Hagglund, Solveig (1996). Developing Concepts of Peace and War: Aspects of Gender and Culture. Peabody Journal of Education, v71 n3 p29-41. Presents a broad discussion on developing concepts of peace education, noting the importance of including peace education in children's education. Examines peace education and assumptions about child development, the child as creator of a better world, the child and the group (in the classroom and in society), peace education for life, and the influence of gender and culture. (SM)…

Nelson, Linden (1994). Peace Education, Conflict Resolution, and Outcomes of Instruction. Peace Education Miniprints No. 60. An interview with Linden Nelson presents his views on peace education and conflict resolution. Nelson, a professor of Psychology at California Polytechnic State University, has a long term interest in research on cooperation, competition, and conflict resolution and in the promotion of instruction about conflict and peace. Nelson answers 13 questions regarding his perspective on Peace education issues. He summarizes his primary concerns with school and peace education as assessing outcomes of instruction, identifying the basic processes of critical thinking and problem solving as educational objectives, and teaching conflict resolution principles that generalize from interpersonal to international. (CK)… [PDF]

Reardon, Betty A. (1999). Peace Education: A Review and Projection. Peace Education Reports No. 17. This report presents reflections on the substance, evolution, and future of peace education. Within an area of common purposes, a broad range of varying approaches are noted. The report discusses, for example: conflict resolution training, disarmament education, education for the prevention of war, environmental education, global education, human rights education, multicultural education, nuclear education, and world-order studies. The report finds that peace education, always marginal in the past in relation to mainstream education, now faces less resistance than earlier and that the culture of peace concept steadily gains currency. Outlines recommendations for future work with peace education. Contains 41 notes and a 55-item selected bibliography. (BT)… [PDF]

Wessels, Michael G. (1994). The Role of Peace Education in a Culture of Peace: A Social-Psychological Analysis. Peace Education Miniprints No. 65. This paper analyzes the role of peace education in the creation of a culture of peace from the standpoint of social psychology. To meet the current challenges to peace, it is necessary to develop programs of research, education, and intervention that are as systemic and multidimensional as violence itself. The United Nations Educational, Scientific, and Cultural Organization's (UNESCO) nascent culture of peace program offers promise in this regard. UNESCO's program is an integrated approach to peace building and post-conflict reconstruction. Peace education programs that support a culture of peace should embody these five major principles: (1) to produce systemic change, peace education must be integrated across a variety of social levels; (2) cooperative orientations are essential components of the psychological substrate for a culture of peace; (3) cooperation on superordinate goals shared by groups and individuals in conflict provides one of the best means of reducing and… [PDF]

Koylu, Mustafa (2004). Peace Education: An Islamic Approach. Journal of Peace Education, v1 n1 p59-76 Mar. One of the most important, crucial and urgent issues which concerns not just one nation or one religion or ideology, but is a concern of all peoples of the world, is education for peace and justice. The destiny and future of humanity depends on these two concepts: peace and justice. However, it seems that many countries today, including Muslim countries, do not give the necessary importance to this subject. This article deals with education for peace and justice in Islam. It includes the definition and historical development of peace education. It analyses the concepts of war and peace that are the basic contents of peace education in light of contemporary world conditions. Finally it discusses the possibility of peace education in the world in general and in Muslim countries in particular, and the contribution of Islam to this issue…. [Direct]

Becka, Jack (1976). Peace Education in Canada?–A Survey. Peace Research, 8, 2, 1-13, Apr 76. A discussion about the meaning of peace education is followed by report of a 1975 survey in Canada for organizations and individuals working with, degree of involvement in, and interest in peace education. Order journal from Canadian Peace Research Institute, 119 Thomas Street, Oakville, Ontario, Canada. (ND)…

Aspeslagh, Robert; Vriens, Lennart (1985). Peace Education as Alternating between the Person and the Structure. History and Social Science Teacher, v20 n3-4 p11-19 Spr. Educators in the Netherlands conceive of peace education as alternating between the transformation or improvement of the individual and the transformation of structures within which people act. Peace education aims at raising people's consciousness that they are responsible for peace. (RM)…

