Gordon, Haim (1983). Buberian Learning Groups: Existentialist Philosophy as an Ariadne Thread for Education for Peace–A Final Report. Teachers College Record, v85 n1 p73-87 Fall. Existentialism holds both a promise and a threat for education. The author draws on philosophical insights to explain why Buberian Learning Groups in Israel, composed of Arabs and Jews, foundered after Israel invaded Lebanon. (PP)…

Mark, Rob (2008). Exploring Equality through Creative Methods of Learning in Adult Literacy: Findings from a Peace Funded Project. Adult Learner: The Irish Journal of Adult and Community Education, p77-83. The Literacy and Equality in Irish Society (LEIS) Project is an example of a project which used alternative non-text methodologies to help literacy and basic education learners explore and understand how inequalities in society have impacted on their lives. The project focused on inequalities, shifting the emphasis in literacy and basic skills practice away from using printed material to encouraging learners and tutors to explore together the experience of using non-text based methods of learning. The particular focus for inspiring this new type of learning was the post-conflict situation in the North of Ireland and the need to understand how including equality issues in literacy learning might contribute to peace building and reconciliation. The project had three key strands–Literacy, Equality, and Creativity and the partnership brought together different types of expertise to research, design and develop a package of innovative text-free teaching methods that could be used to… [PDF] [Direct]

Tamatea, Laurence (2006). Gandhian Education in Bali: Globalisations and Cultural Diversity in a Time of Fundamentalisms. Compare: A Journal of Comparative Education, v36 n2 p213-228 Jun. The paper presents findings from a research project undertaken at the Taman Rama Gandhi School in Bali during the first anniversary week of the Bali Bombings in 2003. It explores the school's response to four key components of Gandhi's model of Basic Education ("Nai Talim") and shows that the claimed curriculum is framed by two contradictory discourses: a globalisation from above discourse and a Gandhian discourse of tolerance and peace, more consistent with a globalisation from below discourse. The argument is made that the curriculum's commitment to the neo-liberal capitalist values of the globalisation form above discourse may ultimately thwart the emphasis upon peace and tolerance in the discourse from below. (Contains 4 notes.)… [Direct]

Edmonds, Edward L. (1981). Innovation and International Education. Objectives and realities of education for international understanding, cooperation, and peace are examined. Information is presented in six major sections. In Section I, various meanings of international education are explored. In addition, central concerns of international education are identified, including respect for human rights and fundamental freedoms, tolerance for differences of opinion, and ability to be objective and free from prejudice. Section II suggests how to cross national boundaries through an international curriculum emphasizing UNESCO's concepts of world peace and knowledge and appreciation of other cultures. Section III describes an ideal core curriculum for a university-level world studies course. The course would incorporate information from seven areas–the nature of man, the ecology of human and natural species, culture, social and economic consequences of development, values, resolution of differing points of view, and peaceful relations. Section IV…

(1995). World Education Report, 1995. The Education of Women and Girls; Challenges to Pedagogy; Education for Peace, Human Rights and Democracy. This report, the third in UNESCO's series of World Education Reports, focuses on the largest single category of persons denied equality of educational opportunity in the world today: women and girls. The report examines global trends and developments in female access to formal education in both industrial and developing countries, focusing in particular on male-female disparities and gaps in key indicators (literacy rates, enrollment ratios, years of schooling, school retention and dropout rates, fields of study), as well as on girls' experiences in the educational process itself (such as pedagogy, testing, and assessment) and on the relationship between this process and adult life chances. Numerous figures, boxes, and tables are contained within the four chapters. Appendixes offer statistical notes, regional tables, world education indicators, and national reports and UNESCO reports, publications, and periodicals concerning education, 1993-95. (MLF)…

