Anderson, Tom (1997). Art, Education, and the Bomb: Reflections on an International Children's Peace Mural Project. Journal of Social Theory in Art Education, n17 p71-97. Argues that social change can be evidenced in the absence of an image. Discusses how murals painted by children 50 years after the bombing of Hiroshima and Nagasaki do not depict "the bomb," but it pervades the murals nonetheless. Shows that viewers draw unintended analogies between the images and the bombings. (DSK)…

Calais, Jerry; Cuevas, Phyllis; Fruge', Hugh; Gardiner, Judy Carter; Larmon, Marilyn; LeBert, Linda L.; Rees, Jocelyn (1999). Peace Crane Project: An Interdisciplinary Approach. To model collaboration and to "practice what we teach," a group of faculty members at McNeese State University in Louisiana developed a college-wide theme based on the book, "Sadako and the Thousand Paper Cranes." This book was selected because of the importance of seeking and achieving peace in a world that is struggling and, seemingly, losing the battle to establish peaceful environments for children and adults. In the book the heroine, Sadako, is dying of leukemia as a result of radiation from the atomic bomb dropped on Hiroshima (Japan) when she was two years old. Sadako learned that by folding a thousand paper cranes she might be cured of the disease. Multiple copies of the book and of relevant videos were ordered for the curriculum materials center. Each instructor electing to participate in the project centered a portion of his or her instruction around the book. The final goal was to have at least one thousand paper cranes hanging in the education… [PDF]

(2002). In the Classroom: Empowering Girls. Idea Book. Peace Corps volunteers are perceived as role models, technical specialists, teachers, counselors, heroes, and friends. This idea book shares specific ideas and frameworks for transferring the potential for positive guidance into classrooms and communities around the world. It concentrates on activities and strategies that increase girls' access to, and participation in quality in-school education. It offers suggestions from volunteers and staff that may be incorporated in class projects. The book consists of ten sections: (1) "Introduction"; (2) "Why Focus on Girls Education?"; (3) "Things To Consider"; (4) "A Holistic Approach to Girls' Education"; (5) "Creating a Girl-Friendly Learning Environment"; (6) "Classroom and Curriculum-Related Activities"; (7) "Co-Curricular Activities"; (8) "Awards and Incentives"; (9) "Scholarships"; and (10) "Resources" (materials available through… [PDF]

Dwyer, Judith A.; And Others (1984). Chronicles. Harvard Educational Review, v54 n3 p315-57 Aug. Includes eight articles: Judith Dwyer and Francis Meehan on nuclear education for Catholic undergraduates; Kathy Greeley, Susan Markowitz, Carol Rank, Roberta Snow, and Lisa Goodman on high school curricula developed by peace organizations; Charlotte Watertow on global solutions; Michael Antrim on the science of nuclear energy; Frederick Cunningham on middle school and Jean Jacobson on elementary school students' responses. (SK)…

Hoffman, Dorothy; Sorenson, Mary Eileen (1991). The United Nations: A Right to Education and Literacy. Educating for Peace Project. This document consists of a classroom lesson designed for upper elementary grades 5-8. It is based on the goals of the United Nations International Literacy Year (1990). The lesson covers 4 to 5 class days and can be used in language arts or social studies classes. The lesson includes a brief introduction to the United Nations, information on the U.N. International Literacy Year, and up-to-date statistics on world education and literacy. The student identifies the attributes of literacy and notes that attributes vary over time and culture. Students explore the linkage of literacy and personal power while gathering information about education and literacy in a culture or region of the student's choice. The lesson culminates in an independent literacy project applicable to each student's local environment. Given a choice of several formats, students design the independent literacy project and share it in some way with other learners. Included in the lesson materials are reproducible… [PDF]

