Wahlstrom, Riitta (1991). Peace Education Meets the Challenge of the Cultures of Militarism. Peace Education Miniprints No. 11. The militaristic culture serves to imprison many of the world's peoples, and most persons are not even aware of the harmful limitations that this culture's emphasis on military preparedness, violence, and the use of force in international relations places on all humans. This paper discusses various characteristics of militarism, and peace education that has as some of its aims the conversion of cultures of militarism to cultures of peace, authoritarian education to democratic education, sexism to supporting equality between men and women, obedience and uniformity to supporting self-reliance, independence, and critical thinking and racism and nationalism to tolerance and global responsibility. A 39-item list of references is included. (DB)…

(1976). Peace Education in Catholic Schools. A Report on the NCEA Peace Studies Survey of Catholic High Schools and a Plan for Initiating and/or Developing a Peace Studies Program. The document provides background information and guidelines for establishing interdisciplinary peace education programs in Catholic secondary schools. Peace education programs designed by the National Catholic Educational Association (NCEA) are intended to help students perceive an ideal world where all people will live in harmony and cooperation. In these programs, students examine existing tensions and political complexities of modern society. The manual is presented in three major parts. Part I describes the NCEA peace studies program, which is based upon commitment to sound educational programming, appreciation of individual dignity, and an understanding of Catholic social teachings. Part II discusses surveys undertaken nationally and among West Coast Catholic schools in 1975 to assess peace education programs and identify curriculum needs. Findings from surveys of 442 national and 62 West Coast Catholic school administrators indicate a notable increase in programming for peace… [PDF]

Bjerstedt, Ake, Ed. (1990). Education for Peace in the Nineties. A Conference Report. Educational and Psychological Interactions No. 105. A Conference Report (PEC/IPRA, Groningen, July 1990). The International Peace Research Association is an international network of people interested in peace education and research related to this field. Divided into four parts, the first part of this conference report contains two papers that offer overviews of ideas and concepts in the field of peace education; the second part presents two papers that report on empirical research and development projects. In the third part, summaries of most of the remaining papers written for and/or presented at the conference are given. The fourth part features glimpses from the conference sessions in the form of overviews by two participant observers. (DB)…

Bjerstedt, Ake, Ed. (1991). Books on Peace Education: A Selective Bibliography. Peace Education Miniprints No. 12. Education for global perspectives and non-violent relations is increasingly seen as an important task for schools. This bibliography of monographs, articles, and reports dealing with peace education is heterogeneous in kind and the items are available from a broad range of sources. The listed materials are written in English, German, and the Scandinavian languages; most are of recent origin. (DB)…

Wells, Margaret (1985). Peace Education in the Toronto Board of Education. History and Social Science Teacher, v20 n3-4 p53-56 Spr. Peace education requires that teacher and student be seen as co-learners. The student must be seen as an active learner, not a passive recipient of teacher lectures or narratives. Students' thinking on peace/war issues should be the starting point and the continual reference point in the curriculum. (RM)…

(1992). Readiness for Peace–Readiness for the Future. Reprints and Miniprints No. 743. The project group, "Preparedness for Peace," carries on research and development work on peace education and related aspects of the internationalization of school teaching. This publication lists examples of reports and other documents from this work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes some reports and other documents related to the work of PEC (the Peace Education Commission of the International Peace Research Association), published by the Malmo School of Education. English translations are provided for Swedish language publications. (DB)…

(1994). Education for a Global and Peaceful Future. Reports and Miniprints from the Malmo School of Education. Reprints and Miniprints No. 808. The project group \Preparedness for Peace\ carries on research and development work on peace education and related aspects of internalization of school teaching. This bibliography gives examples of reports and miniprints from this project work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes some reports and miniprints related to the work of the Peace Education Commission (PEC) of the International Peace Research Association, published by the Malmo School of Education. All listings are alphabetically arranged with English translations of foreign titles. (EH)…

