Bjerstedt, Ake, Ed. (1993). Peace Education: Perspectives from Germany and Israel. Interviews with Haim Gordon (Israel) and Christoph Wulf (Germany). Peace Education Miniprints No. 44. The project group "Preparedness for Peace" at the Lund University 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 interests in competence in areas related to peace education are interviewed. This publication explores the views of Haim Gordon from Ben-Gurion University of the Negev, Israel, and Christoph Wulf from Freie Universitat, Berlin, Germany. Haim Gordon has worked with Jews and Arabs on education for peace in accordance with the philosophy of Martin Buber. Christoph Wulf is one of the founders of the Peace Education Commission and the editor of early handbooks on peace education in German and English (1973-74). (Author)… [PDF]

Bjerstedt, Ake (1994). Teacher Training and Peace Education. Peace Education Miniprints No. 55. The issue of what needs to be done in teacher training in order to prepare future teachers more adequately for the area of peace education provides a variety of responses from an interview study involving 50 international experts representing 22 countries. Part 1 discusses the question and summarizes the major aspects of the theme of teacher training and peace education. Part 2 gives a detailed documentation of the interview responses. (Author/CK)… [PDF]

Bjerstedt, Ake (1990). Education for Peace as Liberation vs. Indoctrination: Do We, in Fact, Need Some "Unbalanced Teaching" To Achieve a "Balanced Learning?" An interview with Hilary Lipkin and Richard Yarwood. Reprints and Miniprints No. 693. As part of Sweden's Malmo School of Education's "Preparedness for Peace" project, this paper presents interviews with Hilary Lipkin and Richard Yarwood. Lipkin has served as national coordinator for "Teachers for Peace" and Yarwood ran the Peace Education Project at the Peace Pledge Union in London (England). Both of the interviewees discuss their interpretations of the term "peace education", and such related terms as "disarmament education" and "education for peace." They discuss differences between peace education for older and younger children and examine how schools can contribute to peace education. The document also includes notes about Richard Yarwood and lists some of his publications. (SG)… [PDF]

Stomfay-Stitz, Aline M. (1996). Education, Psychology, and Social Science: Common Pathways for Teaching Peace. This paper explores the contributions of several disciplines of the social sciences to peace education and peace psychology and focuses on positive gains in several aspects of peace education and conflict resolution witnessed by the researcher in over 10 years of work. The paper contains the following sections: (1) Introduction; (2) "Definitions and Historic Perspectives on Peace Education"; (3) "Contributions from Psychology"; (4) "Contributions from Anthropology"; (5) "Contributions from Political Science"; (6) "Contributions from Sociology and Social Work"; and (7) "Peace Education in Action–The Voices of Teachers, Children, and Young People." The paper maintains that a multidisciplinary approach to peace education should be the common goal for the new century. Contains 65 references. (EH)… [PDF]

Thelin, Bengt (1996). Early Tendencies of Peace Education in Sweden. Peabody Journal of Education, v71 n3 p95-110. Examines the history of peace education in Sweden, beginning with the 1870s, when the continental peace movement started taking hold in Sweden, and moving through the 20th century as various resolutions and initiatives supporting peace education began. A characteristic of the movement was deep confidence in education as an effective instrument for preventing war and safeguarding peace. (SM)…

Ekwueme, L. U.; Odunuga, A. F.; Ogunrinade, D. O. A. (2013). Promoting Peace and Culture in Nigerian Higher Institutions through the Use of Music Education. Educational Research and Reviews, v8 n12 p800-805 Jun. Tracing the history of education in Nigerian higher Institutions presents series of student's unrest, riots, cultism, and violence, vandalisation of school's properties in reaction to inadequacies and neglect of certain vital elements needed for the smooth running of educational programmes. Music as an art that attracts students of all ages and levels is a cultural ingredient that can be used to create a calm and quiet state that is free from conflict and violence. This paper examined the concept of peace culture and music education. It also highlighted the roles that music education can play in promoting peace culture in the higher education institutions in Nigeria. The significance of this paper is to justify the efficacy of music in reducing violence in higher institutions in Nigeria and to enlighten the populace on the humanistic and aesthetic quality of music education. This will educate and sensitize curriculum planners towards inclusion of music education in all levels of… [Direct]

