CORTRIGHT, RICHARD W. (1966). ADULT BASIC EDUCATION IN LATIN AMERICA. THE AUTHOR BRIEFLY REVIEWS STUDIES AND REPORTS ON ADULT BASIC EDUCATION PROGRAMS IN LATIN AMERICA, WHERE IN MOST COUNTRIES AT LEAST 40 PERCENT OF THE ADULT POPULATION IS ILLITERATE. EDUCATION HAS BEEN RELATED TO NATIONAL ECONOMIES, HEALTH, AND SOCIAL AND POLITICAL PROBLEMS. NATIONAL BUDGETS FOR LITERACY PROGRAMS ARE GROWING AND IN SOME COUNTRIES INDUSTRIES HAVE AIDED LITERACY EDUCATION. ADULT PROGRAMS HAVE INCLUDED CHILDREN AND ADOLESCENTS WHO WORK A FULL DAY. THE QUESTION OF WHETHER TO INVEST MORE IN ADULT OR ELEMENTARY PROGRAMS RECURS. THE PEACE CORPS HAS BEEN HELPFUL IN TRAINING TEACHERS OF ILLITERATES AND IN INITIATING PROGRAMS. NUMEROUS REFERENCES ARE MADE TO DOCUMENTS IN ENGLISH, SPANISH, PORTUGUESE, AND FRENCH. THIS ARTICLE CONTAINS SUMMARIES IN FRENCH AND GERMAN AND IS PUBLISHED IN THE "INTERNATIONAL REVIEW OF EDUCATION," VOLUME 12, NUMBER 2, 1966. (JA)…

Goldman, Ralph M. (1969). Self-Identity in the Context of War and Peace. Questions of identity, and the encounter with the draft, are central issues for teenagers, and secondary schools should be capitalizing upon such concerns to facilitate the general education and development of their students. The relationship between each student and the biggest problem of our times–war and peace–should be a thoroughly incorporated feature of the secondary curriculum. To talk about war and peace in the secondary school is to talk about the world. The realities for facilitating self identification with the world are fragmentary and undeveloped, but there are some psychological processes which may be used to suggest ways of relating the individual's self or ego with those few realities of the world community. These concepts are: a) identification, b)socialization, and, c) role learning. If the theories of psychological identification are to be applied, we need to find and talk about world heroes and world leaders with whom they can identify. If the processes of… [PDF]

Baraka, Muhammad Zaayid; Mahmud, Ushari Ahmad (1995). Educating Displaced Children: An Opportunity for Building Peace? Case Study: Sudan. Mid-Decade Review of Progress towards Education for All. This report documents efforts to educate children who fled their homes in the 1990s because of civil war in Sudan. Current estimates place the number of displaced people at about two million. The document states that the displaced come from over 60 different ethno-linguistic groups. Many of these people do not speak Arabic and reside at present in the southern states, including the Transitional Zone of the Nuba Mountains and southern Dafur and the four official camps for the displaced in Khartoum State. The report states that the United Nations Children's Fund (UNICEF) Emergency Education Program works with 480,000 school-aged children in the principal regions with displaced communities. According to the report, there are an estimated 65,000 children who are "unaccompanied," either orphans or children separated from their families, and many live in territories still in conflict. The report gives the results of a case study on Sudan, in which education officials were… [PDF]

Skorton, David J. (2007). A Global Outreach Plan for Colleges. Chronicle of Higher Education, v54 n4 pB28 Sep. Speaking at a Harvard University commencement 60 years ago, Secretary of State George C. Marshall proposed a massive program of aid and redevelopment–since known as the Marshall Plan–to bring a war-ravaged Europe back to economic health, political stability, and peace. Today colleges and universities need a new such plan, with university teaching, research, and outreach at its center, to help resolve the socioeconomic inequalities that threaten the country and the world. At a time when other nations are challenging the United States economically as well as on religious, moral, and ideological grounds, presidents should enlist their colleges and universities to fulfill their potential as one of their most effective and credible diplomatic assets. Colleges and universities can and should play a more central role in helping countries that are struggling to meet the needs of their citizens by improving local education, research, and problem-solving skills. Indeed, the development of… [Direct]

