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| Literature review on outcomes of school-based programs related to Learning To Live Together | |
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| Author(s) |
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Felisa Tibbitts |
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| Publisher |
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UNESCO International Bureau of Education, HREA |
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| Place of Publication |
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Geneva |
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| Year of Publication |
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2005 |
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| ISBN/ISSN |
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- |
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| Language(s) |
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English |
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| Keywords |
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research study, school administrators, teachers, formal education, anti-racist education, citizenship education, conflict resolution, curriculum development, democracy education, education for democratic citizenship, global education, moral education, peace education, tolerance education, democracy, peace, UNESCO |
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| Description |
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The term “learning to live together” is central to UNESCO’s mission. It is identified as one of the four pillars of knowledge or fundamental types of learning essential to full personal and social development in the 21st century. The other three pillars are learning to know, learning to do and learning to be. The concept of learning to live together is centered on the development of understanding, consideration and respect for others, their beliefs, values and cultures. This is considered to provide the basis for the avoidance of conflicts or their non-violent resolution and for ongoing peaceful coexistence. What this compilation attempts to do is present the typologies of classroom- and school-based programmes which relate to the UNESCO goals of “learning to live together”, and to summarise some of the available research about their impact. The intention in doing so is to provide general guidelines for the educator concerning core, successful features of educational experiences. |
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| URL(s) |
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http://www.hrea.org/pubs/IBE-tibbitts05.pdf  English
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