Sandhu, Daya Singh (1997). Human Dignity, Decency and Integrity as the Sine Qua Non of Human Rights Education: A Proactive Conceptual and Practical Framework for Promotion of World Peace. This paper underscores the significance of personal dignity, decency, and integrity as the core values and symbionic concepts to promote human rights education. It proposes a proactive model with philosophical ramifications and practical applications proposed for educators, researchers, and mental health practitioners interested in human rights issues and global peace. The model assumes that matters relating to ethics and values rather than economic and political structures play a prominent role in causing and resolving problems at all levels: local, social, and international. The goal of the model is to inculcate moral sensitivities that are necessary for people to become responsible, genuine, and caring global citizens. The paper states that human rights actions have to become a priority, and educators have to develop new attitudes of empathy, genuineness, and respect. Major emphasis is placed on developing and enhancing critical thinking. The paper also lists some of these… [PDF]

Dottin, Erskine S. (1982). Education as Literacy for Freedom: Implications for Latin America and the Caribbean from an Upward Bound Project. The Upward Bound Project for low income youth in Florida emphasizes humanistic education rather than education based on the capitalistic model of production, consumption, and competition. The project, which can serve as a model for education in developing countries, focuses on creating self-concepts and values to counteract those of an acquisitive society. In a free enterprise society, the economic system dictates social relations among people and the educational process. The Upward Bound project, however, focuses on the social change goals of a person's being a subject rather than an object, valuing responsibility over authority, learning through creativity, being autonomous rather than conformist, and valuing cooperation over competition and community over excessive individualism. Participants' work is not graded, authority is decentralized, financial resources are pooled, and participants tutor each other. When developing countries are influenced to restructure their systems to… [PDF]

Altman, Robert A., Ed.; Snyder, Patricia O., Ed. (1970). The Minority Student on the Campus: Expectations and Possibilities. In this book the Western Interstate Commission for Higher Education (WICHE) and the Center for Research and Development of Higher Education, University of California, Berkeley, present the papers of the Twelfth Annual College and University Self-Study Institute. The purpose of institutes such as this has been to provide a forum for researchers and practitioners in higher education to discuss the major issues confronting colleges and universities and cooperatively to seek solutions to problems currently challenging the academic community. The topic for this institute was \The Minority Student on Campus: Expectations and Possibilities.\ The 20 papers presented were divided into the following 7 major groups: (1) Introduction, (2) Minority Students and the Campus Environment: Research Perspectives, (3) Minority Students and the Campus Environment: Student Perspectives, (4) Minority Students on Campus: Questions of Power and Priorities, (5) Non-Curricular Programs for Minorities, (6)…

Slocombe, D. Scott, Ed. (1996). Gaining New Insights – Building on Experience. Selected Papers from the Annual Conference of the North American Association for Environmental Education (24th, Portland, Maine, September 15-20, 1995). This document contains selected papers from the 24th annual conference of the North American Association for Environmental Education (NAAEE). Papers and reports from the NAAEE Sections and other special workshops are presented first, followed by contributed papers, and finally a section providing background information on the NAAEE. Various topics of the presentations include arts in environmental education, biodiversity monitoring, environmental communication, environmental issues, sustainable environmental education programs, urban outreach, forest service, environmental justice, evaluation, rural outreach, curriculum development, school land labs, environmental competency, environmental action, integrated curriculum, partnerships and innovations, teacher thinking and practice, weatherizing houses and alternative fuels, mentoring, growth management and land use, undergraduate environmental science, conflict resolution, peace corps, global environmental change, threatened and…

Danks, Carol, Ed.; Rabinsky, Leatrice B., Ed. (1989). The Holocaust: Prejudice Unleashed. Young people can learn many valuable lessons from studying the Holocaust. They learn of the tragic results of apathy. They learn about tremendous acts of bravery and courage. They learn about the misuse of education by the perpetrators of the Holocaust. Teaching about the Holocaust is vital for educators committed to inspiring new generations to build a world of peace. This document is a 10-day unit that examines the following: the consequences of apathy; the chronology of the Holocaust; the culture of a people; the road to the "Final Solution"; responses to the Holocaust; and the meaning of the Holocaust in today's world. All lesson plans, content materials, classroom strategies, and student projects were assembled by Ohio teachers from their most successful teaching efforts in Holocaust education. Examples of students' poetry in response to their Holocaust studies also are included. (DB)…

