Fujioka, Nobukatsu (1992). The Current Situation on Teaching about World War II in Japanese Classrooms. International Journal of Social Education, v6 n3 p20-40 Win 1991-92. Presents results of a questionnaire asking Japanese teachers how and what they teach about World War II. Reports that survey included broad and narrow questions on the war in Asia, Europe, and the Pacific. Concludes that Japan's postwar peace education has been a success but that more emphasis needs to be placed on cause and effect in history. (DK)…

Duffy, Terence (1993). An Environment for Peace Education: The Peace Museum Idea. Peace Education Miniprints, No. 48. Societies all over the world have museums to commemorate war and war heroes. A world-wide growth of peace museums addresses the issue of museums to celebrate peace. These museums, grounded in the activities of nationals, have a regional base but embody a larger international quest for peace education through the visual arts. The original type of peace museum is the anti-war museum. A second type is the issue-based museum such as in Hiroshima and Nagasaki that developed as a response to atomic bombs and the nuclear age. A third strand of peace museum focuses on the celebration of humanitarian work. Modern peace museums have a multi-faceted approach that encapsulates the world-wide quest for peace. These museums constitute a vital force for non-formal peace work and an opportunity for peace educators. (CK)… [PDF]

Lowry, Janice (2002). Teaching Children about Peace. Texas Child Care, v26 n2 p16-21 Fall. Describes an elementary school-wide peace education project including the use of a Peace Pole in the courtyard as a visual reminder to children and adults to consider peace in one's words and actions. Notes that developing the Peace Pole and its surrounding garden, and planning the dedication and celebration, resulted in enthusiastic cooperation from students and volunteers from families and the community. Includes tips for teaching peaceful behavior. (KB)…

Bleszynska, Krystyna M. (2008). Constructing Intercultural Education. Intercultural Education, v19 n6 p537-545 Dec. This paper examines the meta-theoretical status, basic determinants, interests, conditions and directives of theory development in contemporary intercultural education (IE). It identifies functions and main objectives of IE at the macro-, mezzo- and micro-levels of society, interdisciplinary approaches associated with the discipline, as well as its relations with other sub-disciplines of the educational sciences (i.e. international and comparative education, peace and civic education, as well as its contribution to global, European and regional education). Special attention is devoted to the analysis of national, racial-compensatory, civic and cultural borderland-oriented paradigms, as well as political and historical conditions determining the direction of IE development in particular countries. There are also distinct under-represented areas of interest in IE. In the conclusions of the paper, suggestions are offered for re-constructing IE due to the unique changes and challenges we… [Direct]

Narsee, Sheila (2005). Navigating Unchartered Waters: Peace within Hearts, Hands & Minds. Higher Education Policy, v18 n4 p341-351. This paper is motivated by a need to foster worldwide institutional collaboration and to reconsider conceptualizations of teaching, learning and researching education, encompassing a concern with human rights and a culture of peace. Education is a fundamental element in all processes that aim to build a culture of peace and human rights (UNESCO, 2000). It is more than the provision of information, it is a lifelong, value-based process of improving knowledge and action within the framework of the principles of the international instruments of human rights. My paper is underpinned by the underlying principle of Mahatma Gandhi's philosophy of non-violence, Satyagraha and Ahimsa. In this paper, I articulate that in the context of deep human crisis in the 21st century, the education of future citizens need to be redressed so that a better balance is achieved between academic excellence and human values and moral perceptions. The making of moral citizens must mean persons with "human… [Direct]

Henrik Syse; Kevin W. Dean (2024). Partners in Peace: A Sketch for a Link between the Nobel Peace Prize and NCHC. Honors in Practice, v20 p173-202. In a plenary address at the 2023 NCHC annual conference in Chicago, the former Vice Chair of the Norwegian Nobel Committee issued a challenge for honors students and educators to use their voices and positions of local leadership to promote peace. The call for peace advocacy extended in Chicago resonated with the large audience, as leadership development represents a high-impact practice that many honors programs embrace. As national and international conflicts produce increasing polarization and divisiveness that seep into our campuses and local communities, the urgency for honors students to hone critical thinking and practical skills needed for citizen leadership and peacemaking magnify. Nobel Peace Prize laureates are diverse and interdisciplinary exemplars that honors educators can utilize as they seek to inspire and instruct students who strive to fulfill the Chicago challenge. Drawing content from the history and laureates of the Nobel Peace Prize, we provide two tested… [PDF]

