Murphy, Bianca Cody (1990). Peace Education, Activism, and the Role of the Psychology Professor. This paper discusses the experiences of teaching a college course entitled "Psychology in the Nuclear Age" and highlights how research, clinical work, and activism influence the professional role of the teacher. The paper sought to raise a number of questions, including: What is meant by peace education? Should teachers remain objective or do they have an educational as well as moral responsibility to state their personal positions in the classroom? Is teaching a course on peace or nuclear issues a political action? What do students report about how they are affected by the course? How do teachers handle the intense feelings that these topics may evoke in students? and Do teachers have a responsibility to help their students take political action? Contains 5 references. (DB)… [PDF]

(1997). Linguapax. Five papers on the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Linguapax program, established to explore how foreign language education can promote peace and understanding, are included. "UNESCO Linguapax at JALT96" (Kip Cates) describes the Linguapax-related speakers, events, and workshops at the 1996 annual conference of the Japan Association for Language Teaching. "Language Education for World Peace" (Felix Marti) praises the growing culture of peace and examines the role of languages and linguistic policy in promoting peace worldwide. "Linguapax, Language Learning, and Technology" (Denis Cunningham) extends the discussion to the role of various forms of technology in advancing language education for peace. "Modern Language Teaching After the Year 2000" (Reinhold Freudenstein) offers six ideas for changing the place of language instruction within the educational system to make it more effective…. [PDF]

English, Raymond, Ed. (1989). Teaching International Politics in High School. Approaches to teaching about international politics and avenues to peace should be realistic and pragmatic rather than based on generalities about global education and peace education. This volume contains essays on international economic relations, cultural and linguistic understanding, and the conflict of ideologies and value systems in international affairs. The 13 essays included are: "America, the World, and Our Schools" (W. J. Bennett); "International Politics and Global Education" (M. A. East); "The Realities of Foreign Policy Making" (J. P. Roche); "The New Look in Social Studies" (R. H. Wilson); "Trading States or Territorial States?" (J. L. Tucker); "Avoiding the 'isms'" (R. L. Hayden); "A State Project in International Studies" (M. Hartoonian); "Global Education: An Ambiguous Innovation" (R. English); "Peacekeeping in the Nuclear Age" (K. B. Payne; J. Coleman); "National…

McPherson, Beth; Meier, Paulette (1983). Growing Up in a Nuclear World: A Resource Guide for Elementary School Teachers. Teaching Nuclear Issues. Provided in this guide are annotated lists of teacher and student resources for teaching and learning about nuclear issues in the elementary/junior high school (grades K-8). Resources are grouped into five major sections. The first section (background reading for teachers) contains books and articles focusing on nuclear issues (nuclear war; arms race/disarmament; nuclear weapons and policy making; nuclear weapons/power link; nuclear power; health and environmental impacts; and safe energy alternatives) and approaches to teaching about nuclear issues (addressing developmental/psychological considerations about peace education; values education; and recognizing propaganda). The second section lists classroom materials on nuclear issues: (1) curriculum guides, teaching units, plays, and teacher resources on peace education and (2) student/teacher materials on safe energy versus nuclear power, including teaching units, curriculum guides, simulation exercises, texts, plays, coloring…

Bishai, Linda S.; Levine, Daniel H. (2010). Civic Education and Peacebuilding: Examples from Iraq and Sudan. Special Report 254. United States Institute of Peace Between 2006 and 2010, the United States Institute of Peace developed several civic education programs for Iraq and Sudan as part of broader efforts to promote postconflict stability and development and help prevent a return to violence. This report describes those programs after first examining the conceptual bases for civic education and how they differ from and overlap with human rights. It also discusses various challenges civic education programs face in postconflict environments and suggests several ways to overcome these challenges, as illustrated in the cases of Iraq and Sudan. (Contains 13 notes.)… [Direct]

