Teaching

This course is designed to provide prospective teachers and guidance counsellors with necessary skills in understanding and handling factors influencing student behaviour, motivation, communication and group interaction; establishing and maintaining positive classroom environment conducive to learning; and responding and changing unproductive student behaviour. It is an obligatory course for the senior students of the Faculty of Education, Boğaziçi University.

The main purposes are to:

1. increase understanding of the classroom and school context from physical, psychological and cognitive perspectives,
2. develop awareness of the variety of approaches to classroom management and discipline and help students develop a more critical perspective to classroom management styles of teachers and counsellors,
3. develop strategies in establishing and maintaining an environment for learning that prevents if not minimizes off-task behaviour and misbehaviour of students,
4. Improve skills in responding to unproductive student behaviours and developing plans for individual students who experience ongoing or serious behaviour problems.

Main textbooks:

Jones, V. F. & Jones, L. S. (2007). Comprehensive classroom management: Creating communities of support and solving problems, 8^th edition. Boston: Pearson/Allyn & Bacon.

Köksal, H. (2015). Ed 401 Text Book-A Collection of various articles from different sources, Istanbul.

Course Requirements:

Attendance and Participation:         20% (Obligatory/Certificate-Awarded)

Group Presentation*:                        40% (Project management, PPT presentation, Report, Video film/Poster)

Observation Portfolio**:                   40% (Observation diary, Reflection, CV)

10% Bonus for extra work or project (Ask the instructor).

*Group Presentations (İmece Circles): Teams will be formed based upon the numbers of the students and voluntarism. Your aim is to demonstrate your project topic to your classmates with activities including the use of these articles and any other supplementary materials in addition to your problem-solving step analytically. Extra materials through library research are expected. Before the presentation week, a clear outline with references must be given to the class and the instructor. One group will take 20 minutes presentation- 20 minutes Q & A. No lecture is expected from you.

You will; Follow the rules of PDCA Mindset which is essential for effective teamwork which is called © “İmece Circles” by Dr Köksal.

Find at least three scientific articles (From Citation Index) related to the issues in your project topic and set up your hypotheses accordingly.

Find activities & videos & collect pieces of news from daily newspapers (or magazines) related to the issues in your project topic.

Prepare some role-plays related to the issues in your chapter and present as a PPT-Show with your Team/Circle.

Prepare a video (MOOC) and a Poster as the final step for your final portfolio.

The criteria to assess your circle presentations (8X5=40 pts.):

• Team spirit, love, respect, positive attitude and respectful outlook
• Correct use of Language, managing body, voice, time & space,
• Innovation, creativity, cohesiveness and effective use of technology
• Correct steps of the analytical thinking (İmece Circles).
• Degree of effective teaching

** Observation Portfolio:

Portfolio will consist of the reports involving classroom observation and interview with the teacher and the counsellor. Below are the specific details of the project:

• Arrange a classroom and a guidance and counselling service at the elementary or secondary level to observe. Explain to the teacher and the counsellor that you will observe the class/office sessions for two hours each week during the semester for this course project. During the observations, take notes on classroom management practices, discipline strategies, and student behaviours.
• After the observations are completed, the last week of the semester, arrange an interview with the teacher and the counsellor. Use your notes and ask questions to understand how the teacher and counsellor establish, maintain and restore order in the classroom/school, the teacher’s/counsellor’s style, approach and perspective on classroom management and discipline. Ask questions about common discipline problems occurring in class/school, what disturbs them most, ground rules of conduct the teacher/counsellor use, any management style, perspective, personal strengths and weaknesses in classroom management, discipline strategies, the classroom climate, different seating arrangements, etc.
• Fill in the “Teacher Assessment Sheet” for the teachers you observe and “The School Survey for the school you visited to observe. Prepare your reflections and CV and add all of the to the Portfolio

Portfolio should include the followings:

• Demographic Information: The school, grade level, subject area, number of students, school’s physical, socio-economic, and cultural environment.
• Observation notes: (journals) of each week, interview questions and responses, and any other supporting materials (pictures, brochures, handouts, etc.) for your observation.
• Attendance form, Your CV (with photo), School Survey, Teacher Survey, your reflections.
• Analysis of the Units of the Jones & Jones Book. Share your comments by using your analysis and discussion of the findings from your observation including specific cases/examples that you witnessed during your 10-hour observation, and information you obtained from interview with the teacher. In your analysis and discussion, be sure to integrate the terms, concepts, theories, methods and strategies of classroom management covered in the course.