English, John C. (1978). A Value-Centered Approach to the Western Tradition. A general education course for sophomores at Baker University entitled "Shaping of Western Thought" is described. The goals of the university's general education program are enumerated and the ways in which this course serves those purposes are discussed. Focus in the course is on both personal and social values. Three values–love, peace, and freedom–are examined. Alternative definitions of these ideas, as they have emerged from particular historical contexts, and their manifold implications for individuals and groups are considered. The contexts in question are great cities in the Western tradition, such as Athens, Rome, Paris, London, and New York. It is hoped that students will come to appreciate the interrelationships between the ideas and attitudes that individuals and groups cherish and the natural and social environments in which they live and work. A brief evaluation of student response to the course is also provided. (Author/LBH)…

King, Jason Scott, Ed.; Scurti, Jason, Ed.; And Others (1994). International Law and the Society of Nations: An Introduction to Public International Law in the 1990s. Cases and Materials. This casebook on international law was developed by high school students around the globe and emphasizes the important role that students can play in furthering international law education. The text provides teachers and students with a summary review of 25 major cases heard by the International Court of Justice, along with additional materials. The book supports the central role played by international law in resolving disputes affecting the maintenance of world peace and healthy environment, and the attainment of social and economic justice for all persons. This resource book offers a way to become more knowledgeable about the special role international law and the International Court of Justice have within the global community. A brief description of the roles of the International Court of Justice is provided in the introduction. (EH)… [PDF]

(1948). Fundamental Education. Bulletin, 1948, No. 13. Office of Education, Federal Security Agency UNESCO is the abbreviation commonly used for the United Nations Educational, Scientific, and Cultural organization, of which 42 countries are now members. The purpose of Unesco, as set forth in its Constitution, is \to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice. Thus, at the request of the Commission's Committee on Program Assignments, a Panel on Fundamental Education was constituted in 1947 under the chairmanship of the Commissioner of Education. This panel is composed of specialists in many fields concerned with fundamental education, who are broadly representative of various public and private agencies and associations throughout the country. With the purpose of stimulating world-wide efforts to wipe out illiteracy as a first step in raising standards of living and establishing a democratic foundation for international understanding, Unesco is including a…

Albala-Bertrand, Luis (1995). What Education for What Citizenship?. Educational Innovation and Information, n82 May. The International Project \What Education for What Citizenship?\, covering about 40 countries, is the first project ever conceived on such a scale and having a truly cross-cultural character. This publication discusses methods used to address some major questions related to increasing the relevance and efficiency of citizenship education. Discussion throughout is placed in the context of two major universalizing global trends: (1) the generalization of the free market economy, together with policies aimed at fast development; and (2) political transitions towards the establishment of democratic regimes. After describing the activities of the project and the need for citizenship education, a framework for building the concept of citizenship and the nature of citizenship education is presented. Four main content dimensions of citizenship education are reviewed: human rights, democracy, development, and peace. Five main criteria to approach citizenship education are identified:… [PDF]

Yoo, Claire Jung Jin, Comp. (1995). Hear Our Voices. A Resource Directory of Immigrant and Refugee Women's Projects. This directory includes listings of advocacy, economic development, organizing, legal assistance, social services, research, job training, and education programs for immigrant and refugee women. It is not a comprehensive listing of all such projects, but it is a select listing of groups which responded to a questionnaire produced by the Nationwide Women's Program a special unit of the American Friends Service Committee (AFSC), a Quaker peace and social justice organization. The first section presents 67 project profiles, describing the efforts of a variety of organizations. Eighteen immigration-related projects of the AFSC are described in the next section. Additional sections list: (1) 7 resource publications from the AFSC; (2) 12 legal resources; (3) 12 national and international organizational resources; (4) 4 published directories; (5) 11 reports and guides; and (6) 14 select articles. (SLD)…

