By David; Swing, Ross Duxbury

ISBN-10: 0868634123

ISBN-13: 9780868634128

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While few of us aspire to turn out classes full of Thurgood Marshals, we might strive toward nurturing the capacities for open-mindedness, tolerance, and respect that characterized his personality and his roles as groundbreaking civil rights lawyer and revered Supreme Court Justice: To the end Marshal believed in the humanness of those who opposed him – a largeness of spirit that allowed him not only to build coalitions on the court but to sit in smoky back rooms playing poker with some of the worst segregationist of the century.

All must be fully open to challenge by students as well as their instructors. ) All involved in the inquiry should be encouraged to form their own theories to be subject to the same assessment. Challenging the notion of a “pedagogy of the left” as antithetical to open inquiry is in no way intended to deny the fundamental structural injustices and institutions of violence the left rightly opposes. Rather it is intended to open, broaden, and deepen the peace inquiry so that it might produce a wider range of thinking about more effective strategies for change.

The exigencies of peace education call us to address a seriously unattended need to clarify conceptual contradictions and complementarities, as well as strategic and political differences. Two that I identify as most relevant to a pedagogy of reflective inquiry are addressed here. Critical and Ideological: Toward Truly Open Inquiry Over the past decade, various forms of “critical pedagogy” have become the preferred methodology of growing numbers of peace educators in various countries. On its face, critical pedagogy is a highly appropriate – some argue the most appropriate, or even the only suitable – methodology for peace education.

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Aircraft of the Royal New Zealand Air Force by David; Swing, Ross Duxbury

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