Kanu, Alusine M.; Kettlewell, Gail B. (2009). Lessons in Leadership: International Education. Community College Journal, v80 n1 p32-34 Aug-Sep. Sierra Leone, a country the size of South Carolina on the shores of the Atlantic Ocean, was once known as the "Athens of West Africa." Today, the Republic is recovering from a 10-year war that ended in 2002. When the author, Alusine Kanu, who holds a doctorate of arts in community college education from Virginia's George Mason University (GMU), visited his homeland in 2004, he returned with the vision that community colleges might be an answer to rebuilding the country. He took the idea to Gail Kettlewell, director of GMU's community college program, and the two performed a feasibility study acquiring information from Sierra Leoneans living in the Washington, D.C., area and in Sierra Leone. Continued work and further visits to the country have resulted in the donation of 200 acres in each of the towns of Lunsar, Makeni, Kono, and Pujehun, worth a total of $2 million. The government of Sierra Leone and GMU created a Memorandum of Understanding to develop a new… [Direct]

Karmellou, Christalla (2008). Language Policy in Education and Its Affect in Cyprus Issues on the Development of Identity and Interethnic Relationships. Online Submission The paper discusses educational and language policy issues within the context of the Greek Cypriot education as prescribed by the constitutional provisions of the 1960s settlement. In view of the prospect of unification in Cyprus, the author examines the role of language educational policy in future peace building. Key issues regarding ethnic identity and reciprocal nationalism are identified and discussed with regard to the monolingual segregated educational pattern followed during the post-independence period until today. Literature regarding language policy and planning in Greek Cypriot education is reviewed and discussed with respect to the development of democratic citizenship and the cultivation of a new social identity among the communities of the island raising issues of educational rights and intercultural communication. Finally, the author describes reciprocal bilingual and integrative innovation programs aiming at reducing conflict within the paradigm of three… [PDF]

Boshier, Roger; Huang, Yan (2008). Human and Social Capital in China's Learning Villages. Convergence, v41 n4 p103-123. In March 2006, Premier Wen Jiabao acknowledged that the situation in the Chinese countryside is desperate and claimed new resources would be devoted to healthcare and education. This announcement should have pleased architects of the Chinese "learning initiative" who are building learning cities and villages. The authors describe why learning villages are needed, show how to build one, describe innovative work in Shuang Yu village and make a case for emphasising "social" (as well as "human") capital in learning villages. With this in mind they analyse what it means to move from an orthodox "teaching" to a "learning" model. Chinese people have suffered too much and most now want peace and a good life. But, their future is threatened by environmental collapse and gaps dividing glittering cities from an impoverished countryside. Learning is at the centre of all available remedies to these problems. Not more exams, skills training, formal…

van Doorn-Harder, Nelly (2007). Teaching Religion in the USA: Bridging the Gaps. British Journal of Religious Education, v29 n1 p101-113 Jan. This article argues that, considering the current trends of polarization between adherents of different religions, courses on world religions should no longer focus only on the transmission of knowledge, but include material from human rights studies, inter-religious dialogue, and peace studies as well. According to the author, due to their specific charters, confessional educational institutions (including institutions of higher education) in particular are well placed to use this interdisciplinary approach, since it changes academic learning about other religions and can lead to profound transformations, connecting the learning process with the core teachings of religions. (Contains 2 notes.)… [Direct]

Kagawa, Fumiyo, Ed.; Selby, David, Ed. (2009). Education and Climate Change: Living and Learning in Interesting Times. Routledge, Taylor & Francis Group There is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already set in motion. What part does education have to play in helping alleviate rampant climate change and in mitigating its worst effects? In this volume, contributors review and reflect upon social learning from and within their fields of educational expertise in response to the concerns over climate change. They address the contributions the field is currently making to help preempt and mitigate the environmental and social impacts of climate change, as well as how it will continue to respond to the ever changing climate situation. Contents include: (1) Introduction (Fumiyo Kagawa and David Selby); (2) Climate Change Education and Communication: A Critical Perspective on Obstacles and Resistances (Edgar Gonzalez-Gaudiano and Pablo Meira-Cartea); (3) \Go, Go, Go, Said the Bird\: Sustainability-related Education in Interesting Times… [Direct]

