Boyer, William (1975). World Order Education: What Is It?. Phi Delta Kappan, 56, 8, 524-527, Apr 75. World order education (a special variety of peace studies) is a legitimate part of a social studies curriculum. (Author/DW)…

Lampman, Gregory H.; Raver, Sharon Anne (1981). Special Olympics: Mainstreaming Tool of the 1980's. Education Unlimited, v3 n2 p27-28 Mar-Apr. Two Peace Corps volunteers in Ecuador describe the Special Olympics program there as an effective public education tool. (CL)…

Gallagher, Paul J., Ed.; Gallin, Alice, Ed. (1990). Social Teaching, Social Action. Current Issues in Catholic Higher Education, v11 n1 Sum. In 1976 the National Conference of Catholic Bishops celebrated the bicentennial of the Independence of the United States by sponsoring a national conference on issues of justice. As a result of that conference, a task force was formed and a proposal was made to the Association of Catholic Colleges and Universities for a pilot project that would raise consciousness in institutions and help find ways to educate students in the crucial questions of peace and justice. This volume presents a 3-year report and evaluation of the pilot programs. Following a brief introduction by Alice Gallin, 10 papers examine the issues. The papers are: \The Tradition of Peace and Justice and the Bishops' Pastorals on Peace and the Economy\ (Thomas A. Shannon); \The Role of the Laity in the World\ (Georgia Masters Keightley); \Beyond the Ivory Tower: Some Guidelines for Social Justice Education\ (Edward A. Malloy); \Homily, Stonehill College, Chapel of Mary, 1989\ (John J. Egan); \Peace with God the… [PDF]

Engels, John, Ed.; Russell, Donovan (2001). Strengthening USAID–Peace Corps Collaboration with Emphasis on Basic Education Programs in Sub-Saharan Africa. Basic education programs in Africa are most successful at the community and school levels. At the community level, program implementers search for parents who are motivated, informed, and skilled at creating an environment conducive to student learning. In classrooms, they look for greater numbers of children experiencing a high quality, pupil-centered learning experience. Over the years, a number of U.S. Agency for International Development (USAID) basic education programs have collaborated with the U.S. Peace Corps to ensure such results. This pamphlet presents lessons learned by USAID. The discussion describes four broad types of collaboration that have occurred between USAID and the Peace Corps, provides illustrative examples of collaboration, and suggests ways each could be practiced and promoted effectively. (BT)… [PDF]

(1992). Biennial Report of the United States Institute of Peace, 1991. Submitted to the Congress and the President of the United States. This document is the third in a series of biennial reports on the United States Institute of Peace. The Institute devotes itself to matters of international peace based on freedom and justice. Functioning as a nonideological educational resource for policymakers and officials, the Institute does not intervene directly in the formulation or conduct of U.S. foreign policy. Principal purposes of the Institute include: (1) expanding knowledge about international conflict and peace by sponsoring research, analysis, and training; (2) disseminating such knowledge; and (3) promoting understanding of the complexities of international conflict and peace among the U.S. public. The Institute promotes its goals through grants, fellowships, research, education and training, and library and information services. As Chapter 1 of the report indicates, the Institute undertook special initiatives during fiscal years 1990 and 1991 concerning the Middle East and Eastern Europe. In addition, according to… [PDF]

Field, John (1983). Peace Studies–A Report on Two Evening Classes. Adult Education (London), v56 n2 p132-36 Sep. Describes the establishment and progress of courses in peace studies, a controversial topic that falls well within the tradition of adult education. (JOW)…

de Souza, Marian (2008). Education for Transformation: Meeting Students' Needs in Changing Contemporary Contexts. International Journal of Children's Spirituality, v13 n1 p27-37 Feb. The latter part of the twentieth century saw huge movements of people across many areas of the globe through government-organized migration programs, through extended career pathways, and through the growing numbers of refugees and displaced persons as a result of war, famine, drought and other devastating scenarios. This has led to the rise of societies with multicultural, multi-faith and multi-linguistic features, where once they were mono-cultural and mono-religious and, for the most part, mono-linguistic. The emergence of these pluralist societies has, in some ways, "grown" more inclusive and interactive communities with increased tolerance levels. Nonetheless, recent global events in the political, cultural and religious spheres have caused division, discrimination and distrust to surface, thereby unsettling the tenuous mantle of peace and harmony within these communities. This article examines some of these influences on contemporary Australian society and argues that… [Direct]

