Torrence, Martha (2002). Teaching Peace, Fall 2001. AMS Teachers Section: Reflections from the Field. Montessori Life, v14 n1 p11 Win. Reflects upon the Montessori teacher's role as a peace educator in light of the terrorist attacks of September 11, 2001. Rearticulates Montessori's assertion that only through education can the fundamental issues of peace be addressed. Suggests that Montessori teachers seek professional development opportunities to help them incorporate the peace strand into every act of teaching and every contact with children. (KB)…

Gur-Ze'ev, Ilan (2010). Adorno and Horkheimer: Diasporic Philosophy, Negative Theology, and Counter-Education. Policy Futures in Education, v8 n3-4 p298-314. The later Horkheimer presents mature Critical Theory as a Jewish Negative Theology. This change carries major educational implications hegemonic critical pedagogy has not yet dared to address until now and much less in the present era of the new anti-Semitism as the meta-narrative of the progressive circles. In Horkheimer's work the change from a Marxian Critical Theory to a Diasporic philosophy is paralleled by an articulation of Critical Theory as a new, Jewish, Negative Theology. Adorno's Negative Dialectics follows the same path, attempting to present \counter-education\ as a worthy addressing of the present absence of the quest for transcendence and meaning, and as a Diasporic form of awaiting as a self-education for the human stance of readiness to be called upon. The refusal to dwell in peace in the present order of things, the negation of the \facts\ of the actuality, are but a manifestation of the rejection of metaphysical violence and of all kinds of \homes\, dogmas, and… [Direct]

Baidhawy, Zakiyuddin (2007). Building Harmony and Peace through Multiculturalist Theology-Based Religious Education: An Alternative for Contemporary Indonesia. British Journal of Religious Education, v29 n1 p15-30 Jan. Indonesia has experienced a paradigm shift during the last decade in the framework of managing societal diversity because of an increase in ethnic and religious conflict. This shift has an impact on education because school curricula must address issues of living together as a nation united despite differences in religion and ethnicity. This is especially true of the religious education curriculum. However, since the New Order era (Soeharto regime, 1966-1998), religious education has been misused by the state to limit freedom of religion and to promote a model that is not sensitive to diversity and differences. It is critical, however, that religious education be rooted in a multicultural perspective supported by theological insight. (Contains 2 tables and 4 notes.)… [Direct]

Cush, Denise (2007). Should Religious Studies Be Part of the Compulsory State School Curriculum?. British Journal of Religious Education, v29 n3 p217-227 Sep. This article argues that of the various approaches taken in state education internationally, the inclusion of a discrete academic subject dealing with religious traditions and spiritual or secular alternatives is the most effective way of addressing religious plurality in education. It examines the increasing presence of religion in public discourse, various educational responses to this, and argues that a separate subject, taught by specialist teachers, is the most likely to achieve the aim of the United Nations for mutual understanding and peace between diverse religious and cultural traditions…. [Direct]

(1980). European Regional Seminar on Implementation of the UNESCO Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms (Sofia, Bulgaria, 15-20 October 1979). Final Report. This document is the final report of the Unesco seminar on international understanding. The major purposes of the seminar were twofold: (1) to evaluate implementation of human rights and peace-related recommendations within Unesco member nations since 1974 and (2) to suggest how to develop and implement more effective human rights/international understanding approaches in the context of traditional and out-of-school education. The seminar was attended by 21 educational experts from 15 Unesco member nations and by 14 observers from Bulgaria. Presentation of status reports from the 15 nations represented at the seminar indicated that member states had been successful in implementing the 1974 recommendations in various ways, particularly in the areas of promoting the study of world issues and concentrating on helping young people think rationally about social and political issues. Suggestions for making education for international understanding and peace even more effective in the…

Biaggio, Angela; De Souza, Luciana; Martini, Rosa (2004). Attitudes toward Peace, War and Violence in Five Countries. Journal of Peace Education, v1 n2 p179-189 Jan. This study investigated attitudes towards peace, war and violence in students from five countries: Brazil, Chile, Germany, Portugal, and the USA. The total sample consisted of 171 male and female adolescents and adults. An 11-item questionnaire about peace, war and violence was developed. The data were submitted to content analysis by groups of three analysts. Results indicated age-group differences as well as similarities among all participants. Adolescents presented simple answers about wars. Brazilians and Chileans suggested that raising awareness is a solution to the violence experienced in daily life. All participants indicated a disbelief in the possibility of a worldwide government. All students cited education and dialogue as solutions to violence…. [Direct]