Academic Integrity: Academic integrity is a fundamental value of Boğaziçi University and of higher education; therefore acts of cheating, plagiarism, and falsification will not be tolerated. If I determine such an act, I reserve the right either to assign a grade penalty, which is an F for the assignment/course, or to refer the case to the Discipline Committee.

Policies: Regardless of whether or not you attend class; you are responsible for all the announcements and all the materials covered.

Note: Students with disabilities are responsible for making their needs known to the instructor, and seeking available assistance in a timely manner.

Course Objectives: This is an introductory course to help students:

1. Develop an understanding of the basic concepts in education.
2. Understand the various foundations of education and their roles in teaching.
3. Learn the basic structure of and develop perspective on Turkish educational system.
4. Examine the status of the student, teacher and school including new trends and problem areas.
5. Develop an understanding and interest in teaching as a profession.

Required Text Books:
CD: A Collection of Articles and Projects by Hayal Köksal, Istanbul.

Oğuzkan, T. (2002). “Educational Systems”, B.U.Publications, Istanbul.

Suggested Readings: 

• Altunya, N., (2009). “Milli Eğitimde Mustafa Necati Dönemi”, Plar Yayınevi, Ankara.
• Aytaç, K., (2009). “Avrupa Eğitim Tarihi”, DoğuBatı Yayınevi, Ankara.
• Bademci, V., (2002). “Türkiyedeki Okullar Ne İşe Yarar?”, Alp Yayınevi, Ankara.
• Binbaşıoğlu, C., (1992). “Türkiye’de Eğitim Bilimleri Tarihi”, MEBasımevi, Ankara.
• Cüceloğlu, D. & Erdoğan, İ. (2013). “Öğretmen Olmak”, Final Yayınları, İstanbul.
• İpşiroğlu, Z., (2012). “Gelin Çocuklar Birlikte Düşünelim”, Tudam, İzmir.Köksal, H., (2010). “Engelleri Empatiyle Aşmak”, A+Pozitif Yayıncılık, İstanbul.
• Köksal, H. (2005). “Yenilikçi Öğretmenlik Rehberi”, Microsoft-MEB-Eğitek Özel Yayımı, İstanbul.
• Köksal, H. (2004).” İmece Halkaları”, Akademi yayımcılık, İstanbul.
• Okçabol, R. (2005). “Öğretmen Yetiştirme Sistemimiz”, Ütopya Yayınevi, Ankara.
• …………………(2005). “Türkiye Eğitim Sistemi”, Ütopya Yayınevi, Ankara.
• ………………..(2009). “Eğitim Bilimlerine Giriş”, Ütopya Yayınevi, Ankara.
• Ongan, Hidayet & Sedat, (2010). “Yaşamayı Öğrenmek”, TDAV, İstanbul.
• Özcan, F., (2012). “4+4+4 İmam Hatip”, Toplumsal Yayıncılık, İstanbul.
• Russell, B., (2004). “Eğitim Üzerine”, Say Yayıncılık, İstanbl.
• Stronge, J.H., (2002). “Qualities of Effective Teacher”s, ASCD, USA.

Course Organization:

1. Introduction
2. Basic Concepts, Goal and Foundations of Education
3. Educational system in Turkey-From Past to the Future
4. Teaching as a Profession
5. Teacher training in Turkey From Past to the Future.
6. Personal attributes and characteristics of an effective teacher
7. Teachers and Schools of future & Innovative Teaching
8. Collaboration and Team Spirit
9. Education in an Age of Change_ General picture of Education-New trends in Turkey and in the World. Coping with selected changes

Course Requirements:

1. Attendance & Participation: 20%
2. Project: 30% (Personal Project with ppt and word report)
3. Final Portfolio: 50% (İmece presentation in team &preparing a web page/Blog + CD: project ppt, project report, CV, Reflection)

Group Presentations (İmece Circles):

The criteria to assess your circle presentations:

• Team spirit, love, respect, positive attitude and respectful outlook
• Correct use of Language, managing body, voice, time & space,
• Innovation & creativity, effective use of technology
• Correct steps of the analytical thinking (İmece Circles).
• Degree of effective presentation

Teams will be formed based upon the numbers of the students and voluntarism. Allocated time depends on the circle number.

