/

Journal Philosophical Studies in Education is published annually by the Ohio Valley Philosophy of Education Society. The purpose of the journal is to provide a forum for the exchange of scholarly articles dealing with philosophical ideas related to education and schooling, theory and practice, and the diffe...

Call for Papers
In Factis Pax
Special Issue on Peace Building in Post-Conflict Contexts

In Factis Pax invites papers for submission on a Special Issue on Peace Building in Post-Conflict Contexts inspired by the ground-breaking developments in Colombia to end the fifty years’ war, and the civil society efforts in peace education and peace building toward transforming society and culture.

In Factis Pax is a peer-reviewed online journal of peace education and social justice dedicated to the examination of issues central to the formation of a peaceful society – the prevention of violence, political challenges to peace and democratic societies. Social justice, democracy, and human flourishing are the core factors which highlight the importance of the role of education in building peaceful societies. We invite articles and book reviews on topics related to these central issues. See About In Factis Pax

Peace Building in Post-Conflict Contexts is inspired by the Peace Accords process taking place in Colombia to end the fifty years’ war. While peace negotiations have occurred between the government and the FARC guerilla leadership, at the same time, there have been civil society initiatives in peace education in formal educational settings and among public groups. These efforts are crucial in empowering citizens and transforming the civil society of Colombian from a culture of war to a culture of peace. Much has been written on post-conflict reconciliation especially in social psychology. Issues of transitional justice have been reflected upon in the law theory literature. This issue aspires to bring together the multiple considerations from the perspectives of peace education and social justice.

While the focus is on Colombia, submissions on peace education and social justice efforts in other post conflict contexts are welcome.

Writers are invited to submit articles relating peace education and post-conflict education efforts on questions and issues related to inclusion; diversity of experiences regarding the war; efforts and set-backs in the peace process; relation of government and population in the process; internal and external influences affecting the current momentum toward peace; international law impact on the process; formal education experience in primary, secondary, and higher education; and community-based initiatives in education toward peace.

Special Edition Editors

Janet Gerson, Ed.D., Education Director, International Institute on Peace Education; former Co-Director, Peace Education Center, Teachers College, Columbia University, NYC; and Editorial Board of In Factis Pax.

Anita Yudkin Suliveres, Ph.D., Professor, Department of Educational Foundations, and Coordinator of the UNESCO Chair for Peace Education, Faculty of Education, University of Puerto Rico. Editorial Board of In Factis Pax, and former member of Editorial Board Revista Pedagogía, University of Puerto Rico.

Article Submission Guidelines

In Factis Pax welcomes manuscripts as email attachments, either in English or in Spanish, submitted by May 30, 2017 to [email protected]

Submission Requirements:
We prefer to receive files in Microsoft Word (.doc) or a compatible format.

Format for Bibliographic References:
All bibliographic references should conform to the APA (American Psychological Association) referencing system.
Articles should not exceed 10,000 words. The page length includes the “References” section. All text, including quotations and bibliographic references, should be double-spaced.

Review Process
Publishing decisions are made within 90 days based upon recommendations of reviewers through a double-blind review process. Articles that are resubmitted after requested revisions are reconsidered in terms of compliance with reviewer criticisms. To facilitate the review process, the title page should not include the author’s name or institutional affiliation. On a separate page, include the title and author name and affiliation, and e-mail address.

Arizona Bill Would Ban Discussion of Social Justice, Solidarity in Schools State lawmaker in Arizona proposes legislation that would ban classes and extracurricular activities that "promote" social justice or solidarity.