Baesler, E. James; Lauricella, Sharon (2014). Teach Peace: Assessing Instruction of the Nonviolent Communication and Peace Course. Journal of Peace Education, v11 n1 p46-63. This paper assesses the efficacy of teaching a new course in the communication curriculum entitled Nonviolent Communication and Peace. Three studies are included: two pilot studies at a large Eastern US university and a final study which also included data from a concurrent study at a large Canadian university. Results from a pre-post instructional design show modest changes in the predicted direction of greater peace for three areas of assessment: (1) greater elaboration and integration of definitions for peace, (2) more agreement with statements about peaceful beliefs and behaviors related to the practice of peace in everyday life, and (3) increased recall for the number of peace role models. Future research includes recommendations for continued development of the peace assessment measure…. [Direct]

Vaandering, Dorothy (2014). Implementing Restorative Justice Practice in Schools: What Pedagogy Reveals. Journal of Peace Education, v11 n1 p64-80. In the ongoing pursuit for creating safe, nurturing and relational school cultures, educators continue to turn to restorative justice (rj) principles and practice. Predominantly, schools begin to engage with rj in an effort to address harm done, causing its discourse to be situated in literature tied to classroom management and behaviour. However, in this location, the effectiveness of rj can be limited because the power relationships underlying the original punitive, managerial structures maintain their grip. Drawing on a qualitative study that examines the experiences of educators committed to implementing rj principles, this article explores how placing rj in the context of engaged, productive pedagogies better nurtures the hoped for relational and peaceful school culture…. [Direct]

Goldberg, Tsafrir; Ron, Yiftach (2014). "Look, Each Side Says Something Different:" The Impact of Competing History Teaching Approaches on Jewish and Arab Adolescents' Discussions of the Jewish-Arab Conflict. Journal of Peace Education, v11 n1 p1-29. There is growing interest in the impact of Jewish and Arab historical narratives on intergroup relations and conflict. A randomized placement comparative study set out to examine it empirically. Conventional-Authoritative official narrative, Empathetic Dual narrative, and Critical-Disciplinary multiple-source teaching interventions were designed around the topic of the birth of the Palestinian refugee problem. Seventy-five Jewish and 85 Arab Israeli adolescents were placed in each of the three different approaches to teaching history and in a control group. Following the learning intervention, participants from both communities were paired by condition, and discussed the causes and possible solution of the refugee problem. Dominance and agreement in discussion were analyzed, revealing a significant effect of teaching approach. Findings show discussions in Empathetic Dual narrative, and Critical-Disciplinary feature a lower degree of dominating discourse by the dominant group…. [Direct]

Verhagen, Frans C. (2014). Sustainable Communities: A Lens for Envisioning and Achieving a Community-Based Culture of Social and Ecological Peace. Journal of Peace Education, v11 n3 p297-316. One of the obstacles to dealing with the social and ecological crises that obstruct the achievement of a culture of peace is silo thinking in global governance. A unidimensional mode of planning, silo thinking leads to decisions based on the area of expertise of a particular agency or intergovernmental organization and fails to recognize linkages between social, economic, and environmental factors. To promote a comprehensive way of thinking, this article proposes the notion of "sustainable communities" (SC) as a lens for envisioning and planning for a culture of peace that integrates these linkages concretely at the community level. To provide the conceptual background for the SC lens, a literature review of the manifestations of the sustainability revolution that have emerged in the last four decades will be provided. A description of the constituent characteristics of the SC lens and a discussion of its educational utility for peace educators will follow, concluding with… [Direct]

Al-Rawi, Musare (1993). Islam and Adult Education. Convergence, v26 n1 p83-89. Elaborates principles governing education in Islam: monotheism, honoring of man, causality, equality, justice, respect for labor, social responsibility, consultation, and peace. (SK)…

