أعرض تسجيلة المادة بشكل مبسط

dc.creator David H. Jones
dc.date 2005
dc.date.accessioned 2013-05-30T14:48:18Z
dc.date.available 2013-05-30T14:48:18Z
dc.date.issued 2013-05-30
dc.identifier http://altoona.psu.edu/journals/war-crimes/articles/V1/v1n1a1.pdf
dc.identifier http://www.doaj.org/doaj?func=openurl&genre=article&issn=1551322X&date=2005&volume=1&issue=1&spage=5
dc.identifier.uri http://koha.mediu.edu.my:8181/jspui/handle/123456789/6233
dc.description When recommending ways to prevent genocide, most historians, social scientists, and other scholars engaged in empirical research tend to identify structural factors such as new or improved international institutions, early warning systems, rapid response teams, and peace keeping forces, or they emphasize the need to develop liberal democratic institutions and culture wherever possible. In sharp contrast, most genocide educators ignore the topic of prevention entirely. Moreover, the few genocide courses that address prevention take a highly individualistic and apolitical approach which can be called the Moral Exemplars Perspective (MEP). According to proponents of MEP, the best way to prevent genocide is to find ways to make individual people more altruistic and responsible, for example, through socialization, moral training, and education. MEP is shown to be highly implausible because it rests on faulty historical analysis, it ignores relevant evidence from political science and psychology, and its apolitical conception of good moral character is ethically questionable.
dc.publisher The Genocide Research Project & Penn State Altoona
dc.source War Crimes, Genocide and Crimes Against Humanity
dc.subject Genocide
dc.subject Genocide prevention
dc.subject Genocide education
dc.title On the prevention of genocide: The gap between research and education


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أعرض تسجيلة المادة بشكل مبسط