(1966). PEACE CORPS, CONGRESSIONAL PRESENTATION, FISCAL YEAR 1967. THIS REPORT TO CONGRESS DISCUSSES THE HISTORY, FINANCIAL POLICY, VOLUNTEER PROGRAMS, AND RATIONALE OF THE PEACE CORPS, WITH EMPHASIS ON PLANS TO IMPROVE TRAINING AND EXPAND ITS PROGRAM. PEACE CORPS TEACHING, COMMUNITY DEVELOPMENT, AGRICULTURAL DEVELOPMENT, AND HEALTH EDUCATION IN VARIOUS DEVELOPING COUNTRIES ARE REVIEWED AND EVALUATED. A PROPOSAL (INCLUDING BUDGET, RECRUITMENT AND PERSONNEL POLICY, AND TRAINING CURRICULUM) IS SET FORTH FOR A PARTNERSHIP EXCHANGE, AND AN EXCHANGE PEACE CORPS, IN WHICH FOREIGN VOLUNTEERS WOULD CONTRIBUTE TO THE SOCIAL AND EDUCATIONAL DEVELOPMENT OF HOST COMMUNITIES BY TEACHING NATIVE LANGUAGES AND CULTURES AND ASSISTING "VISTA" VOLUNTEERS. THE 1965 AND 1966 PEACE CORPS BUDGETS, AND THE PROPOSED 1967 BUDGET OF $112,150,000 FOR BASIC PEACE CORPS WORK (TITLE I) AND FOR THE PROPOSED EXCHANGE AND VOLUNTEER PROGRAMS (TITLES II AND III), INCLUDE VOLUNTEER AND PROJECT COSTS (PRETRAINING, TRAINING, OVERSEAS COSTS, ALLOWANCES, AND RESEARCH) AND… [PDF]

Brine, Jacky (1999). Economic Growth, Social Exclusion and the European Discourse of Equality: Pathologizing "The Unemployed.". Research Papers in Education: Policy and Practice, v14 n1 p93-105 Mar. Explores the European Commission's discourse of gendered equality regarding economic growth and social exclusion, considering its effect on education and training policy. The paper reviews recent commission-policy documents that include discourses of economic growth and peace; explores the relationship between discourses of economic growth, peace, and equality; and discusses recent trends which force unemployed people to attend training programs. (SM)…

Burke, Kenneth M. (2007). Human Rights and the Rights of the Child, a Panoramic View. Globalisation, Societies and Education, v5 n3 p333-349 Nov. Recognizing the importance of the universal rights of children is critical in a differentiated and pluralist world, which, in coming together through the increase of global economic interdependence and consequent changes, will require a breadth of talents to maintain peace and cooperation. The paper draws on research from historical perspectives on human rights and the rights of the child. It proposes an analysis of children's rights as both positive and negative human rights that, in the case of the context of the right to an education, should include instructional practices that respect developmental, cognitive and intellectual capacities. (Contains 3 notes.)… [Direct]

(1982). International Symposium on Disarmament Education: A Report. Proceedings from a World Confederation of Organizations of the Teaching Profession and Japan Teachers Union Symposium (Hiroshima, Japan, October 25-29, 1982). Proceedings from an international symposium devoted to the cause of disarmament education are presented. Representatives from international and national teacher organizations together with scholars and researchers from 35 countries and all continents attended. The symposium focused on the idea that teachers have a special responsibility to work for peace and disarmament, teach about peace and disarmament, and build a world based on peace and justice. The following speeches were made at the opening ceremony of the symposium: "Never Again Send Our Children to the Battlefield," (Motofumi Makieda); "How Can Teachers Remain Silent?" (James Killeen); "The Value beyond Measure of Peace" (Toranosuke Takeshita); "'For We Shall Not Repeat the Evil'" (Takeshi Araki); "Messages from Hiroshima to Teachers All Over the World" (Akira Ishida); and "Hiroshima, Symbol of Nuclear Cataclysm" (Message from Unesco). The keynote addresses…