Ashabranner, Brent (1968). From the Peace Corps, A New Kind of Teacher. The National Elementary Principal, v47 n5 p38-42 Apr. Many Peace Corps volunteers, returning to see with new eyes and feel with new nerves the sorrows of our own cities, are finding jobs as teachers in inner-city schools. Of the 50 percent sent overseas to teach, more than two thirds are young liberal arts graduates lacking orthodox teaching credentials, but by 1965 many states began recruiting them, often giving salary credit for the two years abroad and granting at least temporary teaching certificates. Cleveland, Philadelphia, and Washington, D.C., initiated special programs of teaching and continuing education which included intensive orientation courses, supportive counseling from experienced teachers, and frequent meetings with consultants and subject matter specialists. Returned volunteers find the jobs rough, tough, and frustrating, in some ways more so than their overseas service. Many undergo cultural shock similar to that experienced overseas; some lack professional distance in dealing with students, or expect more of… [PDF]

Abel, James F. (1928). Major Trends of Education in Other Countries. Bulletin, 1928, No. 13. Bureau of Education, Department of the Interior The period under review reported in this bulletin, approximately the years 1924, 1925, and 1926, are of significance in education in that they are a part of the reconstruction, postwar time that was marked in its earlier months by strong enthusiasm and a general freedom of conception, when fine plans for educational systems–by no means impossible of eventual realization–were laid and even enacted into law, only to be held disappointingly in abeyance by the severe reactions and economic distress that followed shortly after. The major changes in world education in these years center largely in the Eurasian countries and grow out of the war and the new political situations set up by the treaties of peace. (Contains 10 tables.) [Best copy available has been provided.]… [PDF]

English, John C. (1979). Introducing Students to the Western Tradition: An Interdisciplinary Approach. Attempts by the faculty at Baker University to introduce American undergraduates to the history of the Western tradition as part of their general education are described. The strengths and weaknesses of the Western civilization course and of the core curriculum formerly offered by the college are analyzed. The rationale for the interdisciplinary course now being offered, entitled "Shaping of Western Thought," is presented. The sophomore-level course focuses on three values that are highly prized in the Western tradition–love, peace, and freedom. The alternative ways in which these ideas have been understood by the residents of several major cities in the West are discussed. (Author/LBH)…

English, John C. (1977). History of Ideas at Baker University. Position Paper II. Purpose and Content. The goals and content of an interdisciplinary course on the history of ideas, which is required at Baker University as part of its general education program, are described in this position paper. The course aims to help students appreciate the complex character of historical reality and to help them clarify their values and make responsible moral judgments. In order to meet those objectives, alternative ways in which Westerners have understood the ideas of life, peace, and freedom are examined. These ideas concerning values are studied in the context of great cities that have been important centers of Western civilization. The content of the course and procedural matters are discussed. (Author/LBH)…

Adelman, Clifford (1985). War and Peace among the Words: Rhetoric, Style and Propaganda in Response to National Reports on Higher Education. Responses to national reports during October 1984 through May 1985 concerning the state of American higher education are analyzed. Quantitative content analysis and qualitative rehetorical criticism are used to examine responses to national reports. Three national reports are of concern: "Involvement in Learning,""A Nation at Risk," and "Integrity in the College Curriculum." To analyze the progress of propaganda in print media, attention is directed to: (1) the language used to describe the three major reports; (2) the character of assertions made in the media about the major actors, issues, and beliefs that comprise the competing myths; and (3) the rhetoric of response over time. Six categories of assertions for analysis of newspaper content and propaganda are identified, along with rules used to select communications and assertions within them. Consideration is given to: the role and emotive position of faculty in the drama of propaganda changes over…

(1980). Evaluation and Development of the Associated Schools Project in Education for International Co-operation and Peace: Final Report. International Understanding at School, n39-40 p22-30. Contains the final report of the 1980 Meeting on the Evaluation and Development of the UNESCO Associated Schools Project. The report reviews conference activities and includes recommendations for the further development of the project in elementary and secondary schools and its introduction into selected institutions of higher education. (AM)…