(1981). Remote Areas Development Manual. Appropriate Technologies for Development. Reprint No. R-36. This manual, developed for use by Peace Corps volunteers, attempts to help development counselors to understand the needs of remote-area groups and to provide for those needs through effective self-help projects. The projects covered are those that can solve most effectively, on the village level, the most pressing problems. The manual is written in as nontechnical language as possible and provides background information and step-by-step directions for many projects, illustrated with line drawings. Topics covered by the manual are agronomy, horticulture, entomology, animal husbandry, veterinary medicine, agriculture, home industries, self-help engineering (making tools and equipment), and measurements and conversations. In addition, a background information section is provided for the counselor, dealing with cultural anthropology, sociology, education, and the effects of climate on plant and animal growth. (KC)… [PDF]

Harrell, Patricia S., Comp.; Wright, Ellen Hayes, Comp. (1985). Teaching about Developing Nations: The Role of Food and Hunger. This 7-unit curriculum guide presents a factual basis for understanding the global implications of hunger and poverty in developing countries and their effects on political stability and peace, economic and development productivity, and the well-being of families. The philosophy, rationale and objectives of the International Service Association for Health, Inc. are given, followed by a description of development education. The topics of the units are: "Personal Nutrition"; "Facts about Hunger"; "Haiti: A Developing Nation"; "Water, Water Everywhere"; "Follow-Up"; "Resources"; and "Evaluator." Each unit contains a combination of the following elements: readings, pre-test, activities, charts, simulation games, maps, graphs, puzzles, discussion guides, research activities, resource lists, audio-visual guides, post-test, student ratings, and teacher evaluations. (TRS)…

Link, Martin A., Ed. (1968). Navajo: A Century of Progress, 1868-1968. The year 1968 marks the 100th anniversary of the signing of the Treaty of Peace between the Navajo tribe and the U.S. Government. The treaty, signed by 29 Navajo headmen and 10 officers of the U.S. Army on June 1, 1968, brought to an end a tragic period of suffering, hardship, deprivation, and exile at the Bosque Redondo, New Mexico. During the intervening century, the Navajo people have witnessed a substantial population increase and have undergone drastic and far-reaching changes in their economy, self-government, social status, education, and living conditions. The photographs, with accompanying text, capture a century of progress (1868-1968) for the Navajo Tribe. The contents include Dinneh: The People; A Time for Suffering; The Treaty; Exodus; A New Beginning; and A Time for Living. (FF)…

Savler, D. S. (1969). Military Aerospace. Aerospace Education II. The book tries to put the Air Force in the correct perspective according to its role and the necessity for national defense. The three areas covered are strategic offence, strategic defense, and general purpose. The first chapter describes the national policies and objectives and emphasizes the role of the Air Force in peace and war. The second chapter describes the organization of the strategic offense program. The third chapter deals with the need for combat tasks of defense. The fourth chapter is entitled \Tactical Air Forces\ and describes the general purpose operations of the Air Force. The last two chapters emphasize the relationship of three defense forces and organizations necessary for further development in research, education, and training programs. The book is to be used only for the Air Force ROTC program. (PS)… [PDF]

Iram, Yaacov (1999). Dialogue of Cultures: The Israeli Experience. The future of the Israeli society, like the future of all democratic, multicultural societies, will be determined by the ability to maintain a meaningful dialogue among its diverse groups: Jews and Arabs, immigrants from diverse cultures and socio-economic strata. This paper presents and analyzes an educational program to promote understanding and to advance meaningful acceptance and peaceful coexistence as an end result of a continuous dialogue among students of diverse cultures. The paper discusses how the dialogue among diverse cultures may take two forms, tolerance and pluralism. It describes the Israeli society's social cleavages and pluralistic composition, with many divisions in its Jewish majority and the Palestinian minority. The paper outlines the educational program (at Bar-Ilan University) known as Education for Human Values, Tolerance, and Peace. (BT)… [PDF]

Stroud, Marilyn (1993). Reaching the Children: In Celebration of the Rights of the Child. This resource booklet provides teachers with information on the role of the United Nations Children's Fund (UNICEF) and the United Nations Convention on the Rights of the Child (CRC). It also contains activities that teachers can use with children to help them understand the role of UNICEF and the rights outlined in the CRC. The convention guarantees children the right to: (1) affection, love, and understanding; (2) adequate nutrition and medical care; (3) protection against all forms of neglect, cruelty and exploitation; (4) free education and full opportunity for play and recreation; (5) a name and a nationality; (6) special care if disabled; (7) relief in times of disaster; (8) education to learn to be useful members of society and to develop individual abilities; (9) upbringing in the spirit of universal peace and brotherhood; and finally, (10) to enjoy these rights regardless of race, color, sex, religion, or national or social origin. (MDM)… [PDF]

