Boulding, Elise (1982). The U. S. Academy of Peace. Teachers College Record, v84 n1 p192-98 Fall. Legislation proposing the establishment of a new federal academy for peace education and research is now pending before the United States Congress. The academy would provide training in conflict-resolution through nonmilitary methods. (PP)…

Osler, Audrey; Starkey, Hugh (2018). Extending the Theory and Practice of Education for Cosmopolitan Citizenship. Educational Review, v70 n1 p31-40. In 2003, citizenship education had recently been introduced to the national curriculum for England, and the model adopted was proving to be influential in a variety of settings worldwide. We sought to challenge a nationalist version of citizenship education by proposing "education for cosmopolitan citizenship" arguing for citizenship learning founded in human rights, that recognises and builds upon cosmopolitan values at all scales. Building upon David Held's theories of cosmopolitan democracy we examined research data from young people living in communities characterised by diversity. We characterised them as emergent cosmopolitan citizens, who were negotiating daily their multiple loyalties and belongings. Nearly two decades later, many people are less optimistic about the global political climate. In the face of economic difficulties, demographic change and uncertainties, some welcome authoritarian and populist leaders whose rhetoric suggests easy solutions to complex… [Direct]

Sutton, Eve (1990). Peace Education Needs You: Finding Your Niche as a Peace Educator. Educators have a responsibility to promote peace. The goals of peace education include disarmament, the prevention of war, progress toward cultural pluralism, and the development of inner peace. Concerns about peace should not be limited to the idealism of children, but must extend to the educator, a person who holds great potential to influence the lives of young people by example. Ways of bringing peace to the classroom are suggested. A list of resources concludes the document. (DB)…

Bjerstedt, Ake (1996). Six International Conferences of PEC (The Peace Education Commission). Peace Education Miniprints No. 87. This pamphlet offers an overview of five larger reports in order to facilitate the process of locating contributions originating from five peace conferences between 1990-1994. The Peace Education Commission (PEC) arranged five conferences in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary) and Valletta (Malta). A conference report for each conference was published in which the contributions are presented either in full-text or summary form. The full reports were previously published by the Malmo School of Education, University of Lund (Sweden). This guide facilitates reference to contributions in peace-related education during this time. In order to update the information, the contributions at the latest 1996 PEC conference in Brisbane (Australia) have been added, although no conference report references have been made yet. Part 1 contains an introductory description and some comments relevant to the topic. Part 2 is the guide to the pamphlet with the… [PDF]

Stomfay-Stitz, Aline; Wheeler, Edyth (2007). Ten Years of Working Together for Peace: Hope Is Our Message. Childhood Education, v83 n3 p162-F Spr. As the authors began to think about this issue's Peace Education/Conflict Resolution column, they realized that their network has been going for 10 years. Their goal has been to bring together professionals in their field to learn from one another and carry the wisdom of each other into their practice on behalf of a more peaceful world. Hearing from many of the people about their experiences and resources, the authors hope that they are meeting their goals. This issue's column also gives them an opportunity to look at what has happened over the past 10 years in the lives of children and families, in their own lives, and in their schools, communities, and the world. In this column they continue to report on peace efforts that reflect a growing sense of otherness. (Contains 4 online resources.)…

Charnofsky, Norene M. (1987). Global Education Resource List. Global education refers to efforts to cultivate in young people a perspective of the world which emphasizes the interconnections among cultures, species, and the planet, and this bibliography was designed to help educators bring about this understanding. Curriculum guides for world citizenship, materials containing learning activities for peace education, and a resource book to enhance understanding of the world economic situation are offered here. Materials for teaching the cultures of other lands, world economic development, and map skills, as well as resources pertaining to peace education stories for young children and pen pals for peace activities are described. Atlases, charts, and maps of humanity's march toward peace are among the available activities. Materials appropriate for educational levels from kindergarten through the secondary grades are featured. Addresses for ordering materials are included. (SM)… [PDF]