Murray, Thomas E. (2004). Citizenship Education about War and Peace: A Study of the History of the Vietnam War through Oral History. Theory and Research in Social Education, v32 n1 p113-117 Win. In this article, the author discusses his "History of the Vietnam War" course, which takes oral history as the core of its curriculum. This oral history focuses on personal lives and stories that can bring history to life. The components of the course are as follows: (1) overview of the History of the Vietnam War; (2) email interviews; and (3) classroom guests, interviews, and welcome home party. Each student takes part in the following activities: (1) conducting an email interview; (2) writing a story based on a classroom guest; (3) participating in a one-on-one interview; (4) participating in perspective taking activities that include family, volunteers, Vietnamese and U.S. veterans; (5) researching and analyzing data discovered in oral history interviews; (6) producing articles and photos in order to publish a book; and (7) creating a veterans' "Welcome Home" celebration…. [Direct]

Edelfelt, Roy, Ed.; Johnson, Margo, Ed. (1980). Providing Leadership for Staff Development and Inservice Education. Professional Development 6. Six papers on the current and future state of inservice teacher education are presented in this monograph. In the first paper, a futuristic approach to what will comprise an educated person in the years to come envisions holistic education with an emphasis upon service to humankind and realization of world peace. An examination of the fundamental needs of teachers in the second paper indicates that teachers need inservice programs that will provide an awakening interest in learning for its own sake, and encouragement for individual creativity. The third paper points out that the quality of the learning climate stems basically from the teacher's educational values. The fourth and fifth papers provide thoughts on positive images for schools of education. The final paper offers considerations on the continuous learning aspect of inservice education and the importance of federal commitment to staff development. (JD)…

Benally, Clyde; And Others (1982). A Utah Navajo History = Dineji Nakee' Naahane'. This book presents Navajo history in two aspects–traditional stories that describe the ancestors of the Navajo and explain how the Earth-Surface World was changed from monster-filled chaos into the well-ordered world of today, and historical events from 1525 to today after the Navajos had settled in the Southwest. Events described include settlement in the Four Corners region, first encounter and war with the Spaniards, the Pueblo Revolt of 1680, 4 years of peace among tribes and the Spaniards, cultural exchange with the Pueblo and Spaniards, effects of the Mexican Revolution, and slave trade. Events occurring with western settlement were intrusion of the United States Army into New Mexico; confusion and conflict with the new government and Indian affairs of New Mexico; death of Narbona, a Navajo leader of peace; signing of the Washington treaty; leadership under Manuelito, a Navajo leader; Kit Carson's campaign to imprison Navajos and Apaches; the Long Walk to Bosque Redondo,… [PDF]

Nolan, Lucinda A. (2005). John Lancaster Spalding (1840-1916): A Catalyst for Social Reform. Catholic Education: A Journal of Inquiry and Practice, v9 n2 p178-197 Dec. The life and work of John Lancaster Spalding focused on the importance of Catholic ideals of life and education in the development of the human person and society in order to fit them to the high purpose of participating in God's reign on earth and preparation for humanity's ultimate end–eternal life with God. Following a brief biographical introduction, this article addresses the central themes of Bishop Spalding's social thought and proposes that his attempts to articulate a Catholic perspective on social justice issues of his time were among the earliest in the United States. The article concludes by focusing on the importance of the role of education in Spalding's social thought and proposes some implications for the teaching of peace and justice today…. [PDF]

Pollmann, Andreas (2007). National and European Identities: Notions of Reconcilability and Inclusiveness in a Case Study of German Trainee Teachers. Compare: A Journal of Comparative Education, v37 n1 p89-104 Jan. The link between formal education and national identities is widely acknowledged. Empirical research on national and supranational identities of teachers, however, is still relatively rare. Whilst a number of studies consider the special population of teachers, these contributions do not consistently focus on national and supranational identities. Based on a case study of 72 trainee teachers from Baden-Wurttemberg (Germany), the present paper looks at the reconcilability of national and European identities and explores notions of the European Union in terms of cultural and geographical inclusiveness. Findings on the case study level are considered in their own right, but also compared to findings on the regional, national and European level, using relevant Eurobarometer survey data. The article shows that high levels of attachment to nation and high levels of attachment to Europe do not have to be mutually exclusive. It also demonstrates that, for most trainee teachers, the European… [Direct]

