Rogers, Paul (1991). Education for Peace in the Classroom–Curriculum Development Strategies and Materials: A Case Study from Ireland. Peace Education Miniprints No. 24. This paper describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during the past 13 years. Peace education is concerned primarily with a positive approach to peacemaking and the development of people who internalize a positive vision of peace, have a real sense of justice, personal and social, and who are sensitized and helped to cope with the various social manifestations of violence and conflict in their own lives and the wider world. The document examines the educational rationale of this project in the context of the two educational systems operating in Ireland. The process by which the materials are produced fall under six headings: (1) teacher workshops; (2) writing phase; (3) piloting phase; (4) editing and rewriting; (5) dissemination; and (6) evaluation. The document outlines some of the issues facing the development of peace education in Ireland in the next decade. Some of these… [PDF]

Krell, Gert (1980). Politics and Didactics of Peace Education: \Securing Peace in the Nuclear Age–The Case of the Neutron Weapon\. A Course for Political Instruction in Schools in Hessen. International Journal of Political Education, v3 n1 p17-31 Mar. Describes a course developed for the public schools of Hessen, Germany, through the cooperative efforts of army officers, peace researchers, and educators. Information is presented on goals and contents of peace education as a part of political education, learning goals, course sequence, and content related to the neutron weapons controversy. (DB)…

Landfried, Steve (1972). The Wisconsin Model Peace Project: 1972. Social Science Record, 9, 2, 22-24, Win 72. The Peace Education Project described is incorporated in the Wisconsin High School Model United Nations. Dates and schedules are presented for the 1972 undertaking. (JB)…

Vandrick, Stephanie (1996). Teaching Critical Thinking and Reading for Peace Education. College ESL, v6 n2 p27-36 Dec. Focuses on the peace education movement as a manifestation of the idea that second language classes need to include more than traditionally defined language skills to teach critical thinking and reading. Argues that critical skills often include higher level cognitive skills involving a process of questioning the status quo and an orientation toward transforming the social order. (12 references) (CK)…

Bekerman, Zvi; McGlynn, Claire; Zembylas, Michalinos (2009). Working toward the De-Essentialization of Identity Categories in Conflict and Postconflict Societies: Israel, Cyprus, and Northern Ireland. Comparative Education Review, v53 n2 p213-234 May. During the past decade, the authors have conducted research in their own countries, all of which are considered conflict or postconflict societies: Israel, Cyprus, and Northern Ireland. They have focused on a variety of topics related to peace education, reconciliation, and coexistence. Giving special emphasis to the formation of identity in educational settings, two of them have investigated primarily in integrated schools (in Israel and Northern Ireland), while the third has conducted research in multicultural schools (in Cyprus). The authors believe that a comparative study of these three settings is valuable because such juxtaposition helps to conceptualize how some aspects of identity are developed in practice in the countries in question (Phillips and Schweisfurth 2006). In this article, the authors examine the ways in which educators engage in educational initiatives geared toward peace, coexistence, and/or conflict resolution and consider the implications for such initiatives… [Direct]

Zeinab Sadoughi (2023). The Necessity of Establishing "Peace Studies" in Iranian Universities. Journal of Peace Education, v20 n3 p316-338. The international crises that necessitate cooperation between nations and the prevalence of violent behaviors in different countries have led to a need for educational processes that support peaceful attitudes and behaviors. Iran is one such country that suffers from violence-related issues, which may stem from a lack of educational processes. Given the importance of training for peace and the role of educational institutions, this qualitative study aimed to discuss the need to establish peace studies in Iranian universities and the prerequisites needed for this purpose. The study involved 35 faculty members, mainly specializing in law, political science, sociology, and curriculum planning, who participated in semi-structured interviews. The multicultural nature of Iranian society, the high prevalence of violent behaviors, Iran's geographical location in the volatile Middle East, and the need to develop relations with other nations make it necessary to establish peace studies. The… [Direct]

Hicks, David W. (1986). Studying Peace: The Educational Rationale. Occasional Paper No. 4. Revised Edition. This paper seeks to clarify the current debate about studying peace in schools and classroom by exploring: (1) the breadth of concern encompassed by peace education; (2) the educational legitimation for studying peace and conflict in the classroom, and (3) curriculum implications of peace education. The problems of peace encompass violence and war, inequality, injustice, environmental damage, and alienation. At its 18th session held in Paris (1974), the United Nations Educational, Scientific, and Cultural Organization General Conference issued its "Recommendations Concerning Education for International Understanding, Co-operation and Peace." These recommendations listed the following major problems of humankind that students should study: (1) the equality of rights; (2) the maintenance of peace; (3) the insurance of human rights; (4) economic growth and social development; (5) the conservation of natural resources; (6) the preservation of human cultural heritage; and (7)…