No lecture is expected from you, during your presentations. You will;

1. Follow the rules of PDCA Mindset which is essential for effective teamwork which is called © “İmece Circles” by Dr. Köksal.
2. Find at least two or three scientific articles related to the issues in your project topic and set up your hypotheses accordingly.
3. You may find activities, videos & collect pieces of news from qualified sources related to the issues in your project topic.
4. You might prepare some role-plays related to the issues in your chapter and present as a PPT-Show with your Team/Circle.
5. After presenting your project as a group, prepare a Blog/Web page as the final step for your final portfolio.

Your aim must be to demonstrate your project topic before audience (mostly your classmates) with activities including the reflections of these articles and any other supplementary materials in addition to your problem solving process. Extra materials through library research are expected. Before the presentation week, a clear outline with references must be given to the instructor.

Course Schedule

Weeks 1 – 4                          Lecture& Planning

Weeks 4 – 14                       Presentations (Depends on the number of circles)

Visiting Professors:             Will be announced later.

Academic Integrity: Academic integrity is a fundamental value of Boğaziçi University and of higher education; therefore acts of cheating, plagiarism, and falsification will not be tolerated. If I determine such an act, I reserve the right either to assign a grade penalty, which is an F for the assignment/course, or to refer the case to the Discipline Committee.

Policies: Regardless of whether or not you attend class; you are responsible for all the announcements and all the materials covered.

Note: Students with disabilities are responsible for making their needs known to the instructor, and seeking available assistance in a timely manner.

Objectives:
The Objectives of this course are; to develop a basic understanding of the difference between innovation and innovativeness, to internalize how to manage change, to learn the recent techniques and approaches concerning education, leadership role of the teacher, leadership skills in the school, to understand the importance of using technology at the classroom through some “Information and Communication Technology (ICT)” projects and some innovative techniques for the new curriculum, to be familiar with the problems of challenged students, to learn how to conduct İmece (quality) circles and to improve “peace” concept at schools. Each term a new issue is analyzed. This term the main issue will be “Art, music and literature for the qualified new generations & Innovative Teaching”.

Target Group: This course is for the 3^rd and 4^th year students of the Faculty of Education. Recent developments in education, innovative ideas for teaching the educational life, including the quality journeys of overseas schools such as Montessori Schools and NYDT are shared within the course. Attendance is essential, for project-based leading is conducted.

Required Readings:  The Reading package consists of:
KÖKSAL, H. (2004). “Eğitimde Güç Birliği”, Akademi Yayıncılık, İstanbul
……………..(2006). “Yenilikçi Öğretmenler Programı”, Çalişma Kitabı, İstanbul.
……………..(2006). “Innovative Teaching” e-book of the Ministry of Education
Sahlberg, P., (2015). “Finnish Lessons”, Columbia University Teachers College Press, USA. (http://www.yenilikciogretmenler.meb.gov.tr) .
Suggested Readings:
Educational Leadership (ASCD), www.ascd.org
ERWIN, J. (2004). “The Classroom of Choice”, ASCD, USA.
ICT Seagulls Project: http://bilisimcimartilar.meb.gov.tr
MARZANO, R.J. (2003). “Classroom Management that Works”, ASCD, USA.
VILLA, R.A., J.S.Thousand.(2005). “Creating an Inclusive School”, ASCD, USA.
ZMUDA, A., R.Kuklis, E.Kline. (2004). “Transforming Schools”, ASCD, USA.

