Ostin Moon is a California Native, a Philosopher and journalist, and alumnus of Sonoma State University. He holds an A.A. degree in Psychology from Santa Rosa Junior College, a B.A. in Philosophy with a minor in Political Science, and an M.A. in Education from S.S.U.
This paper documents the research I have done to create a syllabus for an undergraduate... more This paper documents the research I have done to create a syllabus for an undergraduate course in world peace education. I felt it was a necessary project because wars are still happening around the world in spite of many efforts to solve that problem. I believe that the big problem can be divided into many smaller problems, and that a network of small think tanks all over the world can work on each one separately and share their results. “World Peace” will be an upper division GE course. The syllabus is divided into one semester, fifteen weekly lecture and lab sessions in which the students work on a separate problem each week. The reading list for the course is the result of my own research on the problems and potential solutions. This course uses transactional and transformational teaching methods to convey critical thinking about the problems concerning war and peace. Students will build a website and social network to communicate with other peace groups around the world. They will read material pertaining to twelve problems and possible solutions to the main problem of war. They will do research on the problems and write short essays on the readings and on the results of their research. The significance of this course is that each of the twelve subdivisions analyzes a different aspect, cause, or solution to war. The students learn how to apply these concepts in a general way, and then learn how to apply them in a more specific way to specific conflicts currently being waged around the world. Students will learn how to form think tanks and to carry the project into the private sector.
This paper documents the research I have done to create a syllabus for an undergraduate... more This paper documents the research I have done to create a syllabus for an undergraduate course in world peace education. I felt it was a necessary project because wars are still happening around the world in spite of many efforts to solve that problem. I believe that the big problem can be divided into many smaller problems, and that a network of small think tanks all over the world can work on each one separately and share their results. “World Peace” will be an upper division GE course. The syllabus is divided into one semester, fifteen weekly lecture and lab sessions in which the students work on a separate problem each week. The reading list for the course is the result of my own research on the problems and potential solutions. This course uses transactional and transformational teaching methods to convey critical thinking about the problems concerning war and peace. Students will build a website and social network to communicate with other peace groups around the world. They will read material pertaining to twelve problems and possible solutions to the main problem of war. They will do research on the problems and write short essays on the readings and on the results of their research. The significance of this course is that each of the twelve subdivisions analyzes a different aspect, cause, or solution to war. The students learn how to apply these concepts in a general way, and then learn how to apply them in a more specific way to specific conflicts currently being waged around the world. Students will learn how to form think tanks and to carry the project into the private sector.
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“World Peace” will be an upper division GE course. The syllabus is divided into one semester, fifteen weekly lecture and lab sessions in which the students work on a separate problem each week. The reading list for the course is the result of my own research on the problems and potential solutions. This course uses transactional and transformational teaching methods to convey critical thinking about the problems concerning war and peace. Students will build a website and social network to communicate with other peace groups around the world. They will read material pertaining to twelve problems and possible solutions to the main problem of war. They will do research on the problems and write short essays on the readings and on the results of their research.
The significance of this course is that each of the twelve subdivisions analyzes a different aspect, cause, or solution to war. The students learn how to apply these concepts in a general way, and then learn how to apply them in a more specific way to specific conflicts currently being waged around the world. Students will learn how to form think tanks and to carry the project into the private sector.
“World Peace” will be an upper division GE course. The syllabus is divided into one semester, fifteen weekly lecture and lab sessions in which the students work on a separate problem each week. The reading list for the course is the result of my own research on the problems and potential solutions. This course uses transactional and transformational teaching methods to convey critical thinking about the problems concerning war and peace. Students will build a website and social network to communicate with other peace groups around the world. They will read material pertaining to twelve problems and possible solutions to the main problem of war. They will do research on the problems and write short essays on the readings and on the results of their research.
The significance of this course is that each of the twelve subdivisions analyzes a different aspect, cause, or solution to war. The students learn how to apply these concepts in a general way, and then learn how to apply them in a more specific way to specific conflicts currently being waged around the world. Students will learn how to form think tanks and to carry the project into the private sector.