Mantynen, Heimo (1978). Is Peace Education Just a Piece of Education?. Adult Education in Finland, v15 n4 p25-39. Education and training are primarily responsible for war and peace, states the author in discussing fallacies in the concept of peace education to promote nonviolence and tolerance. Noting that school competitiveness, as well as adult hypocrisy, promotes crime and violence, he considers challenges to peace education. (MF)…

Sommerfelt, Ole Henning; Vambheim, Vidar (2008). "The Dream of the Good"–A Peace Education Project Exploring the Potential to Educate for Peace at an Individual Level. Journal of Peace Education, v5 n1 p79-95 Mar. Numerous educational efforts have been tried in order to address problems of conflicts and violence at various levels of society. These efforts have been effective to various degrees. This article investigates the effectiveness of the Swedish-based peace education project "The dream of the good" (DODG), through its use of mind/body-oriented methods, to develop non-violent attitudes and behaviour (peacefulness) in individual students. This investigation is integrated into a wider discussion of whether didactic programmes may be planned and implemented to effect such changes. The article first discusses assumptions related to the development of students' peacefulness, and how effective existing peace programmes are towards this end. Following a presentation of DODG, mechanisms of aggression and peaceful development are reviewed theoretically, with particular reference to mind/body-oriented methods, from the perspectives of behavioural science and Buddhist philosophy. Finally,… [Direct]

Johnson, Marcia L. (1998). Trends in Peace Education. ERIC Digest. This ERIC Digest reviews the development and current status of peace education in the United States. After briefly surveying the peace education movement from its origins with a small group of educators in New England in the 1800s through its stigmatization as being anti-American during periods of hot and cold war, the Digest devotes more attention to recent trends of the 1980s and 1990s. During this period, peace education has taken on a number of forms, including conflict resolution aiming at reducing youth violence, anti-nuclear education, and role playing games, cultural exchanges, and other programs to promote global awareness. Most recently, e-mail and the World Wide Web have been used to promote the exchange of information and ideas. The Digest includes a list of online resources for peace education and a 10-item bibliography of references and ERIC resources. (MLJ)… [PDF]

Howlett, Charles F. (1987). John Dewey and Nicholas Murray Butler: Contrasting Conceptions of Peace Education in the Twenties. Educational Theory, v37 n4 p445-61 Fall. In the period between the First and Second World Wars, the American popular desire for peace was reflected in a number of peace education efforts. The peace education views of John Dewey and Nicholas Murray Butler are compared. (MT)…

Pitiyanuwat, Somwung (1983). Teacher Education Curriculum for the 21st Century: Peace Education Program. The spirit of human rights and the desire for peace should be an integral part of the educational curriculum at all levels. If teaching for peace and human rights is to be convincing and effective, however, teachers must be trained who are motivated and aware of the issues. Faculty of Chulalongkorn University, a leading teacher education institution in Thailand, have conceptualized a program to help make teachers aware of values and ideology they can personally convey in their teaching, and of multiple implications, which contribute to objectivity in their teaching. Peace education is a minor field of study for the bachelors degree in education. This minor consists of courses including: introduction to peace science, peace education, conflict management, and a practicum in peace education. The courses and a model for student teaching and clinical experience in peace education are described. (SP)… [PDF]

Kimuyu, Muinde; Olando, Clement O. (2019). Community Based Financial Practices for Proliferation of Access to Higher Education in Kenya's Asal Regions: A Pointer to Enhancing Peace in the Region. Universal Journal of Educational Research, v7 n2 p609-623. Adequate and quality higher education is important for enhancing peace in most countries as well as among neighbouring communities. However, financial barriers deny Kenyan ASAL communities from accessing higher levels of education, limiting their access to the education necessary for enjoy benefits associated with education such as; employment, adequate incomes and earnings, respectable social status and assured economic security. Limited access to education instead escalates the poverty levels and encourages competition for scarce resources across the vulnerable communities. Prolonged competition for rare resources fuels disputes and conflicts between these communities, threatening peaceful coexistence amongst communities in these area. There is therefore the need for adoption of immediate financial strategies to bridge the gap between basic education and access to higher education for peace to prevail. The present study was, as a result, conducted to provide recommendations for… [PDF]