Watanabe, Mina (2015). Passing on the History of "Comfort Women": The Experiences of a Women's Museum in Japan. Journal of Peace Education, v12 n3 p236-246. This article explores the activities and experiences of a women's peace museum in Japan which especially tries to pass on the history of Japan's military sexual slavery, or the "comfort women" issue. The system of Japan's military sexual slavery had not been written as a part of history until courageous survivors testified and documentary evidence was unearthed in the 1990s. With few material exhibits of sexual violence, testimonies play a significant role in the exhibitions. Panels displaying the testimony of both survivors and former soldiers try to represent the person as a whole, situating sexual enslavement or crimes as part of their overall life, rather than extracting the harsh experience in an isolated way. The concrete and detailed activities of this privately run museum show the challenges faced by museums dealing with the dark history of their own country…. [Direct]

Ritter, Lawrence D. (1977). Smithsonian-Peace Corps Program Aids Environmental Education Overseas. Journal of Environmental Education, 8, 3, 4-6, 77. The efforts of the Smithsonian-Peace Corps Environmental Program to supply skilled personnel to serve in ecological and natural resource projects in developing nations are detailed. Specific environmental education projects and activities throughout the world are identified and described. (BT)…

Iram, Yaacov (2002). Education for Coexistence and Peace: The Israeli-Palestinian Case. The United Nations declared the year 2000 and the decade 2001-2010 as "The Year for Culture and Peace." A culture of peace implies more than a passive and quiescent state due to an absence of war and violence. To attain a culture of peace, people must actively strive toward positive values that enable different cultures and nations to coexist harmoniously. These values are based on fostering knowledge among people that leads to acceptance of pluralism based on understanding of shared and unique aspects of different peoples and cultures. Within the Israeli context this entails striving toward fruitful coexistence between Jews and Arabs, Israelis and Palestinians, as well as between people from different socioeconomic strata and political-ideological convictions. This paper presents, analyzes, and evaluates a unique program that seeks to impart the values of multiculturalism and peace, transcends religious and political boundaries, and bridges cultural, ethnic, and national… [PDF]

Herrera, Linda (2008). Education and Empire: Democratic Reform in the Arab World?. International Journal of Educational Reform, v17 n4 p355-374 Fall. Democracy and related concepts–human rights, active learning, civic participation, gender empowerment, and global citizenship–have become the international policy mantras of the post-Cold War era, or what many have labeled a neoimperial order. These bedrock principles of global educational reforms are supposed to contribute to processes of democratization and the forging of a cosmopolitan citizenry that will value pluralism, prosperity, and peace. Yet it is often not evident when these principles are being used to support neoliberal economic reforms, geopolitical aspirations, and security objectives or when they reflect more genuine progressive, universal, and emancipatory methodologies for change. These issues are examined through an interrogation of international development interventions in Egypt since the 1990s, in the spheres of privatization, the growth of educational markets, and curriculum reform for citizenship and moral education…. [Direct]

Bartle, Mike (1999). Outdoor Education in a Peace and Reconciliation Community. Corrymeela, a Christian community in Northern Ireland, uses a variety of activities, one of which is outdoor education, to tackle the challenges of living within a contested society and to model new possibilities. Structured peace-building experiences focus on the relational aspect of those people, groups, and communities who experience conflict. Three categories of outdoor experiences–urban adventure, outdoor journeys, and adventurous experiences–reflect a rich and complex repository of knowledge designed to support the peace and reconciliation process. Many of the participants know they will be sharing experiences with people about whom they already hold certain perceptions or prejudices, or whom they simply disrespect. The novelty of outdoor adventure activities provides a safe environment in which to see, meet, and hear the experiences of others. Outdoor journeys simulate, through the process of ritual and challenge, the "hero's journey" in which difficult physical… [PDF]

Gordon, Haim (1980). Buberian Learning Groups: A Response to the Challenge of Education for Peace in the Mideast. Teachers College Record, v82 n2 p291-310 Win. Results of this study indicate that two-thirds of the participants who completed a year in a Jewish-Arab Buberian Learning Group had diminished existential mistrust of members of the other ethnic group. (JN)…

