Brenes, Abelardo; Ito, Takehiko (1994). Peace Education: Perspectives from Costa Rica and Japan. Peace Education Miniprints No. 62. This publication explores the views of two present members of the International Peace Research Association: Abelardo Brenes and Takehiko Ito. Brenes and Ito answer 13 questions related to peace education issues in their individual interviews. Abelardo Brenes is a professor at the University of Costa Rica and a consultant to the University for Peace, and has coordinated the Central American Program for the Promotion of Human Rights and Peace Education. Takehiko Ito is an associate professor at Wako University in Tokyo (Japan), chairperson of the Committee on Research of Peace and Disarmament Education of the Japanese Scientists Association, and secretary of Japanese Psychologists for Peace. (Author/CK)… [PDF]

Renner, Christopher E. (1991). Using the Language of Justice and Peace: Integrating Peace Education into EFL Curriculum. The integration of peace education into the English-as-a-Foreign-Language (EFL) and English-as-a-Second-Language (ESL) curriculum is discussed. Peace education is designed to break the negative chain of violence in interpersonal and international relations, and offers learners humanistic approaches to difficult questions that may leave individuals feeling powerless over their lives. Three interconnected areas of peace education are noted: personal peace; peace in the human family; and peace with nature. These three areas are discussed, and approaches to curriculum development to incorporate them are described. Methods for adapting authentic materials for instructional use are also discussed, with specific suggestions for vocabulary enhancement and instruction of young learners. It is proposed that the instructor must have clear objectives and anticipate learner reactions and, optimally, network with other teachers to integrate the topic and critical thinking about it into other… [PDF]

Kirkegaard, Ane Marie √òrb√∏; Nat-George, Sisse Mari-Louise Wulff (2016). Fleeing through the Globalised Education System: The Role of Violence and Conflict in International Student Migration. Globalisation, Societies and Education, v14 n3 p390-402. This article connects directly to the globalisation of both education and conflict, and attends to the intersection between these phenomena, by focusing on conflict-induced student migration, an area, which has until recently been neglected in studies of higher education and migration, and peace and conflict research. The focus is on the very intersection of these research traditions in trying to understand how increasing globalised student migration is intertwined with the internationalisation of higher education and violent conflicts. The research on which this article is based was carried out at Malm√∂ University, Sweden. The focus is on mapping the linkages between violent conflicts and student migration, using a mixed methods design…. [Direct]

Yogev, Esther (2010). A Crossroads: History Textbooks and Curricula in Israel. Journal of Peace Education, v7 n1 p1-14 Mar. In Israel, changes in history teaching and the publication of new history textbooks in recent years triggered a stormy public controversy that went far beyond the content of the books themselves. The disputes over how history should be taught revealed the state of transition that had characterized Israeli society since the beginning of the 1990s. The perennial controversies over the history curriculum are actually a culture war over the "space of collective memory". This space is a battleground because it is here that the perception of normative identity and society's future image begin. There are many signs that Israel is beginning to turn away from the unifying memory imposed by the canonical Jewish-Zionist narrative when the State of Israel was first established as a sovereign entity; but, as the state celebrates its sixty-first anniversary, no other solid, bonding set of narratives has yet been constructed to take its place. This article seeks to show that… [Direct]

Johnson, David W.; Johnson, Roger T. (2006). Peace Education for Consensual Peace: The Essential Role of Conflict Resolution. Journal of Peace Education, v3 n2 p147-174 Sep. Peace education is a key for establishing and maintaining a consensual peace. Creating an effective peace education program involves five steps. First, a public education system must be established with compulsory attendance; all children and youth should attend so that students from the previously conflicting groups interact and have the opportunity to build positive relationships with each other. Second, a sense of mutuality and common fate needs to be established that highlights mutual goals, the \just\ distribution of benefits from achieving the goals, and a common identity. In schools, this is primarily done through the use of cooperative learning. Third, students should be taught the constructive controversy procedure to ensure they know how to make difficult decisions and engage in political discourse. Fourth, students should be taught how to engage in integrative negotiations and peer mediation to resolve their conflicts with each other constructively. Finally, civic values… [Direct]

