Fujita, Hideo; Ito, Takehiko (1992). Peace Education in Japanese Universities. Peace Education Miniprints No. 36. This paper contends that peace education is necessary for all university students in Japan for several reasons: students are going to take leading roles in society; the world is changing rapidly; and university teachers have a social responsibility not to repeat the faults of Japanese teachers in World War II. Japanese peace education has been provided by many elementary and high school teachers since World War II. Peace education in universities expanded rapidly through the impact of the Special Session of Disarmament of the United Nations in 1978. The paper is based on three national surveys of peace education in Japanese universities. These surveys showed that multidisciplinary lectures were provided in many universities, that the contents were expanded to include structural violence, and that teachers used diverse teaching methods. (Author/DB)… [PDF]

Bowen, Glenn A., Ed.; Finley, Laura L., Ed. (2021). Experiential Learning in Higher Education: Issues, Ideas, and Challenges for Promoting Peace and Justice. Peace Education. IAP – Information Age Publishing, Inc. This edited volume focuses on best practices in experiential learning. Chapters address service-learning, community-based research, international efforts and other experiential methods, highlighting innovative approaches, successes, and issues of concern. Further, the book also demonstrates the interdisciplinary nature of experiential education, with authors hailing from psychology, sociology, education, social work, nursing, business and more. This timely and thorough volume will be useful to educators who are already involved in experiential education as well as those who are interested in the pedagogy and practice…. [Direct]

Tibbitts, Felisa (2014). Human Rights Education Here and Now: U.S. Practices and International Processes. Journal of International Social Studies, v4 n2 p129-134. Felisa Tibbitts has spent the better part of her professional life in the field of human rights education. She remarks here that earlier in her career, as a U.S. national, she had been steeped in the language of civic education and peace education, but had not come across the term "human rights" and didn't initially understand (beyond a reference to the United Nations in social studies classes) how these standards and the United Nations could have any bearing on curriculum and classroom practices. She has since come to understand and vigorously promote the unique place that human rights education (HRE) can play within a larger field of educational approaches that seeks to promote the human dignity of all members of the school community. Human rights are focused on the concept of justice and, by extension, the protection of those who are marginalized and abused. Human rights organizations familiar to us monitor such conditions. Teaching about human rights content alone,… [PDF]

King, Ursula (2007). Religious Education and Peace: An Overview and Response. British Journal of Religious Education, v29 n1 p115-124 Jan. This article provides some concluding reflections on religious education and peace-making in different countries in East and West (Indonesia, Korea, Japan, Israel, Spain, Germany, USA), as discussed in the previous papers of this volume. I mention the changed nature of modern forms of violence and war, so that peace is no longer just an option in the contemporary world, but must be an imperative if the global community is to flourish. Reference is made to the Declaration Toward a Global Ethic (1993) and the Earth Charter (2000) as helpful instruments for developing peace education. The religions of the world possess considerable seeds for peace-making which religious education can use as resources for overcoming violence and promoting a culture of peace…. [Direct]

Bjerstedt, Ake, Ed. (1992). The PEC Network 1992: Directory of the Peace Education Commission. Peace Education Miniprints, No. 34. The Peace Education Commission (PEC) of the International Peace Research Association (IPRA) was established to facilitate international cooperation among individuals interested in peace education and research related to peace education. It operates via a council and an executive secretary (at present located in Sweden). The main ambition of PEC is to serve as a useful network for transnational information and support in the peace education area. Two instruments are basic in such network activities: a newsletter service and a current address list. The present miniprint gives current mailing addresses. Included in the list are addresses for 1992-94 PEC council members, former executive secretaries, the present executive secretary, and other members from around the world. (SG)…