(1994). Programming and Training for Peace Corps Women in Development Projects. Supplement to Peace Corps Programming and Training System Manual. Information Collection & Exchange T0084. The Peace Corps Programming and Training System (PATS) manual is designed to help field staff members of the Peace Corps train volunteers. This supplement to the PATS manual was developed to provide complementary information about key aspects of Peace Corps programming and training for women in development. It is intended for individuals involved in Peace Corps programming and training, such as Peace Corps staff, contractors or consultants, and staff of host country agencies. The supplement uses examples drawn from a wide variety of countries to illustrate the programming and training development process. This supplement provides an overview and framework of how Peace Corps sectors can integrate gender into their "mainstream" development efforts. It provides guidelines for project planners, managers, and trainers designed to help make the integration of women into project and training design and implementation smoother and more routine. Following an introduction in the… [PDF]

Armstrong, Sara (1993). Telecommunications Projects in Education: Looking toward World Peace. Writing Notebook: Visions for Learning, v11 n2 p22-23,29 Nov-Dec. Examines a continuum of classroom uses for telecommunications, in terms of both their appropriateness and their ease of use for students and educators. Focuses on four projects that involve people-to-people contact around the world via computer and modem. (SR)…

(1998). Conflict. Online-Offline, v3 n1 p2-25 Sep. Provides an annotated bibliography of resources on the topic of conflict for K-8 language arts, art/architecture, music/dance, science, math, social studies, health, and physical education. Includes Web sites, CD-ROMs and software, videos, books, audiotapes, magazines, professional resources, and lists of classroom activities. Features songs of war and peace, inner conflict, metaphors, keeping the peace, and fairy and folk tales. (PEN)…

Enberg, Mary Lou (1973). Teacher Corps/Peace Corps Competency Based Elementary Physical Education Project. The Teacher Corps/Peace Corps project in elementary school physical education at Washington State University provided a graduate program which was competency based, field based, and partially individualized. The program attempted to fulfill the organizational goals of the two sponsoring federal agencies (Teacher Corps and Peace Corps). Teacher interns, who had previously earned baccalaureate degrees, completed a 12-month program of three phases: preservice, which stressed preparation for teaching, subject matter, and community needs; in-service, which included teaching in the school districts and graduate course work in teaching, curriculum, learning, development, and methods of research; and postservice, which included thesis proposal approval, additional course work in admininstration and supervision, and training in how to conduct in-service programs for classroom teachers. Twenty-four of 25 interns completed the program in 1973 and were recommended to the Superintendent of… [PDF]

Dakin, Mary Ellen (2008). The Case for Conflict in Our Classrooms. English Journal, v97 n3 p12-14 Jan. There should be joy in teaching and learning, there should be games and wonder and fun. But if conflict in classrooms remain little more than a literary term for the force that moves plot forward, then educators have sidestepped the mission of public education, which is to prepare young people for the rough-and-tumble of democracy. In this article, the author states that if educators can guide students beyond what Ralph Waldo Emerson called "the din of routine" (qtd. in West 75), if they can cause them to hear the me-me-me of commercialism and the us- versus-them of political rant, if they can modulate the voices of poets and visionaries so that students speak new refrains, if they can orchestrate the American cacophony so that students understand how important it is to disturb the hollow peace of conformity, intolerance, and apathy, then they too will hear America singing–raucous, off-key, and brave…. [Direct]

Reedy, Frances S. (1975). Music Education joins the Peace Corps, Part 2. Music Educators Journal, 61, 6, 40-5,95-7, Feb 75. This is the second of two features on an arts project in San Salvador. (Editor/RK)…

