ng multiculturalism, as opposed to simply being sensitive to other cultures), (c) global perspective (as opposed to an insular orientation), (d) conflict resolution, and (e) gender sensitivity.
ReardonÆs (36-37) suggestion for a peace education curriculum leads directly to both (a) holistic education and (b) critical pedagogy. To encompass the elements of the peace education curriculum suggested by Reardon (36-37), it is at once obvious that the typical education curriculum at any level from elementary to university (in most instances) is too narrow. Holistic education recognizes not only the interconnectedness of body, mind, emotions, and spirit, but also recognizes the interconnectedness of all aspects of life external to the individual and external to the national communities of which individuals are a part. Holistic education also posits that learning is most effective when it is an experiential, organic process that allows students to make connections among all aspects of their wider environment and facilitates the process of making such connections is seen as central to curriculum processes (Kellner 245-265).
ReardonÆs (36-37) emphasis on conflict resolution and cultural proficiency leads directly to critical pedagogy. Critical pedagogy has as its primary goals (a) the elimination of undemocratic social practices, (b) the elimination of institutional structures that perpetuate inequality, and (c) the transformation of language and behaviors that label people in ways that promote social injustice (Kanpol 11-18). Critical pedagogy is far more than critical thinking.
Generally, critical thinking is a ôrational way to judge the plausibility of specific assertions, to weigh the evidence, to assess the logical soundness of inferences, to construct counter arguments and alternative hypothesesö is a process that allows the student to determine for herself or himself what to believe and how to apply beliefs in lifeÆs p...