(1983). News of Projects in Associated Schools. International Understanding at School, v45 p23-33. Brief descriptions of school projects undertaken by countries participating in Unesco's Associated Schools Projects are provided. Project topics vary and include international education, environmental education, peace education, community aid, children's rights, world problems, and human rights. (RM)…

Gross, Richard E. (1975). Social Studies Imperatives in the Next Decade. Social Studies Review, 14, 4, 16-23, Spr 75. Socio-civic elements basic to society are the imperative for a social studies program emphasizing process skills, human understanding, cultural goals, population problems, environmental protection, peace education, political responsiveness, interdisciplinary approaches, futures, and globalism. (Author/ND)…

Ali Altikula√ß (2024). Thought of War and Literacy of Peace: A Comparison between US and Turkey. International Journal of Education and Literacy Studies, v12 n2 p172-180. The main purpose of this research is to comparatively examine the views of social studies teacher candidates in Turkey and the USA towards war and peace, and to reveal the similarities and differences. In parallel with the increasing violence and wars in the world, literacy of peace has become a concept that attracts more and more attention. Each country includes war and peace issues in its curriculum in different ways. Literacy of peace has become one of the basic elements of citizenship education in democratic societies. Social studies is one of the most powerful components of citizenship education. In the social studies course, while trying to raise patriotic individuals by teaching about the wars of the past, they are also trying to raise democratic citizens who have gained peace awareness. The research is a descriptive study in which quantitative and qualitative research methods are used together. As a quantitative data collection tool, The Attitude Inventory Regarding Peace and… [PDF]

(1992). Enemy Images, Developmental Psychology, And Peace Education. Peace Education Miniprints No. 29. Petra Hesse and the Project "Preparedness for Peace.". An interview on peace education with Petra Hesse, of the Center for Psychological Studies in the Nuclear Age (Cambridge, Massachusetts), is presented. The Center for Psychological Studies in the Nuclear Age was founded out of a concern about children's fears of the future and the risks of nuclear war. Petra Hesse coordinates a research project on children's and adolescents' images of the enemy and is interested in an integration of education for media literacy for multicultural awareness and for creative conflict resolution. (Author)… [PDF]

Calleja, James, Ed. (1995). International Education and the University. This collection of 15 essays discusses the integration of international education into higher education, focusing on the role of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and specific international education programs and activities at various institutions. Essays include: (1) "UNESCO's Approaches to Prompting International Education at the Level of Higher Education" (Dumitru Chitoran and Janusz Symonides); (2) "UNESCO Associated Universities Project" (Bernd Hamm); (3) "International Education: A Common Direction for Our Future" (James Calleja); (4) "An Institutional Framework for International Education" (Marlene Saliba); (5) "Peace Education: A World Perspective for the 1990s" (Ake Bjerstedt); (6) "Peace Studies in the United States at the University and College Levels" (Ian M. Harris); (7) "International Education and Higher Education in Brazil" (Brazilian National Commission…

Bouwsma, Maria, Ed.; Dubock, Linda, Ed.; Munstermann, Ulrich, Ed.; Rot, Karen, Ed.; Williams, David L., Ed. (2001). The Voice of THIMUN Youth: Action Papers of the Annual Session (1st, The Hague, Netherlands, January 21-26, 2001). This document contains action paper reports from an international youth assembly that was held to enable young people from around the world to discuss a variety of social and economic issues and develop a common vision and plan of action. The report by the Committee on Youth Employment and Education examines the current state of education, its impact on employment, vocational education, and needed support systems. The report by the Committee on Water and Life discusses strategies for increasing awareness of the need to protect water resources and possible policy solutions to critical environmental problems. The report by the Committee on Peace and Justice considers the following topics: the need for formal and informal peace education; potential peace education programs; and possible roles for teachers and the media in peace education. The report by the Committee on Health and Social Development explores possible strategies for preventing and controlling HIV/AIDS, drug abuse, and… [PDF]