Tabachnick, B. Robert (1990). Studying Peace in Elementary Schools: Laying a Foundation for the "Peaceable Kingdom.". Theory and Research in Social Education, v18 n2 p169-73 Spr. Examines peace education at the elementary school level, stressing the need to include interpersonal and international relations when teaching peace. Suggests peace education can lead children to prosocial behavior. Sees peace as a positive of being. Urges the infusion of peace education throughout the elementary social studies curriculum. (CH)…

Rohrs, Hermann (1994). The Pedagogy of Peace as a Central Element in Peace Studies: A Critical Review and an Outlook on the Future. Peace Education Miniprints No. 63. This document discusses peace education not as a subject but as part of the teaching of various academic subjects depending on the extent to which they lend themselves to this. The intention is to produce educational situations where young people can develop skills in the art of peace and a peaceful approach to conflict resolution. The pedagogy of peace is understood here as the sum of scholarly and scientific thinking on the nature of peace education and the way it should be organized. The pedagogy of peace is an interdisciplinary branch of science using a broad range of methods, including observation, description, and analysis of peace-educational processes and interrogation of participants with regard to their motives. There is a strong need for intensified peace-pedagogical research efforts and for documentation and coordination of work in this field. This report reflects an approach in three stages: (1) a discussion of the structure of peace education; (2) an interpretation of… [PDF]

(1991). Peace Education and the Development of Teaching Materials for Peace and Justice in Ireland. Paul Rogers, Maura Ward and The Project "Preparedness for Peace.". A combined interview with two educators active in peace education in Ireland, North and South, is presented in this document. Maura Ward and Paul Rogers work within the Joint Peace Education Programme of the Irish Commission for Justice and Peace and the Irish Council of Churches. In the interview, Ward and Rogers each discuss their experiences, both in training sessions for teaching staff on peace education and in the development of teaching materials on peace and justice for use in primary and post-primary schools. (DB)…

Carson, Terry (1985). Relating Peace Education and Social Studies in an Age of Insecurity. History and Social Science Teacher, v20 n3-4 p8-10 Spr. In the theme of insecurity there is a potential for peace education to address social education. Insecurity underpins the arms race and lies at the root of the growing cycle of violence. Peace education must help students understand the forms of structural injustices that preserve inequities and breed violence. (RM)…

Alexander, Susan; Garcia, Celina (1990). Peace Education, Social Responsibility, and Social Transformation. Peace Education Miniprints No. 3. Interviews with two educators who have been involved in peace education are the focus of this document. The interviews were conducted by a representative of the project group, "Preparedness for Peace," of Malmo, Sweden. This project studies ways of helping children and young people deal constructively with questions of peace and war. Susan Alexander, of the United States, who has been executive director of Educators for Social Responsibility (ESR), and Celina Garcia, of Costa Rica, who has been executive secretary of The Peace Education Commission of the International Peace Research Association (PEC), are the interviewees. Among the topics, each is asked about her views on peace education in general, specific efforts being made in her country or organization, and the role of teachers as peace educators. (DB)…

Dovey, Valerie (1996). Exploring Peace Education in South African Settings. Peabody Journal of Education, v71 n3 p128-50. In exploring peace education in South Africa, the paper reviews a research report on the subject, focusing on the needs of children and youth and on the range of programmatic and research initiatives already working in this field. Summarizes three issues: recommended policy guidelines related to peace education for South-African children, cautionary thoughts, and research directions. (SM)…