Goldberg, Mark F. (2000). Profiles of Leadership in Education. Nineteen well known figures, with a common interest in disadvantaged learners, are interviewed. Many are respected members of educational institutions with expertise in teacher unions, undergraduate education, school reform, achievement gaps, research universities, preschool education at home, and teacher training. The authors of \Megaskills,\\Cultural Literacy,\ and \In a Different Voice\ are among them. Although the focus is on education issues, many of those interviewed have a serious interest in education but are not professional educators. A designer of computer languages, a mayor of New York City, a paleontologist and writer of popular science, a reporter for National Public Radio, a director of the Peace Corp, and a president of the National Urban League explain the impact of education on their own lives and their impact on education. Those interviewed are: (1) Madeline Hunter; (2) Seymour Papert; (3) Reuven Feuerstein; (4) Shirley Brice Heath; (5) Albert Shanker; (6) Ernest…

Kishenkova, Olga (2001). First Teacher-Training Seminar on Civic Education for Teachers from the Chechen Republic (Pyatigorsk, Russian Federation, November 3-9, 2000). Education for Democratic Citizenship, 2001-2004. A seminar was held in November 2001 for 11 teachers of the Chechen Republic. The objectives of the seminar were: (1) presentation of the textbook "Civic Education" to the teachers and educational staff; (2) introduction in methodology and the matter of civic education; (3) working out of active and interactive methods of work in the sphere of civic education; and (4) reintegration of teachers of the Chechen Republic into the European and Russian educational spheres. This report chronicles the activities of the five days of the seminar. The report identifies the following themes of the seminar based on each day's objective: (1) "Teaching of Democracy in Civil Society"; (2) "Culture of Peace, Human Rights, Democracy Are Foundations of Civic Education"; (3) "Anticipation and Resolution of Conflicts Good Conduction of Negotiations"; (4) "Democratization of School Life, Civic Education and Intersubject Integration"; and (5) "Active…

Boyd, Chyrlene M. (1986). Institutional Opportunities Plan for International Development. This two-part report describes Florida Community College at Jacksonville's (FCCJ's) Institutional Opportunities Plan for International Development, part of a new programmatic thrust encompassing job-specific training, economic development support, cultural exchange, and focus on world issues. The following topics are covered in both parts of the report, with the executive summary providing a narrative discussion and the opportunities plan which outlines specific actions: (1) introduction to the need for international education; (2) the community college role in international development in the areas of education and training, futures assessment, cultural exchange, and spokesperson for world peace; (3) the creation of a network for international development; (4) 1986 legislation affecting international development in Florida; (5) opportunities available in international development, which includes information on the needs of foreign nationals, board of trustee rules which strengthen…

Clark, Mari; And Others (1985). Oral Rehydration Therapy and the Control of Diarrheal Diseases. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-34. This manual was developed to train Peace Corps volunteers and other community health workers in oral rehydration therapy (ORT) and the control of diarrheal diseases. Using a competency-based format, the manual contains six training modules (organized in 22 sessions) that focus on interrelated health education and technical content areas. Each module begins with a set of behavioral objectives and contains a sequence of sessions that address the specific content area. Session formats include targeted time frame, overview, objectives, resources, materials, procedures, and trainer notes. The modules cover the following topics: climate setting and assessment; diarrhea, dehydration, and rehydration; nutrition and diarrhea; working with the health system; working with the community; and community health education. Extensive examples, sample forms, schedules, and handouts are provided. Materials are illustrated with photographs and line drawings. Suggestions to the trainer for adapting the… [PDF]