(1995). Education for a Peaceful Future. Reports and Miniprints from the Malmo School of Education. Peace Education Miniprints No. 77. The project group "Preparedness for Peace" conducts research and development work on peace education and related aspects of the internationalization of teaching. This bibliography gives examples of reports and miniprints from this work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes reports and miniprints related to the work of PEC (the Peace Education Commission of the International Peace Research Association), published by the Malmo School of Education. If the title is given in English only, the language of the report is English. For reports written in a Scandinavian language or in German, the title appears first in the language of the report, followed by an English translation of the title in brackets. Annotations also are followed by an English translation. (RJC)…

Gerson, Janet; Opotow, Susan; Woodside, Sarah (2005). From Moral Exclusion to Moral Inclusion: Theory for Teaching Peace. Theory Into Practice, v44 n4 p303-318. This article presents Moral Exclusion Theory as a way to systematize the study of complex issues in peace education and to challenge the thinking that supports oppressive social structures. The authors define its 2 key concepts: moral exclusion, the limited applicability of justice underlying destructive conflicts and difficult social problems; and moral inclusion, the emphasis on fairness, resource sharing, and concern for the well-being of all underlying peace building. They demonstrate the relevance of Moral Exclusion Theory in 4 key areas of peace education: (a) education for coexistence, (b) education for human rights, (c) education for gender equality, and (d) education for environmentalism. They then describe 2 common issues faced by schools, bullying and textbook bias, to demonstrate that moral exclusion is common and how students and staff can redress it. The article concludes with the challenge to use peace education as a tool for moral inclusion and for bringing about a… [Direct]

Abu-Nimer, Mohammed; Nasser, Ilham (2017). Building Peace Education in the Islamic Educational Context. International Review of Education, v63 n2 p153-167 Apr. Following the events of 9/11, many misconceptions entered the policy-making platform with regard to the need for education reforms in the Muslim world. Based upon Western cultural and societal norms and increased scepticism of the role of religion in violence, these assumptions have triggered a strong wave of calls for a top-down approach to reform formal state schools in predominantly Muslim countries, These calls often meet with resistance at national and community levels. This article seeks to examine these misconceptions and investigate why educational reform efforts through top-down frameworks which are especially motivated by countering violent extremism or terrorism have had only limited success. Many major international intergovernmental organisations, non-governmental organisations and governments have invested time and effort into education measures aiming to build peace and coexistence in Muslim countries, but they have been unable to build a relationship of trust with… [Direct]

Brock-Utne, Birgit (1996). Peace Education in Postcolonial Africa. Peabody Journal of Education, v71 n3 p170-90. Examines whether efforts by donor agencies and Third World governments toward achieving basic education for all will lead to further development of peace education in Africa; whether the outcomes of the 1990 Education for All (EFA) conference in Thailand will promote positive peace; and whether the new EFA strategy will lead to a self-reliant development for Third World countries. (SM)…

Jacobs, George M. (1989). Cooperative Learning and Peace Studies. Online Submission, Paper presented at the Institute for Peace Curriculum Colloquium (University of Hawai'i, Honolulu, HI, Mar 1989). The goal of this paper is to advocate that cooperative learning be a key, but not the only, methodology used in peace education. Two reasons will be put forward to support this view. First, research has shown that cooperative learning promotes positive educational outcomes generally. Second, cooperative learning is harmonious with peace education because both seek to help students recognize that we all depend on each other to succeed. Cooperative learning helps students translate this recognition into action by providing opportunities to learn and practice collaboration…. [PDF]

Yablon, Yaacov Boaz (2007). Contact Intervention Programs for Peace Education and the Reality of Dynamic Conflicts. Teachers College Record, v109 n4 p991-1012. Background: Great efforts are made to develop and implement contact activities for groups in conflict, yet studies of effects of planned contact interventions yielded mixed results. Previous attempts to explain why contact interventions do not fulfill their promise focused on the contact itself. However, the main focus of the present study was the underlying prevention strategy and the implementation of contact interventions. This was done in the context of planned face-to-face encounters between Jewish and Arab high school students in Israel. Purpose of Study: The aim of this study was to examine whether there is a unique embodiment of a social conflict in different subgroups of one prototypical social group. It has been suggested that one of the reasons for the failure of contact intervention programs is that they are usually based on a primary prevention strategy, which does not consider intragroup differences or developments over time. Population: The research sample consisted of… [Direct]