Fielding, Michael (2014). Radical Democratic Education as Response to Two World Wars and a Contribution to World Peace: The Inspirational Work of Alex Bloom. FORUM: for promoting 3-19 comprehensive education, v56 n3 p513-527. A key contributor to the 1948 New Education Fellowship "The Teacher and World Peace" submission to UNESCO, Alex Bloom is one of the most remarkable pioneers of radical democratic education of the twentieth century. In many important respects, Bloom's internationally renowned work from 1945-55 at St George-in-the-East Secondary Modern School in the East End of London can be seen as an iconic example of education for peace. Wounded in World War I, a teacher and then head teacher between the two World Wars and during World War II, this article explores key aspects of his commitment to a form of democratic education that was both a response to two great conflagrations of the twentieth century and a contribution to the possibility of less destructive ways of living and learning together in the future…. [Direct]

Wulf, Christoph (1992). Education for Peace. Peace Education Miniprints No. 28. Education for peace is a process that must begin in the childhood of students and continue for the rest of their lives. Education for peace also is concerned with addressing the conditions that nurture violence and war and with seeking ways to change those conditions. Among the major themes of current peace education efforts are the aftermath of the Cold War, including the still existing threat of nuclear war; the North-South issue, including the southern hemisphere's deepening impoverishment; the problems posed by pollution and destruction of the environment; and the obstacles to the spread of human rights and social justice. Peace education also can be understood as a social learning process, including the development of individual skills such as empathy, and competence in communication. Thirteen items are suggested for further reading. (DB)… [PDF]

(1996). Malmo Peace Education Abstracts. Abstracts of Selected English-Language Reports Published 1992-1996 by the Malmo School of Education. Peace Education Miniprints No. 86. This pamphlet presents brief abstracts of selected English language reports and papers from the activities of the project group "Preparedness for Peace." For several years this project has carried out research and development work on peace education and related issues. The tasks have also included editorial work and publishing related to PEC (The Peace Education Commission of the International Peace Research Association). These abstracts, arranged alphabetically, are a result of this work from 1992-1996. (EH)… [PDF]

Parlett, Anna Lynn; And Others (1984). Peace Education: Icelandic Perspective. Social Studies Journal, v13 p47-56 Spr. Movements for peace are gaining strength and popularity in many countries. The aims and goals of peace education in Iceland are discussed. (RM)…

(1990). Stop and Think! Dialogue, Critical Thinking Skills and Creative Conflict Resolution in Peace Education. Peace Education Miniprints No. 5. An interview on peace education with Tom Roderick (interviewer: Ate Bjerstedt) of Educators for Social Responsibility is presented in this document. Educators for Social Responsibility is a national teachers' organization in the United States that offers programs and curricula that are intended to help young people become engaged in the world. The interview discussed Tom Roderick's background, the activities of Educators for Social Responsibility, and his thoughts on a number of areas that concern peace education. (DB)… [PDF]

Christie, Daniel J. (1991). The Measurement of Psychological Constructs in Peace Education. Peace education research typically is designed to evaluate the effects of a single lesson or a group of lessons (unit) on some attitudinal or learning outcomes. The current research was designed to evaluate a set of procedures for identifying a mix of peace education lessons that desirably impact on students. Three curriculum consultants were employed to review and rate more than 300 commercially available lessons in terms of the expected impact of each lesson on four psychological constructs: ethnocentrism, political efficacy, conflict resolution skills, and prosocial orientation. Subsequently, the most highly rated lessons for each construct were assembled into four curricula (units) and then field tested with a sample of 1,398 eighth through twelfth grade students. Students were assigned to one of the curriculum groups or to a no-curriculum control group. Measures of the four psychological constructs were administered in a pre-posttest fashion. Critical thinking, political… [PDF]