Lawson, Max (1995). The International People's College, Helsingor, Denmark: Seven Decades of Peace Education. Peace Education Miniprints No. 71. Peter Manniche (1880-1981) founded the International People's College, Helsingor, Denmark, in 1921 as an experiment in peace education, "a miniature League of Nations." It is a folk high school, and in many ways from its inception up to today is still in the maintenance of the Grundtvigian folk high school, except that it is the only Danish folk high which teaches English and that it is specifically international in emphasis, reflected in the content of the curriculum and the composition of the staff. This paper explores Manniche's educational ideas, and how they were put into practice through curriculum, teaching, and daily life of the college. The history of the college since Manniche's retirement is briefly brought up to date. More than 50,000 students have participated in the college courses, and in 1988 the college was designated a "Peace Messenger" by the United Nations. Schools founded with a specific peace and international understanding emphasis are not… [PDF]

Adler, Alison; Barnett, Rosemary V.; Easton, Janice; Howard, Keri (2001). An Evaluation of Peace Education Foundation's Conflict Resolution and Peer Mediation Program. School Business Affairs, v67 n7 p29-39 Jul. A study examining student incident-referral data trends at four Palm Beach County high schools shows that the school participating in Peace Education Foundation's Win Win! Program experienced downward referral rates, compared to control schools. Discussing conflict resolution within the school culture fostered better anger management or diplomatic communication. (Contains 40 references.) (MLH)…

Kupidura, Eva, Ed.; Kupidura, Peter, Ed. (1993). Subject/Author Index 1968-1992. Convergence, spec iss p1-181. This 25-year index contains annotations of feature articles by subject and by author. Representative subjects include basic education, development education, empowerment, human rights, lifelong education, peace education, popular education, rural development, social/political action, technological advancement, and transformative research. Articles in English, French, Spanish, and Russian are included. (SK)…

Bjerstedt, Ake, Ed. (1993). Peace/War Issues from a Psychological Perspective. A Selective Bibliography. Revised. This bibliography lists publications related to peace education and the psychological aspects of war and peace. The publications are from around the world and the majority are written in English. (DB)… [PDF]

Davies, Lynn (2005). Schools and War: Urgent Agendas for Comparative and International Education. Compare: A Journal of Comparative Education, v35 n4 p357-371 Dec. A focus on conflict and education is one of the most pressing concerns of the current times, and yet the role of education in the perpetuation, or the mitigation, of international conflict is curiously underplayed and under-researched. This paper looks firstly at the contributions that education makes to conflict, through the reproduction of inequality and exclusion, through perpetuation of ethnic or religious divisions, through its acceptance of dominant aggressive masculinities, through selection, competition and fear, and through distorted curricular emphases on narrow cognitive areas of learning. However, the paper also outlines some \possibilities for hope\, such as resilient schools, the impact of peace education initiatives and the rise of global citizenship education. It is argued that comparative and international education has a highly important role in establishing patterns of educational contribution to peace or conflict, and in dissemination of research to act as a… [Direct]

Friesen, John W.; Wieler, Edith Elizabeth (1988). New Robes for an Old Order: Multicultural Education, Peace Education, Cooperative Learning and Progressive Education. Journal of Educational Thought, v22 n1 p46-56 Apr. Examines the origins and basic tenets of three recent educational movements in Canada (i.e., multicultural education, peace education, and cooperative learning) to identify their philosophical underpinnings. Argues that their fundamental premises are remarkably like those of the Progressive Education movement. Considers approaches for those who postulate new ideas and methods. (DMM)…

Harris, Ian M.; Jeffries, Rhonda Baynes (1998). Cooling the Climate Using Peace Education in an Urban Middle School. Middle School Journal, v30 n2 p56-64 Nov. Details implementation of a peace education program in a Milwaukee, Wisconsin, middle school in order to help students understand the nature of violence and to stress the potential of nonviolence in solving problems caused by conflict. Considers including peace efforts in the curriculum, learning and practicing nonviolence, and the effects of the program on academic achievement and student attitudes. (JPB)…

Ross, Lyman L. (1973). Education for Peace: An Untried Road. Handbook of the International Association of Educators for World Peace. [Second Edition.]. This handbook examines the problem areas of world peace, suggests an approach for education that will teach human beings the necessity of peace, and offers some techniques for living in peace and for pursuing a career devoted to peace. Chapters define education for peace, including suggestions for research to facilitate the teaching of peace education, point out personal attitudes and habits that are detrimental to the accomplishment of peace, and expose the political and social obstacles to peace. Other chapters cite various organizations for world peace, describe the history of the International Association of Educators for World Peace, and give hints for anyone interested in furthering the cause of world peace by organizing community interest. A selected annotated bibliography concludes the handbook. (JH)…