Kyllonen, Timo (1984). Internationalism and Finnish Higher Education. Higher Education in Europe, v9 n2 p50-56 Apr-Jun. A 1979 report concerning Finland's proposed internationalization of its higher education system and curricula is summarized, including conclusions about such components as peace research, education for peace, and assistance to developing nations, its relationship to various disciplines, and research efforts. (MSE)…

Hicks, David (2004). Teaching for Tomorrow: How Can Futures Studies Contribute to Peace Education?. Journal of Peace Education, v1 n2 p165-178 Jan. There are a number of cross-curricular educational fields today that have as their focus the need to create a better world. These range from peace education and global education to education for sustainability and futures education. This paper is concerned with the first and last of these fields, and in particular the contribution that futures studies can make to the work of peace educators. Firstly, it considers the origins, principles and practice of futures studies, and secondly the application of its key ideas in futures education. Thirdly, it explores the particular importance of envisioning within this tradition and attention is drawn to ways in which the insights from futures studies can be used to underpin various notions of positive peace. (Contains 1 figure and 3 boxes.)… [Direct]

Basma Hajir; Kevin Kester; Nomisha Kurian (2024). Protecting and Supporting Children and Women Affected by Gender-Based Violence: The Role of Education in Survivor Wellbeing. Journal of Peace Education, v21 n3 p285-312. Given the well-documented toll of gender-based violence on the wellbeing of women and girls, schools and universities can be key sites of advocacy and prevention. Peace educators have identified tackling gender-based violence as a priority for the field. Yet, two gaps persist. Firstly, the lived experiences of female survivors outside Europe and North America remain little understood in research. Secondly, the severe structural barriers female survivors face risk being overlooked in overly individualistic conceptualisations of wellbeing that neglect the social context. We argue that both these geographical and conceptual gaps can be addressed by considering voices from the Global South and closely contextualising children and women's experiences. We thereby utilise qualitative data from South Asia and the Middle East, combining the social-ecological model with Galtung's framework of direct, structural and cultural violence to contextualise the emotions and experiences of female… [Direct]

Blumberg, Herbert H. (1993). Perception and Misperception of Others: Social-Cognition Implications for Peace Education. Educational and Psychological Interactions. No. 115. This document discusses person perception or social cognition, as it affects relationships between people and nations. An important part of living together in harmony is for people to be able to perceive each other accurately, for individuals to understand one another's values, customs, goals, and resources. The need for accurate and sympathetic understanding among parties is true at the international and intercultural levels as well as interpersonally. Topics in social cognition that may be adapted for peace education include: (1) the nature and use of categories; (2) dimensional analysis of social interaction; (3) cognitive consistency; (4) prototypes and stereotypes; and (5) two-stage theories of inference-making. Additional topics, considered briefly, are: attributional analysis, biases in attributions, heuristics, and implicit personality theory. For each topic, an exercise relevant to peace education is described. Better understanding of the principles of social cognition and… [PDF]

Michlowski, Aida A. (1999). From Conflict to Congruence. Kappa Delta Pi Record, v35 n3 p108-11 Spr. Conflict resolution has moved into the classroom. Peaceful conflict resolution includes negotiation, peer mediation, and arbitration. Data on conflict-resolution programs have turned up interesting objectives and outcomes. Curriculum approaches include classroom discipline, peace education, multicultural perspective, and just community. Teaching conflict resolution must be developmental and sequential. Strategies include role playing, storytelling, game playing, humor, and mnemonics and metaphors. (SM)…

Jones, Nathan B.; Silva, Tony (1998). Comments on Tony Silva's "On the Ethical Treatment of ESL Writers": A Defense of Using Themes and Topics to Teach ESL/EFL Writing [and] The Author Responds… TESOL Quarterly, v32 n2 p338-51 Sum. Comments on a previously published article on the ethical treatment of English-as-a-Second-Language (ESL) writers, disagreeing with the author's view that it is inappropriate for ESL/EFL teachers to focus on themes such as peace education or conflict resolution in their writing classes. The author of the article being critiqued then responds to these comments. (Author/VWL)…