Bjerstedt, Ake (2003). Developing Preparedness for Peace: Objectives, Methods, Difficulties and Possibilities in Peace-Related Education. Peace Education Reports. Educators at the Malmo School of Education (Sweden) have carried out a series of studies within the area of school and peace. As an informal umbrella heading for the project group conducting such studies the term "Preparedness for Peace" has been used. The overriding aim of the group's work has been to increase knowledge (in a broad sense) about hindrances and possibilities in the school's work with global survival issues. This overview report collects notes about the work of the project group and the process they have been involved in. The report also presents some of the group's views on possible and fruitful ways of dealing with conflict and peace education that have resulted from the group's work (the product). It is divided into nine sections: (1) "Introduction"; (2) "What Is Preparedness for Peace? A Discussion about the Ambitions and Specific Objectives of Peace Education"; (3) "What Can We Do in School to Promote a Preparedness for… [PDF]

(1993). Peace Education: Reports and Miniprints from the Malmo School of Education, 1990-1992. No. 765. The project group "Preparedness for Peace" carries on research and development work on peace education and related aspects of the internationalization of school teaching. This miniprint lists reports and miniprints from this work published during the years 1990-1992. The list also includes reports and miniprints related to the work of PEC (the Peace Education Commission of the International Peace Research Association) published by the Malmo School of Education. (Author)…

Thelin, Bengt (1992). Education for Global Survival: Reflections Based on Some Swedish Experiences and Examples. Peace Education Miniprints, No. 33. This document which reviews peace education as the subject was presented in Sweden in the later 1980s. The paper argues for a stronger commitment to peace education and approaching the subject from the perspectives of the unique, the absurd, and the relevant. The contemporary era is unique in that humanity now possesses the means to reify apocalyptic myths about the end of the world. Absurdity is identifiable in the gross social inequalities that exist in the world. What is relevant, even central, to education is the future of humanity and the world. Peace education in Sweden sheds light on workable models and strategies. The Swedish National Board of Education (NBE) highlighted curricular areas in which such concepts as human rights and peace have a strong position. The NBE also published service material on peace education and cooperated with international peace organizations. It is unclear what programs will survive the NBE's replacement by the National Agency for Education…. [PDF]

Reardon, Betty (1982). Militarization, Security, and Peace Education: A Guide for Concerned Citizens. This guide provides a general introduction to the field of peace education, especially the problems of peace and security. Two purposes are to provide a deeper knowledge of the issues and to provide materials, documentation, and information about additional resources and organizations to aid in implementing a peace education program in the community. The guide is organized into an introduction, four study sessions, and one action-planning session. The introduction includes guidelines for organizing and conducting a study/action group. Information provided for each of the four study sessions includes a description of objectives and content to be covered in the session, a brief background reading and dilemmas, recommended readings, and questions to stimulate review, discussion, and action. Topics of the sessions are: Human Security: The Basis of a Peace System; National Security: The Dilemmas of the War System; Peace Education; Tools for Global Community Buildup; and The Goals of…

Bjerstedt, Ake, Ed. (1994). Education for Peace: A Conference Report of the Peace Education Commission of the International Peace Research Association (Malta, October-November 1994). Peace Education Reports No. 13. This report presents reviews of the sessions at a recent Peace Education Commission (PEC) of the International Peace Research Association meeting in Malta. The report is divided into five parts, with the first four parts containing examples of full-length papers within different content areas while the fifth part presents abstracts of additional papers. Part 1, "Principles," includes the following papers: (1) "The Role of Peace Education in a Culture of Peace: A Social-Psychological Analysis" (Michael G. Wessells); and (2) "Nonviolence in Education" (Ian M. Harris). Part 2, "Contexts," contains the following: (1) "Exploring Peace Education in South African Settings" (Valerie Dovey); and (2) "Australian Aboriginal Constructions of Humans, Society and Nature in Relation to Peace Education" (John P. Synott). Part 3, "Conflict Resolution," includes: (1) "Conflict-Resolution Skills Can Be Taught" (Benyamin… [PDF]

Fry, Todd (1986). \Communication Education and Peace Education: A Beginning.\. Communication Education, v35 n1 p75-80 Jan. Argues that secondary communication courses are a likely and promising forum for peace education. Offers ideas for content development. (PD)…