Hill, Norbert S., Jr., Ed. (1994). Words of Power: Voices from Indian America. This book represents a compilation of past and contemporary quotations by American Indians that reflect Indian philosophy and traditional knowledge. By including contemporary sayings, the book demonstrates that while peoples and conditions have changed, the basic perspectives of Indian peoples remain constant. Quotations cover values; spirituality and religion; tradition and history; women and men; children and education; economics, money, and power; land and environment; insight and appreciation; philosophy and culture; leadership; struggle, conflict, and treaties; justice, reconciliation, and peace; and community. Each quotation includes the name of the speaker and date. A list of sources for copyrighted works and an index of speakers are included. (LP)…

Smith, J. C. (1973). Military Aerospace. Aerospace Education II. This book is a revised publication in the series on Aerospace Education II. It describes the employment of aerospace forces, their methods of operation, and some of the weapons and equipment used in combat and combat support activities. The first chapter describes some of the national objectives and policies served by the Air Force in peace and war. The second and third chapters examine the mission and structure of major Air Force operating commands. The fourth chapter describes the various support commands and operating agencies maintained by the Air Force to back up its combat forces. The last chapter reviews the aerospace role of the Army, Navy, and Marine Corps. (PS)… [PDF]

Valanides, Nicos, Ed. (2001). Science and Technology Education: Preparing Future Citizens. Proceedings of the IOSTE Symposium in Southern Europe (1st, Paralimni, Cyprus, April 29-May 2, 2001). Volume I [and] Volume II. This document contains two volumes of papers presented at the first annual meeting of the International Organization of Science and Technology Education Symposium. Each volume of papers is divided into two sections. Section 1 of the first volume focuses on relevant teaching, incorporating curriculum, teaching approaches, and assessment aspects. Section 2 of Volume One papers focus on environmental issues including sustainable development and a culture of peace. Papers included in Section 1 of Volume Two focus on action research, involving classroom related studies and professional development studies. Section 2 of Volume Two papers focus on resources supporting teaching, including locally produced equipment, visualization ideas and using new technologies. (YDS)…

Chenfeld, Mimi Brodsky (2004). Metaphors of Hope. Phi Delta Kappan, v86 n4 p271 Dec. Refusing to be disheartened by all the negative press surrounding education today, Ms. Chenfeld travels the country and encounters one inspiring educator after another. In this article she tells four of their stories. The stories of the following educators are told: (1) Tom Tenerovich, a second grade teacher; (2) Cathy Arment, a first grade teacher; (3) Dee Gibson, a first grade teacher; and (4) Anne Price and Claudette Cole, Partners in Educating All Children Equally (PEACE), traveling to schools, programs, and conferences, spreading very simple messages–especially to administrators who too often don't attend workshops that are aimed directly at the heart. (Contains 6 notes.)…

Carr-Stewart, Sheila (2006). The Changing Educational Governance of First Nations Schools in Canada: Towards Local Control and Educational Equity. Management in Education, v20 n5 p6-12. In 1867, Canada was established as a federal state in which each province "may exclusively make Laws in relation to Education" while the federal government may "make Laws for the Peace, Order, and good Government of Canada, in relation to all matters….[including] Indians and lands reserved for Indians." Thus two separate educational systems were established, one for First Nations people who lived on reserve and the provincial system for all other Canadians. This article gives focus to the federal system of education and the changing role of Canada and First Nations people in the delivery and governance of education. In 1969, in response to a proposed federal policy paper, First Nations people across Canada issued their own policy document Indian Control of Indian Education and over the past four decades First Nations have entered into a variety of educational governance models. Four governance structures are discussed in the paper, including issues of… [Direct]