(1987). Peace Corps Gabon PST Technical Language: Math/Education. A set of instructional materials on technical French for mathematics instruction is designed for Peace Corps volunteers teaching math in Gabon. The materials consist of six lessons on the use of French to teach and express mathematical concepts and procedures, and information about the Gabonese educational system, in English. The French lessons include specific objectives, mathematical exercises, and vocabulary lists, with some illustrations. The lessons are designed so that by their completion, students can write, solve, and explain their own math problems, using the vocabulary and structures just introduced. The information on the Gabonese educational system describes and charts its structure. The charts are given in French. Appended materials include lists of mathematical symbols and their French language descriptions, rules governing the writing of numbers, useful expressions for the classroom, and additional mathematical vocabulary. (MSE)… [PDF]

Sineshaw, Tilahun (2002). Education, Schooling, and the Prospects of Global Peace. The questions of whether international terrorism could be controlled only through waging war, what institutions could be enlisted in the service of creating sustainable global peace, and could there be viable measures taken to undercut potential sources of global terror are questions posed in this paper. It does not offer complete answers to these questions, but it seeks to draw people's attention to a direction leading to proper reflection. The paper discusses the social ideas of Peter L. McLaren, Lev Vygotsky, and Paulo Freire. It provides readers with a brief summary of a localized and personal narrative of the author's experiences in Ethiopia in the 1970s and 1980s. It suggests that it is hard to accept the proposition that war alone would serve as the instrument of creating peace, particularly under circumstances of fighting global terror. The paper discusses the New Global Forum (NGF), a forum that utilizes new pedagogical approaches to global peace. It states that one… [PDF]

Knowles, Jerry; And Others (1970). Peace Corps Veterans: An Approach to Urban Education. Contemp Educ, 42, 1, 35-38, Oct '70. …

Amster, Randall (2014). Teaching to the Test: Climate Change, Militarism, and the Pedagogy of Hopefulness. Journal of Peace Education, v11 n3 p267-278. Climate change and militarism pose existential threats to human existence, and are linked through a number of related processes including access to resources, patterns of consumption, and the workings of the global economy. As nations increasingly militarize their domestic affairs and international postures alike, such patterns can feed back into systems of resource extraction and the production of wastes that are driving climate change. In the face of these interlinked and potentially cataclysmic issues, peace educators should strive to develop forms of pedagogy that address the core challenges by suggesting avenues of authentic engagement and seeking to cultivate a sense of hopefulness despite the mounting crises. This article explores the ways in which educators might teach to this generational "test" characterized by the conjoined challenges of climate change and militarism, drawing upon concrete classroom experiences along with the aspirational aim of sustaining… [Direct]

Davidson, Jill (2007). Radical Math: Creating Balance in an Unjust World, Conference Report. Horace, v23 n2 Spr. Founded in 2006 by Jonathan Osler, Math and Community Organizing teacher at El Puente Academy for Peace and Justice, a public CES high school in Brooklyn, New York, Radical Math is an organization for educators working to integrate issues of political, economic, and social justice into math education. In April 2007, Radical Math cosponsored "Creating Balance in an Unjust World" a conference on math education and social justice. With the urgent need for mathematical literacy and the current lack of equity in math education paramount in the consciousness of facilitators and participants, conference sessions included a variety of 28 workshops, two panels, and a keynote address delivered by civil rights activist Bob Moses, founder of The Algebra Project, a program that prepares underserved youth with high-level math skills…. [PDF] [Direct]