Quisumbing, Lourdes R. (2000). Educating Young Children for a Peaceful World. Child Care Information Exchange, n134 p6-10 Jul-Aug. Highlights the importance of preparing young children to become peacemakers and peace builders. Addresses the steps of moving toward a culture of peace, preparing children for peace, peace education, and values education for peace. Advocates early childhood educators teaching peace to young children. (SD)…

Ostertag, Vesna (1992). Strategies for Dissemination of Principles and Concepts of Education for Peace. World political changes since 1988 have ended the Cold War era of constant threats of confrontation and nuclear annihilation. The culture of militarism that influenced business, industry, and education served a purpose by dividing the world into good and evil. The changes that have removed the threat of militarism require a redefinition of the peace movement. The greatest task for teachers is the conversion of the war structure into a peace structure by converting the association of peace in the context of a nuclear catastrophe to the idea of peace as man's humanity to man. Educators must be ready to eradicate physical, economic, psychological, and ecological violence. In order to promote peace education, teachers must define global, national, and personal goals that are comprehensive enough to include many aspects of peace. These include personal relationships, economic equality, the value of human rights, and the elimination of violence toward the environment. U.S. and Russian… [PDF]

Duffy, Terence (1992). Peace Education in a Hostile Environment: The Divided Society of Northern Ireland. Peace Education Miniprints No. 35. This paper explores the issue of peace education in Northern Ireland in its broadest sense. It looks not merely at peace education per se but also at the sectarian context of schooling and at a variety of anti-sectarian initiatives. In recent years there have been several peace education ventures in Northern Ireland reflecting the statutory responsibility of the education and training agencies in the promotion of peace. These efforts have occurred at a variety of levels (none of them mutually exclusive from one another) but the principal venues have been the schools, youth and community agencies, and the higher education and adult education sectors. The schemes pioneered by these diverse organizations have ranged from holiday projects involving groups of Catholic and Protestant children to programs of study on Northern Ireland history and politics to various types of cross-community contact schemes in a variety of institutional and non-institutional settings. A relatively new… [PDF]

Floresca-Cawagas, Virginia; Swee-Hin, Toh (1989). Peace Education in a Land of Suffering and Hope: Insights from the Philippines. Convergence: An International Journal of Adult Education, v22 n1 p11-24. A holistic approach to peace education in the Philippines encourages citizens to understand the causes of conflicts and violence and to engage in social action to transform society. Pedagogical themes identified include peace-oriented values, critical consciousness and dialogue, reflection and conscientization, and active nonviolence and transformation. (SK)…

Bjerstedt, Ake (1998). "International Understanding,""Global Perspectives" and "World Citizen Responsibility" as Educational Objectives: Examples of Publications. Peace Education Miniprints No. 96. Books, articles, and reports relevant to peace education are heterogeneous in kind and have been published in a broad range of sources. This booklet considers books and articles that do not focus on terms such as, "peace education," but that deal with partly related goals and methods utilizing terms such as, "international understanding,""internationalization,""global perspectives," and "world citizen responsibility." Titles of documents are given in the booklet in their original language. If the original language is English, French, or German, no translations are provided. In the case of other original languages, a translation of the title into English is added in square brackets. The booklet cites more than 140 documents. (BT)… [PDF]

Millar, David; Roberts, Barbara (1985). A Peaceful World for Women: Peace Education Taking Gender into Account. History and Social Science Teacher, v20 n3-4 p45-48 Spr. An area of war rarely recognized by the mainstream of peace education is the war against women, composed of direct physical violence and indirect (structural) violence. Teachers must find or develop materials and teaching methods that will provide alternatives to sexism and violence in daily life. (RM)…