Wisler, Andria (2010). Response to Noah Sobe's "Rethinking "Cosmopolitanism" as an Analytic for the Comparative Study of Globalization and Education". Current Issues in Comparative Education, v12 n2 p45-49 Spr. As a springboard into her response inspired by Noah Sobe's article, this author offers two possibilities for what cosmopolitanisms can tell about comparative and international education research. First, from her perspective, rooted in justice and peace studies, she is intrigued by several authors' assessments of cosmopolitanism as a cognitive or reason-based framework. In other words, the cosmopolitan person will use reason to be autonomous, have self-responsibility, procure agency, plan life rationally, while respecting diversity and difference. She is not convinced that it is predominantly reason that drives the embodiment and enactment of a cosmopolitan mode of living. Second, and more directly in response to Sobe's article, the author is confident that cosmopolitanisms will continue to affect traditional methodological models of comparative education and other educational research that uphold a static version of the field site, such as a school or nation-state, as the primary… [PDF]

(1977). Consultation on the Extension of the Associated Schools Project to the University Level: Report. Focusing on ways of extending UNESCO's 1974 recommendation concerning international education to the university level, educators from India, Mexico, Sweden, Nigeria, and the United States convened in Paris, August 22-26, 1977. The 1974 recommendation reaffirmed the responsibility of UNESCO nations to pursue educational opportunity, and advancement of justice, freedom, human rights, and peace. The document presents a four-part outline of the conference discussion. Part I considers the role and responsibility of universities in international education. Topics include the fragmentary nature of existing programs; contributions of university departments of peace studies, political science, and nuclear physics; program developments in elementary and secondary schools; and international themes which should be included in university curricula. Part II suggests how to implement education relating to world problems, human rights, peace, area studies, foreign languages, international…

Taylor, Pamela G. (2005). The Children's Peace Project: Service-Learning and Art Education. International Education Journal, v6 n5 p581-586 Dec. This paper presents the case of a service-learning art experience in an after-school housing development program. Beginning with a dialogue concerning peace and how it can become part of their world, children and pre-service teachers explored and connected the idea of peace through symbols, metaphor and idealism in works of art. A critical and reflective account of this experience demonstrates the ways that young children and pre-service art teachers can benefit from meaningful and socially relevant service-learning activities…. [PDF] [Direct]

(1971). War/Peace Report. What Should Kids Be Taught About Peace and War? Volume 11, Number 1. This article is reprinted from a monthly publication of fact and opinion on progress toward a world of peace with justice. The feature article presents a dialogue among educators who have been designing strategies for war/peace studies. Speaking on the topic in the title were: James Becker, director of Foreign Policy Association's School Service Program; Robert Freeman, director of Diablo Valley Education Project in California; William Nesbitt, director of Studies in International Conflict project; Betty Reardon, director of World Law Fund's School Program; and president of Bank Street College of Education, John Niemeyer, as moderator. Discussion gives some sharp insights into: 1) student attitudes on wars: inevitable and necessary; 2) problems in developing curriculum on war/peace; 3) world order and alternatives to the tradition of nation-state organization; 4) role of the school as an agent of change; 5) school community relationship; 6) values; 7) conflict resolution; 8)… [PDF]

Misco, Tomas (2008). "Nobody Told Us about What Happened": The Current State of Holocaust Education in Romania. International Education, v38 n1 p6-20 Fall. This research study sought to understand the current state of Holocaust education in Romanian classrooms and how sociocultural and institutional forces influence its treatment. By identifying the obstacles, challenges, and successes of Holocaust education in Romania, this study can both disseminate the techniques and conditions that bring about meaningful Holocaust education and provide a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on this topic. Given their recent accession to the European Union, this is a timely study that also examines Romania's educational efforts concerning the development of democratic skills and dispositions, many of which often result from addressing controversial topics and closed areas, including the Holocaust in Romania. Holocaust education is a relatively new phenomenon in Romania and studying its inception can offer insights for other societies and cultures that are working to… [Direct]

(1912). Peace Day (May 18): Suggestions and Material for Its Observance in the Schools. Bulletin, 1912, No. 8. Whole Number 476. United States Bureau of Education, Department of the Interior Among the many movements of modern times for the advancement of civilization and the relief of humanity from unnecessary burdens of expenditure and of paralyzing fear, none is more significant than that for arbitration and world-wide peace. This movement has been made possible by the education of the masses of the people in all the more progressive countries of the world, and will succeed finally only as education becomes more universal. Like all great constructive movements for the uplift and freedom of the people, it must depend on the intelligence and understanding of the people themselves. To any such end no agency is more effective than that which works through the schools, in which the citizens of the future are gathered during their formative years. One of the most effective ways of fixing the attention of children and making lasting impressions on their mind is through well arranged and attractive programs for days set apart for special purposes. For these days children and… [PDF]