Higgins, Michael Leo, Ed.; Johnson, Judith Ann, Ed. (2009). Creating a Global Culture of Peace: Strategies for Curriculum Development and Implementation. World Council for Curriculum and Instruction, Papers presented at the 13th World Conference of the World Council for Curriculum and Instruction (Antalya, Turkey, September 2-7, 2008). The essays in this volume have been selected from papers presented at the 13th World Conference of the World Council for Curriculum and Instruction. The first WCCI Conference held in England in 1974, was followed by conferences in Turkey, the Philippines, Canada, Japan, the Netherlands, Egypt, India, Thailand, Spain, Australia, and again, the Philippines. The theme of the 13th World Conference, held in Antalya, Turkey was "Creating a Global Culture of Peace: Strategies for Curriculum, Development and Implementation". The nineteen papers in this volume are written by authors from nine different countries. Essays one through four are keynote addresses. The nineteen articles in this collection are: (1) Alliance of Civilizations for a Global Culture of Peace (Mehmet Aydin); (2) Education for a Culture of Peace in a Globalised World–Strategies for Curriculum Development and Implementation (Birgit Brock-Utne); (3) Sustainable Entrepreneurship and Intercultural Enlightenment:…

Kauppinen, Heta (1991). Peace Education in Art: Study of Conflict and Harmony. Strategies for organizing and sequencing peace education programs in art education are explored. First, the concept of peace and the development of peace education are examined. The affirmation of peace as life, justice, and freedom contains four areas of study for art education: (1) human relations; (2) cultural diversity; (3) the environment; and (4) global awareness. Nordic Paradise, a peace education program organized by Nordic art educators, utilizes these four areas. The project was based on the principle that pictures are language. Students examined art works that represented human relations, the environment, war, political situations, social issues, and other relevant subject matter. The linking of art with other subject areas, such as history and science, makes in-depth study of aspects of peace possible. Peace education is a life long process and art education should take an active and leading role in organizing peace education programs. (KM)…

Bjerstedt, Ake, Ed. (1992). Education for Peace: A Conference Report from Kyoto. Peace Education Reports No. 6. Conference sessions of the Peace Education Commission (PEC), a transnational network of people interested in peace education and research related to peace education, are reported in this document. Following an introductory overview of the conference as a whole, the report is divided into four parts. The first part contains three area studies; that is, papers reporting on developments related to peace education in special geographical areas. The second part includes three comparative studies, in which comparisons are made between various countries or between different time periods. The third part contains seven papers covering such topics as linguistic rights, lifelong education, nonviolence, and the World Bank. While the first three parts of the report contain full papers (or substantial extracts of papers), the fourth part presents 19 papers in brief abstract or summary form. The titles and authors of the papers included in the first three parts of the report are: Peace Education… [PDF]

Harris, Ian M. (2002). Peace Education Theory. During the 20th century, there was a growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse, domestic violence, and a corresponding growth in the field of peace education where educators from early child care to adult use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. Peace education has five main postulates: (1) it explains the roots of violence; (2) it teaches alternatives to violence; (3) it adjusts to cover different forms of violence; (4) peace is a process that varies according to context; and (5) conflict is omnipresent. This paper traces the evolution of peace education theory from its roots in religious traditions of love, compassion, charity, and tolerance to modern theories based on reducing the threats of interpersonal and environmental violence. This brief review of some main contributors to peace education theory gives rise to… [PDF]

Aspeslagh, Robert, Ed.; Burns, Robin J., Ed. (1996). Three Decades of Peace Education around the World: An Anthology. Garland Reference Library of Social Science, Volume 600. Reference Books in International Education, Volume 24. The Peace Education Commission (PEC) of the International Peace Research Association (IPRA) has been the forum for peace educators to come together, to exchange and to share ideas, materials and experiences over three decades. This book draws from key papers from different areas and times of peace education work to show the richness of ideas and practice and its many sources worldwide. Editors' notes in the chapter offer updates for materials that may have been printed some time ago. The book is divided into five parts with 22 chapters. Part 1, "Peace Education in Comparative Perspective," offers: (1) "Peace Education and the Comparative Study of Education" (Robin J. Burns, Robert Aspeslagh); and (2) "Approaching Peace through Education: Background, Concepts and Theoretical Issues" (Robert Aspeslagh, Robin J. Burns). Part 2, "Developing Education for Peace: Concepts and Issues," continues with: (3) "A Global Strategy for Communication and…