Berlowitz, Marvin J. (1994). Urban Educational Reform: Focusing on Peace Education. Education and Urban Society, v27 n1 p82-95 Nov. Assesses the current educational-reform movement through an examination of the effectiveness of peace education and conflict resolution programs in urban schools. The current reform movement is seen as based on assumptions that ignore the structural crisis in the U.S. economy, use as their baseline data a standard of education excellence from a Golden Age that never existed, and ignore our nation's failure to achieve egalitarian reform. (GLR)…

Weil, Pierre (1990). The Art of Living in Peace: Towards a New Peace Consciousness. This report summarizes the peace research and curricula that have proved to cause a deep change in the attitudes and behavior of the human being. The document focuses on the last 40 years with the work of the United Nations and UNESCO. It is designed for adults and is dedicated to peace education and peace educators. There are three modules in the report. Module 1 addresses: (1) General considerations concerning the method used in this document; and (2) The method of education. Module 2 contains: (1) General introduction; (2) A fragmentary vision of peace; (3) Peace considered as an external phenomenon from man; (4) Peace as an inner state or as state of spirit; (5) A holistic vision of peace; (6) The fragmented vision of education; (7) The holistic vision of education; (8) Towards a holistic vision of peace education; (9) Bibliography notes and references; and (10) Method of education. Module 3 includes: (1) Required conditions for a peace educator; (2) The process of destruction… [PDF]

Duhon-Haynes, Gwendolyn; And Others (1996). Peace Education: Enhancing Caring Skills and Emotional Intelligence in Children. Teacher education programs are rapidly changing to ensure that pre-service teachers are well prepared to successfully conquer the critical issues they will encounter in K-12 public schools. The major issue influencing teaching and learning is school violence and the lack of a sense of peace and caring in educational institutions. The educational system provides an excellent opportunity for adults and children to explore and practice mutuality and reciprocity of respect and caring. Peace education refers to a non-authoritarian educational process that is compatible with peace and avoids all structural violence. A model for implementing Peace Education in the kindergarten through third grade curriculum as an effort to teach caring skills in elementary school is presented. The model addresses concepts related to peace and caring such as: (1) The meaning of peace and caring; (2) Peace and caring enhancing healthy families; (3) Peace and caring as a tool for positive relationships; (4)… [PDF]

Swee-Hin, Toh (1993). Education for Justice, Environmental Care and Cultural Solidarity: A Holistic Conception of Peace Education. Peace Education Miniprints No. 46. The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interest and competence in areas related to peace education are interviewed. This publication explores the views to Toh Swee-Hin of the University of Alberta, Canada. A Malaysian by nationality, Toh Swee-Hin has worked with peace and development educators in many countries, including Australia, the Philippines, and Canada. He is a prolific writer and supervised a number of theses and dissertations in the fields of peace and development education. (Author)… [PDF]

Burns, Robin; Weber, Thomas (1995). Gandhi and Freire on Campus: Theory and Practice in Tertiary Peace Studies Programs. Peace Education Miniprints No. 76. Over the past 20 years, the formal study of peace at universities and colleges has become an option available to many students. The development of such peace studies programs is diverse. There are a variety of theoretical and ideological/philosophical approaches to peace. However, how to develop a course that is theory-based, and to compare different theoretical orientations, has not been explored a great deal. Taking up that challenge, this paper looks at two instructors who have been responsible for a peace studies program, one through taking on and transforming an existing interdisciplinary undergraduate course and the other through developing a peace education course within a graduate education program. The ideas that inspired each educator are presented. Paulo Freire and Mahatma Gandhi, whose work for justice and social change, are featured. This paper finds that a dialogue that develops the ideas, key concepts, analyses, and actions of Gandhi and Freire (within contemporary… [PDF]

Freedman, Sarah Warshauer; Hughson, Holly; Weinstein, Harvey M. (2007). School Voices: Challenges Facing Education Systems after Identity-Based Conflicts. Education, Citizenship and Social Justice, v2 n1 p41-71. We describe our research on the role of education in the social reconstruction of countries after mass conflict. Our studies focus on the voices of those least heard in the discourse–teachers, students, administrators and parents. We examine schools in four societies that experienced profound violence, ethnic cleansing and genocide during the 1990s–Croatia, the UN-administered province of Kosovo in Serbia-Montenegro, Bosnia and Herzegovina and Rwanda. We question the assumptions that underlie current practice such as a narrow focus on emergency interventions, conflict resolution, peace education and textbook reform. Societal repair must involve a comprehensive set of interventions that recognizes the integrated nature of a society's institutions. Schools are a unique component of building a long-term future. (Contains 9 notes.)… [Direct]

Langer, Howard; Sievert, William A. (1973). The Postwar Pursuit of Peace Studies. Saturday Review: Education, 1, 4, 38-40, Apr 73. The war in Vietnam created a new curriculum on peace education. The new courses, known also as Peace Studies, take an interdisciplinary approach combining sociology, history, philosophy, morality, economics, futuristics, and political science. (DS)…

