Abstract
Educators and schools play an important role in enhancing positive relationships between conflict groups worldwide. Coexistence education should be designed to advance thinking that supports tolerance and understanding towards members of out-groups, and to eliminate moral exclusion. Such an education should include the endowing and development of skills such as cooperation, empathy and problem solving (Harris & Morrison, 2003) . Nonetheless, the goal of peace education is to promote moral development and coexistence, however the question of the proper way to achieve this goal is still open. The present chapter discusses the concept of peace education as well as developments in the study of contact interventions, with a specific focus on the inclusion of both cognitive and emotional components. It then suggests how religion can be used to promote peace building in general and between Jewish and Muslim students in particular. Three types of intervention are examined: primary, secondary and...
| Original language | American English |
|---|---|
| Title of host publication | Leadership and Religious Schools: |
| Subtitle of host publication | International Perspectives and Challenges |
| Editors | Michael T. Buchanan |
| Place of Publication | New York |
| Chapter | 6 |
| Pages | 89-108 |
| Number of pages | 20 |
| ISBN (Electronic) | 978-1-4725-5306-5 |
| DOIs | |
| State | Published - 2013 |