Yamane, Kazuyo (1993). A Peace Museum as a Center for Peace Education: What Do Japanese Students Think of Peace Museums? Peace Education Miniprints No. 50. This paper discusses present trends and possibilities in the peace museum field. The document is based on a collection of written opinions of Japanese students on peace museums, visits to peace museums in other countries, and a position on a peace museum and center for peace education in Japan. Peace museums throughout the world show that they can play a role as centers for peace education, not only in the community but also in its schools. It should be important to promote visitors' active participation in peace museums and to foster critical and creative thinking for the future. National peace museums are desirable, but it is also important to have community-based peace museums to interact with schools. The opinions of Japanese students about peace museums were directly affected by whether the responding student had actually visited a peace museum. Those who had not tended to have unfavorable or apathetic attitudes toward peace museums. Those who had visited such museums had a far… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1995). Integration/Infusion of Peace Education into Early Childhood Education Programs. This paper provides techniques and resources for integrating peace education into early childhood education programs. After discussing the history of peace education in the United States and its role in an increasingly diverse society, the paper provides curriculum ideas and best practices for use in early childhood peace education. The need to employ developmentally appropriate practices which emphasize self-awareness, awareness of others, conflict resolution, problem solving, global awareness, and an appreciation of the arts and sciences is stressed. Specific suggestions for preschool children, primary grade students, and parent involvement are included. The paper also discusses the development and implementation of an action plan to integrate peace education into the curriculum. A discussion of books, journals, electronic resources, and national organizations that can play a part in the development of a peace education curriculum is included. An appendix contains a 52-item… [PDF]

Bjerstedt, Ake, Ed. (1990). Peace, Environment and Education. Didakometry and Sociometry, v22 n1-2 spec iss Autumn. This special issue contains five sections. In the first part, "Papers," one full-length paper (Lennart Vriens) and a selection of paper summaries from a recent international conference on peace education are included. The second part, "People and Perspectives," presents an interview with Tom Roderick of the U.S. organization, Educators for Social Responsibility. The third part, "Places," reports on two major conferences (Groningen I and Groningen II) on peace education. The fourth part, "Publications", is an annotated bibliography of some recent publications (basic books, dissertations, journals, and additional information) related to peace education. The final section, Postscripts, presents information about archives, a selected listing of conferences, organizations that collect peace education materials, and a description of the UNESCO Peace Education Prize Ceremony for 1990. (DB)…

Bjerstedt, Ake (1991). The Difficulties of Peace Education. Peace Education Miniprints No. 17. Many teachers feel uncertain when given the task of teaching peace education because of the relative novelty and controversial character of this field. This document examines some of the difficulties and obstacles involved in peace education. First, various views of society, the school, and the change process are reviewed in relation to peace education efforts. Then, more specific barriers are discussed, using examples from the Malmo School of Education project, "Preparedness for Peace." Finally, certain measures aimed at coming to terms with the difficulties are outlined. A 22-item list of references is included. (Author/DB)…

Harris, Ian M. (2003). Peace Education Evaluation. Peace education refers to formal school-based and informal community education programs that teach about the dangers of violence and alternatives to violence. This paper explains some problems associated with the evaluation of peace education programs. These problems include analyzing the multifaceted causes of violence and the complexities of strategies geared to reduce violence. Difficulties in constructing rigorous followup studies with participants in peace education programs make it hard to determine if graduates of those programs transfer their learning to the real world and act in ways that contribute to the creation of peaceful cultures. Peace educators should avoid extravagant claims that their efforts stop violence. The effectiveness of peace education cannot be judged by whether it brings peace to the world, but rather by the effect it has on students thought patterns, attitudes, behaviors, values, and knowledge stock. (Contains 45 references.) (Author/SLD)… [PDF]