(1982). International Consultation on Peace Education with a View to Preparing a Manual for the Parents and Teachers of Pre-School Age Children: International Centre for Educational Research (Sevres, France) 17-21 May 1982. International Understanding at School, n44 p9-10. The contents of a manual for peace education, intended primarily for the parents and teachers of preschool children, is outlined. The manual outline was prepared as the result of an international meeting sponsored by the World Organization for Early Childhood Education in France in May 1982. (RM)…

Hinitz, Blythe (1995). Educating Young Children for Peace. ERS Spectrum, v13 n4 p22-27 Fall. Reviews historical and currently available literature and resources on education for peace. Peace education is enhanced by a comfortable, stress-free classroom environment and by literature-based, creative-arts, compassion-building, and conflict-resolution activities. The teacher is the key element in creating the environment and modeling prosocial behavior and peaceful attitudes. (46 references) (MLH)…

Zola, Jaye; Zola, John (1985). Peace and Nuclear War. ERIC Digest No. 21. This ERIC Digest examines the nature of peace and nuclear war education, rationales for its inclusion in public school programs, and ways to deal with the controversial nature of the topics. A distinction between peace education and nuclear war education is followed by a description of four basic themes offered as a rationale for peace and nuclear war education: peace and nuclear war education are appropriate content for developing capable, thinking, competent young adults; peace and nuclear war-related content are highly relevant in today's world; openly addressing and confronting psychological concerns of young people regarding nuclear war with information and appropriate pedagogy can help young people cope with these concerns; and by addressing peace and nuclear issues, teachers can prepare young adults for participation in the nation's democratic institutions by helping them make decisions regarding leaders and policy. Challenges for dealing with the controversial nature of… [PDF]

Bjerstedt, Ake, Ed. (1990). Perspectives on Peace Education: Interviews with Experts from Fourteen Countries. Educational Information and Debate. 89. The project group, Preparedness for Peace, at the Malmo School of Education in Sweden studies ways of helping children and young people deal constructively with questions of peace and war. As part of this work, the project collects viewpoints on the role of schools in pursuit of "peace preparedness." A number of experts with special interest and competence in areas related to peace education are interviewed. This book presents conversations with 14 individuals, representing 14 different countries and a variety of professional backgrounds. (Author)…

Bjerstedt, Ake (1993). Peace Education Approaches among Younger and Older Students in Schools. Peace Education Reports. No. 8. This report used data from an interview study with international experts to examine the extent that peace education is relevant at various ages and to look at how the age of pupils affect the design of a pedagogy for peace. The two parts of the report provided replies from 50 experts representing 22 countries. Part 1 attempts to summarize major aspects of the relationship of age level to education for peace. In several cases, the interviewees made general comments claiming that in actual fact, age differences were of considerably less importance than imagined. Some interviewees emphasized the fact that little is known in the area. Part 2 provides detailed documentation of the 50 interview answers. (CK)… [PDF]

Kealey, Robert J., Ed.; Reck, Carleen, Ed. (1985). Directions for Justice/Peace Education in the Catholic Elementary School. This booklet is designed to help educators in Catholic schools integrate the teaching of justice and peace education into the elementary school curriculum. Chapter I deals with the nature of justice and peace education, its basis in Catholic teaching, special considerations for teachers, the need to begin such teaching in elementary schools, and the need for a global approach. Chapter II deals with implementing faculty development and includes suggestions for inservice education and faculty development resources. Chapter III is divided into two sections, one dealing with curricular approaches and the other with special opportunities. Curricular approaches include the addition of subjects, units, or lessons; the infusion method, which concentrates on student activities; and the integration approach, which includes opportunities for justice and peace activities throughout the school's activities. Special opportunities include teachable moments; awareness activities such as worship,… [PDF]

Burns, Robin; Swee-Hin, Toh (1989). Educating for Peace: The Australian Experience. Convergence: An International Journal of Adult Education, v22 n1 p61-74. The many facets of the peace education movement in Australia include (1) development education, which focuses on inequities in the global economic structure; (2) demilitarization and disarmament; and (3) conservation of the environment. (SK)…

Bjerstedt, Ake (1993). Second-Order Learning and Education for Peace: Eva Nordland and the Project "Preparedness for Peace." Peace Education Miniprints No. 54. This interview explores the views of Eva Norland, an educational researcher and peace activist. A discussion of peace education examines definitions, school contribution, age levels, teacher training, and instructional approach. Eva Norland offers her opinion on the concept of peace from environmental development, solidarity work, human rights, and disarmament perspectives. Brief background notes and a nine-item list of selected publications of Eva Nordland follow the interview. (CK)… [PDF]