Smith, Tom (1997). Lessons and Questions: Excerpts from the 1996 Kurt Hahn Address. Journal of Experiential Education, v20 n1 p22-26 May. Dr. Tom Smith, 1996 recipient of the Kurt Hahn Award, discusses life experiences that made him aware of the wilderness beyond and within, illuminated the connectedness of all things, and fueled his efforts to guide others to understand these important lessons. He questions whether outdoor education is reaching its full potential in teaching about balance, harmony, connectedness, and peace. (LP)…

Carr, William G. (1980). Collecting My Thoughts. A broad range of educational issues is treated in this collection of 120 short essays, written from the perspective of the author's 40 years in the education field. Section titles include: Teachers and Teaching; Episodes in the History of Education; Flights of Fancy; Defending the Schools; War and Peace; A Few Questions and Fewer Answers; and Gratuitous Advice. Episodes and anecdotes of personal experience are related, as well as philosophical reveries. (FG)… [PDF]

STERN, GEORGE G.; And Others (1966). PEACE CORPS–EVALUATION OF PEACE CORPS TRAINING PROGRAMS, SOME PSYCHOLOGICAL DIFFERENCES BETWEEN PEACE CORPS TRAINING UNITS AND TRAINEES. FINAL REPORT. A QUANTITATIVE COMPARISON OF THE PSYCHOLOGICAL CHARACTERISTICS OF PEACE CORPS TRAINING UNITS AND TRAINEES WAS MADE TO PROVIDE A BASIS FOR RATING PROGRAM QUALITY, ESTABLISHING UNIFORM TRAINING OBJECTIVES AND PROCEDURES, ENABLING TRAINING INSTITUTIONS TO IDENTIFY AND IMPROVE AREAS OF WEAKNESS, AND SELECTING TRAINEES. AN ANALYSIS OF 63 PEACE CORPS TRAINING UNITS IN 48 HOST INSTITUTIONS MEASURED TRAINEES AND PROGRAMS USING TOOLS EVOLVED FROM STUDIES OF HIGHER EDUCATION BY STERN, STEIN, AND BLOOM. MEASUREMENTS OF SUCCESS WERE FINAL SELECTION BOARD RATINGS OF TRAINEES, TRAINING ATTRITION, AND OVERSEAS EFFECTIVENESS RATINGS. PROGRAM CHARACTERISTICS ASSOCIATED WITH EFFECTIVE PROGRAMS WERE FRIENDLY GROUP INTERACTION, WELL-ROUNDED INTELLECTUAL EXPERIENCE, EMPHASIS ON SOCIAL ACTION, INDIVIDUAL TRAINEE AUTONOMY AND RESPONSIBILITY, AND HIGH PERSONAL ACHIEVEMENT STANDARDS. A NUMBER OF PERSONAL CHARACTERISTICS HAD DIFFERENT EFFECTS ON SUCCESS IN VARIOUS PHASES OF EVALUATION. NINE APPENDIXES… [PDF]

Churchill, Stacy; Omari, Issa (1981). Evaluation of the Unesco Associated Schools Project in Education for International Co-operation and Peace. In accordance with a mandate from Unesco's 1978 General Conference, an evaluation methodology and instruments were devised to assess the Unesco Associated School's success in encouraging international peace and human rights. The background of this assessment project and a report of evaluation activities are presented in this document. The Associated Schools Project originated in inititatives taken by Unesco in 1953 to help selected schools in Unesco member nations carry out special projects of education for living in a world community. By 1980, the project encompassed more than 1,400 participating institutions in 74 member states. Information is presented in three major sections. Section I describes the evaluation design. During the period June-July 1979, project consultants designed two questionnaires–one to be completed by coordinators of the project at national levels and the other to be filled out by faculty and administration at selected Associated Schools. Questions focused…

