Making Sense of "Ethics" of War: Just War, Just Peace, and Ethic of Care.

This paper reviews briefly the main approaches in the literature on ethics of war and suggests the need to move beyond an ethic of justice towards an ethic of care. The analysis problematizes dominant understandings of "just war" and "just peace" in the literature and highlights that incorporating elements of an ethic of care, our understanding of ethics of war and peace can be redefined, sharpened, and redeployed through an enlarged ethical lens. The author suggests that scholars and practitioners in different fields of study and domains of social and political life can make important contributions by defining, elucidating, and advocating why both perspectives, those of ethic of justice and care, together allow us to capture the prospects of a broader understanding and the practice of peace.

Dealing With the Concepts of "Grief" and "Grieving" in the Classroom: Children's Perceptions, Emotions, and Behavior.

This article presents an action research study that explores how a fifth-grade classroom of 10- to 11-year-old children in Cyprus perceive the concepts of grief and grieving, after an educational intervention provided space for discussing such issues. It also explores the impact that the intervention program had on children's emotions while exploring these concepts and illustrates how it affected their behavior. The findings suggest that the intervention had a constructive impact on children's understandings of grief and grieving along two important dimensions. First, the intervention helped children better define emotional responses to loss (grief). Second, children seemed to overcome their anxiety while talking about grief and grieving and were able to share relevant personal experiences. The study has important implications for curriculum development, pedagogical practice, and teacher training on death education.

Peer support for bereaved children: Setting eyes on children's views through an educational action research project.

This article investigates children's views on providing peer support to bereaved children. The data (pre- and postinterviews and written documents) come from an action research study of a teacher-researcher and her 16 children aged 10-11 years old. Analysis of the data shows children's ideas on supporting a bereaved child and how this support should be provided, taking into consideration various factors such as the relationship with the bereaved and the role of memories. The paper emphasizes that children should have structured opportunities across the whole-school curriculum to learn how loss affects people's lives to support themselves and others.