Course Contents:

1. Introduction: Discussion on the Big Picture of Education in Turkey and all over the world.
2. Change Management and its pillars: Innovation, innovative and innovativeness: A sample case from Turkish educational History.
3. Leadership of teachers at different settings. Qualities of effective leaders/teachers and attaining the leadership skills.
4. Seminar: “Innovative İmece Circles Training” with the use of implementation tools.
5. Developing teamwork and students’ + teachers’ circles in the school.
6. Learning-centered, project- and problem solving-based curriculum through “Constructivism and Multiple intelligences”.
7. ICT Sample projects from Turkey, India, USA and some other European countries
8. “Challenged students in Turkey and in the world” and “The ways of empowering them”.
9. Project design by the students through Virtual Project Design (VPF) and presentations.
10. General Evaluation.

Basis for Evaluation:
Initial Project: 5 pts. , Seminar: 10 pts., 4 Innovative Project: 40 pts., Final Digital Portfolio with VPF: 30 pts., Attendance: 15 pts.
Course Creator & Instructor: Dr. Hayal KÖKSAL

Course Objectives: The main objective of this course is to develop a basic understanding related to nonviolent conflict and its practice for being a dignified, peaceful, contemporary and innovative citizen of the future world. As it is easily felt, the future world will be holding various interest groups belonging to various cultures. The world will be felt smaller through technology and teaching will be one of the challenging professions. Future citizens should be aware of the issues and problems waiting for them and must be prepared accordingly. This course will be opening new windows before the university students concerning; nonviolent approaches concerning various fields including education, gender issues, leadership roles and skills, effective technology use, problems of the challenged world and ways of dealing with them on the way of improving “peace and quality” concepts at home, in office and in the community.

Target Group: This course is designed for the future professionals and citizens who are at the edge of graduation. It is beneficial not only for teacher trainees but also for the whole university students who belong to different fields. It is open to junior and senior students.

Readings:                                                                                                                   The Reading package consists of: ICNC Journals, All recommended web sites and links of all academic environments.

• Ackerman P., & J.Duvall (2000), A Force More Powerful: A Century of Nonviolent Conflict, Palgrave, USA.
• Ennals, R., (2007), From Slavery to Citizenship, John Wiley & Sons Ltd., UK.
• Freire, P., (2010), Pedagogy of the Oppressed, Continuum, London.
• Fullan, M., (2001), Leading in a Culture of Change, Jossey-Bass, USA.
• Gök, F. & A. Şahin, (2003), İnsan Haklarına Saygılı bir Eğitim ortamına Doğru, Tarih Vakfı, İstanbul.
• Kite, D., (2006), The Joy of a Child, KülSanat, İstanbul.
• Kongar, E., (2006), 21. Yüzyılda Türkiye, Remzi Kitabevi, İstanbul.
• Köksal, H., (2010), Engelleri Empatiyle Aşmak, A+Pozitif Yayıncılık, İstanbul.
• Lindner, E.G., (2010), Gender, Humiliation and Global security, Praeger, USA.
• Moroğlu, N., (2009), Kadınların İnsan Hakları Sözleşmesi, XII. Levha Yayıncılık, İstanbul.
• Popovic, S., A.Milivojevic, S. Djinovic (2007),       Nonviolent Struggle, 50 Crucial points, Center for Applied Nonviolent Action and Strategies, Belgrade.
• Popovic, S., A.Milivojevic, S. Djinovic, H. Merriman and İ. Marovic (2007), A Guide to Effective Nonviolent Struggle, Center for Applied Nonviolent Action and Strategies, Belgrade.
• Sertel, J., G.Kurt, (2004), Winpeace Barış Eğitimi, Eymür Kültür Vakfı, İstanbul.
• Sharp, G., (2007), Waging Nonviolent Struggle, Porter Sargent Publishers, Boston.