Bjerstedt, Ake, Ed. (1992). Peace Education around the World. Some Expert Interviews. Educational Information and Debate 97. The project group "Preparedness for Peace," working at the Department of Educational and Psychological Research, Malmo School of Education in Sweden, explores ways of helping children and young people to deal constructively with questions of peace and war. As part of its work, the project group collects viewpoints on the role of schools in pursuit of "peace preparedness." A number of experts with special interests and competences in areas related to peace education have been interviewed. This report presents such conversations with 10 experts: James Calleja (from Malta), James Collinge (New Zealand); Henk B. Gerritsma and Daan Verbaan (The Netherlands), Petra Hesse (the United States), David Hicks (England), Mitsuo Okamoto (Japan), Paul Rogers (Northern Ireland) and Maura Ward (Ireland), and Bogdan Rowinski (Poland). (Author)… [PDF]

Reardon, Betty (1978). A Preliminary Study of the Obstacles to, the Status of and Potential for Education for the Promotion of Disarmament. Seminar on the Obstacles to Disarmament and the Ways of Overcoming Them (3-7 April 1978). The booklet assesses the present status of education for the promotion of disarmament in various grade levels and learning environments throughout the world. It also identifies and recommends ways to make disarmament education more effective. Disarmament is interpreted as the process leading from the present system of armed nation states to an international system in which security will be provided by a global peace authority. The document is presented in six chapters. Chapter I identifies the purpose and limits of the study. Although some information was obtained from every continent, most of the data were taken from secondary school programs within the United States. Chapter II defines terms used in the study such as arms control and disarmament education. ChaPter III outlines obstacles to disarmament education in schools, colleges and universities, among the general public, and among political leaders. Chapter IV describes disarmament education in schools, colleges, adult…

Wahlstrom, Riitta (1991). Growth towards Peace and Environmental Responsibility. From Theory to Practical Implications. Publication Series B. Theory into Practice 67. This report presents the results and activity ideas created by a peace and international education project. The project implemented and evaluated activities suitable for primary school pupils over a three-year period. The goals, contents, and methods presented are those of peace and environmental education. The teaching suggestions, methods, and activity ideas are based on knowledge and research results in developmental and sociopsychological studies and on moral education. The report discusses the meaning, functions, and impact of peace and international education. Peace and environmental education are discussed from the following perspectives: integration, general pedagogical principles, implementation possibilities, and new learning theories and practices. The report tries to answer the question of how to create the values, attitudes, and skills that make people act for peace and global survival. The document discusses structural violence and education for positive peace, human… [PDF]

Barich, Phyllis (1987). Peace and Conflict: Resources Available from the Manitoba Education Library. This bibliography of books, kits, and films for elementary and secondary education, available from Manitoba (Canada) Education Library, covers the topics of peace education, nuclear issues, violence, and the history of war. The list contains 55 books, 21 kits, and 50 16mm films. The films include the 13-part "Canada at War Series" and the "Why We Fight Series" produced during the 1940s by the U.S. War Department. Brief annotations are given for the kits and films. (DJC)…

Oravec, Jo Ann (2004). Incremental Understandings: Warblogs and Peaceblogs in Peace Education. Journal of Peace Education, v1 n2 p225-238 Jan. Peaceblogs and warblogs are kinds of \weblogs\, chronological streams of hyperlinks and related diary-like narratives. Many thousands of weblogs emerged in the past several years, providing frequently updated analysis and commentary on various issues along with a personal, human-scale perspective. Weblogs emphasizing peace and war issues have been generated by participants in conflict as well as observers. Through reading and constructing weblogs, students can obtain some critical distance on day-to-day events–which can be of special value during wartime. The article analyzes the emerging forms that weblogs are taking and outlines their use both for instructors and students in peace education settings. For example, those who construct peaceblogs often take responsibility for seeking out useful peace-related sources and providing critiques. Weblogs as a genre provide support for the development of individual voices and can be used in conjunction with various face-to-face and online… [Direct]