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1999). Peace Education and Conflict Resolution through the Expressive Arts in Early Childhood Education and Teacher Education. Several modes of expressive arts may be especially appropriate for peace education and conflict resolution instruction in early childhood and teacher education classrooms. This paper explores the integration of the concepts and processes of peace education and conflict resolution through an examination of current research and professional development publications, as well as observations made in selected U.S. early education and teacher education classrooms. The paper focuses on the role of the dramatic and language arts in fostering peace education and conflict resolution. With regard to early education, the paper is informed by several sources, including literature on brain-based learning and multiple intelligences. Also discussed is the effective use of reflective listening, reading and storytelling, journal writing, creative drama, dramatic play, and problem-solving techniques. The report concludes that peace education strategies developed through appropriate dramatic and puppet… [PDF]

Kisembo, Paul (1993). A Popular Version of Yash Tandon's Militarism and Peace Education in Africa. This book is a briefer, simpler popular edition of "Militarism and Peace Education in Africa." It is intended to interest the African peoples in the problems of peace and allow them to discuss and debate the issues of militarism and peace for Africa and to suggest solutions. It is also intended to interest leading organizations and people working at the grassroots level in urban and rural areas in problems of militarism and peace education. The first two chapters show how, in former times, militarism was brought to Africa by the Europeans through slave trade and colonialism. Chapter 3 shows how militarism continued after independence under neocolonialism in these forms: state terrorism, militarism based on ethnic nationality/conflicts, militarism resulting from "pastoralist conflicts," militarism resulting from cultural and religious conflicts, and militarism based on ideological conflicts. Chapter 4 explores how militarism is still connected to the exploitation… [PDF]

Osborne, Ken (1985). Peace Education and the Schools: What Can We Learn from History?. History and Social Science Teacher, v20 n3-4 p33-41 Spr. A history of peace education is presented. To be effective, peace education must focus on a specific goal, avoid the temptation to become all things to all people, and retain a critical edge. It must not become so engrossed in classroom questions that it ignores the need for political action. (RM)…

Heilman, Elizabeth E. (2022). Anger Is All the Rage: A Theoretical Analysis of Anger within Emotional Ecology to Foster Growth and Political Change. Teachers College Record, v124 n4 p205-234 Apr. Background and Purpose: Anger is implicated in nearly every social pathology, from war to bullying to child abuse. Yet, it is also the spark of reform for nearly every positive social movement, from civil rights to labor rights to handicapped rights. This article examines how anger has been understood and misunderstood across different discursive spaces in society, research, and education to offer a peace-promoting, emotional ecology theory of anger to foster emotional growth and political change. Research Design: This article employs theoretical research, which is a logical exploration of a system of beliefs and assumption to increase understanding, develop new theory, and explore implications. Findings: Anger is reconceptualized as a crucial emotional and political experience rooted in the emotional ecologies and histories of family, school, and society. Three distinctive features characterize it: An ethical response, an emotional response, and an action response. Five steps to… [Direct]

Aziz, Unku Abdul; Reardon, Betty A. (1991). The UNESCO Prize for Peace Education: Ten Years of Learning for Peace. Peace Education Miniprints, No. 19. The UNESCO Prize for Peace Education was established in 1981. The purpose of the award is to honor outstanding contributions to the field of peace education in its most broadly defined sense. In this paper, two members of the international jury for the prize review the recipients of the awards from 1981 to 1991, and thus demonstrate the variety of possibilities for and approaches to educating for peace. (DB)… [PDF]

Bjerstedt, Ake (1990). Peace Education: Perspectives from Brazil and India. An Interview with Anima Bose (India) and Zlmarian Jeanne Walker (Brazil). Reprints and Miniprints No. 683. As a means of studying ways to help children and young people deal constructively with questions of peace and war, Anima Bose and Zlmarian Jeanne Walker, who have worked to promote peace education in India and Brazil respectively, are interviewed. The influence of Gandhi on the concept of peace in India is emphasized. One cannot teach peace, it must be learned through practice. Peace education must include a form of apprenticeship where students go out into the real world to find out what violence is and what solutions are. Peace education is especially important in this day and time because all of society seems to be overcome by violence, even in entertainment. Peace must not be viewed as "no war." A nation with no war but with injustice, poverty, economic discrimination, and inequity cannot be said to have peace. The teacher is the most responsible person in any peace education course at any level. At the elementary level the examples of parents and teachers and… [PDF]