Zhang, Ling (2009). Engaging University Learners in Critical Thinking to Stimulate Collaborative Learning: Perceptions of American and Chinese Students. ProQuest LLC, Ed.D. Dissertation, University of South Dakota. The increasing global cooperation between countries has brought collaboration as a fundamental concern to educators around the world. Recent educational issues and research on collaborative learning have shown the power of collaborative education. How to teach college students the inter-societal skills to resolve tensions and conflicts between the races, the genders, and social status is an urgent task for all educators (Schmuck, 1985). With the complexity of an increasingly interactive world culture, there is a need for education to teach people how to make more peace than war. Tolerance, appreciation of differences in perspectives and cultures, creative problem solving, critical thinking, and conflict resolution can be taught in a collaborative learning environment. This method fits the times (Slavin, 1995). This study identified how students in traditional liberal arts and professional education majors in Central China and the University of South Dakota compare and contrast in… [Direct]

Goodman, Joyce (2007). Working for Change across International Borders: The Association of Headmistresses and Education for International Citizenship. Paedagogica Historica: International Journal of the History of Education, v43 n1 p165-180 Feb. This article contributes to the retrieval of the "lost history" of interwar internationalism that is increasingly receiving attention from historians of education. It traces the involvement of the English Association of Headmistresses (AHM) in a range of organizations that networked women educationists with women's organizations, with educational organizations and with international organizations working towards international peace in the interwar period. The focus of the paper is the development of an international orientation in the AHM and in girls' secondary schools through association with, and interest in, the League of Nations. Its subject matter is citizenship: the citizenship practised via the professional engagement of headmistresses through the AHM and as individuals with ideals of international understanding; and the development of an internationally oriented secondary school curriculum for girls and, in particular, the development of a history curriculum for… [Direct]

(1966). AFTER THE PEACE CORPS–THE RETURNEE CAREER PICTURE. RELEVANCE OF PEACE CORPS SERVICE TO CAREER GOALS OF VOLUNTEERS IS RECOGNIZED BY MANY EMPLOYERS AND SCHOOLS. THE CAREFULLY THOUGHT OUT AND ADMINISTERED SELECTION AND TRAINING PROCEDURE, AND LOW ATTRITION RATE OF OVERSEAS VOLUNTEERS ARE IMPRESSIVE CREDENTIALS. POST-SERVICE CAREER PLANS OF RETURNED VOLUNTEERS ARE–33.6 PERCENT CONTINUING EDUCATION, 16.9 PERCENT TEACHING, 12.4 PERCENT FEDERAL GOVERNMENT, 10.7 PERCENT BUSINESS AND INDUSTRY, 7.4 PERCENT VOLUNTARY ORGANIZATIONS, 4 PERCENT STATE AND LOCAL GOVERNMENT, AND 15 PERCENT MISCELLANEOUS. MANY OF THE VOLUNTEERS WHO CHANGE CAREER PLANS DURING THEIR SERVICE SWITCH TO TEACHING, AND A LARGE PERCENTAGE OF RETURNED VOLUNTEERS PRESENTLY CONTINUING THEIR EDUCATION ARE PREPARING TO ENTER THE TEACHING FIELD. SINCE 55 PERCENT OF ALL VOLUNTEERS WORKED IN SOME TEACHING CAPACITY DURING THEIR SERVICE, THIS IS NOT SURPRISING. FOURTEEN STATES AND CITIES OFFER SPECIAL TEACHING CERTIFICATE WAIVERS AND SALARY SCALE CREDIT FOR FORMER VOLUNTEERS. IN SOME… [PDF]

Tamatea, Laurence (2005). The Uses of Gandhi in Education in Bali: Different Responses to Globalisation–Implications for Social Justice. Journal of Peace Education, v2 n2 p139-159 Sep. Mohandas Karamchand Gandhi (1869-1948) is well-remembered as a man of peace who entered into a life of renunciation to overcome India's caste, class and religious differences for the purpose of independence as much as personal liberation. Less well- known is Gandhi's critique of the education system established in India under the circumstances of globalising British capitalist industrial imperialism. Believing that the colonialist education system was fundamentally unjust in that it reproduced India's social and economic inequalities, Gandhi argued for a return to Basic Education or Nai Talim. It is, then, in the light of Gandhi's challenge to hegemonic socio-economic structures through education that this paper presents findings from a research project undertaken at two Gandhian education sites in Bali. The paper shows that the larger site reproduced a globalisation from above discourse while the smaller site deployed a globalisation from below discourse. Acknowledging that debate… [Direct]