Daniela Romero-Amaya (2024). The Making of the Citizen in Colombia: Transitional Assemblages, Civic Education, and the Long Quest for Peace. Education, Citizenship and Social Justice, v19 n2 p165-184. This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts… [Direct]

Mwaanga, Oscar; Prince, Samantha (2016). Negotiating a Liberative Pedagogy in Sport Development and Peace: Understanding Consciousness Raising through the Go Sisters Programme in Zambia. Sport, Education and Society, v21 n4 p588-604. Labelled as an alternative and more representative engine for development [Levermore, R. (2008). "Sport: A new engine of development?" "Progress in Development Studies," 8(2), 183-190. doi: 10.1177/146499340700800204], the international sport development and peace (SDP) movement is under pressure to enhance its credibility and authenticity. The claims made are of SDP's capacity to deliver development to a world that feels let down by traditional development approaches, especially at the end of the Millennium Development Goals. However, for SDP to assume its true position of an authentic alternative, it needs to be wrestled from its neo colonialism and undemocratic tendencies that have privileged the Global Northern ways of being and knowing, invalidating and marginalising alternative ways of social betterment. In particular, the use of SDP to facilitate learning of social, health and economic skills has become popular [Spaaij, R., & Jeanes, R.(2013)…. [Direct]

Bjerstedt, Ake (1993). Peace Museums as Potential Instruments of Peace Education. Views Expressed by Members of the PEC Network. Peace Education Miniprints No. 51. Members of the Peace Education Commission answered a questionnaire on peace museums. The first 60 respondents, representing 25 different countries supplied the results of this report. A majority of the respondents had a positive opinion about the potential values of a peace museum. A variety of definitions of a peace museum were supplied by respondents, and a common definition was difficult to obtain although several remarks stated that a museum should go beyond a static collection of objects and develop a participatory environment. While a few countries had experience with peace museums, most countries seemed to have no peace museum experience at all. Alternative ways of focusing peace museums addressed an emphasis on anti-war, pro-peace or both themes and either a multi-dimensional or specific approach. Potential risks and difficulties such as finances and biased displays were indicated by respondents who also provided suggestions on how to promote the idea of peace museums. (CK)… [PDF]

Bjerstedt, Ake, Comp.; Gustafsson, Evy, Comp. (1977). Towards Peace Education: Abstracts on Some Reports related to Conflict Resolution and Peace Education. Pedagogisk Dokumentation, No. 55, 1977. The document identifies and describes 90 sources of information on conflict resolution and peace education. All the sources are ERIC documents which were published during the period 1966-1976. For each entry, the following information is provided: author, title, source, date, pages, ERIC ED number, microfiche and/or hard copy availability, abstract, and \keywords\ (descriptors). The entries span all educational levels, ranging from human awareness activities for kindergarteners to conference presentations about research on public attitudes and mass media. For elementary and secondary levels, the citations include descriptions of social studies programs in peace and global awareness, conflict resolution activities, multimedia resource guides, guidance suggestions for career development in peace studies, and a discussion of individuals' military responsibilities to their country. In the area of higher education, the citations include descriptions of college courses and formal programs…

Bush, Kenneth D., Ed.; Saltarelli, Diana, Ed. (2000). The Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children. This report challenges the widely held assumption that education is inevitably a force for good. While the provision of good quality education can be a stabilizing factor, the report shows how educational systems can be manipulated to drive a wedge between people. The report begins by describing the nature of today's armed conflicts, with virtually every conflict of recent years fought within, rather than between, nations. It examines the growing importance of "ethnicity" in conflicts, as clearly seen in recent tragedies such as Rwanda, Kosovo, and Chechnya. The second section of the report describes the two different faces of education: the negative face shows itself in the uneven distribution of education to create or preserve privilege, the use of education as a weapon of cultural repression, and the production or doctoring of textbooks to promote intolerance; the positive face goes beyond the provision of education for peace programs, reflecting the cumulative benefits…