Adibe, Nasrine, Ed.; Stone, Frank A., Ed. (1976). Proceedings of an International Conference on Expanding Dimensions of World Education (Hacettepe University, Ankara, Turkey, June 21-24, 1976). Educators, politicians, and members of international organizations shared concerns, ideas, and experiences in the area of expanding dimensions of world education at this international conference. Three major topics focused on illuminating global concerns and potentialities. Topic I, education for development, was discussed by eight authors whose subjects ranged from science and vocational instruction to presentation of a model for university entrance in developing countries. Topic II focused on multicultural education. Nine participants discussed subjects such as racial attitudes, children's perceptions of international relationships, cultural pluralism, and the women's movement in world education. Education for world peace and justice, the third topic area, was discussed by four conference participants. Discussion focused on a systems approach to conflict management, conflict resolution, the value of peace studies, and practical applications of peace education. Workshop reports and… [PDF]

Kevin Kester; Nicki Gerstner; Rira Seo (2024). Prefigurative Pedagogies for Working toward Peace and Justice in Changing Times: Insights from Korea. Journal of Peace Education, v21 n1 p108-133. This study examines the contribution of university educators toward prefiguratively creating tomorrow today in the higher education classroom. Educators often teach for peace and social justice through a variety of normative pedagogical frameworks. Yet, this linkage of pedagogy and prefigurative politics in university classrooms is frequently under-examined. Moreover, such research has not yet been conducted within the context of Korea. Hence, this paper investigates — through a qualitative case study methodology — the varied approaches to pedagogy for social change in Korean universities today, including but not limited to: (a) democratic pedagogy, (b) critical pedagogy, (c) peace and social justice pedagogy, and (d) decolonial pedagogy. The paper examines these intersectional pedagogies through the lens of prefigurative politics, which is understood as a form of praxis that attempts to (re)construct through education a more just society. Findings indicate challenges and… [Direct]

Fava, Viviane; Gorki, Maxime (1986). Draw Me a Picture of Peace–From the School to the Community. International Understanding at School, spec suppl n1 p23-26. Offers a broad array of activity ideas derived from the peace education program of the Gorki Nursery School in Nanterre, France. Includes activities about human rights that focus on topics such as freedom, a healthy environment, peace, and the right to be different. (JDH)…

n/a (2005). Teaching Peace in Fearful Times. Alliance for Childhood This brief statement advocates educating children for peace rather than violence, addressing the marketing of toys for violent play which have become more popular since the terrorist attacks in 2001. The statement is an introduction to a related publication, \Ten Steps for Peace Education.\… [PDF]

Barliba, Dan Mihai (1984). Youth and Peace. Prospects: Quarterly Review of Education, v14 n2 p223-30. The complex and dynamic relationship of youth and peace is examined, educational priorities regarding peace education of youth are discussed, and characterisitcs of youth movements for peace and disarmament are described. Peace is one of the main priorities expressed by the themes of International Youth Year 1985. (RM)…

Iram, Yaacov, Ed.; Wahrman, Hillel, Ed. (2003). Education of Minorities and Peace Education in Pluralistic Societies. This collection of papers provides an international perspective on minorities and peace and on the relationship between these two issues in education. The 14 papers are: (1) "Education of Minorities: Problems, Promises, and Prospects–An International Perspective" (Yaacov Iram); (2) "Cultural Recognition or Social Redistribution: Predicaments of Minority Education" (Gita Setiner-Khamsi); (3) "Multiculturalism and Civic Education in a Globalizing Economy" (Martin Carnoy); (4) "What Should Be the Foundations of Peace Education?" (Chadwick F. Alger); (5) "Education for Peace: Concepts, Contexts, and Challenges" (Lennart Vriens); (6) "Can Educational Improvement Equalize Minority Economic Opportunities? The Case of the United States" (Martin Carnoy); (7) "Cultural and Religious Minority Education in France: Limits to Diversity and Equality" (Leslie Limage); (8) "Recognizing and Educating Religious Minorities in…