Collinge, James (1992). Peace Education in New Zealand. Peace Education Miniprints No. 37. This paper reports that the story of peace education in New Zealand has been one of extremes. While there has been some interest in the subject for decades, it was only in the 1980s that there was any serious activity and widespread debate. In 1984, the conservative National government, which had ruled the country for 9 years, was replaced by a Labour government. An important part of the new Labour government's policy was a strong commitment to a nuclear free New Zealand. As a part of this commitment, there was a strong effort, particularly from 1984 to 1987, to introduce peace education into New Zealand schools. This efforts proved to be extremely controversial. A conservative government was elected in 1990 and the commitment to peace education from the government ended. However, regardless of the official position, peace education seems to have strong support in many quarters. (Contains 10 references.) (DB)… [PDF]

Bjerstedt, Ake (1993). The "Didactic Locus" of Peace Education: Extra-Curricular, Mono-Curricular, Cross-Curricular, or Trans-Curricular Approaches. Didakometry. No. 74. This document discusses various models of peace education. Peace education can be handled in a number of different ways in relation to the traditional "Didactic space" of schools, for example: (1) peace education can be made into a special subject, a mono-curricular approach; (2) peace related issues can be handled by means of special efforts outside of the normal system of classes, an extra-curricular or special event approach; (3) peace education can be seen as a common assignment for several or all school subjects, a cross-curricular approach; or (4) peace education may be viewed as aiming at education for peace values and nonviolent interaction with others, whereby the question of school subject attachment moves into the background, a trans- curricular approach. Interview illustrations on the possible contributions of different school subjects are presented. The document is divided into two parts. The first part is an introductory discussion on the place of peace… [PDF]

Reardon, Betty A. (1988). Comprehensive Peace Education: Educating for Global Responsibility. This book presents a comprehensive plan for instruction in the area of peace education. Chapter 1, "Personal Perspectives and General Approaches," identifies four major influences on peace education: (1) world order studies; (2) the Peace Education Commission; (2) the U.S.-based Peace Education Network; and (4) the feminist movement. Chapter 2 explores "Education for Negative Peace." The chapter defines negative and positive peace, explains why instruction in negative peace is desirable, and addresses the issue of indoctrination. Chapter 3 presents "Education for Positive Peace" and discusses global justice as the central concept of positive peace. Chapter 4, "Peace Knowledge: Content and Context," is a discussion of the sources of peace knowledge. The chapter offers a conceptual framework and a curricular outline for the "University for Peace," an international institution based in Costa Rica. Chapter 5 offers "The Fundamental…

Jones, Tricia S. (2006). Combining Conflict Resolution Education and Human Rights Education: Thoughts for School-Based Peace Education. Journal of Peace Education, v3 n2 p187-208 Sep. Peace education embraces a wide range of programs and initiatives. Two of those subfields, human rights education and conflict resolution education, are often considered too different in goals, models and content to be seen as partners in the same educational effort. A review of recent literature confirms that few conflict resolution education programs include a strong human rights emphasis. And many human rights education programs contain little in the way of conflict resolution education. In this article, I suggest that these types of peace education may be more productively combined than originally thought, especially in school-based and youth-based programs in the United States. (Contains 1 figure and 2 tables.)… [Direct]

Bjerstedt, Ake (1994). The Meaning of "Peace Education": Associations, Emphases, and Sub-categories. Peace Education Reports No. 9. Included in an interview with 50 experts who have a special interest in peace education and represent 22 countries, this report documents and discusses answers to the question: "What do you think of first when you hear the words 'peace education'?" Part 1 of the report presents a summary of some of the major aspects of the answers related to the meaning of the term peace education. Part 2 gives a more detailed documentation of the interview answers regarding the question. The reactions vary and testify to the fact that peace education is a changeable field in an early stage of development. The responses show a strong tendency to take up a discussion of possible sub-categories within the field using more specific labels. (CK)… [PDF]