Chick, Angela; Gillespie, Catherine Wilson (2001). Fussbusters: Using Peers To Mediate Conflict Resolution in a Head Start Classroom. Childhood Education, v77 n4 p192-95 Sum. Discusses conflict as a normal part of young children's social development. Examines the teacher's role in children's conflict, classroom conflict outcomes, and the use of peer mediation programs and peace education in elementary and secondary schools. Describes the impact of the Fussbuster Program on Head Start children with high levels of conflict and on the children acting as mediators. (KB)…

McGinnis, James; And Others (1984). Educating for Peace and Justice. Volume II: Global Dimensions. Seventh Edition. This document, a handbook for teaching peace education, is for use as part of a carefully planned strategy to achieve both the substantive and normative goals of peace education. Objectives include knowledge of the causes of violence and injustice and the possibilities of transcending them and attitudes favoring the behavioral and structural changes such transcendence will require. The handbook provides a counterbalance to most mainstream curricula that assume the inevitability of most political violence and irreversibility of much social injustice. Both peace and justice are attainable goals, according to the handbook, as long as people develop peace related skills and knowledge and faith in the ability to enact change. New to the latest edition of the handbook are: (1) extensive case studies; (2) numerous stories about individuals, particularly young people; (3) expanded action suggestions; (4) an expanded peace section; (5) multiple perspectives on issues raised; and (6) the… [PDF]

Bjerstedt, Ake (1995). "Schooling for Peace": Notes on a Project for Developing Teaching Materials in Sweden. Peace Education Miniprints No. 81. This booklet reports on a project for the development of teachers' manuals and students' workbooks for Swedish schools on peace education. The work resulted in five separate teachers' manuals and three students' workbooks for different educational levels. "Schooling for Peace" is seen as an ambitious effort in an area where the lack of teaching materials has been emphasized. A series of reports and miniprints dealing with the task has been published in Swedish. Some aspects of this work are emphasized in this booklet, using mainly texts and examples for the upper secondary school for illustration. (EH)… [PDF]

Pellowski, Anne (1975). Can Children's Literature Bring Peace?. This paper, presented at a special meeting held in Tehran, discusses whether children's books can promote peace and analyzes several titles according to a theory of moral development evolved by Lawrence Kohlberg. Included are a list of programs in the United States that directly relate to peace education for children and a list of special education programs that show how to achieve empathy for others and how global interdependence works. (JM)… [PDF]

Basiga, Brenda (2004). Globalization and Peace Education. Canadian Social Studies, v38 n3 Spr. Today, it would be difficult to find a community that has been unaffected by globalization, yet its effects are still unknown to many people. This paper is an attempt to bring the subject to the awareness of educators while particularly focusing on those in the Philippines. It is ironic that globalization on one hand has incited people all over the world to protest against it; on the other hand, it has drawn the world closer together. Various contradicting effects of globalization on nations all over the world, especially on the economic sphere, are presented in the early part of the paper, and then the specific impacts in the Philippine context are discussed. The latter portion of the paper discusses an attempt at reconciliation of the conflicts created because of globalization through global education or peace education…. [PDF]

Mercieca, Charles (1985). Education for Peace: What It Entails. How peace can be \enforced\ on an entire generation through education is discussed. The goals of education for peace are several. For example, it would enable people to cope with issues of modern society, help them develop an understanding of different cultures, and prepare them to actively participate in the governmental policy-making process. To become peace loving, a person must go through a series of socialization steps, e.g., reduction of aggression, elimination of general tension, courage to deal with conflicts. Education for peace has many general characteristics. For example, it must be pluralistic and involve every sector of the community. There should be various educational experiments apart from the traditional school. The classroom environment needs to undergo radical changes. Teaching methods need to encourage student participation and interaction as well as the use of a variety of teaching media. The shortest way to the achievement of the full objectives of peace…

