(1991). W. E. B. Du Bois: Crusader for Peace. With a Message from Benjamin L. Hooks. Picture-Book Biography Series. A biogaphy of W. E. B. Du Bois is presented in this book for young children. Du Bois is widely regarded as the foremost black intellectual from the United States. A great scholar, he was the first black American to receive a Ph.D. from Harvard University. Of his written work he is probably best known for his essays, "The Souls of Black Folk." Du Bois was a strong advocate of black Americans. He was a founder of the National Association for the Advancement of Colored People. Du Bois also was very concerned with the situation of blacks from other parts of the world. He helped to initiate a movement, called Pan Africanism, to unite people of African descent and to gain independence for African colonies. Du Bois also was well known as a champion for world peace. Accompanying the text of this biography are numerous illustrations. (DB)…
(1974). Some Effects of Teaching Adolescents: Some Creative, Peaceful Conflict Resolution Strategies. Theory and Research in Social Education, 11, 1, 51-68, Dec 74. Twenty-seven approaches to conflict resolution, representing the creativity of behavioral scientists, are included to indicate the inexhaustible number of means for dealing with conflict without using violence. (JH)…
(1990). Peace Studies in the United States at the University and College Level. The number of peace studies programs on campuses in the United States has grown dramatically since the first such program was begun in 1948. At the beginning of the 1990s, the world is experiencing a renaissance in peace related activities that include tearing down the Iron Curtain, nonviolent revolutions in Europe's East Bloc and the Philippines, citizen diplomacy, arms reduction, and peer mediation in the schools. Peace studies attempt to analyze these developments, providing a historical foundation and a theoretical understanding of how these efforts contribute to the cessation of violence. This paper describes 13 peace and conflict resolution programs in the United States at the beginning of the 1990s. A table that indicates the most frequently chosen books by peace educators is included. (DB)… [PDF]
(1973). Films–Too Good for Words. A Directory of Nonnarrated 16mm Films. A nonnarrated film is one that communicates pictorially on the strength of its visual unity, continuity, and coherence without relying on narration or dialogue. This directory lists 1,000 such 16mm films, mostly curriculum-oriented educational films, in three main parts. The first part describes films under subject headings such as the arts, other places and customs, science, nature, expression, city and suburb, values, fun, action, war and peace, fantasy, and literature. Information provided about each entry includes title, length, date, source and a content description. The films are also indexed by title and by subject, and a producer-distributor directory is included. (SH)…
(1973). War. Peace. Film Guide. The revised and expanded film guide designed for educators includes annotations of over 200 films, plus a large number of program resources for intelligent film use. Selected from over five hundred films previewed from 1969, up-to-date films were chosen that would help interpret the causes of war, increase awareness of the dehumanizing effects of war, or suggest alternatives to war as the means of resolving international conflict. The films are arranged by subject categories that cover such areas as international law, nonviolent social change, world development and world community, armaments and disarmament and international organizations, the social and psychological roots of war, conscience and war, area studies and democratic processes. A variety of program aids, useful to high school and college teachers, include suggestions for planning film programs, model discussion guide and study units, a list of resources, and selected background readings. In addition, a film and book… [PDF]
(1972). A Comparative Study on Perceived Effects of Communication Networks in Acquiring International Orientations. A study was designed to test the hypothesis that different communication stages between nations–primitive, traditional, modern, and neomodern–provide important variables for explaining differences in pre-adults' conception of war in different countries. Although the two samples used in the study were drawn from two cultures which fall into the modern or neomodern stages, it was anticipated that the unility of various communication sources would vary. A ten-page instrument was administered to high school students in the United States (Seattle) and in Canada (Vancouver), consisting of questions to measure orientation to nine concepts related to war and peace, and devices to assess the value of 16 sources of these orientations. The results of a one-way analysis of variance showed a consistently higher utility of print and nonprint media sources among Canadian subjects, while a significantly higher utility of interpersonal sources and religion was found among United States subjects…. [PDF]
(1988). Violent Reform: Costa Rica, Central America's Exception. Councilor, v48 p51-53 Oct. Examines factors contributing to Costa Rica's peaceful status in a region of violent political conflict. Describes the country's political and educational systems, stating that its democratic government allows the country to withstand many problems typical of the region and that its high level of education allows it to maintain the highest per capita income in Central America. (GEA)…
(1985). The Hiroshima Experience: Two Reflections. Social Education, v49 n8 p641-42 Nov-Dec. The bombing of Hiroshima changed forever the concept of conflict and warfare in the human family. Two Americans, one having grown up in Hiroshima and the other having spent one year in the city as a Fullbright research scholar, reflect on the Hiroshima experience. (RM)…
(1986). The Cold War: A Yearbook Perspective. OAH Magazine of History, v2 n1 p10-14 Sum. Shows how the photographs, valedictorian addresses, nicknames, cartoons and other material contained in high school yearbook can yield information regarding the world views of Americans at the start of the Cold War. (JDH)…
(1985). Who, Or What, Is the Real Enemy?. Georgia Social Science Journal, v16 n2 p3-6 Spr. Discussed here are two schools of thought on how best to avoid nuclear war, i.e., that of (1) the Mutual Assured Destroyers who believe that the real enemy is the arms race itself, and (2) the Classical Strategists who believe that the real enemy is the Soviet Union. (RM)…
(1984). Comprehending Peace as Well as War. USA Today, v112 n2471 p6-7 Aug. Children are profoundly affected by the threat of a nuclear holocaust, and parents and educators ought to address their fears in a structured way. Specific classes on war and peace should be taught, and parents should take advantage of opportunities at home to discuss war and peace. (RM)…
(1972). Is World Order a Study of Peace?. Social Science Record, 9, 2, 39-41, Win 72. Student inquiry into means of achieving world order moves in five steps, which are discussed. Consideration of the role of values in each step must be included in the methodology. (Author/JB)…
(1990). A New Foreign Policy Consensus?. Perspectives on Political Science, v19 n1 p57-62 Win. Discusses the achievements of Reagan's foreign policy. Explores the question: Did Reagan reconstruct a domestic foreign policy consensus? Concludes that no consensus was reached. Analyzes Reagan's political beliefs, including his antinuclear sentiments, and examines relations between Reagan and Congress. (RW)…
(1989). A Freirean Approach to Peacemaking. Convergence: An International Journal of Adult Education, v22 n1 p25-36. The Nuclear Disarmament Project involving Catholic churches and schools in San Francisco used Freirean codifications, with photographs as codes, to develop discussions on the moral issues of nuclear arms. Group discussions led to concrete action in the cause of peace and social justice. (SK)…
(1995). Buchenwald Concentration Camp and Holocaust Education for Youth in the New Germany. Journal of Curriculum and Supervision, v10 n2 p171-88 Win. Buchenwald offers an omnipresent reminder that future success of political and economic reunification is related to slow, but necessary, healing of national wounds over dual legacies of Hitler and the Cold War. In midst of painful transitions, the living memorial of Buchenwald holds promise as a place where German youth might continue arduous dialog over meaning of last 60 years of German history. (MLH)…