Becker, James, M. (1985). Teaching about Nuclear Disarmament. Fastback 229. Background information to help educators teach about nuclear disarmament is presented. There are six sections. The first section, \Nuclear Arms Education: Avoiding the Final Catastrophe,\ discusses the national priority of preparing for war, militarism as a value, and the mushroom cloud and spaceship earth as symbols of a global age. The second section, \Nuclear Arms Education and International Understanding,\ examines peace movement issues, earlier peace education efforts, the American peace movement in the post-World War II era, and increasing support for international studies. Section III, \Nuclear Arms Control: The Issue of the Eighties,\ deals with peace studies in higher education and the major foundations that support nuclear arms studies. \Teaching about Peace, Arms Control, Disarmament, and International Understanding\ is the focus of the fourth section. The role schools should play in nuclear arms education and deciding what to teach are discussed. The fifth section… [PDF]

Mehlinger, Howard D., Ed. (1981). UNESCO Handbook for the Teaching of Social Studies. Intended for elementary and secondary teachers and for students in teacher training institutions, this book contains practical suggestions and information on ways and means of improving social studies instruction. UNESCO hopes that the book will play a part in raising the standard of social studies teaching and that it will at the same time enlarge the contribution of this important school subject to the betterment of international understanding, cooperation, and peace. There are two major parts to the book. Part I, \Planning a Social Studies Program,\ contains five chapters. These chapters present a survey of social studies around the world, discuss how academic disciplines serve as sources of knowledge for social studies, offer concrete suggestions for planning a social studies program that integrates knowledge from many fields, describe social studies programs that have as their major objective peace education, and provide a model of the curriculum development process and two…

Beuron, Thiago Antonio; Brandli, Luciana Londero; Damke, Luana In√™s; Klein, Leander Luiz; Pereira, Rudiney Soares; Veiga √Åvila, Lucas (2019). Barriers to Innovation and Sustainability in Universities: An International Comparison. International Journal of Sustainability in Higher Education, v20 n5 p805-821. Purpose: Sustainability has become a global concern to deal with complex and unprecedent survival, social, political and peace issues. Higher education institutions play a key role in this transformation. This paper aims to conduct a comparative analysis by continents of innovation and sustainability barriers in universities. The document also offers opportunities and potential actions for universities to create initiatives to minimize barriers and move towards a sustainable future. Design/methodology/approach: To carry out the study, 25 closed questions, composed of a five-point Likert scale, were applied to 283 university representatives (rectors, managers or specialists in the area of innovation and sustainability), to check the degree of application of the questionnaire. Findings: From an exploratory statistical analysis, it was found that the main barriers were lacking of planning and focus, lacking of environmental committee, lacking of applicability and continuity of actions… [Direct]

Rauch, Franz; Steiner, Regina (2006). School Development through Education for Sustainable Development in Austria. Environmental Education Research, v12 n1 p115-127 Feb. This article outlines the leading concepts which are being discussed in the current debate on education for sustainable development (ESD) in Austria, detailing their historic development and characteristic features, as well as the empirical experience gained in school development to date. These concepts are environmental education, development education/global learning and peace education. With the emergence of ESD and, notably, the launch of the United Nations Decade for ESD, these hitherto separate currents should start to converge. We will be seeing common endeavours to define ESD more concretely as a regulatory idea and to learn from one another and, in joint settings, to support cooperation, launch joint projects and also to enhance individual profiles. These endeavours should be promoted under an Austrian strategy for ESD. (Contains 1 note.)… [Direct]