Willers, Jack Conrad (1984). The International Politics of Peace Education: The Conflict between Deterrence and Disarmament. The main impetus for peace education is the arms race, which places peace education in the conflict between conservatives advocating increased nuclear deterrence and liberals supporting nuclear disarmament. In the United States, education for peace is still in its infancy. Other developed nations, such as the Scandinavian countries and to a lesser degree Great Britain, have allocated more resources to peace education. Britain's experiences with this subject foreshadow future conflicts in the United States. There, conservatives have claimed that peace studies serve as a smokescreen for unilateral disarmament and left-wing politics and that peace studies are unsuitable for schools because they lack intellectual rigor and substance, are too complex for students to grasp, encourage prejudice, and attempt to manipulate the ideologies of young people, and that the results of such studies cannot be measured by standardized tests. These objections can be countered. For example, peace…

Burns, Robin (1981). Development Education and Peace Education: From Conflict to Co-Operation. UNICEF Development Education Paper No. 22. Parallels between three main approaches to development education and peace education are pointed out in this discussion. Specifically examined are informational, community action, and "qualitative" approaches to development education and correspondences in the growth of peace education. The document also describes organizational forms of development education and peace education as well as activities undertaken within institutions of formal education at primary, secondary, and higher education levels. Topics discussed include the role of professional associations, both national and international, and the separation of issues in the United Nations system. It is concluded that, whereas both educational concerns have common goals, hopes, and methods, development and peace education are separate activities competing for time, attention, and resources. Their integration is viewed as desirable and possible. (RH)…

McConaghy, Tom (1986). Peace Education: A Controversial Issue?. Phi Delta Kappan, v68 n4 p248-49 Nov. Many educators have been reluctant to deal with the nuclear threat and peace education in their classrooms, viewing such topics as controversial, unprofessional, or harmful. After summarizing recent peace education events in Canadian schools, this article advocates teaching about nuclear issues in the context of justice, violence, survival, and the future of civilization. (MLH)…

Quezada, Reyes; Romo, Jaime J. (2004). Multiculturalism, Peace Education and Social Justice in Teacher Education. Multicultural Education, v11 n3 p2-11 Spr. Research indicates that there is a correlation between exposure of violence in the media and in entertainment and student behavior. Many students have been victims themselves of violent, verbal, and physical assaults. Classroom teachers and educators continue to address this issue locally in classrooms and in their schools. Amid the various questions that emerge from the need to address violence and equity issues in society, three central questions stand out: What is Peace Education? What is the role of Multicultural Education in support of Peace Education? What is the role of Teacher Education Programs in promoting multicultural education, peace education, and social justice in the curriculum? In this article, the authors examine the literature related to institutional and teacher education reform and change related to multicultural education, peace education and social justice. A transformational model of cultural competence seems to describe the particular changes that have taken… [PDF] [Direct]

Bjerstedt, Ake, Ed. (1992). Peace Education: Glimpses from the EUPRA Conference in Firenze. Peace Education Reports No. 5. This report presents the material from a workshop on peace education that was part of a conference sponsored by the European Peace Research Association (EUPRA). Two papers, "Research as a Tool for Peace Education" (Alberto L'Abate) and "Promoting Commitment to Peace and Environmental Responsibility" (Riitta Wahlstrom), are documented in part 1 of the report. The other presentations, reported in summary form in part 2, include: (1) "Goals of Peace Education According to Peace Educators: Some Notes from a Questionnaire Study of PEC Members" (Ake Bjerstedt); (2) "A National School for Teachers of Conscientious Objectors: A Project and A Curriculum" (Antonino Drago); (3) "Public Opinion on the Conflict and War in the Gulf, 1990-1991" (Philip P. Everts); (4) "Human Rights, Peace Studies, and International Education" (Jorgen Pauli Jensen); (5) "The Necessity of a Multiethnic Education for Peace and Coexistence in a Changing… [PDF]