Online Resources:

Presentations from our 2010 Fletcher Summer Institute can be accessed here:

http://www.nonviolent-conflict.org/index.php/learning-and-resources/educational-initiatives/fletcher-summer-institute/fsi-2010

Nonviolent conflict summaries that can come handy in your teaching can be viewed/downloaded here:

http://www.nonviolent-conflict.org/index.php/movements-and-campaigns/movements-and-campaigns-summaries

Egypt’s moment

Stanford University & Dalai Lama Panel: http://www.youtube.com/user/StanfordUniversity#p/u/33/S_xqCg2nIQ8

Human Studies and Humiliation Studies Network: www.humiliationstudies.org

Center for Global Nonkilling: http://nonkilling.org/node/18

Course Contents:

• Introduction: Explanation of basic terms (e.g. human rights, peace, dignity, humiliation, gender issues, discrimination, education etc.); Distinction between violence and nonviolence; Sources of violence.
• Brief history: In the World, Neighbor Countries and Within Turkey. An analysis of the local/global problems using “7 Planning and Management Tool” of Brassard to determine the mid-term students’ circles (İmece Circles).
• Introduction to Strategic Nonviolent Conflict / Why Need for strategy? Planning, unity and       discipline
  • The First Step: The Vision of Tomorrow (Social & Educational)
  • Power in Society: Models and Sources of power (Within the Community and in school)
  • Pillars of Support (Various stakeholders and partners)
  • Obedience (Community, school, family, business world, etc.)
  • Activating Nonviolent Power (Mechanisms of Change & Methods and choosing the right ones)
• Midterm: İmece Circles (SQC) based upon the main problems of Turkey concerning violence in education.
• Planning Considerations:
  • Strategy and Principles of Nonviolence in Various Fields like NGO Leading, Local governing and administering an educational institution
  • Planning Methodologies
  • Impacting Audiences
  • Communication tools and types
  • Examples and explanations of failures & Successes
• Organizational and Operational Considerations:
  • Managing movement: Leadership, characteristics and types, gender sensitivity
  • Overcoming Fear
  • Security Culture
  • Plan Format
• Analyzing some sample cases and Course Conclusions as Educators, Economists, Engineers, etc.
• Final project: Create your own plan outline for an imaginative case for your future professional life.

Tools needed: Glossary, handouts, exercises/games, power points, video, audio, workbook (SWOT analysis), 7 Planning and Management Tool by Brassard

Basis for Evaluation:
Seminar: 10 pts., Mid-Term: 30 pts., Final Project: 40 pts., Attendance & Active Participation: 20 pts.

Course Designer & Instructor: Dr. Hayal KÖKSAL

Academic Integrity: Academic integrity is a fundamental value of Boğaziçi University and of higher education; therefore acts of cheating, plagiarism, and falsification will not be tolerated. If I determine such an act, I reserve the right either to assign a grade penalty, which is an F for the assignment/course, or to refer the case to the Discipline Committee.

Policies: Regardless of whether or not you attend class; you are responsible for all the announcements and all the materials covered.

Note: Students with disabilities are responsible for making their needs known to the instructor, and seeking available assistance in a timely manner.

Course will Cover topics such as; cooperation and competition, power, culture, justice, negotiation and mediation, and violence, as related to theoretical and practical issues of conflict management and resolution at the interpersonal, intergroup, and organizational levels for the realization of peace. It will emphasize the links between theory, research, and practice in conflict resolution. It is an applied course in the ideas and skills, which are useful when intervening in inter-group conflicts. The main target is to focus on how to attain a peaceful life through conflict resolution for the future students and citizens as well.

The structure of the course will consist of; introductory presentations given by the instructor, as well as discussions, exercises, and in-class PPT presentations performed by the students on the various topic areas that focus on the links of theory to practice, as well as a supervised out-of-class project. Team teaching approach will be utilized and it will be organized by Hayal Köksal. The contributing faculty will include: Fatoş Erkman, Nur Bekata Mardin, Gamze Gazioglu, Aylin Vartanyan, Maggie Pınar and more!

Course Objectives: At the end of the semester the students will:
1. Be well informed about the concept of conflict and conflict resolution, and
2. Have some practical skills in working with conflict.
3. Be familiar with the concepts of human dignity and humiliations.
4. Understand the importance of peace for the future of the world
5. Be applying the “İmece Circles Project Management” to their peace-oriented projects.