Bjerstedt, Ake (1992). Peace Education around the World at the Beginning of the 1990s: Some Data from Questionnaires to Ministries of Education and Members of the Peace Education Commission. Peace Education Miniprints No. 32. Two questionnaire studies on the status of peace education in different countries or regions are presented in this paper. One of the studies approached school authorities–ministries of education or similar offices. This study involved analyses of the responses received from 125 geographical units in 1991-92 as well as the responses from a special "comparison group" of 100 areas that were surveyed in both 1985-86 and in 1991-92. The other study collected views from a group of educators and researchers with a special interest in peace education–members of the Peace Education Commission. It was observed, among other things, that to date many countries do not have any recommendations on peace education in their official school texts. Nevertheless, there was a substantial minority of countries where such recommendations existed. While there are developments that give peace educators hope for the future, there are many indications that it is still difficult to get peace… [PDF]

Langager, Mark (2009). Elements of War and Peace in History Education in the US and Japan: A Case Study Comparison. Journal of Peace Education, v6 n1 p119-136 Mar. History praxis can transform perceptions of the "other" by reshaping ideas about events transpiring between groups. Nevertheless, peace education research has rarely examined history teaching. This article addresses the potential for teaching peace through history teaching. After laying out a conceptual framework for understanding the importance of teaching peaceful values in history, as well as providing a background of history teaching in the US and Japan, an analysis is given of qualitative interviews with junior high school teachers regarding history teaching in Japan and the US. Findings revealed teachers in both countries feel expected to teach mostly historical facts, find it difficult to give satisfactory coverage to events in which their country engaged in immoral acts, and are expected to teach a curriculum generally favourable to the national state. The countries differed in that American students are presented with extensive coverage of their country's activity… [Direct]

Glowinski, Jessica; Harris, Ian M.; Perleberg, Nancy (1998). Factors That Promote Implementation of Peace Education Training. Peace Education Miniprints No. 94. This study surveyed 31 professional educators who have taken a peace education course to see what factors influence their use of skills and knowledge acquired in this class. The main hypothesis of this study is that theoretical knowledge is not enough to motivate teachers to become peace educators. Respondents indicated that knowledge of subject matter was important but not as important as feelings of urgency about violence. Religious faith, past peace education success, and school climate helped peace education efforts. Responses to a questionnaire used in this study indicate the wide variety of approaches to peace education: (1) 58% were dealing with diversity; (2) 54% were teaching about peace; (3) 50% were helping their students cope with violence; (4) 35% were advocating violence prevention; and (5) 23% were working with a peer mediation program. Contains 7 tables and 31 references. (Author/LB)… [PDF]

Thelin, Bengt (1988). Peace Education: Peace–Liberty–Development–Human Rights. Western European Education, v20 n3 p76-94 Fall. Presents a Swedish booklet which addresses the reasons for highlighting peace education. Examines the current content and syllabi, and presents suggestions for organizing peace education, with reference to the concepts of knowledge, feeling, and action. Stresses the importance of teaching international affairs in the compulsory and upper-secondary school curricula. (GEA)…

Danesh, H. B. (2006). Towards an Integrative Theory of Peace Education. Journal of Peace Education, v3 n1 p55-78 Mar. This paper proposes the integrative theory of peace (ITP) and briefly outlines the education for peace curriculum (EFP) developed on the basis of this theory. ITP is based on the concept that peace is, at once, a psychological, social, political, ethical and spiritual state with its expressions in intrapersonal, interpersonal, intergroup, international, and global areas of human life. The theory holds that all human states of being, including peace, are shaped by our worldview–our view of reality, human nature, purpose of life and human relationships. Four prerequisites for effective peace education–unity-based worldview, culture of healing, culture of peace and peace-oriented curriculum–are discussed. The paper supports the conceptual elements of the ITP by drawing from the existing body of research on peace education and the EFP experience in Bosnia and Herzegovina (BiH) where, since 2000, some 112 BiH schools with almost 80,000 students, along with their parents and teachers,… [Direct]

