Document Type : Original Article
Authors
1
Master's student in Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
2
Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran÷
Abstract
Throughout history, education has sought to improve the living conditions and progress of societies. Conflict, violence and strife are among the obstacles to the growth and development of a society; Therefore, establishing peace and reconciliation can be one of the important goals of education; Therefore, the aim of the above research is to achieve the dimensions and components of peace education in the primary school curriculum. Data were collected by systematic review method. The selection and analysis of articles was done according to the method of Wright et al. (2007) in seven steps based on key words in two internal databases (Iran Mag and Comprehensive Humanities Portal) and two external databases (Web Of Science and Scopus). Finally, after screening, 36 articles were selected and the validity of the articles was obtained through the Prisma method. In order to check the reliability, the results were checked through the reliability index of the evaluators, and the agreement between the two coders was determined (above 0.8). The findings showed that the dimensions of peace education in the primary school curriculum include 3 dimensions (individual, social and educational dimensions) and the components of peace education include 14 components. three components (personality and attitude development, skill development and knowledge and awareness development), for the social dimension, five components (family, society, media, government and international) and for the educational dimension, six components (teacher's professional competence, educational system, content formal and informal, teaching method, teaching principles and teacher-learner relationship) were identified. According to the results, it is suggested that the designers of the primary course curriculum and its implementers pay attention to the dimensions and components of peace education in design and implementation.
Keywords