Brunold-Conesa, Cynthia (2008). Reflections on the Internationality of Montessori Education. Montessori Life: A Publication of the American Montessori Society, v20 n3 p40-44. One of the major components of Dr. Montessori's plan for peace education is a curriculum that de-emphasizes nationalism. The "big picture" of the cultural curriculum encourages the perspective that people are citizens of Earth first, and only secondarily American, Japanese, Polish, or other nationalities. Through the fundamental needs material, children learn that all people on all continents throughout history had and have the same basic needs. In preindustrial times, geographic context, together with local natural resources, determined how different groups of people met their needs. And because this is still true, the Montessori geography curriculum is not limited to land and water forms and political borders, but necessarily extends to the people who inhabit other places. It teaches that other people are much like everyone else in terms of basic needs, but that they may meet those needs in very different ways; and children learn to respect those differences. Such a… [Direct]

Linsell, Janice A Peace Education Unit for the Kindergarten Child. To educate children toward peace and a productive resolution of conflict instead toward inurement to war and violence the following goals are set forth: developing a respect for all life; recognizing and respecting cultural and social differences among individuals; solving problems of socialization; developing a concept of world citizenship; stimulating parents to adopt a philosophy of peace education; and developing in children the freedom to think critically and learn humanistically. A unit for inculcating these goals in kindergarten children focuses on the concepts of interdependence and conflict resolution. Activities and resources aimed at developing self-confidence and a sense of self-worth and acceptance are coordinated with these concepts. Included are lists of books, films, records, and other instructional materials. (JH)…

Dougherty, Shawn K. (1999). Autobiography: Telling Our Life Stories. Montessori Life, v11 n1 p40-41 Win. Discusses the role of student projects to provide opportunities for self-expression and self-knowledge as a first lesson in peace education. Describes activities for 3- to 6-year olds, including creating a memory book; 6- to 9-year olds, including developing an illustrated timeline of their lives and daily journaling; and for 9- to 12-year olds, including writing their autobiographies and corresponding with penpals. (KB)…

Bjerstedt, Ake (1988). Preparedness for Peace: A Research and Development Project in Process. Didakometry and Sociometry, v20 n1-2. In the news media and elsewhere, children and young adults are being confronted with dramatic details about a possible nuclear war and its horrendous consequences, resulting in feelings of unease and anxiety. The Malmo School of Education (Sweden) has launched a number of studies concerning educational and psychological research in the peace education field. These are to be carried out over a four-year period and are supported by the Swedish National Board of Education. The project focuses on five principal tasks: (1) inventory and analysis of experiences and related research from various countries; (2) studies of young peoples' conceptions of peace and war, enemy images, ideas on how to work for peace; (3) explorations of viewpoints concerning the role of the school in pursuit of peace preparedness; (4) studies of the way in which schools can treat peace and war and work for peace preparedness in general; and (5) project reports of different kinds. These reports consist of…

(1985). Unesco and Education for Peace. Prospects: Quarterly Review of Education, v15 n3 p445-53. Presented are the recommendations of the 1974 Unesco general conference concerning education for international understanding, co-operation, peace, and education relating to human rights and fundamental freedoms. (RM)…

(2005). Human Rights Education Can Be Integrated throughout the School Day. Childhood Education, v81 n3 p158-D Spr. Research indicates that few state departments of education have actually mandated human rights education in their schools. Clearly, individual teachers will need to take responsibility for the integration of peace education and human rights education. By integrating human rights education and peace education into the daily fabric of the school day, there is a potential in taking first steps toward the integration of human rights education. Here are a few ways to begin: (1) display a poster on the Declaration of the Rights of the Child or the Universal Declaration of Human Rights; (2) find a project that children can participate in–one that would be tangible to them; (3) expand children's global awareness by using a world map; (4) teach conflict resolution, modeling how to use it when a problem becomes evident; (5) clip articles from the newspaper and read them to the children each day; (6) use lesson plans expressly created for human rights education, such as those found in The…

Bjerstedt, Ake, Ed. (1992). Peace/War Issues from a Psychological Perspective: A Selective Bibliography, Nr. 113. This bibliography lists publications about the psychological aspects of war and peace, and peace education in general. Among the specific themes touched upon are psychological aspects of violent conflict resolution, psychological principles underlying effective responses to war threats, psychological effects of war and peace, and the empowerment of individuals and groups to become more involved in and effective at peace-promoting activities. Most of the listed materials are in English, with some examples from other languages also included. (DB)… [PDF]