Zuber, Robert, Ed. (1994). Journeys in Peace Education: Critical Reflection and Personal Witness. Peace Education Reports No. 14. These essays attempt to chronicle the work of six authors in peace education as they reflect on the processes and important persons leading them to commit to peace education. They also examine those obstacles, successes and failures encountered trying to make these commitments concrete and substantial. The essays in this volume include: (1) "Paper Shoes and Leather Souls" (Tena Montague, Canada); (2) "Remembering the Future: Journey towards Wholeness" (David Hicks, United Kingdom); (3) "The Bamboo Sways but Never Breaks: A Personal Journey in Peace Education" (Virginia Floresca-Cawagas, The Philippines); (4) "Peace Education in Context: Personal Reflections" (Robin Burns, Australia); (5) "Transcending Boundaries: The Yin and Yang of Educating for Peace" (Toh Swee-Hin, Canada); and (6) "Reflections from the Margins" (Robert Zuber, United States). (EH)… [PDF]

Wenden, Anita L. (2007). Educating for a Critically Literate Civil Society: Incorporating the Linguistic Perspective into Peace Education. Journal of Peace Education, v4 n2 p163-180 Sep. Despite the multifaceted role language plays in promoting direct and indirect violence, activities that would develop the linguistic knowledge and critical language skills for understanding how discourse shapes individual and group beliefs and prompts social action are conspicuously absent from peace education. This article aims to address this absence. It will present a framework for promoting critical language awareness, discuss its relevance to the preparation of critically literate citizens and suggest ways of incorporating it into programmes and curricula that educate for peace. (Contains 6 figures and 8 notes.)… [Direct]

Cooling, Trevor (2014). Review Article: Facing Two Ways? Reflections on Recent Research on Religious Schools. Journal of Beliefs & Values, v35 n1 p123-126. In this article, author Trevor Cooling presents a review of three books that disseminate recent research on religious schools. The first, "Leadership and Religious Schools: International Perspectives and Challenges," edited by Michael T. Buchanan, is an edited volume of essays about leadership in religious schools. Editor Michael Buchanan explains that the collection has been put together "to encourage leaders and potential leaders in religious schools to think more critically and broadly about their role as leaders." There are eleven chapters, each of which is focused on a topic of interest to the author in question. The topics covered in the chapters are varied, and move from globalisation to issues relating to human identity, a human-rights based curriculum, peace education, loneliness, leading through service, secularity, and finally to the educational thought of Fethullah Gulen. The second book,"Fragmented Catholicity and Social Cohesion: Faith Schools… [Direct]

(1991). Education for World Citizenship: Peace Learning, Empowerment into Action, and Transnational Networks. Elise Boulding and The Project "Preparedness for Peace." Peace Education Miniprints No. 10. An interview with Elise Boulding, a U.S. sociologist, concerning her views on peace education is presented. Dr. Boulding has undertaken numerous transnational and comparative studies on conflict and peace, development, family life, and women in society. She has taught at the University of Colorado and Dartmouth College and, at the time this interview was conducted, was Secretary General of the International Peace Research Association. In this interview, Dr. Boulding responds to questions about (among other topics) the concept of peace education, efforts towards peace education in the United States, and the role of the teacher in peace education. (DB)…

Reardon, Betty (1978). Disarmament and Peace Education. Prospects: Quarterly Review of Education, v8 n4 p395-405. Questions of disarmament and the legitimacy of the nation-state system should be the core of peace education and should comprise a major aspect of citizenship education. The approach to peace education should be cognitive and affective, intellectual and political, and should be initiated in the early elementary years. (Author/KC)…