Matsumoto, Yukitoshi (2008). Education for Demilitarizing Youth in Post-Conflict Afghanistan. Research in Comparative and International Education, v3 n1 p65-78. This article examines both the largely negative role that education has played historically in contributing to conflict in Afghanistan and the ways that education has been purposefully employed as a post-conflict strategy aimed at building peace and social cohesion. The growing attention among academics and policy makers to the role of youth in post-conflict contexts, and the urgent need to reintegrate ex-combatants has led to the implementation of educational programming directed at Afghan youth as a central part of the country's Demobilization, Demilitarization, Reintegration (DDR) effort. Drawing on the author's field research and experience working on literacy programming for youth and adults in Afghanistan, this article investigates how the unfulfilled aspirations and needs of a "lost generation" of young Afghans have been addressed within DDR processes. It argues that the adoption of a more dialectic approach to the educational programming provided through DDR–one… [Direct]

Brown, Peggy, Ed. (1983). Peace Studies. Forum for Liberal Education, v5 n4 Mar. Selected college peace studies programs are described, and perspectives on such efforts in higher education are considered in an article by Robert C. Williams, "Sounds of Silence: The Academy and the Nuclear Question." Following the essay, peace studies activities of six colleges are described. At Syracuse University, the Program in Nonviolent Conflict and Change includes peace studies instruction and research projects, and training in nonviolent methods. The Mennonite Goshen College's peace studies program assists other departments to include peace content in their materials. At Ohio State University, issues of public policy and national security are addressed in five programs of teaching, research, and public service. The Peace and Conflict Studies program at Juniata College seeks to promote an understanding of war within each discipline. At the University of Illinois, Urbana-Champaign, study and research is undertaken on the military, political, economic, and social…

Robinson, Daniel H.; Wainer, Howard (2009). Linda S. Gottfredson. Journal of Educational and Behavioral Statistics, v34 n3 p395-427. This article presents an interview with Linda Gottfredson (nee Howarth), who obtained her BA (psychology, Phi Beta Kappa) from UC Berkeley in 1969, served in the Peace Corps in the Malaysian Health Service from 1969 to 1972, and received her PhD (sociology) from Johns Hopkins University (JHU) in 1976. She was Research Scientist at JHU's Center for Social Organization of Schools (CSOS) until 1986, after which time she joined the School of Education at the University of Delaware (UD). She is currently professor of Education and Affiliated Faculty in UD's Honors Program. Dr. Gottfredson is a fellow of the American Psychological Association, Association for Psychological Science, and the Society for Industrial and Organization Psychology. She has made seminal contributions to vocational psychology, personnel selection psychology, intelligence research, and the study of health inequalities and human evolution. No stranger to controversy, she is perhaps most widely known for her clear,… [Direct]

Denman, Brian D.; Loller, Marie; Spence, Rebecca (2008). Mar Elias, Arab Christians of Israel, and the Sign of the White Dove. International Education Journal: Comparative Perspectives, v9 n2 p69-83. The intent of this paper is to relate the formation of a tertiary institution as part of Mar Elias Educational Institutions and to identify the spheres of influence and relevant factors that may lead to its success or demise. It considers the relevance of its founding president, Abuna Elias Chacour, whose installation as Archbishop of the Galilee in early 2006 has brought a sense of cautious optimism. It identifies some arguments for and against the Mar Elias project's possible identity as a Christian-oriented and peace-building institution and the goal of increasing educational standards and opportunities for the community-at-large. It also maps the current climate of tertiary education in Israel with emphasis placed on those institutions serving the Arab population and considers possible scenarios for a future Mar Elias university. (Contains 14 footnotes, 1 table, and 4 figures.)… [PDF] [Direct]

Dawson, Edgar (1922). Preparation of Teachers of the Social Studies for the Secondary Schools. Bulletin, 1922, No. 3. Bureau of Education, Department of the Interior Education is the process of handing down to the rising generation the wisdom and experience of the generations that have gone before. Now, as mankind is hesitatingly turning into new paths here and there it is all the more necessary that the most careful attention be given to the points of departure and the reason for departing from the old ones. If the new generations are to think about industry, government, and society in general in terms of the new democracy, it is of the utmost importance that the definitions of this new democracy be explained to the growing youth with all the care, and thoroughness of which we are capable. However new the principles to be taught, the need of teaching the bases of the society in which one lives is certainly not new. It has been recognized by every seeing man since history began. Aristotle says: "But of all things which I have mentioned that which most contributes to the permanence of constitutions is the adaptation of education to the form… [PDF]