Mwanakatwe, J. M. (1971). Adult Education and Political and Social Change. Continuing education of adults plays a vital role in national development and in promoting political and social change. Ways in which adult education affects political change include: increasing the literacy of adults so that they can become responsible citizens; unifying multilingual, multiracial societies through the teaching of English; improving the adults' ability to participate fully in industry and commerce; teaching the advantages of cooperation among independent countries; encouraging participation in international programs for peace; and encouraging the development of leadership qualities. The influences of adult education on social change include: improvement in living and health standards; creative use of leisure time; family budgeting instruction; procedures in family planning; and opportunities for young dropouts to receive further education, and thus reduce their frustration and hostility. In Zambia, there are many agencies that are participating in the field of adult… [PDF]

Ben Porath, Sigal R. (2003). Radicalizing Democratic Education: Unity and Dissent in Wartime. This paper explores the normative role of civic education in responding to war, and in preparing society for the possibility of peace. The paper describes changes in the conceptualization of citizenship in times of conflict. It notes that during wartime, democratic societies tend to transform their notion of citizenship to a militaristic one that is termed here belligerent citizenship. the paper examines the role of public education in response to these social challenges. It makes the case for an educational response to belligerent democracy from various perspectives, situated within the contemporary theoretical discussion of patriotic education. Based on Amy Gutmann's democratic education theory, the paper maintains that the foremost role of public education is to foster basic democratic principles, such as equal opportunity and liberty. It points out that in wartime, the education system has to fulfill this role through opposing the mainstream conception of citizenship, employing… [PDF]

(1986). Higher Education Amendments of 1986. Conference Report to Accompany S. 1965. House of Representatives, 99th Congress, 2nd Session. This conference report covers the Higher Education Amendments of 1986. The following titles of the Higher Education Act are amended: Title I, Postsecondary Programs for Nontraditional Students; Title II, Libraries; Title III, Institutional Aid; Title IV, Student Assistance; Title V, Teacher Training and Development; Title VI, International Education Programs; Title VII, Construction and Renovation; Title VIII, Cooperative Education; Title IX, Graduate Programs; Title X, Improvement of Postsecondary Education; Title XI, Partnerships for Economic Development and Urban Community Service; Title XII, General Provisions; Title XIII, Education Administration; Title XIV, Education Research and Statistics; Title XV, American Indian, Alaska Native, and Native Hawaiian Culture and Art Development; and Title XVI, United States Institute of Peace. Parts of the Titles include: specific federal student aid programs; program and planning grants; strengthening institutions; strengthening… [PDF]

(1990). UNESCO: Worldwide Action in Education = UNESCO: L'action mondiale pour l'education. This document was produced as part of the observance of International Literacy Year, 1990. Divided into four parts, the first part, "Priorities," is a discussion of the observance and UNESCO's 1990 International Literacy Year, priorities for 1990-95 and Unesco's strategies for education. Part 2, "Regional Action in Education," describes the organization's actitivities in Africa, the Arab States, Asia and the Pacific, Europe, and Latin America and the Caribbean. "Global Action in Education," part 3, addresses UNESCO's education institutes, presents statistics on education, explores standard-setting activities, and underscores the UNESCO priorities of peace and international understanding, the environment, and sustainable development. Part 4 of the document, entitled "UNESCO and You," describes participation at the grass roots level, obtaining information on education, technical cooperation, other means of cooperation, and explains where to…

Foucher, Michel (1995). The New Faces of Europe. Secondary Education. This monograph, published as part of the project "A Secondary Education for Europe," offers some basic data on the contemporary human geography of the European continent, with a focus on central and eastern Europe. The document first describes civic issues in the teaching of geography and cartography of the new Europe. The basic pedagogical intent of the text is to show, through a set of maps, the solidarity that links or should link the nations and states of Europe. The document advocates a geographical approach that takes into account Europe in peacetime and at war, the Europe to be developed, and the Europe to which peace must be brought. It argues that the teaching of geography must be modernized, particularly in the states that are in the process of being created, and that geography must portray territory in terms of different scales–the characteristics of a given area and the ways in which it fits into greater units. The second section describes changes that have…