Ferrante, Maria A. (1992). Exploring Oral Tradition, Environmental Awareness, and Peace and Justice. Catholic Library World, v63 n3-4 p163-65 Jan-Jun. Summarizes four presentations from the 1992 Catholic Library Association's convention: "Native American Stories: An Oral Tradition in Today's Education" (Jim "Two Crows" Wallen); "Christians and a New Friendship with the Earth" (Jane Blewitt); "Earth Energy, Human Energy: Information Power" (Barbara O'Donnell and Gloria Steger); and "Resources for Peace and Justice" (Kathleen McGinnis). (EAM)…

Gentry, Ruben (2008). If War–How to Minimize the Loss for School Children. Online Submission, Paper presented at the Annual International Conference on Peace (2nd, Jackson, MS, Apr 7-11, 2008). War is so devastating that if at all possible, it should be avoided. But if reasoning and negotiation fail to yield peace between nations and countries and war results, the loss to children must be minimized. In the last decade, two million children have been killed in wars and conflicts, 4.5 million have been disabled and 12 million have been left homeless. Environmental damage due to the use of nuclear and chemical weaponry is horrendous; there are higher cancer and disease rates as well as higher rates of offspring born with birth defects. Also, disproportionate spending on war takes funding away from programs that improve the quality of life (Marshall, 2004). Children must be kept in mind during times of war; they need to be with their parents, protected within their home communities and have basic health, educational and social services. In as much as education is the foundation on which all professional and service endeavors are built, any decision for engagement in war must… [PDF]

Bombaugh, Ruth (1996). Peace Corps Fellows in Their Urban Classrooms: The Struggle To Build a Learning Community. This study focuses on a beginning secondary science teacher and his efforts to establish a learning community in a large metropolitan school district. During the study, the teacher was enrolled in an alternative teacher-certification program for returned Peace Corps volunteers. After teaching full-time during the day, participants attend university classes at night to earn certification and a masters degree in education. Data collected included 20 interviews, 5 focus group sessions, over 60 classroom observations, portfolios, and journal entries over the course of five and a half semesters. Findings are presented in the form of narrative vignettes and dialogues, and suggest that the authoritarian teaching methods taught and practiced overseas through the Peace Corps hindered the teacher until he developed his own, more collaborative teaching style. Other barriers to the teacher's efforts to establish a participatory instructional community are discussed, including bureaucratic… [PDF]

Devlin-Foltz, Betsy (1998). Peace Corps Tales from Open Space. Information Collection & Exchange T0089. This volume documents and reflects on the use of Open Space Technology by Peace Corps staff in the United States and in the field. An introduction reviews basic principles and processes of Open Space, which is a meeting and conference process congruent with Peace Corps philosophy, to clarify ways trainers have interpreted, adapted, and used it in conferences and workshops. An abbreviated article examines the fit between the Peace Corps and Open Space. The 15 tales are divided into 3 sections. "Classic Open Space: One to Three Days" consists of the following: "Abidjan and Beyond: Health and Water and Sanitation Workshop"; "Magic in Madang: Asia-Pacific Administrative Officers and Cashiers Conference"; "This is the New Way! Mali Project Review"; "Facilitating a Project Review Using Open Space in Guyana"; "Pura Vida: Costa Rica Urban Youth Workshop"; "Putting Responsibility in its Place: Education and Environment Sector… [PDF]

(1985). List of Participating Institutions: Associated Schools Project in Education for International Co-operation and Peace = Liste des establissements participants: Systeme des ecoles associees appliquant un programme d'education pour la cooperation internationale et la paix = Lista de Instituciones Participantes: Plan de Escuelas Asociadas en la Educacion para la Cooperacion Internacional y la Paz. A list of participating institutions at the Associated Schools Project in Education for International Co-Operation and Peace, December 31, 1985 is presented. A total of 1,970 institutions in 94 countries participated, including 47 nursery schools, 556 primary schools, 1,123 secondary schools, and 248 teacher training institutions. Addresses of schools and contact persons, including principals and coordinators, are listed for the participating institutions. United Nations Information Centers/Services and United Nations and Specialized Agencies addresses are also included. (RSL)…