Bar-Tal, Daniel, Ed.; Oppenheimer, Louis, Ed.; Raviv, Amiram, Ed. (1999). How Children Understand War and Peace: A Call for International Peace Education. This book of essays offers an international perspective on how the concepts of war and peace develop in children and how, through overt teaching of conflict resolution and peacemaking skills in schools, a more peaceful world can be created. Following an introduction, the 14 essays in the book are grouped in 3 parts: (1) "Developmental Perspectives"; (2) "Socialization and Experience"; and (3) "Learning in Schools." Essays under part 1 are: (1) "Children, War, and Peace: A Review of Fifty Years of Research from the Perspective of a Balanced Concept of Peace Education" (Lennart Vriens); (2) "I Know What You Are Thinking: The Role-Taking Ability and Understanding of Peace and War" (Ilse Hakvoort, Louis Oppenheimer); (3) "The Peace Personality" (Robert C. Ziller, Dahlie S. Moriarty, Stephen T. Phillips); (4) "Toward a Positive Conception of Peace" (Orlando Lourenco). Essays under part 2 are: (5) "Cultural…

Wise, Helen D. (1973). Education for Peace – Today. Today's Education, 63, 7, 26-8, Nov-Dec 73. Describes a program outline that will turn about the philosophy of war, utilized by the United States in this century, to one of peace, wherein education will contribute to the expansion of the rights of life, liberty, and the pursuit of happiness. (Author/RK)…

Nash, Claudia Peralta; Whang, Patricia A. (2005). Reclaiming Compassion: Getting to the Heart and Soul of Teacher Education. Journal of Peace Education, v2 n1 p79-92 Mar. As professors committed to preparing educators poised to teach effectively across differences and in ways that actively resist perpetuating injustices, we have found Buddhist teachings to be nothing short of provocative in terms of expanding how we think and do our work. We offer the following in hopes of intriguing others to join us as we continue exploring the power and potential in practices enlightened by Buddhist teachings. These teachings have much to offer those committed to peace education. This is especially true if one agrees that peace in the world depends on a populace committed to achieving inner peace through practices that promote personal transformation. (Contains 1 note.)… [Direct]

Shabbas, Audrey; And Others (1991). The Arabs: Activities for the Elementary School Level. The Things that Make for Peace: Empowering Children To Value Themselves and Others. These activities for teaching elementary school students about the Arab people are designed to reflect the principles of peace education: respect for one's self, others, and for the planet. The activities are hands-on in nature and designed with the "whole child" in mind. The activities integrate movement, fine muscle and large muscle activities, and language. Among the included activities are: what do Arabs name their children; foods from Arab lands; recycled soap; shadow puppets; and fun with Arabic geometric designs. (DB)…

King, Edith W. (2000). Looking into the Lives of Children for Inspirational Peace-Building. This paper considers strategies that have been put into place for peace education around the world. The paper discusses the street children of Brazil who are being rescued from violence by individuals following the philosophy of Paulo Freire. The paper examines the impact of the Iraqi invasion on children and families in Kuwait. It concludes by recommending the works of Professor Elise Boulding, especially her book, "Children's Rights and the Wheel of Life" (1979), an important contribution to family and child studies. (BT)… [PDF]

Shatles, Diane (1992). Conflict Resolution through Children's Literature. Impact II. This document describes a teacher-developed, elementary school level program that teaches conflict resolution through children's literature. This is a whole language/peace education program in which children learn creative ways to solve conflicts by reading and writing stories about conflicts. The document opens with a reproduction of the program description as it appeared in an Impact II catalog of exemplary programs developed by New York City teachers. This is followed by a brief paper entitled "Peace Education and Conflict Resolution in the Inner City," presented by the text of a speech given by Diane Shatles, who developed the program, at an international conference on reading held in London (England) in 1986. The bulk of the document presents the program itself through descriptions of lesson plans and other materials. The lesson plans are: (1) What Is a Friend?; (2) Developing the Concept of Conflict as Being a Difficult but Normal Part of Life; and (3) Conflict…