Calleja, James; Daffern, Thomas (1992). Peace Education: Perspectives from Malta and England. Peace Education Miniprints No. 25. 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 James Calleja and Thomas Daffern. James Calleja is executive director of the Foundation for International Studies at the University of Malta and coordinator of its peace education activities. Thomas Daffern is involved in various activities related to peace studies at the Institute of Education, University of London, as a teacher and as a researcher and development officer. (Author)… [PDF]

(1991). Preparedness for the Future–Preparedness for Peace: Reports and Miniprints from the Malmo School of Education. Peace Education Miniprints No. 9. A bibliography of reports and articles dated 1958-1990 concerning peace education is presented. These publications were written mainly in European languages between 1980 and 1990; an English translation of each title is included where necessary. The project group "Preparedness for Peace," which is responsible for the bibliography, carries on research and development work on peace education and related aspects of the internationalization of school teaching. (DB)…

(1990). Is It Right for a Teacher To Be Biased–Towards Avoidance of Violence and Environmental Damage? A Conversation on "Peace Education" and "Education for Peace" in a British Context. Paul Smoker and the Project "Preparedness for Peace." Reprints and Miniprints, No. 691. As part of the efforts of Sweden's Malmo School of Education's "Preparedness for Peace" project, this document presents a conversation with Paul Smoker. Smoker is director of the Richardson Institute for Conflict and Peace Research, University of Lancaster, England. He has a long history of involvement with peace research and peace studies. Smoker discusses his own background and the sources of his involvement in the peace studies movement. He explains how he interprets the term "peace education," how schools can teach the subject, and how British schools contribute to peace education. Smoker recounts his own military school background and how his interest in peace education set him apart from school colleagues. The paper includes notes about the interviewee, including a list of selected writings. (SG)… [PDF]

Nelson, Murray (1986). Peace Education: Personal Reflections Amid a Field of Research in School Curriculum. Peace education can be introduced into the curriculum through adoption or development of appropriate materials, networking, development programs at the local level, and workshops for educators, parents, administrators and the general citizenry. A status report on the integration of peace education into the curriculum completed in 1985 by Carole Hahn indicated that nuclear education was being taught in some classrooms. Hahn reported that educators saw a need for (1) quality teacher education in teaching nuclear issues; (2) a curriculum plan appropriate to the student's level of maturity; and (3) a sensible integration of nuclear themes into traditional curricula. Lowry Hemphill examined available materials and found that U.S. history texts had little or nothing on nuclear weapons and the nuclear arms race. Many of the available materials consisted mainly of a collection of worksheets and teacher lesson plans which failed to provide enough background information for students. Two…

Stomfay-Stitz, Aline; Wheeler, Edyth (2004). Meaningful Contexts for Peace Education. Childhood Education, v80 n3 p146 Spr. Many schools throughout the United States have mandated some form of character education, peace education, or conflict resolution. The Peace Education Network hopes to encourage an exchange of ideas about what schools and teachers are doing that works and doesn't work. An article in The Washington Post (Kalita, 2003) describing a newly adopted Character Education Day at a local high school indicated that the students found the lectures and skits presented that day to have little meaning for them. This column will suggest more effective ways to make such efforts meaningful and will offer practical resources….

Mester, Cathy Sargent; Troester, Rod (1990). Peace Communication: A Survey of Current Attitudes, Curricular Practice, and Research Priorities. Western Journal of Speech Communication, v54 n3 p420-28 Sum. Surveys the current relationship between speech communication education and peace education at the college level. Addresses attitudes toward peace education, actual teaching related to peace and peacemaking, and peace research priorities. Focuses on the diverse and often contradictory attitudes held by respondents. (KEH)…

Rathenow, Hanns-Fred (1994). Project Work in Teacher Training as Part of Peace Education. Peace Education Miniprints No. 58. The project oriented work of teacher training projects on peace educations leads the participants toward a common process of learning and experiencing. The two projects in this miniprint focus on street theater activities and international workshops. Four elements characterize the project-oriented work: (1) project on university level are dependent on cooperative planning, execution, and evaluation on an interdisciplinary basis; (2) projects should refer to social problems and to the future professions of the students; (3) the results should have an impact on the social surroundings (university, school, community); and (4) project work on social and political problems in the field of education have to be a part of applied peace education. Following descriptions of the street theater and the workshop projects, a list provides six international workshops on peace education that have been organized in Denmark (1982), Great Britain (1984), the Netherlands (1986), Germany (West Berlin,… [PDF]