(2006). Designing Training Programmes for EIU and ESD: A Trainer's Guide. UNESCO Bangkok The training guide is based on a TOT (Training of Trainer) workshop conducted in September 2005 in Chiangmai, Thailand jointly by Asia Pacific Centre of Education for International Understanding (APCEIU) and UNESCO's Asia Pacific Programme of Educational Innovation for Development (APEID). The publication provides a comprehensive guide to trainers of teachers on education for international understanding (EIU) and education for sustainable development (ESD). This guide is structured to enable the reader to plan, organize and conduct a training workshop using EIU and ESD as the conceptual and content focus. It is divided into three sections: (1) concepts and themes; (2) process; and (3) pedagogy. Also explained is the concept of EIU and ESD and how the two link to other global social topics such as social justice, human rights, peace and equity. [This guide was also produced by UNESCO's Asia-Pacific Centre of Education for International Understanding.]… [PDF]

Blohm, Judee, Ed. (2000). Beyond the Classroom: Empowering Girls. Idea Book. The close relationship that Peace Corps volunteers develop with their communities and schools places them in a unique position to influence the behaviors and attitudes of the young women with whom they work. Workshops, camps, clubs, special events, and conversations all have the potential to promote decision-making skills, encourage goal setting, and build confidence. Volunteers have the potential to help girls change their lives for the better. This booklet provides a collection of ideas and activities from Peace Corps volunteers around the world to be used as a resource in the work of empowering young women. Following an introduction, the booklet is divided into nine sections: (1) "Things To Consider as You Read"; (2) "Helpful Tips for Organizing an Event"; (3) "Mentoring for Empowerment and Leadership"; (4) "Clubs"; (5) "Camps and Conferences"; (6) "Sports"; (7) "Contests"; (8) "Life Skills… [PDF]

Education for a Global Society: A Resource Manual for Secondary Education Teachers. Over four hundred books, articles, and resource materials on the topic of global education are identified in this resource manual. It is designed for secondary school teachers to use in selecting reading and audiovisual resources to supplement courses with a global approach. Approximately 90% of the entries have been published since 1970. Material is arranged under four main headings called \world order values,\ which are seen to be the antitheses of major problems which bring stress, conflict, and human suffering to the world society. The four world order values are peace, economic equity, social justice, and ecological balance. Within each of the four content sections, entries are further characterized as books, articles, or resource materials. Most of the resource materials are films, which include information about length and color or black/white. Entries are listed alphabetically by author. Additional bibliographic information is given on title, publisher, and date. The guide… [PDF]

Kelly, Francis D., Ed. (1991). What Makes a School Catholic?. This monograph includes six papers presented at a meeting sponsored by the Departments of Religious Education and Secondary Schools of the National Catholic Education Association. The papers include: (1) \What Makes a School Catholic?\ (William J. O'Malley); (2) \Catholicity: A Tradition of Contemplation\ (Thomas Keating); (3) \Catholic Identity and the Church\ (James Heft); (4) \Building a Religion Curriculum\ (Thomas Zanzig); (5) \Facilitating Student's Self Image\ (Mark Link); and (6) \Justice and Peace: Constitutive Elements of Catholicity\ (Loretta Carey). (KM)… [PDF]