Bjerstedt, Ake, Ed. (1993). Peace Museums: For Peace Education? Educational Information and Debate No. 102. This booklet is intended to stimulate discussion about the potential influence of peace museums as a way to educate the public about peace. Four papers are included representing four somewhat different perspectives. The first paper, "The Environment for Peace Education: The Peace Museum Idea" (Terence Duffy), outlines the origins and the growth of the peace museum idea and discusses categories of such museums, especially the Irish Peace Museum Project. The second article, "On the Creative Principles, Message, and Thematic Content of a Peace Museum" (Peter van den Dungen), details some of the principles and content of a peace museum, presenting a general outline of 18 possible major themes. The third paper, "A Peace Museum as a Center for Peace Education: What do Japanese Students Think of Peace Museums" (Kazuyo Yamane), discusses present trends and possibilities in the peace museum field. The final essay, "Peace Museums as Potential Instruments of… [PDF]

Harris, Ian M. (1996). From World Peace to Peace in the 'Hood: Peace Education in the Modern World. Journal for a Just and Caring Education, v2 n4 p378-95 Oct. Schools are facing increasing levels of violence spawned by violent media and communities. In response, many educators employ peace education strategies to make schools safer and help students deal positively with conflict. This article summarizes these reform efforts, distinguishes among three levels of peace education, describes resources, and discusses ancillary school productivity gains. (41 references) (MLH)…

Collinge, James (1997). Peace Education through the Arts. Peace Education Miniprints, No. 89. This paper explores the role the arts can play in peace education, an area of interest that has received little attention. Peace education is usually integrated into other content areas such as social studies, history, language, or science. The booklet emphasizes the development of imagination in art education. Students can be brought to envision previously unimagined possibilities to creatively visualize preferable worlds and thus be empowered to ponder and work for alternatives to violence and war in conflict situations. (EH)… [PDF]

Duffy, Terence (2000). Peace Education in a Divided Society: Creating a Culture of Peace in Northern Ireland. Prospects: Quarterly Review of Comparative Education, v30 n1 p15-29 Mar. Explores the issue of peace education in Northern Ireland in a broad sense. Examines the sectarian context of schooling in Northern Ireland, the growing number of integrated schools, peace and conflict studies in colleges, school-level curricular innovations in peace education, interschool activities, positive attitudes of youth, and the resistance of parents and teachers. (Contains 34 references.) (SV)…

Gerritsma, Henk B.; Verbaan, Daan (1991). Research and Development Related to Peace Education in the Netherlands. Views from the Polemological Institute, University of Groningen. Peace Education Miniprints No. 15. 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 war and peace. As part of this work, experts with special interests and competence in areas related to peace education are interviewed. This interview explores the views of Henk B. Gerritsma and Daan Verbaan, both of whom work at the Polemological Institute, University of Groningen, the Netherlands. Interview questions concern such issues as the definition of peace education, ways in which schools can contribute, how students can become more aware of, and more prepared for, problems of peace, and what can be done to provide better teacher training in the area of peace education. (DB)… [PDF]

Klein, Mike (2007). Peace Education and Paulo Freire's Method: Towards the Democratisation of Teaching and Learning. Convergence, v40 n1-2 p187-205. This article explores the application of Paulo Freire's methodological concerns in a contemporary, educational, non-revolutionary setting. It is focused on a Peace Educators' Workshop that meets three times annually to explore peace education in secondary schools in the United States. This treatment of Freire was developed for a day-long workshop after peace educators expressed an interest in the meaning of–and participation in–democratic processes in schools. The privileges of military recruiters in public schools emerged as an initial generative theme, and led to further insights about uncovering educational contradictions and constructing codifications as two key steps in a social change process. (Contains 5 notes and 4 figures.)… [Direct]