Hoopes, David S., Ed. (1973). Readings in Intercultural Communication: Volume III. This document is a compilation of 10 papers exploring various aspects of the new and growing field of intercultural communication. The 11 authors are educators and researchers from institutions of higher education, research centers, and the Peace Corps. The papers are presented in two sections. Section I, Basic Issues in Intercultural Communications Research, contains seven papers. Titles are as follows: (1) Intercultural Communication Research: Where Do We Go From Here; (2) Outline of Intercultural Communication; (3) An Outline of Problems in Intercultural Communications Education, Training, and Research; (4) Black Communication Research: A Problem in Intercultural Communication; (5) Culture Training, Cognitive Complexity and Interpersonal Attitudes; and (6) Communication in Pluralistic Systems. Section II is titled Applications: Cross Cultural Training and the Intercultural Communications Workshop (ICW). (See SO 012 927 for a discussion of ICWs.) The three papers in this section…

Wise, Arthur (1985). Three Scenarios for the Future of Teaching. A Future Paper for Teacher Quality and Effectiveness Center. Three scenarios are offered for the future of teaching. The first includes reforms such as requirements for a full liberal arts program for teacher candidates, a fifth year of professional education, a carefully supervised induction, and tests of subject-matter knowledge, professional knowledge, and performance. The second scenario examines the consequences of a continuation of today's policies for teacher education and practices that have not been effective in the past. The third scenario is drawn on a parallel with the model of the United States Army during the era when the draft existed. A permanent, relatively high-paid cadre of experienced professional teachers inducting, training, and supervising contingents of continuously changing temporary teachers. Temporary teachers would be secured through one of several plans: (1) mandated public service; (2) college loan forgiveness; (3) voluntary Peace-Corps-like teaching corps; or (4) high beginning salaries on a scale which fails to… [PDF]

(1976). A Declaration of Interdependence: Education for a Global Community. A Summary Report of the NEA Bicentennial Program. This report summarizes the projects undertaken by the National Education Association (NEA) in their efforts to help teachers commemorate the Bicentennial. The report begins with a copy of the NEA Declaration of Interdependence and a listing of the Cardinal Principles of Education. Various project descriptions follow. NEA's Pan-Pacific Bicentennial Satellite experiment consists of monthly satellite radio conferences between teachers in Appalachia and teachers in Papua, New Guinea; New Zealand; Saipan; the Fiji Islands; Honolulu, Hawaii; and Fairbanks and Anchorage, Alaska. A special collection of peace studies curriculum materials was assembled for display at meetings and conferences. A Dorros Award which will be presented yearly to two educational organizations that have made a significant contribution to the concept of the global community was established. Other projects include the Global Teacher's Meeting Program through which teachers from nine countries will exchange ideas with… [PDF]

Gillispie, Philip H. (1973). Learning Through Simulation Games. A broad overview of the educational applications of simulation games is provided. The first section of the book offers an introduction to the major concepts of such games and develops the idea that it is relatively easy for individuals to design and use their own simulation games. The remainder of the book serves as a teacher's guide for instructors at the junior and senior high school levels, in higher education, and in adult education. Detailed descriptions of 24 different simulation games are provided, each of which focuses upon one of the following major themes: freedom, life, peace, love, happiness, or communication. Each description contains sub-sections dealing with the individual game's: 1) name; 2) general information; 3) purpose; 4) components; 5) players; and 6) environment; in addition, scenarios are presented for some simulations. A series of appendixes supplies information on the design and effective use of simulation games and details about currently available games….

Erekson, Thomas L. (2005). Examples of Leadership: What We Can Learn from Technology Education Leaders. Technology Teacher, v65 n1 p27 Sep. The author presents his remarks from the Maley Spirit of Excellence Breakfast during the International Technology Education Association Conference in Kansas City, MO, April 4, 2005. There are many perspectives on leadership and how best to develop leaders. When he reflects on the career of Dr. Maley, he thinks of a person who set the pace and demonstrated a model of leadership. His intent is to share several vignettes of educational leaders with the participants and glean from these vignettes a list of key characteristics they should emulate. Therefore, he shares examples, or profiles, of leaders, many in technology education. He closes his remarks with a quote from Nibley: \Leaders are movers and shakers, original, inventive, unpredictable, imaginative, full of surprises that discomfort the enemy in war and the main office in peace\. People like John Wagley, Don Maley, Elmer Traman, Franzie Loepp, Tommy Tomlinson, Doug Polette, and Paul DeVore emulate this….