BRAZZIEL, WILLIAM F. (1965). EDUCATING THE DISADVANTAGED–TRENDS AND PROSPECTS. COMPENSATORY AND DEVELOPMENTAL EDUCATION IS EMPHASIZED AS THE MAJOR MOVING FORCE IN THE DEVELOPMENT OF THE DISADVANTAGED. THE DEVELOPMENT OF DISADVANTAGED PEOPLE IS NECESSARY FOR THE CONTINUED GROWTH OF THEIR COMMUNITIES, PROGRAMS SHOULD BE DEVELOPED WHICH INVOLVE DISADVANTAGED CHILDREN AT EVERY STAGE OF THEIR GROWTH AND DEVELOPMENT. TO THAT END, ADULT EDUCATION PROGRAMS TO PROMOTE FAMILY PLANNING, PRENATAL AND POSTNATAL CARE, AND THE PROVISION OF A BETTER HOME ENVIRONMENT ARE BEING ADJUSTED TO MEET COMPENSATORY EDUCATION NEEDS. GAPS BETWEEN PARENTAL DESIRES AND ABILITIES TO PROVIDE DEVELOPMENTAL EXPERIENCES IN THE EARLY YEARS ARE BEING FILLED WITH NEW PROGRAMS IN EARLY CHILDHOOD EDUCATION. IN ELEMENTARY SCHOOLS, AGE-GRADE DECREMENTS IN SCHOOL ACHIEVEMENTS WHICH DISCOURAGE DISADVANTAGED CHILDREN ARE BEING REPLACED WITH UPGRADED SCHOOLS, JUNIOR PRIMARIES, FLUID GROUPING, AND STRONG READING READINESS PROGRAMS. AFTER SCHOOL HOURS, MANY SCHOOLS ARE BEING KEPT OPEN FOR TUTORING,…

Gullickson, Janice (2009). Welcome Aboard Starship MIR: Mission Is Russian. Learning Languages, v15 n1 p42-44 Fall. Six years ago Project Starship MIR, the Russian language "shuttle," launched at Turnagain Elementary, one of the Anchorage School District's 65 elementary schools. The MIR "peace" mission originated with encouragement from the local business community to prepare students for Alaska's future economic, social and political ties with neighboring Russia, less than twelve miles away. Young Alaskans learning Russian also renew interest in this less commonly taught language as they discover there are many shared heritages and customs of the Alaskan and Russian peoples following years of isolation during the Cold War. The MIR lift-off (2003) was fueled by a FLAP (Foreign Language Assistance Program) grant from the U.S. Department of Education and a local funding match. At the time, Turnagain's was one of the only known Russian elementary immersion programs at a public school in the United States. In this immersion model native Russian speakers teach half of each day's… [Direct]

Goodwin, Sarah Hall (1986). Guide to Peace Corps Literacy Packet (Litpak). The guide introduces literacy education volunteers to the contents and use of the Peace Corps' prepared information packet on native language literacy education (Litpak). Part 1, a guide to the packet, contains two chapters. The first chapter, an introduction to Litpak, outlines the materials' purpose, typical situations in which Peace Corps volunteers get involved in literacy work, methods and approaches for using Litpak contents, and ways of supplementing the handbook. The second chapter of this part looks at special issues in literacy: the role and adequacy of literacy in different situations; alternatives to literacy; literacy in multilingual situations; and choosing a teaching approach and methods for different situations. The second section of the guide addresses the use of various teaching methods. The first chapter of this section discusses the formulation of a situation-specific literacy curriculum. The second and third chapters focus on curricula for two methods: the…

(2009). School Library Media Programs in Action: Civic Engagement, Social Justice, and Equity. American Association of School Librarians (NJ3) As Gail Bush reports, \each section of this monograph includes articles that invite the reader to explore his or her own response to the authors' messages… The purpose here is not to set in stone principles and practices to be followed blindly but to present a disposition toward intellectual behaviors that seriously consider our responsibilities and actions as educators in a democratic society.\ And Ms. Bush has pulled articles to do just that from \Knowledge Quest\, AASL's official, highly respected journal on school library media programs. You will find topics addressing the big picture of civic engagement, equity, democracy, and social justice, and of course best practices. Contents of this book include: (1) Introduction by Gail Bush; (2) Re-Envisioning Information Literacy Standard 10: Sending a Message to the Future (Gail Bush); (3) Envisioning Information Literacy Standard 10 (Gail Bush); (4) The Civic Mission of School Libraries (Nancy Kranich); (5) The Fierce Power of… [Direct]