Lockie, Colleen; Rau, Cheryl; Ritchie, Jenny (2011). He Tatau Pounamu. Considerations for an Early Childhood Peace Curriculum Focusing on Criticality, Indigeneity, and an Ethic of Care, in Aotearoa New Zealand. Journal of Peace Education, v8 n3 p333-352. This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Maori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. (Contains 1 note and 1 table.)… [Direct]

Bjerstedt, Ake (1999). Objectives Related to Multicultural Education: Bias Awareness, Cultural Fluency, Diversity Appreciation, Empathy, Equality Attitudes, Intercultural Communicative Competence, Tolerance, and Transcultural Identities. Examples of Publications. Peace Education Miniprints No. 98. This bibliography lists examples of books, dissertations, reports, and articles dealing with the broad field of multicultural education. The bibliography's major focus is on materials in English from recent years, especially materials that deal with educational objectives implicitly related to peace education, such as bias awareness, empathy, and tolerance. In the bibliography titles of documents are given in their original language–if the original language is English, French, or German, no translation is provided; in the case of other original languages, a translation of the title into English is added in square brackets. (BT)… [PDF]

(2005). International Institute for Capacity Building in Africa Newsletter. Volume 7, Number 2. UNESCO International Institute for Capacity Building in Africa This issue of the International Institute for Capacity Building in Africa (IICBA) Newsletter, published bi-annually in English and French, sheds light on the needs of teachers and teacher training in emergency situations with practical approaches and strategies provided on capacity building in the area of teacher education. Furthermore, it ventures into the examination of major components of education for reconstruction with some concrete examples drawn from the work of educators in the area of education in emergencies in general and peace education in particular. It contains the following articles: (1) Education in Emergencies (Joseph N. Ngu); (2) Training and Capacity Building: Pre-Service and In-Service in Schools (Excerpt from "Good Practice Guides for Emergency Education" published by the Interagency Network for Education in Emergencies); (3) Creation of a Teaching Force in an Emergency (Barry Sesnan); (4) UNESCO PEER and Teacher Education in Somalia (Ted Groenewegen);… [PDF]

Almogbel, Ali Naser (2015). International Education Issues in Saudi Arabia's Public Education Curricula: An Analytical Study. Journal of International Education and Leadership, v5 n1 Spr. The objective of this study is to improve the situation of the general education curriculum in Saudi Arabia, in line with global aspirations in this area and a proposal to implement international education issues in general education curricula. The study was centered on answering the following questions: What is the reality of issues of international education in some of the curricula of the general education schools in Saudi Arabia? What are the most important issues of international education–after identifying and learning from the experiences of countries such as the United States of America and Britain–that can be included in the curricula of public education in Saudi Arabia? The study sample was limited to the Arabic language and Social Studies courses at different levels, namely elementary, middle and high school, which were compared to the general education curricula in the United States and Britain. In light of the experiences found in other countries, the study recommends… [PDF]

(1990). Literacy for Peace and Human Rights. ASPBAE Courier, n49-50 Dec. This publication contains 11 papers, all of which reflect the emphasis on literacy that continues to dominate adult education at the end of International Literacy Year. The papers include four presentations from conferences related to literacy held in 1990, one on literacy and peace held in Indonesia and one on literacy in China held in Macao. The 11 papers are: "Literacy and Peace Education: A Maori Viewpoint" (Te Ripowai Pauline Higgins); "The Consumer Movement's Efforts in Peace Building" (Joe Selvaretnam); "Fijian Literacy: Visions for a Literate Community" (Joseph Veramu); "Past, Present, and Future of Literacy Education in Korea" (Soon Chul Ko); "Education Is the Answer" (Catherine Tseng); "Why Adult Literacy?" (Inayatullah); "Literacy and Literacy Activities in Japan" (Ken Motoki, Mimoru Mori); "Strategies for Literacy and Functional Literacy" (W. M. K. Wijetunga); "Literacy and Peace… [PDF]