Ilham Dwitama Haebad; Khaeruddin Yusuf; Muhammad Irfan Hasanuddin; Rizqi Dwicahyanti; Rusdin; Rusli Takunas; Saepudin Mashuri; Sauqi Futaqi (2024). The Building Sustainable Peace through Multicultural Religious Education in the Contemporary Era of Poso, Indonesia. Cogent Education, v11 n1 Article 2389719. This research aims to investigate multicultural religious education in post-conflict areas, focusing on the learning strategy used in Poso to enhance sustainable peace among religious communities from January to May 2019. A qualitative method and multisite design examined two public schools sharing essential characteristics and geographical proximity. The informants consisted of 24 informants: 2 school principals, 4 vice principals, 8 teachers, as well as 10 Christian and Muslim students in sites A and B. Meanwhile, data collection methods include interviews, observation, and document analysis to obtain parallels, differences, and relationships between the two locations in the peacebuilding context. The results showed that the schools actualized multicultural content in the classroom and social activities based on humanity. Muslim and Christian teachers or students collaborated harmoniously, transcending differences in beliefs, rituals, ethnicity, and majority-minority status beyond… [Direct]

Charnofsky, Norene M., Comp. (1987). Conflict Resolution Bibliography. Various theories and approaches to conflict resolution and peace education are presented in the 31 resources listed in this annotated bibliography. It is divided into two sections. Section 1 contains materials designed to help adults become more effective role models for the peaceful resolution of conflict. Topics include parent/child conflicts, negotiation, control, mediation, power, interpersonal relationships, and peace strategies. Section 2 describes resources useful in establishing a positive environment and teaching conflict resolution skills. Included are a variety of books, curriculum guides, and materials to help establish a school-based mediation program and to teach conflict resolution and peace education. (SM)… [PDF]

Jones, Tricia S. (2005). Implementing Community Peace and Safety Networks in South Africa. Theory Into Practice, v44 n4 p345-354. Peace education initiatives often import American models and techniques without careful consideration of their fit with existing sociohistorical contexts, indigenous cultures, and necessary links to community. This article describes a 2-year project that instituted school- and community-based mediation programs as Community Peace and Safety Networks in the Gauteng region of South Africa. Qualitative research processes were used to conduct needs assessments and develop cultural sensitivity that increased the success of the project. The potential role of formative and summative evaluation research to enhance respect for context, culture and community are discussed in relation to peace education efforts…. [Direct]

Elias, John L. (2005). Education for Peace and Justice. Catholic Education: A Journal of Inquiry and Practice, v9 n2 p160-177 Dec. This article explores theoretical and practical issues related to education for peace and justice. It briefly presents educational theories of Plato, Aristotle, John Dewey, and Paulo Freire, recent papal and conciliar teachings, and the work of prominent religious educators. The power of education for aiding in justice and peace education is shown through guiding principles, curricular and methodological arrangements, ways of handling controversial issues, and the effective use of the arts…. [PDF]

Stoloff, David L. (1992). Peace Education and Educational Technology. This overview of the use of educational technology in peace education discusses three questions: (1) how educational technology may be applied to increase world understanding and reduce intergroup tensions; (2) what strategies, within what contexts, have proven effective in integrating the study of peace across the curriculum; and (3) how motivated individuals might make use of leading edge technologies to enhance their voices in the global conversation on the future. Terms are defined and 10 strategies for using technology in peace education are presented. These strategies address the following topics: (1) simulations to practice conflict resolution; (2) teaming across curriculum through technology; (3) incorporating information technologies to study peace; (4) developing databases on global themes; (5) creating software on peace through cooperative learning; (6) initiating local electronic conferences and support groups; (7) linking students to national and international… [PDF]