Gentry, Ruben (2009). President Obama Wants Change–How Educators Can Help to Form a Real Global Society. Online Submission, Paper presented at the Annual International Conference on Peace (3rd, Jackson, MS, Mar 30- Apr 3, 2009). \Do nothing and all things will be done,\ or \Wait, time heals all wounds\ may have been sound advice of the past for some distant, sparsely populated island. But failing to address economic issues and not providing health care for the sick were putting America on the verge of financial collapse and making it a land where people had to choose between the procurement of food or medicine. It was at the eleventh hour that a young senator, Barack Obama, emerged on the scene with a vision of change for this country. Through a hard-fought campaign, America would embrace his well-conceived plan for change and make him the first African American president of the United States of America. His plan purports to restore this country to a state of glory for which it has long been recognized–\the home of the free, the land of the brave.\ President Obama crafted a broad-based plan of change for the country to impact every major sector of society. He wants peace to replace war, an economy that… [PDF]

Akgun, Serap; Araz, Arzu (2014). The Effects of Conflict Resolution Education on Conflict Resolution Skills, Social Competence, and Aggression in Turkish Elementary School Students. Journal of Peace Education, v11 n1 p30-45. The purpose of the study was to implement "we can resolve our conflicts" training program to elementary school students and to assess the effectiveness of this school-based conflict resolution training program, designed to enhance students' conflict resolution skills and social competence and consequently decrease aggression. Three hundred and ninety-four elementary school students participated in the study. The training group consisted of 327 students and the control group consisted of 67 students. A pretest-posttest control group design was used. The training students received the conflict resolution training two times a week in 40 min sessions over a 10-week period. The conflict resolution training program included empathy, anger management, social problem solving, and cooperative conflict resolution skills. Before and after the training, both training and control groups were assessed in terms of their conflict resolution skills, social competence, and reactive and… [Direct]

Peterson, Julie Penshorn (1993). Teaching Nonviolent Living Skills in Preschool: Parental Perspective. A study sought to determine whether or not parents felt that education in nonviolent living skills was important to their choice of a preschool for their child. Questionnaires were distributed to parents at four preschools and to parents of children attending a test site preschool with a peace studies program. A teacher focus group was also surveyed, as well as spokespersons from local alternative schools. Results of the study indicated that: (1) parents thought teaching children nonviolent living skills was important, and they would pay more and participate to get such programs for their child; (2) the quality and quantity of parent-staff communication and parent education is critical to a peace program; (3) parent involvement is important in promoting the benefits of such a program; (4) parents do not view preschoolers as too young to start learning nonviolent living skills; (5) teachers need a supportive environment in which to implement a peace program; (6) a preschool… [PDF]

Schwartz, Sherry (2007). Educating the Heart. Educational Leadership, v64 n7 p76-78 Apr. Japan's elementary and junior high schools have a formal, nationally mandated moral curriculum called Kokoro-no-kyoiku–education of the heart. Japanese educators include moral growth as an integral part of one's intellectual growth and believe that democratic societies must promote virtuous decision making. Moral education in Japan nurtures the virtues of generosity, compassion, love, justice, self-discipline, and respect for life and is based in four important cultural values: equality, effort, trusting relationships, and harmony. First graders learn such habits as speaking with a cheerful voice and being cheerful, cooperative, and kind. Older students serve lunch to their teachers and peers. All students focus on the need for peaceful resolution of problems and visit the Hiroshima Peace Memorial Museum…. [Direct]

Jarmul, David (1979). A Peace Corps Guide to Literacy, Adult Learning, and Nonformal Education. This document examines various nonformal education strategies in the area of literacy instruction for adults. Written by a Peace Corps volunteer who worked in Nepal, the guide is organized in seven chapters. The first chapter defines nonformal education and provides a rationale for it, especially in underdeveloped countries. The second chapter discusses trends in literacy education, and the following chapter discusses the pros and cons of teaching writing to adults. Adult learning is examined in Chapter 4; chapter 5 provides a perspective on the role of the teacher in Peace Corps literacy classes. Chapter 6 offers practical ideas for volunteers planning nonformal education activities for adults. In the final chapter, linguistics and literacy are discussed, and information is provided on the linguistic background of adults. An annotated list of literacy resource organizations is included in this guide. (KC)… [PDF]