Course Organization:

• Introduction: Explanation of basic terms (e.g. human rights, peace, dignity, humiliation, conflict, discrimination, etc.) as well as the methodology of the course.
• Brief History: Historical & Current Perspectives on Peace Education & Conflict Resolution (CR). Current situation in the world, in neighbor countries and within Turkey.
• Open Space Technology: “Think, find, share, form your team, brainstorm & report Activity” for gaining awareness about peace, violence, conflict, etc. (Formation of İmece Circles)
• Seminar on Methodology: İmece Circles Training & Sharing the previous samples.
• Peace & Conflict Perspectives over 50 years: Choosing one of the perspectives from Galtung’s Book (50 Years, 100 Peace & Conflict Perspectives) and preparing a Paper on it. (İC).
• Competencies in Peace Education & Conflict: Communication competencies will be presented and an example of good practice will be shared (CiCe p.14) & Relationship Tips by Hartling.(Maggie).
• Living with Conflict: Phases of Conflict, CR Processes. CR Techniques from Winpeace (Peace Education Book). Also an example of good practice concerning CR from CiCe (p.15). (Jenny)
• Cultivation of Virtues: as a means to avoiding conflicts (CiCe, p. 16). How can Human Rights Education help in spreading Value-Education? A sample case from India. (D. Mehrotra)
• Mid-Term PPT Presentations.
• Strategic Nonviolent Conflict : Need for a Strategy, Planning, Unity and       discipline, The Vision of Tomorrow, Power in Society, Pillars of Support, Obedience, Activating Nonviolent Power, Examples and explanations of failures & Successes, Managing movement: Leadership, characteristics and types, gender sensitivity, Overcoming Fear .
• Course Evaluation as future educators, citizens & parents.
• Final project delivery as a CD.

Course Requirements: Readings, discussions and exercises, in-class presentations, out-of-class projects, one short and two longer papers related to the mid-term and final exams (all double-spaced and 12 pt. font).

Course Evaluation:
1.Technical Seminar: 10% (Project Management based upon SQC/IC)

2. Open Space technology for the realization of Consensus & Paper presentation: 20% (One article: one-page summary, a 10-minute- PPT presentation) (= one page of notes as to an incident of conflict/humiliation that you experienced, witnessed, or reflected upon) (PERSONAL) (Step 1)
3. Mid-Term Project: 30% (Initial Phase of the final project: Literature reviewing, its summary, road map including causes and solutions)( One paper of 8-10 pages on your out-of-class project ) (TEAM)(Step 2)

Final Project: 30% (A report/Final Term Paper of 10-15 pages to solve a general problem causing conflict and its PPT presentation) (PERSONAL) (Step 3)

Attendance: 10%
TOTAL: 100%

Course Materials:
1.Required Readings:  The Required Reading Package consists of:
*Andersen, I., H.Hinge & C. Messina (2011). Peace Education, Children’s Identity & Citizenship in Europe (CiCe), London, UK.
* Hadjipavlou, M., (2011). Interactive Problem-Solving Workshop (IPS), University of Cyprus, Cyprus.
* Jordan, J. & L. Hartling,. (2011). Relationship Tips, Jean baker Miller Training Institute, USA.
* Mehrotra, D., (2010). How can Human Rights Education Help in Spreading Value Education?, CMS, Lucknow, India.

2.Suggested Readings: 