Rivage-Seul, Marguerite K. (1987). Peace Education: Moral Imagination and the Pedagogy of the Oppressed. Harvard Educational Review, v57 n2 p153-69 May. Arguing that peace education is constrained by adherence to technical reason, the author underscores the need for peace educators and their students to cultivate "moral imagination." Her view of moral imagination is grounded in an understanding of human intersubjectivity and in the ways in which the poor "read" the world. (Author/CH)…

(1973). International Peace Research Newsletter. Volume XI, Numbers 1 and 2. Spring 1973. This issue, focusing on peace education, is one of approximately six newsletters which are issued each year by International Peace Research Association (IPRA). The purposes of IPRA are to conduct interdisciplinary research dealing with conditions of peace and causes of war; promote national and international studies and teaching related to the pursuit of peace; facilitate contacts between world scholars; and disseminate peace research. Four major sections in this newsletter deal with: 1) a letter from the Secretary of the Education Committee; 2) detailed reports on two conferences, namely, Education for Peace and Social Justice and Conference of the IPRA Education Committee, in which the Education Committee has been involved; 3) descriptions of different institutions and projects of peace education; and 4) news announcements concerning appointments, grants, and conferences. (SJM)… [PDF]

Brock-Utne, Birgit (1991). The Raising of a Peaceful Boy. Peace Education Miniprints, No. 8. During the years 1986-1988, a Swedish research project called \Sons\ tried to provide some tentative answers to questions raised by the recent focus on gender issues in peace education. A total of 20 feminist and 20 traditional mothers of sons were interviewed concerning their ideas about the development of their sons and about the difficulties they had encountered in providing their sons with peace education. The interviews revealed that almost all the mothers wanted to raise a nonsexist son and gentle boy, and thus wanted to provide them with an alternative education. Nevertheless, most of the mothers felt that they did not succeed in educating their sons the way they had originally wanted to. Feminist mothers never used a biological argument when their sons developed into more typical males than the mothers had wanted them to. Feminist mothers deplored the influence of sports clubs to which their sons belonged, noting that they fostered a competitive and rough spirit. More than… [PDF]

Harris, Ian M. (1995). Teachers' Response to Conflict in Selected Milwaukee Schools. This report summarizes a study carried out during the 1993-1994 academic year that evaluated peace education curricula in selected Milwaukee (Wisconsin) public schools. Experimental and control sample populations were established with eight different classrooms, including two classes at a Montessori school and two classes at a neighborhood elementary school where teachers used the Second Step violence prevention curriculum. Control samples at schools that had similar locations, student demographics, and levels of academic achievement included two classes at a specialty school and two at a neighborhood school. Five observations at diverse times on different days were made in each class. Differences between the two samples were observed on classroom environment, content taught, teacher's style, and student behaviors. Experimental sample classrooms had more peace posters, student art work with peace themes, maps of the world, environmental pictures, and items that celebrated different… [PDF]

Harris, Ian M. (2001). Challenges for Peace Educators at the Beginning of the Twenty-First Century. This paper provides a description of the history and advancements made in peace education during the past century. By the end of the 20th century, 200 colleges in the United States had peace studies programs and approximately 1 in 10 of the public schools had conflict resolution programs. The paper focuses on four challenges faced by peace educators today, including: (1) how to replace a military culture with a nonviolent culture; (2) how to convince policymakers and educators to put resources into supporting peace education; (3) how to produce research that demonstrates the value of teaching young people how to behave peacefully; and (4) how to develop peace building strategies in schools. At the beginning of the 21st century, peace education is being used to challenge stereotypes where there is a long history of humiliation, victimization, and ethnic, racial, and religious hatred. Peace educators concerned with violent behavior of youth use violence prevention strategies to help… [PDF]

Harris, Ian M. (1996). Peace Education in an Urban School District in the United States. Peabody Journal of Education, v71 n3 p63-83. Presents a case study of efforts by teachers in a large urban school district in Wisconsin to address problems of student violence by using peace-education strategies, describing district-wide initiatives, summarizing curricular reforms at the elementary and secondary levels, and explaining how urban teachers are teaching alternative dispute-resolution techniques. (SM)…