Callender, Aaron; Harris, Ian (1995). Comparative Study of Peace Education Approaches and Their Effectiveness. NAMTA Journal, v20 n2 p133-44 Spr. Evaluated the effectiveness of peace education efforts in eight classrooms in four urban elementary schools, comparing the Montessori and Second Step approaches to peace education. Found that the Montessori approach produced the most peaceful classroom due to the democratic, student-centered, holistic nature of Montessori education. (MDM)…

Page, James S. (2004). Peace Education: Exploring Some Philosophical Foundations. International Review of Education, v50 n1 p3-15 Jan. Peace education has been recognized as an important aspect of social education for the past three decades. The critical literature as well as official documents, however, have given little attention to its philosophical foundations. This essay explores these foundations in the ethics of (1) virtue, (2) consequentialism, (3) aesthetics, (4) conservative politics and (5) care. Each of these alone composes a significant element of peace education, although ultimately its solid basis can only be established through an integrative approach encouraging a culture of peace. The more complete development and articulation of the philosophical rationale of peace education is yet to be accomplished and remains a task for the future…. [Direct]

Bjerstedt, Ake Peace Education in the 1990s. A Guide to Five Conference Reports from PEC. Peace Education Miniprints, No. 84. This bibliography lists and indexes a total of 124 papers presented during five international conferences held during the 1990s on the topic of peace education. This miniprint aims to make it easier for peace researchers and peace educators to locate conference contributions of special interest to them. The guide has been organized into three parts: (1) a complete list of papers presented in each conference report; (2) an author index with indication of country of origin; and (3) a subject index with a number of keywords or key expressions for different kinds of paper contents. The five conferences summarized are: (1) "Education for Peace in the Nineties: A Conference Report", PEC/IPRA (Peace Education Commission/International Peace Research Association), Groningen (1990); (2)"Peace Education: Glimpses from the EURPA (European Peace Research Association) Conference in Firenze" (1991); (3) "Education for Peace: A Conference Report from Kyoto" (1992); (4)… [PDF]

Machila, Margaret M. C.; Wangoola, Paul (1988). Seminar on African Perspectives and Issues on Peace Education and Action in Africa: A Report from a Seminar Held in Conjunction with the Meeting of the Adult Education Association of Zambia (Lusaka, Zambia, October 3-7, 1988). This report presents the proceedings of a seminar that brought together almost 30 intellectuals, artists, and development activists from eight African countries and Canada to identify the obstacles to peace in Africa and develop strategies to overcome them. One of the other purposes of the seminar was to develop elements of curriculum and instructional materials for peace education and action plans for selected target groups of adults and other special groups. The report features seminar objectives; the seminar process; an introduction of the participants; organizations and methods of work; on your mark; an introduction of the African Association for Literacy and Adult Education; an introduction to the Adult Education Association of Zambia; the official opening of the seminar; Dr. Sets'abi's vote of thanks; an overview of the basic Working Document; the concept of peace; militarism; violence; peace; liberation education and training for peace education; content of peace education;… [PDF]

Hinitz, Blythe (1994). Peace Education for Children: Research on Resources. Peace education is and will continue to be a goal of early childhood educators around the world. A variety of definitions of peace and peace education can be found in the literature. A plethora of resources has become available during the past decade for those wishing to teach peace in educational settings for young children. The literature is replete with statements and examples regarding the necessity of peace education for the child's optimal social-emotional development. However, the literature dealing with peace education for infants and toddlers is severely limited. Three recent articles provide concrete examples of appropriate peace education practices for infants and toddlers. The classroom setting for 3- to 6-year-olds should offer space, materials, and opportunities for harmonious and interactive play. Planned program or curriculum activities can also enhance the peaceful classroom. Children's literature can be a powerful vehicle for strengthening communication skills and… [PDF]

