Cognitive Rather than Emotional Modification in Peace Education Programs: Advantages and Limitations

Autor/in	Yablon, Yaacov Boaz
Titel	Cognitive Rather than Emotional Modification in Peace Education Programs: Advantages and Limitations
Quelle	In: Journal of Moral Education, 36 (2007) 1, S.51-65 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
Schlagwörter	Foreign Countries; Ethical Instruction; Intervention; Peace; Jews; Intergroup Relations; Cognitive Processes; Emotional Response; Interpersonal Relationship; Conflict Resolution; Emotional Development; Arabs; High School Students; Cultural Differences; Student Motivation; Student Participation; Check Lists; Behavior Change; Attitude Change; Consciousness Raising; Israel + Suchen Sie Ihr Suchwort? Ausland; Ethics instruction; Teaching of ethics; Ethikunterricht; Frieden; Jew; Jude; Jüdin; Juden; Intergruppenbeziehungen; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Conflict solving; Konfliktlösung; Konfliktregelung; Gefühlsbildung; Arab; Araber; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kultureller Unterschied; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Checkliste; Attitudinal change; Einstellungsänderung; Bewusstseinsbildung
Abstract	Contact intervention programs are being used as the main vehicle to enhance positive relationships between conflict groups. Current research seeks to reveal the force driving processes that lead to positive contact between conflict groups, and points to the importance of emotional modification. Acknowledging the centrality of emotional modification, the present study points to the importance of defining the desired goals of contact interventions. It aimed to reveal which of the emotional, cognitive, motivational or behavioural components of intergroup relations were most enhanced in peace intervention programs for Israeli Jewish and Bedouin Arab high-school students in Israel. The findings indicate the cognitive realm as the most enhanced. These findings raise the question of the relevance of emotional modification in regions of persistent conflict, and suggest that intervention methods and desired outcomes must be closely linked. Finally, implications for moral education are discussed. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10