Demir, Cennet Engin; Paykoc, Fersun (2006). Challenges of Primary Education in Turkey: Priorities of Parents and Professionals. International Journal of Educational Development, v26 n6 p640-654 Nov. This article investigates the major issues and problems of Turkish society that may have an impact on people's daily lives, and the characteristics required of primary school graduates as citizens in response to those issues and problems from the perspectives of parents and educational professionals. Data was collected from 407 parents and 389 professionals using three questionnaires developed by the researchers. Results indicated that priority challenges of primary education were considered to relate to peace, the environment, human rights, democracy, justice and equality. Additionally, primary school graduates were said to require critical thinking, problem solving, language and life skills, as well as open-mindedness, expressiveness, peacefulness, flexibility and sensitivity towards environmental issues…. [Direct]

Stambaugh, Tamra, Ed.; VanTassel-Baska, Joyce, Ed. (2007). Overlooked Gems: A National Perspective on Low-Income Promising Learners. Proceedings from the National Leadership Conference on Low-Income Promising Learners (Washington, DC, April 24-25, 2006). National Association for Gifted Children (NJ1), Proceedings of the National Leadership Conference on Low-Income Promising Learners (Washington, DC, Apr 24-25, 2006). This monograph brings together the work of national stakeholders in gifted education and beyond gifted education on the critical issue of child poverty among students who show academic and intellectual promise for positive contributions in various areas of study. It has been compiled in order to provide the field of gifted education with a blueprint for working in schools with children of poverty, for activating community-based opportunities for them, and for forging new partnerships and collaboratives with universities and other agencies to deliver relevant services. The monograph is organized into eight sections that outline the major presentations from the April 24-25, 2006, national conference hosted by the National Association of Gifted Children and the College of William and Mary and sponsored by the Jack Kent Cooke Foundation. Held at the Carnegie Endowment for Peace, in Washington, DC, the conference purposes were three-fold: (1) to understand the current state of the art… [PDF]

Rodionov, S. N.; Shevtsov, R. P. (2008). On Religious Subjects in School Education. Russian Education and Society, v50 n10 p6-15 Oct. These days, problems of relations between the church and the schools are at the focus of attention of sociologists. In present-day Russia, religion, particularly the Orthodox religion, is acknowledged to have the right to contribute to the formation of the Russian state and culture. According to the findings of recent sociological surveys, many Russians see the religious heritage as a vital component of the national culture, as a characteristic of spirituality and morality in combination with universal human values such as love, peace, and justice. In 2003, the demand for traditional moral, ethical, and spiritual values, and their increasing role in the upbringing of the rising generation, prompted the Ministry of Education of the Russian Federation to publish a number of documents that recommended the introduction of subjects relating to religious themes in the schools. The authors carried out a pilot survey in February 2007 to determine the "opinions of teachers in the primary… [Direct]

(2001). Seminar on "The Methodology of Civics Teaching" for Teachers from the Chechen Republic (Ghelendjik, Russian Federation, October 1-6, 2001). The need for civic education is an important and urgent issue throughout the world, particularly in the Chechen Republic, which is undergoing transition from a war culture to a peace culture. The European Commission, together with the Council of Europe and other entities, held a training seminar on civics teaching for teachers and school administrators (n=20) from the Chechen Republic in Ghelendjik in October 2001. The seminar had the following objectives: (1) to discuss the teaching resource presented in the handbook "Civic Education," prepared by Russian specialists; (2) to discuss the introduction of civic education in the Chechen schools; (3) to examine ways to manage schools democratically and create a democratic school life; (4) to determine how to support civic education in Chechen schools; and (5) to acquaint teachers with the methodological foundations of civic education, its concept and working methods, as well as to provide guidelines for introducing civic…