DeVitis, Joseph L., Ed.; Yu, Tianlong, Ed. (2011). Character and Moral Education: A Reader. Peter Lang New York Against a formidable national discourse that emphasizes academic standardization, accountability, and high-stakes testing in educational policy, "Character and Moral Education: A Reader" seeks to re-introduce and revive the moral mission of education in public conversation and practices in America's schools. With contributions from a prominent array of scholars and practitioners, the book critically analyzes moral education, broadly defined as both an academic field that attempts to develop moral human beings, and as a principled discourse aimed at creating ethical educational policies and practices. With theoretical rigor and practical wisdom, this volume offers diverse and cutting-edge scholarship on character and moral education in 21st-century schools. This timely and important book will appeal to all those concerned with both the ethical well-being of today's students, and the school's responsibility to prepare individuals to lead moral lives in the future. This book… [Direct]

Johnson, David W.; Johnson, Roger T. (2005). Essential Components of Peace Education. Theory Into Practice, v44 n4 p280-292. Peace education is a key for establishing a consensual peace and maintaining it over time. There are 5 essential elements in building a lasting peace through education. First, a public education system must be established that has compulsory attendance for all children and youth, integrated so students from previously conflicting groups interact with one another 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 must be taught the constructive controversy procedure to ensure they know how to make difficult decisions and engage in political discourse. Fourth, students must be taught how to engage in integrative negotiations and peer mediation to resolve their conflicts with each other… [Direct]

Passow, A. Harry (1989). Designing a Global Curriculum. Gifted Child Today (GCT), v12 n3 p24-25 May-Jun. The article provides a rationale for providing gifted students with a global curriculum with such components as: peace education, cross cultural studies, thinking skills, human problems, ethics, emerging concepts, future studies, networking with students from other nations, and active problem solving. (DB)…

Bjerstedt, Ake (1996). What Have Peace Education Commission Papers Dealt with in the 1990s? Comments on a Guide to Five Conference Reports. Reprints and Miniprints, No. 857. Five international conferences were held during the 1990s by the Peace Education Commission, a semi-independent subgroup of the International Peace Research Association. The conferences were held in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary), and Valletta (Malta). This document is a brief commentary on the topics covered by the 124 papers presented at these conferences. Nineteen specific papers are mentioned in the commentary. (EH)… [PDF]

Thaman, Konai Helu (2008). Nurturing Relationships and Honouring Responsibilities: A Pacific Perspective. International Review of Education, v54 n3-4 p459-473 Jul. This essay contributes a Pacific Islands perspective to the global discussion of "Living Together: Education and Intercultural Dialogue". Through poetry and prose, this essay traces the impact of the Tongan concept of "vaa" (values/valued relationships) on learning and language. By invoking UNESCO's mandate to build peace through education, the concept of "vaa" is shown to be a key to promoting peace. The challenges and prospects of nurturing peace through international cooperation in education are discussed with examples drawn from the Pacific. Specifically, Tonga's social and linguistic histories provide avenues for interpreting Pacific educational ideals in relation to Western concepts of knowing and learning. Reflection on cultural literacy in the Pacific context raises deeper questions about the role of educators when working interculturally. Lessons to be learned include the oft-quoted maxim that educators must first learn about their own culture… [Direct]

Webster, R. Scott (2011). Must Dewey and Kierkegaard's Inquiry for World Peace Be Violent?. Educational Philosophy and Theory, v43 n5 p521-533 Jul. Amongst the many aims of education, surely the pursuit of global peace must be one of the most significant. The mandate of UNESCO is to pursue world peace through education by primarily promoting collaboration. The sort of collaboration that UNESCO endorses involves democratic dialogue, where various persons from differing backgrounds can come together, listen, negotiate and discuss possible ways in which peace might be pursued. While this sort of democratic dialogue with its associated free intellectual inquiry is more readily acceptable for issues dealing with problems in the realm of physical nature, it is not so easily tolerated in the realm of ethics and values. Indeed inquiry into the realm of ethics by Kierkegaard has been described by Levinas to be a form of violence. Similarly John Dewey's work has been included in a list of the ten most harmful books by some conservatives in the United States because he promoted inquiry into morals and religion. Dewey argued against the… [Direct]

