Journal of Human Rights and Peace Studies

Political Epistemology and Insufficient Cognizance of the Truth of Climate Change

2025-03-14T22:45:29+07:00

This research is to offer a philosophical examination of climate science knowledge in relation to the justification for the need to address the issue of global warming. This study begins with the observation that there is no universal viewpoint when addressing the implications of climate change. However, researchers in this field suggest that formulating economic and political government policies is essential for facilitating knowledge in recognizing the issue. To establish sustainable cooperation, these policies should encourage the dissemination of knowledge. Nevertheless, the truth about global warming is frequently communicated with insufficient understanding, and in some cases, a lack of awareness, which may prevent individuals from recognizing it as a problem that warrants addressing through a well-integrated, long-term policy. During this investigation, I discovered that these issues are referred to as a narrowing or "trap" that restricts the knowledge of individuals who are not typically climate experts. I then recognized that the issue is associated with the distinction between knowing how global warming policy should be successfully evaluated and knowing that it is a sound phenomenon. The latter is a widely accepted fact, whereas the former is a prediction of the future. This paper argues that when climate science is recognized as having the special characteristics of a consensual truth, the connections between the two, despite their apparent differences, are not so significant as to restrict the public's understanding of climate change to individuals who are not experts.

Designing learning activities on climate change through Metaverse media with Spatial Audio to promote environmental awareness among high school students in Khon Kaen Province

2025-03-10T15:17:16+07:00

This research aimed to 1) study the effect of learning activities on climate change via Metaverse media with spatial audio in promoting environmental awareness of high school students in Khon Kaen Province and 2) study the satisfaction of high school students in Khon Kaen Province towards learning activities on climate change via Metaverse media with spatial audio. The research used a research and development (R&D) model. The sample group was 170 high school students in grades 4 and 5 from schools under the Office of the Secondary Education Service Area, Khon Kaen. The study was conducted both simultaneously and in small groups according to the social studies class schedule. The research instruments were 1) a learning management plan, 2) Metaverse media with spatial audio, 3) a knowledge and understanding test, and 4) a satisfaction assessment form, The statistics used for analysis were mean (x̅), standard deviation (S.D.), percentage, and t-test. The results of the study found that 1) after learning through Metaverse media, students had significantly higher environmental knowledge and awareness scores about climate change at the .01 level compared to their pre-learning scores, and 2) students had the highest level of satisfaction (x̅ = 4.81, S.D. = 0.32). This study indicates that the integration of metaverse technology into environmental learning can promote youth civic awareness in realizing environmental rights, environmental justice, and citizen participation towards sustainable development goals in the future.

Home Visits as a Tool for Promoting Peace Education and Cooperation Between Schools and Families in Borderline Communities

2025-04-29T12:56:14+07:00

This study aims to explore the role of home visits as a tool for promoting peace
education and cooperation between schools and families in border communities,
with a focus on Suphanburi Province. The research used in-depth interviews and
participatory observation as the primary data collection methods, selecting 12 key
informants from teachers and parents in the study area through purposive
sampling. The data obtained from the interviews and observations were analyzed
through content synthesis and validated using the triangulation technique. The
findings reveal that home visits help foster understanding and build positive
relationships between teachers and families in Suphanburi. Teachers gain insights
into the daily challenges faced by students, such as economic issues, access to
education, and family problems, which directly impact student learning. Home visits
also create a space for discussions on peace and coexistence in a diverse society,
where parents and teachers can exchange views on cultural and religious
differences, which are essential for building peace in the community. Furthermore,
home visits contribute to enhancing cooperation between schools and families in
addressing educational challenges, particularly in areas with limited resources and
access to education. Teachers and parents collaborate to support students'
learning, such as organizing supplementary educational activities at home. This
cooperation helps foster sustainable, high-quality education.

The Relevance of Foucault’s Theory of Power to an Understanding of Military Indoctrination, a Culture of Violence and Human Rights Discourse in Myanmar

2024-11-06T14:25:43+07:00

This article examines the intricate dynamics of military indoctrination in Myanmar and its entrenchment of a culture of violence, with particular attention to its implications for human rights discourse. Through a systematic review of secondary literature, the study employs Michel Foucault’s theory of power, focusing on the concepts of repressive and normalizing power. The analysis highlights how the state wields its powers through the military apparatus, employing indoctrination to transform soldiers and perpetuate violence, simultaneously facilitating the normalization of authoritarian rule within broader society. By linking military repression to societal compliance, the study critically interrogates how these power structures shape, limit, and redirect discourses on human rights. Grounded in secondary data, the research warrants further empirical inquiry into the lived experiences and social consequences of military indoctrination processes in Myanmar.