Bjerstedt, Ake (1994). Peace Education–How? A Discussion of Steps and Measures To Be Taken. Peace Education Reports No. 11. This document discusses and documents the answers that 50 experts representing 22 countries gave to two questions: (1) Do you think it is at all possible for schools to contribute to a "peace education"? and (2) If so, what are some to the steps and measures to be taken that you think of first? Part 1 of the report attempts to summarize some major aspects of the answers, while part 2 gives a more detailed documentation of the interview areas in this area. The interviews had the character of relatively free conversation. The usual main questions were employed, but these main questions often had a very open character, the interviewer allowed and encouraged the respondents to converse in a natural manner. The group interviewed had a multifarious and usually long experience related to peace issues and peace education. The answers to the first question are rather brief probably because the interviewees are from a group of people who were chosen because of their interest in and… [PDF]

Rice, Marion J. (1972). Peace Education and the Rule of Law. Social Science Record, 9, 2, 34-38, Win 72. Peace education is defined and curriculum design suggested, with the major objective being to implement a rule of law among nations. (JB)…

Smith, David C. (1979). Conflict Studies and Peace Education. Prospects: Quarterly Review of Education, v9 n2 p170-76. Examines the recent growth of interest in conflict studies as a dimension of peace education and explores various ways of developing workable approaches to conflict studies. (DB)…

(1990). Quality Education for Citizenship, Complexity, Justice and Human Liberation: Two Perspectives on Peace Education: Kathleen Kanet, James P. Keen, and the Project "Preparedness for Peace." Reprints and Miniprints, No. 687. This document presents portions of two interviews on topics relating to peace education. Interviewees include Sister Kathleen Kanet of the Intercommunity Center for Justice and Peace, New York, and Professor James P. Keen, director of the Governor's School of Public Issues and the Future of New Jersey. Kanet describes a series of seminars for preparing teachers to instruct students on the subject of peace and presents her general views of peace education. Keen describes his background and explains what he perceives as the meaning of the term "peace education" and how he approaches the subject. He also examines differences in approaching the subject with older and younger students. An attached appendix includes an extract from the program description of the Governor's School on Public Issues and the Future of New Jersey. (SG)… [PDF]

Bjerstedt, Ake (1990). Education for Global Perspectives and Non-Violent Relations: A Selective Bibliography. Educational Document No. 100 = Undervisning for icke-valdsrelationer: Exemplifierande bibliografi. Pedagogisk dokumentation Nr. 100. This document presents a selective bibliography on education for global perspectives and nonviolent relations. The major emphasis is on recent books, reports, and articles in English or in the Scandinavian languages. The document groups the literature in seven content categories and presents introductory comments both in English and in Swedish. Items include: (1) examples of monograpahs and collections of papers explicitly dealing with peace education; (2) examples of shorter items explicitly addressing peace education; (3) examples of study materials or study guides on peace education; (4) books and articles dealing with such related topics as international understanding or global perspectives in schools; (5) examples of publications dealing with psychological aspects of war, peace, etc.; (6) examples of items dealing more generally with global survival; and (7) examples of Malmo School of Education research and development project reports on peace education topics. (SG)…

Okamoto, Mitsuo; Rowinski, Bogdan (1991). Peace Education: Perspectives from Japan and Poland. Peace Education Miniprints No. 22. The project groups "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. These interviews explore the views of Mitsuo Okamoto and Bogdan Rowinski. Mitsuo Okamoto is professor of peace studies at Hiroshima Shudo University and president of the Peace Studies Association of Japan. Bogdan Rowinski has been attached to a Youth Problems Research Institute in Warsaw, working with questions related to peace education, including beliefs about the future and attitudes to war and peace among young people. (Author)… [PDF]