Mangez, Eric (2010). Global Knowledge-Based Policy in Fragmented Societies: The Case of Curriculum Reform in French-Speaking Belgium. European Journal of Education, v45 n1 p60-73 Mar. This article examines the relationship between knowledge and policy in French-speaking Belgium. It starts by describing Belgium as a consociational democracy, i.e. a society that is largely organised around integrated pillars of society (Catholic, secular), each of which provides a wide range of services (educational, training, health, health insurance, social care, family planning, leisure) to "its" people. This special political-institutional arrangement has profound implications for the way knowledge circulates (or not) and the way it is used (or not) both within pillars and across the policy community. We argue that consociational democracies are not likely to generate knowledge-driven policy communities. Since knowledge could threaten the peace, some things are better left unknown: the co-existence of distinct communities requires a form of discretion (Mangez, 2009). Recently, however, globalisation has led to changes in this long-standing state of affairs: elites are… [Direct]

Kaplan, Don (1986). Peace Begins with Me. Instructor, v96 n2 p48-49 Sep. A good way to introduce students to the subject of peace and friendship is to celebrate the International Day of Peace. Activities in language arts, media/drama, physical education, art/music, social studies, and science/math are suggested. A list of resources concludes the article. (MT)…

Blades, David W. (2006). Levinas and an Ethics for Science Education. Educational Philosophy and Theory, v38 n5 p647-664 Oct. Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather than about the other. Extrapolating the face of the Other to the non-human world suggests an ethics for science education where the goal of pedagogy is peace with each other and the world through the rupture, eros and justice that arises from openness to the demands of the world. Understanding the infinite responsibility of the invocation presented by the face of the Other radically reconceptualizes science education from STS(E) towards an E-STS curriculum of responsiveness that critically employs the said of modern science and opportunities of experience to enable the next generation of citizens to act in peace to what the world is saying…. [Direct]

Lo, Leslie Nai-kwai (2007). The Sustainable Development of Inclusive Education. Chinese Education and Society, v40 n4 p44-62 Jul-Aug. The advent of inclusive education has quietly changed the ecology of Hong Kong's educational system. Inclusive education is a product of education in the developed Western nations and has spread at the instigation of international organizations. It is a plan for educational development that is based on the concepts of human rights and peace and stresses respect for differences. However, it is also a means of managing schools that is easier to comprehend than to carry out. This paper attempts to explain the basic concepts of inclusive education, describe its operative elements, and discuss its practical problems. Drawing on research findings and developmental experience gained abroad and locally, the author makes some suggestions for the sustained development of inclusive education. [This report was translated by Ted Wang.]… [Direct]

(1970). Education on War, Peace, Conflict, and Change. Intercom, 12, 3, 20-64, F 70. This article is based on the thesis that elementary and secondary schools have responsibility to prepare students to deal with, and eventually control, war and violence. It explores evidence for this thesis, attempts to clarify the field, and reviews educational needs and efforts. Lists selected resources. (JB)…

Reader, Mark (1982). The British Peace Movement in the 1980's. The groups and personalities that comprise the British peace network are discussed and their activities are examined. The nuclear disarmament campaign is led by a combination of mass-based organizations, specialized interest groups, and individuals determined to end Britain's role as a nuclear weapons state and military base. Notable groups are the Campaign for Nuclear Disarmament, the European Disarmament Campaign, and the World Disarmament Campaign. A combination of environmental, safe energy, and social justice groups have broadened the base of peace action linking Britain's major economic and political problems to the nuclear expansion. There is also a religious and ethical dimension to the British peace movement. An example is the series of lectures on the atomic age sponsored by St. James Church in Piccadilly. The peace activists have been successful in implementing informal and formal education programs throughout the country. These include television programs, graffiti,…

Vasquez, Gaddi H. (2003). Peace Corps and Community Colleges: A 21st Century Partnership. Community College Journal, v73 n5 p62-66 Apr-May. This article explores the partnership between the Peace Corps and the American Association of Community Colleges (AACC), which may expand opportunities for community college graduates to serve as Peace Corps Volunteers and then continue their formal education in the United States. This includes opportunities to grow professionally and personally through Peace Corps service; for people in other countries to benefit from the life experience and skills of the community college graduate; and for Americans to learn from returning community college volunteers who share their appreciation for other cultures, their expertise, and their leadership skills…. [Direct]

Affouneh, Saida Jaser (2007). How Sustained Conflict Makes Moral Education Impossible: Some Observations from Palestine. Journal of Moral Education, v36 n3 p343-356 Sep. This article explores the impact of conflict and war on children's moral education, taking the case of Palestine as an example. It begins by giving a brief background to the emergency situation in Palestine and the impact this has on children. The second section reports research findings about the attitudes of Palestinian teachers, parents and young people towards the effects of the current conflict on children's personal development and towards the possibility of moral education while the conflict continues. The final section discusses the deeper problem of what sort of moral education is appropriate in such a context and examines specific values, such as love, hate, revenge, forgiveness, peace, anger and violence…. [Direct]