Duffy, Gavin (2009). Promoting Adult Learning in Public Places: Two Asian Case Studies of Adult Learning about Peace through Museums and Peace Architecture. Adult Learner: The Irish Journal of Adult and Community Education, p29-43. This paper explores an area of adult learning that has received little attention of late, the terrain of public education through museums and civic architecture. The goal of promoting adult learning in public places e.g. through the work of museums has become commonplace in countries seeking to encourage adult learning about peace. This invariably entails a "hands on" approach to peace education through a process of consultation and dialogue with the concerned communities. These aims are particularly important when the municipality is looking at issues of peace, as in the case of the two Asian case studies discussed in this article with societies recovering from a post-conflict situation. These case studies will have especial interest for adult educators in Ireland. In the International Year of Reconciliation in 2009 the Consultative Group on the Past had published its recommendations, including a Commission for Victims and Survivors for Northern Ireland (CVSNI). This paper… [PDF] [Direct]

Harris, Ian M. (1993). Peace Education: A Modern Educational Reform. Peace education as an educational reform originally responded to international threats of violence and wars. Since the end of the Cold War, peace education has directed its efforts to many different aspects of violence that plague both teachers and students. This paper reports on the efforts of one school district in Milwaukee, Wisconsin to respond to escalating violence in students' lives by teaching peace education. Peer mediation, courses on nonviolence, environmental awareness, curricula based on teaching respect, anger management, and violence prevention have been initiated to help students deal with the problems of violence in their lives. Two endnotes are included and 39 references are attached. (Author)… [PDF]

Lawson, Max (1993). The Teaching of Conflict Resolution and Nonviolence in Australian Schools: A Context for Peace Education. Peace Education Miniprints No. 53. This paper is concerned with placing conflict resolution and nonviolent alternatives firmly at the center of peace education. A brief review of theoretical tendencies in peace education in Australia is offered, and how this is consonant with, and different from, what is actually taught in Australian schools. Some discussion also is given about the teaching of conflict resolution and nonviolent alternatives in schools in various Australian states. It could be argued that the practice of peace education in Australian schools in some ways has gone ahead of theory. Five emphases of peace education as set out in a 1984 account (Rachel Sharp) are: (1) peace through strength; (2) conflict mediation and resolution; (3) personal peace; (4) world order; and (5) the abolition of power relationships. The paper suggests that Australian educational authorities are now turning to peace education as violence in Australia is on an increasing spiral. Backlash against the Aboriginal population of… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1997). Cyberspace: A New Frontier for Peace Education. This paper explores four dimensions of telecommunications as resources for peace education: (1) advocacy for special issues or concerns as a social action component; (2) enhancement for teaching peace education and conflict resolution; (3) links in cyberspace as an added dimension for partnerships and collaborative projects; and (4) expansion of expertise through technology and collegial contacts in other global centers. Evidence collected from several disciplines in a global search for projects, processes, and products could offer a blueprint for action for those in peace education. Survey results are shared on the attitudes of 50 peace educators throughout the world on the potential of telecommunications. (EH)… [PDF]

Harris, Ian M. (2004). Peace Education Theory. Journal of Peace Education, v1 n1 p5-20 Mar. During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and 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. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education. (Contains 1 note.)… [Direct]

Armstrong, Melinda; And Others (1993). Peace Education, Multicultural Issues, and Conflict Resolution. Three Perspectives from Members of COPRED's Working Group on Primary/Secondary Peace Education. Peace Education Miniprints No. 42. The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interest and competence in areas related to peace education are interviewed. This publication explores the views of Melinda Armstrong, Ann Hardt and Priscilla Prutzman, all three of whom are active participants in the Consortium on Peace Research, Education and Development's Working Group on Primary/Secondary Peace Education. (Author)… [PDF]

Eikenberry, Gary (1976). Peace Education: The Role of Educators in Shaping the Future. Social Science Record, 23, 2, 7, Win 76. In order to challenge educators interested in building a more humane future, the author makes five \outrageous\ statements. He comments on doomsday talk, self-alienation, violence, apathy, and the educator's role in peace education. An address to write to for information on peace education workshops is provided. (Author/RM)…