Axelrod, Valija M.; Magisos, Joel H. (1988). Our Role in the International Community. Vocational Education Journal, v63 n3 p22-25 Apr. We must develop ways to work cooperatively with other nations. Economic development through vocational education can be a means to world security and peace. (JOW)…

Benavente, Ana; Mbanze, Jorge; Ralambomanana, Stangeline (2008). Training Teachers as Key Players in Poverty Alleviation. Prospects: Quarterly Review of Comparative Education, v38 n2 p171-187 Jun. This article presents several questions, reflections and suggestions on pre-service and in-service teacher training that arose during the project \Curricular innovation and poverty alleviation in sub-Saharan Africa\. While recognizing that the situation in the nine countries taking part in the project, and in many other countries in the southern hemisphere, is marked by a huge lack of teachers, with the attendant urgency and pressure, it must also be stated that the economic and social status of teachers is not always equal to the needs of the schools and societies. In this project on the place of the school in poverty alleviation and the promotion of peace, the role of the teachers was soon seen to be crucial. The analysis of the common areas of the demands made on teachers from the northern hemisphere and of the specific needs and realities of the countries from the south enabled us to start building possible responses in the short and medium term in the countries where Education… [Direct]

Syed, Khalida Tanvir (2008). Misconceptions about Human Rights and Women's Rights in Islam. Interchange: A Quarterly Review of Education, v39 n2 p245-257 Apr. This paper aims to clarify three current misconceptions about the Islamic faith and issues of human rights and women's rights in the West. The first misconception is that Muslims are terrorists because they believe in Jihad. It is factually the case that Islamic teachings stress the value of peace and prosperity for all human beings. The second misconception is that Muslims prohibit scientific knowledge and only aim to seek religious knowledge. To the contrary, Qur'an emphasizes that the opportunity to seek all forms of knowledge is a human right and responsibility of all Muslims. The third misconception and perhaps, the most controversial, is that Islam oppresses women. In reality, Islam offers women the right to make their own choices in the areas of education, business, and property, to name a few. By sharing my own experiential narrative as a Muslim born woman and that of a Canadian women who converted to Islam, I can actually see the similarities between human rights in Islam… [Direct]

Chen, Qi (2010). Curriculum Reform and the Writing of High School History Textbooks in China. Social Education, v74 n1 p42-44 Jan-Feb. The world has changed rapidly since the end of the Cold War. Globalization demands a much higher intellectual standard of people in a country. At the same time, the trend toward pluralistic cultures in many countries has lessened confrontations among peoples of different ideologies. Compared with the twentieth century, in this new era, the peoples of the world have made more efforts to pursue peace, oppose wars, reach a common understanding, and strengthen cooperation. Both geographically and culturally, the information age has broken down the boundaries between nations. Communication within the "global village" is both readily available and convenient. Recognizing this trend, the People's Republic of China (PRC) has taken steps to catch up with the rest of the world. In this new century, international competition is a competition to foster new skills and attitudes in young people. Since the 1990s in particular, significant changes have taken place in the field of history… [Direct]

(1970). Education for International Understanding and Peace, with Special Reference to Moral and Civic Education. This report covers the committee's views and recommendations toward strengthening the contribution of education to international understanding and peace. Suggestions are aimed at every level, from Unesco officials, to heads of government, to the individual classroom teacher. The report is divided into several major sections: General Observations, Primary Education, Secondary Education, Preparation of Teachers; Higher Education, and Main Suggestions. The sections covering primary through higher education discuss such topics as general educational objectives, curriculum and teaching methods, materials, research and evaluation, and how \worldmindedness\ can be incorporated into existing subject areas. An appendix lists the participants, attending in a private capacity from 28 member states, and observers. (JLB)… [PDF]

Heywood, Stanley J. (1981). Civitas Mundi, or Noah Webster Revisited. National Council for Accreditation of Teacher Education (NCATE) standards mandate that prospective teachers experience the awareness of other cultures within society on local, national and international levels. The NCATE standard implies that the same kinds of cultural sensitivities needed within the borders of this country are needed equally outside. The University for Peace will be based in Costa Rica and will be a component of the United Nations University in Tokyo. The function and scope of the university should: (1) provide educational training services to a variety of clients, from top government leaders to young people in tertiary education; (2) be non-ideological; (3) have an outreach program that encourages other colleges and universities, as well as various associations, throughout the world to develop programs for peace; and (4) consider as essential the International Peace Data and Information Centre. Its main tasks would be to identify, collect, summarize, analyze,…