(1981). The Role of Social Studies in Education for Peace and Respect for Human Rights in Asia and the Pacific. Report of a Regional Meeting of Experts (Bangkok, Thailand, December 16-22, 1980). UNESCO member states discussed educational efforts undertaken to improve international understanding, peace, and respect for human rights. Chapter 1 summarizes the reports of individual countries. Although the citizens of each of the countries have their rights protected through their respective constitutions, there is some variation in the interpretation of the human rights concepts. It is generally through the area of elementary and secondary social studies that the countries are attempting to educate their citizens concerning peace and human rights. Although teaching methods are not reported on in detail, where reference is made it appears that a variety of strategies is being practiced. Some teacher education is being implemented. The areas that are least reported upon are research and evaluation. Chapter 2 contains a summary of the discussions that followed each country's report; these discussions concerned how to improve social studies/civics/moral education. Suggestions for… [PDF]

Feuerverger, Grace (2001). Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel. This book provides an interpretive/ethnographic inquiry into the relationship between Jews and Palestinians who live in a small cooperative community and into its two schools, which are devoted to peaceful coexistence. The village aims to create a social, cultural, and political framework of equality and mutual respect for the residents while maintaining the cultural heritage, language, and identity of each individual. The book focuses on the multidimensional relationship between autobiographical narrative, educational discourse, and the intercultural quest for peaceful coexistence in the Neve Shalom/Wahat Al-Salam village school programs. The book is divided into the following chapters: (1) "An Oasis of Peace: The Village of Neve Shalom/Wahat Al-Salam"; (2) "A Community of Moral Education"; (3) "The Pedagogy of Peace: Language Awareness in the Neve Shalom/Wahat Al-Salam Elementary School"; (4) "Witnessing Trauma: The 'School for Peace'"; (5)…

Forcey, Linda Rennie (1993). Integrating Women's and Peace Studies: Challenges for Teacher Education. Thresholds in Education, v19 n3 p21-24 Aug. Argues that both women's studies and peace studies have much to contribute to a more peaceable and caring teacher education. Summarizes, compares, and contrasts the pedagogical contributions of both fields, discusses the ongoing feminist debate on the nature of women, and urges appreciation of diverse approaches and tolerance for ambiguity, tension, and theoretical untidiness. (15 references) (MLH)…

Crews, Robin J., Ed.; Weigert, Kathleen Maas, Ed. (1999). Teaching for Justice: Concepts and Models for Service-Learning in Peace Studies. AAHE's Series on Service-Learning in the Disciplines. This volume is part of a series of 18 monographs on service learning and the academic disciplines. This volume offers a collection of essays on the integration of service learning in the field of peace studies. After a Preface by Elise Boulding and an Introduction by Kathleen Maas Weigert and Robin J. Crews, titles in Part 1, "Conceptual Essays" include: "Moral Dimensions of Peace Studies: A Case for Service-Learning" (Kathleen Maas Weigert); "Peace Studies, Pedagogy, and Social Change" (Robin J. Crews); and "Service-Learning as Education: Learning from the Experience of Experience" (Michael Schratz and Rob Walker). Chapters in Part 2, "Service-Learning in Peace Studies Programs," include: "Study, Act, Reflect, and Analyze: Service-Learning and the Program on Justice and Peace at Georgetown University" (Sam Marullo, Mark Lance, and Henry Schwarz); "Justice and Peace Studies at the University of St. Thomas" (David… [PDF]

Spink, Jeaniene (2005). Education and Politics in Afghanistan: The Importance of an Education System in Peacebuilding and Reconstruction. Journal of Peace Education, v2 n2 p195-207 Sep. Afghanistan has a long history of social unrest and ethnic conflict, and the manipulation of the education system by internal and external powers for political purposes has been one of the major contributors to these divisions. As Afghanistan attempts to build peace and maintain co-existence after more than 20 years of violence, there continues to be limited attention given to one of the main contributors to the social divisions. More than four million children returned to school in the first two years of "peace" in Afghanistan. Hundreds of millions of dollars were spent by the United Nations and other international donors on ensuring the physical provision of schools for children. However in 2005, three years into "the new era for Afghanistan", teachers continue to teach ethnic hatred and intolerance. The textbooks continue to be highly politicised, promoting social divisions and violence, seemingly unnoticed by the International Community, whose expensive… [Direct]