Bjerstedt, Ake (1995). Peace Education Books. A Selective Bibliography with a Focus on Materials in English, German, and the Scandinavian Languages. Peace Education Miniprints No. 73. This document lists 30 pages of monographs and collections of papers explicitly dealing with peace education. The major focus is on materials in English, German or the Scandinavian languages from later years. For those who are not familiar at all with this area, an asterisk (*) has been used to mark publications valuable for introduction and review of the topic of peace education. (RJC)…

Bjerstedt, Ake (1995). Controversies Connected with Peace Education. What Do They Mean and How Should They Be Dealt With? Peace Education Reports No. 15. Fifty experts with a special interest in peace education (and representing 22 different countries) were confronted with the following set of questions (as part of individual interviews): "In many countries, questions related to disarmament and peace are highly controversial. Would you anticipate any difficulties, for example with parents or other members of the community, when introducing peace education in the schools? If so, what kind of difficulties? Do you see any way out of such problems?" This report documents and discusses the answers of the experts to these questions. Most of the respondents agreed that peace education often was seen as a controversial topic in their country, and a large number of illustrations and possible counter-measures were mentioned. (Author/RJC)… [PDF]

Thelin, Bengt (1986). Peace Education: Peace-Liberty-Development-Human Rights. Service Material S 86:3. In Sweden, as in many other countries, interest and instruction concerning the conditions and prospects of peace have grown against the background of current world events. Increasing pupils' knowledge and awareness of the survival problems in the world are the keys to peace education. Most items of peace education are more or less included in the syllabi for civics, history, and religious education courses; but, responsibility for teaching the international aspects is shared among teachers of all subjects. The Swedish curriculum prescribes and supports well-planned international instruction, with particular emphasis on the conditions and prospects of peace. The content of peace education is summed up in terms of peace, liberty, development, and human rights. The task for the student is to acquire and apply an active view of knowledge. (SM)…

Thrush, Ursula (1993). Peace 101: Implementing the Vision. Montessori Life, v5 n2 p36-37 Spr. Maintains that peace education must start in the home. Discusses the teaching of peace to children of all ages and at every level and the relevance of peace education to the physical, emotional, intellectual, and spiritual being of children. "A Plan for Peace Education," a proposal approved by the Montessori Accreditation Council for Teacher Education, is attached. (SM)…

Thelin, Bengt (1994). Early Tendencies of Peace Education in Sweden. Peace Education Miniprints No. 69. Early tendencies of peace education in Sweden are discussed in this document. The time span is from the second part of the 19th century to the beginning of World War II. Peace education put special emphasis on exposing the contradiction between religious and history education. Religious education preached love and reconciliatory spirit, while history education in Sweden, as elsewhere, was nationalistic and ethnocentric. To "cleanse" history education from chauvinism and from glorifying war was a strong concern of early peace educators. (RJC)… [PDF]

Bjerstedt, Ake, Ed. (1994). Education beyond Fatalism and Hate: Some Principles and Procedures in Peace-Related Educational Efforts. Educational Information and Debate 103. This small book presents six articles from the journal "Peace, Environment and Education," published by the Peace Education Commission. The articles have been chosen to give a broad range of illustrations of principles and procedures in peace-related education efforts in the 1990s. The contents are as follows: (1) "Education beyond Hate" (Morton Deutsch); (2) "Education beyond Fatalism and Impoverished Social Imagination: Are We Actively Listening to Young People's Voices on the Future?" (Francis P. Hutchinson); (3) "Peace Education across the Curriculum: Some Perspectives from New Zealand" (James Collinge); (4) "The Teaching of Conflict Resolution and Nonviolence in Australian Schools: A Context for Peace Education" (Max Lawson); (5) "Peace Education in Teacher Training: Some Examples" (Hanns-Fred Rathenow); and (6) "Conflict-Mitigation: Philosophy and Methodology" (Jan Oberg). (EH)… [PDF]