Feuerverger, Grace (1997). An Educational Program for Peace: Jewish-Arab Conflict Resolution in Israel. Theory into Practice, v36 n1 p17-25 Win. Describes an encounter session at a School for Peace Workshop designed to teach peace and conflict resolution to Jewish and Palestinian adolescents in Israel. The workshop illustrates the importance of listening sensitively to the voices in conflict in order to develop valued modes of peace education and conflict resolution. (SM)…

Tephly, Joan (1985). Young Children's Understanding of War and Peace. Early Child Development and Care, v20 n4 p271-85. Prekindergarten, kindergarten, and first-grade children were asked eight questions to assess their understandings and attitudes about war and peace. An attitude of rejection of war existed at these ages, increasing with age and stronger for females. Implications of this study for peace education curricula are discussed. (Author/DST)…

Salomon, Gavriel; Shechter, Hava (2005). Does Vicarious Experience of Suffering Affect Empathy for an Adversary? The Effects of Israelis' Visits to Auschwitz on Their Empathy for Palestinians. Journal of Peace Education, v2 n2 p125-138 Sep. Empathy for the adversary is part of peace education. Does the vicarious experience of suffering affect empathy towards the suffering of an adversary? Specifically, does the visit of Israeli youth to Auschwitz affect their empathy toward the Palestinians? Three hundred and nine high school students participated in the study: One half went on the journey, while the other, comparable half, served as a control group. Findings tended to support the hypotheses. The journey increased empathy among participants with initially more positive attitudes toward the Palestinians but it also decreased empathy among those with initially more negative ones. The choice of nationalistic lessons about the holocaust affected feelings of pride and identification with the victims but not empathy. The choice of universalistic lessons affected feelings of fear and helplessness and contributed to increased empathy. Conclusions are drawn pertaining to peace education programs aiming at increasing empathy… [Direct]

Bjerstedt, Ake (1997). Monographs and Paper Collections on Peace Education: With a Focus on the Last 25 Years. Peace Education Miniprints, No. 90. This bibliography lists examples of journal articles and chapters in edited books dealing with peace education. The major focus of the bibliography is on materials from the last 25 years and are in English, German, and the Scandinavian languages. Titles of articles in the bibliography are given in the original language. If the original language is English, French, or German, no translations are provided, but in the case of other original languages, a translation of the title into English is added in square brackets. The bibliography contains over 600 citations. (Author/LB)…

Bjerstedt, Ake (1998). Articles on Peace Education. A Selective Bibliography with a Focus on the Last 25 Years. Peace Education Miniprints No. 91. This bibliography lists examples of journal articles and chapters in edited books dealing with peace education; some separate prints of article size also are included. The major focus of the bibliography is on materials in English, German, and the Scandinavian languages from the last 25 years. Titles of articles are given in the original language if the original language is English, French, or German, no translations are provided, but in the case of other original languages, a translation of the title into English is added in square brackets. The bibliography contains over 600 citations. (BT)…

Leonard, Kathleen M. (1995). Improving the Social Skills of Kindergarten Students in Their Multicultural Setting through a Peacemaking Program. A project to improve the social skills of kindergarten children in a multicultural setting by a simple peace education program was implemented. Noting that kindergarten children did not exhibit good social skills and were not able to solve conflicts in a peaceful manner, the project was designed to incorporate and increase group problem solving, cooperative learning, peacemaking language skills, and parent participation. The results showed that 15 out of the 20 kindergarten students solved verbal conflicts peacefully, accepted others into their play, and collaborated and shared with each other. The results also indicated that involving the home, school, and the community in the peace education program resulted in opportunities for students to improve their social skills. Three appendices on student checklists for verbal solving of conflicts, acceptance of other children, and collaborating and sharing are included. Contains 23 references. (AP)… [PDF]