Utsumi, Takeshi (2006). Global University System for Engineering Education in the Age of Globalization. European Journal of Engineering Education, v31 n3 p339-348 Jun. The Global University System (GUS) is a world wide initiative to create an advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries in the search for global peace. GUS aims to create a world wide consortium of universities to provide the underdeveloped world with access to 21st century education via broadband Internet technologies. The aim is to achieve \education and healthcare for all\, anywhere, anytime and at any pace. GUS works in the major regions of the world in partnership with higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with the emerging global GRID computer network technology. The Globally… [Direct]

Camp, Darrel (2009). A Survey of the Graduates of Christian Secondary Schools and Their Beliefs in the Effectiveness of the Academic and Spiritual Education Received. ProQuest LLC, Ed.D. Dissertation, George Fox University. The intent of this study was to investigate long-term effects of private Christian schooling on graduates, both educationally and spiritually. The purpose of this study was to determine the perceived effectiveness of the programs of Western Mennonite School (WMS) in preparing graduates for exhibiting the stated goals of the Faith and Learning Goals of WMS. Participants for this project were graduates of WMS from 1992 through 2002. A survey was distributed to the population of alumni to determine the effectiveness of the education and spiritual training received while in attendance. The data collected suggest that the alumni are Christ-centered, have continued to learn, continued to be part of a nurturing community, pursued a life of peace and service, and have continued to seek enrichment opportunities. The alumni of WMS have kept their faith and continued to learn. They have developed into healthy individuals who minister to others. They have not all maintained an Anabaptist… [Direct]

(1979). The Words of Martin Luther King, Jr. Today's Education, v68 n4 p58-64 Nov-Dec. Excerpts from speeches by Dr. Martin Luther King, Jr., are reprinted. Topics discussed include discrimination, the South, education, nonviolent resistance, poverty, economic opportunity, and world peace. (LH)…

Barakat, Bilal Fouad (2008). Education and Intra-Alliance Conflict: Contrasting and Comparing Popular Struggles in Apartheid South Africa and Palestine. Research in Comparative and International Education, v3 n1 p5-18. Much recent research has been directed at illuminating the role of education in major conflicts between ethnic groups. It is increasingly well understood that education does not necessarily have a positive, peace-supporting influence, but that the wrong kind of education can serve to reinforce divisions. However, in many conflicts there are multiple fault lines. Even if one central antagonism between two broad groupings can be identified, numerous tensions and divergent interests may exist within each of these groupings. This study examines the hypothesis that the notion of the "two faces of education" extends to such "conflicts within the conflict". In other words, with regard to tensions within groups on the "same side", education and schooling may also serve either as a unifying force or as a cause of violent disagreement–or both at the same time. This article presents the results of extracting both kind of themes–education as divisive or… [Direct]

(1999). Teaching Guide on Preventing Violent International Conflict. In the belief that questions about peace, justice, freedom, and security are vital to civic education, the United States Institute of Peace established the National Peace Essay Contest, which is designed to promote discussion of international peace and conflict resolution, complement existing curricula, and strengthen students' research, writing, and reasoning skills. This teaching guide provides five lessons that will help students fulfill certain educational objectives. Lesson 1 acquaints the students with the essay question on "Preventing Violent International Conflict," presenting concepts used in the essay question with exercises designed to activate student understanding. Lesson 2 presents two case studies with background information and primary sources to illustrate success and failure in preventing violent international conflict. Teachers can use this lesson to explain how to use primary source materials as evidence to support or refute a thesis statement. Lesson 3… [PDF]

(1986). Plan for the Development of Education for International Understanding, Co-operation and Peace. International Understanding at School, spec suppl n1 p33-38. Presents a table of the activities scheduled between 1986 and 1995 to promote the development of education for international understanding, cooperation, and peace. The table shows objectives of the program, measures and activities undertaken to achieve the objectives, and the agency or group responsible for completing the tasks. (JDH)…