Hanna Reho; Oleksandra Reho (2023). The Role of the Zakarpattia Institute of Postgraduate Pedagogical Education in Adult Education during Martial Law: A Case Study from Ukraine. Journal of Educational Sciences, v24 n2(48) p108-124. In the context of martial law in Ukraine, the educational sector has faced unprecedented challenges, particularly in the realm of preschool education. This paper presents a case study of the Zakarpattia Institute of Postgraduate Pedagogical Education and its rapid response to transform its curriculum to support preschool educators in these trying times. Through a comprehensive review of the curriculum changes, the study documents how the Institute has tailored its educational offerings to foster peace, cultivate a culture of peace and tolerance, and empower educators with critical thinking skills necessary for decision-making in crisis conditions. The paper explores the significant shifts in teaching strategies, content delivery, and psychological support mechanisms that have been implemented to address the pressing needs of educators. These adaptations are crucial not only for immediate conflict resolution but also for the long-term objective of building a peaceful society. By… [PDF]

Bjerstedt, Ake, Ed. (1991). Psychological Aspects of Peace/War Issues: A Selective Bibliography. Peace Education Miniprints No. 16. Teachers can be more effective and efficient as peace educators, if they know about the typical conceptions and other psychological prerequisites of their students. In addition, psychological components are important in most conflict and war situations. This bibliography provides examples of publications containing studies or discussion related to psychological aspects of war and peace and of peace education. Among the themes touched upon are psychological aspects of violent conflict resolution, psychological principles underlying effective responses to war threats, psychological effects of war and peace, and the empowerment of individuals and groups to become more involved in and effective at peace-promoting activities. Many of the studies of the 1980s dealt with reactions to the nuclear war threat. The major focus of the bibliography is on materials written in English from recent years, with additional drawn from German and Scandinavian publications. Six of the more basic…

Beitz, Charles R., Ed.; And Others (1973). Peace Studies: College Courses on Peace and World Order. The publication describes 30 college courses on peace and world order. The purpose is to provide a shared conception of the substantive concerns of peace studies, of the methodological tools available for peace research, and of the potential role of peace education in the formation of a more normative social science worldview. Courses described treat one of the following seven topics: (1) Conflict, Revolution, and Peace; (2) World Order; (3) World Politics; (4) The Third World: Perspectives on Development and Justice; (5) Looking Toward the Future; (6) Social Criticism and Individual Change; and (7) the United States Context. Bibliographies of resource materials are included with each course description. (Author/RM)… [PDF]

Woolman, David C. (1992). International Development of Peace Studies and Education, 1960-1990. This paper focuses on two aspects of the development of international approaches in peace studies: one concern is to examine the conceptual evolution of global thinking about social conflict and peace, while the other is to investigate the origins, goals, and work of international institutions which conduct research and education related to world problems of conflict resolution and peace. The paper is divided into sections on: (1) "Origins"; (2) "Conceptual Development"; (3) "Critical Perspectives"; (4) "Applied Peace Studies"; (5) "Peace Education"; and (6) "Future Directions." The paper concludes that the international development and structure of peace studies have reflected the emergence of a global culture and awareness after World War II, associated with the shrinkage of distance brought about by the revolution in communications and transportation. Contains 37 notes. ((BT))… [PDF]

Hadjisky, Maryellen G., Comp. (1973). Peace Education in the Primary Grades: The Young World Citizen. A Bibliography and Sample Activities, K-3. This annotated bibliography of print and nonprint materials and sample classroom activities for use at levels K-3 is intended to help teachers find creative ways to implement practical programs in peace education for young children. The periodicals, books, audiovisuals, records, and games cited in the bibliography date from the 1960's and 1970's and include resources for the teacher. The bibliography, which comprises the major portion of the publication, is divided into the following three sections: (1) The Young Citizen in Family and School, (2) The Young Citizen in Community and Country, and (3) The Young Citizen in Our World. Instructions for the following classroom activities are included: (1) Understanding Aggression, (2) Color Discrimination, (3) Visitors to the Classroom, and (4) A World Holiday. (Author/RM)… [PDF]