(1976). Recommendation on the Development of Adult Education. The recommendations are a product of the 19th General Conference of the United Nations Educational, Scientific and Cultural Organization held in Nairobi, Kenya in 1976. They are intended to help member states give effect to the stated principles. In abbreviated form, a few recommendations from the ten sections are (1) adult education must be seen as integral to a global scheme for life-long education and learning; (2) adult education should promote work for peace, international understanding, and cooperation; (3) adult education activities should meet needs for development, community participation, and individual self-fulfillment; (4) adult education methods should take into account incentives and obstacles to adult participation and learning; (5) member states should endeavor to establish a network to meet adult education needs; (6) adult educators should be carefully recruited and should receive initial and inservice training; (7) young people's education should progressively be…

(1947). Second National Conference on Citizenship. Presented are speeches, group reports, and panel discussions from a citizenship conference held in Boston in May, 1947. Sponsored by the Citizenship Committee of the National Education Association, the conference provided an opportunity for political, business, educational and religious leaders to discuss the benefits and responsibilities of citizenship during the period following World War II. Specific objectives of the conference were to devise ways of making citizenship more effective and to indicate how various organizations could contribute to a more active, enlightened, and progressive citizenry. Approximately 100 conference participants heard addresses by and discussed citizenship matters with college presidents, educators, military leaders, labor leaders, members of the clergy, representatives from foundations and non-profit organizations, and government officials including the attorney general of the United States. Topics discussed included special citizenship duties of… [PDF]

Stallones, Jared (2006). Struggle for the Soul of John Dewey: Religion and Progressive Education. American Educational History Journal, v33 n1 p19-28. Religious sentiment served as one of the driving forces behind the progressive movement in education. Indeed, many progressives pursued their theories and reform agendas as a missionary endeavor. Perhaps the primary task in life is growing up, or, put another way, to create a consistent personal narrative to explain people's selves to themselves. One of the most sensitive stages of this process involves harmonizing their early beliefs and worldviews with those they adopt later in life. Progressive educators seem to have followed different paths to the creation of a satisfying personal narrative. Some, like Jerry Voorhis and Frederick L. Redefer, integrated their religious sentiments into their educational theory and practice. Others, like Paul Hanna and William Heard Kilpatrick, divorced their religious lives from their educational pursuits, either by living fragmented lives, or by leaving religious practice behind altogether. Still others, John Dewey, for example, made peace with… [Direct]

McGinnis, Kathleen (1991). Educating for a Just Society, Grades 7-12. This manual examines peace and justice themes with a specific domestic focus on issues rooted in the cultural, political, social, and economic fiber of the U.S. culture and economy. Each unit begins with overall goals for the unit with lessons developed around each goal. The lessons include brief background information for the teacher and suggested classroom activities. Worksheets accompany many units. Recommended written and audiovisual resources are listed. The volume contains the following: (1) "How To Use This Manual"; (2) "Introduction"; (3) "Conflict Resolution and Dealing with Violence"; (4) "Ageism"; (5) "Justice for People with Disabilities"; (6) "Sexism"; (7) "Racism"; (8) "Multicultural Education"; (9) "Poverty in the United States"; and (10) "Advertising and the Media." (EH)… [PDF]

Scott, Richenda C. (1967). Herbert G. Wood; A Memoir of His Life and Thought. This biography of Herbert G. Wood, Biblical scholar, Quaker theologian, and adult educator, tells his life story (1879-1963) and then examines his interest in such topics as: The Quaker doctrine of Inward Light and the Quaker peace testimony; the historical versus the mythical Jesus; the nature of man; the meaning of history; and science and religion. The son of a Baptist minister, Wood was educated in Dames Schools, Regent's Park College (London), and Cambridge. At Woodbrooke, newly-opened Quaker educational settlement in Selly Oak, Birmingham and in Selly Oakes Colleges — an inter-church cooperation in the field of Christian education, and a pioneer movement in adult education in England — he devoted his life until 1940. At this time he was appointed the first Professor of Theology at the University of Birmingham. Wood was also an active member of the Workers' Education Association, at one time acting as chairman of the West Midland District. In addition, from 1947-59 he served…