Crombez, Mary Margaret, Ed.; Mangigian, Lisa, Ed. (1999). Offspring, 1999. Offspring, v41 n1-2 Spr-Fall. This document consists of the two 1999 issues of a magazine for parents, teachers, and others involved in cooperative nursery schools. The magazine is designed to provide a forum for views on dealing with young children, express a variety of ideas, promote the cooperative philosophy, and enhance the relationships of those involved in cooperative nursery schools. The Spring 1999 issue contains the following articles: (1) "Parents Do Matter! An Interview with Dr. Nicholas Abraham" (Lisa Mangigian); (2) "Adventures in Living" (Kate Cole); (3) "'What Do You Do?' Career Parenting in the 90s" (David Bard); (4) "Building Moral Foundations: Character Education for Children" (Karen L. Pace); (5) "Making Peace with Your Mother" (Lynn Sipher); and (6) "Understanding the TV Rating System" (Mary Margaret Crombez). The Fall 1999 issue contains the following articles: (1) "Is It My Turn to Work?" (Carole M. Grates); (2)… [PDF]

Jones, Adele (2005). Conflict, Development and Community Participation in Education: Pakistan and Yemen. Online Submission, Internationales Asienforum v36 n3-4 p289-310. In development policy, community participation has increasingly come to be seen as a way to encourage community interest, involvement, ownership and ultimately, sustainability of projects. Education has also been affected by this discourse. The following paper examines two countries affected by conflict (Pakistan and Yemen), asking what type of community participation is possible in areas with complex conflict situations, since "community participation" demands some form of "democracy." The conflict scenario and the locus of control and power in these countries is examined in two rural areas. Finally, the paper questions what type and degree of community participation is possible in education and whether it can become a catalyst for peace, or an indirect mechanism for power elites to control decision-making. (Contains 28 footnotes.)… [PDF]

Kneidek, Tony, Ed.; Sherman, Lee, Ed. (1999). Northwest Education, 1998-1999. Northwest Education, v4 n1-4 Fall-Sum 1998-1999. Volume 4 of "Northwest Education" contains four issues. Each issue has a theme and typically consists of an opening review article on current trends and research related to the theme, followed by articles on exemplary schools or programs in the Northwest, promising practices, outstanding teachers, or suggestions for program implementation or staff development. Theme issue titles are: (1) "Succeeding at Reading: Literacy in the Early Years"; (2) "Community Building: Imagining New Models"; (3) "Learning in Peace: Schools Look Toward a Safer Future"; and (4) "Arts Education: Basic to Learning." Issues also include book reviews; availability of teacher resources; guidelines for teachers, parents, and communities; profiles of resource organizations and Web sites; letters to the editor; and practitioner commentary. (SV)… [PDF]

Selby, David (2006). The Firm and Shaky Ground of Education for Sustainable Development. Journal of Geography in Higher Education, v30 n2 p351-365 Jul. This paper employs academic and parable forms to evaluate critically the strengths and weaknesses, potentials and lacunae of education for sustainable development (ESD) and other sustainability-related educations. The meteoric rise to prominence of ESD is first briefly reviewed, as is the firm ground it now stands upon as an international and national educational priority. The remainder of the paper explores the shaky ground of ESD: the field's reliance on a goal, sustainable development, which, in its by-and-large continued embrace of the growth principle, is a myopic response to the Earth condition; the field's embrace of an instrumentalist conception of nature when such a conception itself feeds unsustainability; the overly skills/training orientation of ESD and its stunted engagement with a range of key aspects of the human-nature relationship; the failure of ESD to realize its original breadth and promise in its marginalization of the voice of peace, social justice,… [Direct]

deJong-Lambert, William (2006). UNESCO: Bridging Three World-Systems?. European Education, v38 n3 p82-94 Fall. The history of international education is intimately connected to the competition between the United States and the Soviet Union during the second half of the twentieth century. Graduate programs established at colleges and universities in the United States were the outgrowth of a need to create cosmopolitan experts, capable of demonstrating the "superiority" of American democracy and capitalism, in response to the threat presented by "global communism." The founding of these programs and the creation of related government initiatives such as the Peace Corps did not begin until the early 1960s. However, an understanding of what took place during the early years after the creation of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) is essential to understanding the ideas and agenda behind their creation. Though intended to promote peace between the two primary world-systems–U.S. and Soviet–UNESCO quickly became an arena in which both… [Direct]