• Boal, Augusto (2000). Theater of the Oppressed. Chippenham: Pluto Press.
• Boal, Augusto (2002). Games for Actors and Non-Actors (A. Jackson, Trans.). New York: Routledge
• Bodine R.J, &. Crawford D.K (2008)Conflict Resolution Education, Jossey Bass,.
• Breakstone,S., Drieblat,M.& Drieblat,K. (2009) How to stop Bullying and Social Aggression , Corwin Press.
• Cheldelin, S., Druckman, D. and Fast, L. (2003) Conflict
• Deutsch M., Coleman P. T.&. Marcus E.C .(Editors) (2006) The Handbook of Conflict Resolution: Theory and Practice, Jossey-Bass.
• Drew, N. (2004), Working Out Conflicts, Free Spirit Publishind,
• Drew N. (2004)The Kids’ Guide to Working Out Conflicts: How to Keep Cool, Stay Safe, and Get Along, Free Spirit Publishing.
• Eadie,W.,Nelson,P.E. (Editors,2001) The language of conflict and resolution, Sage Publ. Inc.
• Egan Gerard (2009 September)The Skilled Helper, Brooks/Cole Publishing Company
• Furlong G.T. (2005)The Conflict Resolution Toolbox: Models and Maps for Analyzing, Diagnosing, and Resolving Conflict, Wiley
• Galtung, J. (2009), Çatışmaları Aşarak Dönüştürmek, Usak yayınları, Ankara.
• Gilhooley, J. (2000) Using Peer Mediation, Corwin Press,UK.
• Girard, K. & Koch,S. (1996), Conflict Resolution in the Schools, , Jossey Bass,.
• Goodman A. H (2004) Basic Skills for the New Mediator, Solomon Publications
• Gök, F. & A. Şahin, (2003), İnsan Haklarına Saygılı bir Eğitim ortamına Doğru, Tarih Vakfı, İstanbul.
• Johnson D. W & Jonhson F.P.(2008 April) Joining Together: group theory and group skills, Boston : Allyn and Bacon,
• Kite, D., (2006), The Joy of a Child, KülSanat, İstanbul.
• Kongar, E., (2006), Yüzyılda Türkiye, Remzi Kitabevi, İstanbul.
• Köksal, H., (2010), Engelleri Empatiyle Aşmak, A+Pozitif Yayıncılık, İstanbul.
• Lindner, E.G., (2010), Gender, Humiliation and Global security, Praeger, USA.
• Montessori, M., (1995). Education and Peace,Clio Press, Oxford, UK.
• Moroğlu, N., (2009), Kadınların İnsan Hakları Sözleşmesi, XII. Levha Yayıncılık, İstanbul.
• …………………. (2011). Kadına ve Aileiçi Şiddete Son vermek için elele, CM, İstanbul.
• Popovic, S., A.Milivojevic, S. Djinovic, H. Merriman and İ. Marovic (2007), A Guide to Effective Nonviolent Struggle, Center for Applied Nonviolent Action and Strategies, Belgrade.
• Raviv,A., Oppenheimer,L., Bar-Tal,D. (Editors, 1999) Hoe children understand war and peace, Jossey-Bass Publishers.
• Rohd, Michael (1998). Theater for Community, Conflict and Dialogue. Portsmouth, Heinemann.
• Rosenberg, B. M. (2003). Nonviolent Communication, Puddle Dancer Press. (Pages between 1-25, 49-67, & 91-1)
• Sertel, J., G.Kurt, (2004), Winpeace Barış Eğitimi, Eymür Kültür Vakfı, İstanbul.
• Tawil S. & Harley A. (2004). Education,Conflict and Social Cohesion,Harley,UNESCO.
• Thompson, Leigh (         ) The Mind and Heart of the Negotiator
• Webel C.(2006) Handbook of Peace and Conflict Studies, Routledge.

3.Online Resources:

• http://www.nonviolent-conflict.org

(Presentations can be accessed here:http://www.nonviolent-conflict.org/index.php/learning-and-resources/educational-initiatives/fletcher-summer-institute/fsi-2010                                                                                                                                                                                                 and nonviolent conflict summaries can be viewed/download from:   http://www.nonviolent-conflict.org/index.php/movements-and-campaigns/movements-and-campaigns-summaries http://wagingnonviolence.org/2011/01/egypts-moment/ )

• Stanford University & Dalai Lama Panel: http://www.youtube.com/user/StanfordUniversity#p/u/33/S_xqCg2nIQ8
• Human Dignity and Humiliation Studies Network: humiliationstudies.org                  

“Dignity or Humiliation: The World at a Crossroad.” This lecture of Prof. Lindner has been video-taped and you can see it from: http://www.sv.uio.no/tjenester/kunnskap/podkast/index.html.

• Center for Global Nonkilling: http://nonkilling.org/node/18
• ICNC Journals from the web page of International Center for Nonviolent Curriculum (http://www.nonviolent-conflict.org) and (http://nonkilling.org/node/182).
• cnvc.org
• siddetsiz-iletisim.com

http://video.google.com/videoplay?docid=-1826417866583583613#