(1981). Organizing for Peace and World Order Studies: A Guide of Strategies and Methods. Project for Global Education. Methods are offered for developing college-level peace and world order programs designed to stimulate critical problem identification and creative problem solving and to equip students for the political complexities of the struggle for peace. The manual is organized into four sections. Section 1 contains four essays by students in peace and world order studies at Princeton, Columbia, Rutgers, and the American University. The essays emphasize ways in which the programs have changed student perceptions. Section 2 contains five articles on organizing an interdisciplinary peace studies curriculum, creating a campus-wide program, finding sponsors for activities, presenting proposals, and working with other professors. Section 3 describes model programs at the School for International Training, Georgetown University, University of Iowa, and Colgate University. Topics include experiential world order studies, the interdisciplinary major in peace studies, certificates in global studies, and…
(1984). Peace Corps Literacy Handbook. Appropriate Technologies for Development. Manual M-21. This manual provides an introduction to literacy work for Peace Corps volunteers and other development workers in situations where the literacy work is a primary project or secondary activity. It presents information on planning and preparing for literacy work, offers guidance on program and material development, and suggests strategies for evaluating and improving programs. Chapter 1 introduces the topic. It looks at the history and value of literacy, levels of literacy, the difficulty of literacy, numeracy, and adult, nonformal, and literacy education. Chapter 2 discusses literacy work strategies–the Laubach method, the Freire method, and functional literacy, as well as literacy for women and children. Chapters 3 to 7 present a model for implementing a project. These steps are described: the feasibility study, planning and preparation, curriculum design, implementation and evaluation of instruction, and development or adaptation of instructional materials. Examples and samples… [PDF]
(1986). Manual de Alfabetizacion del Cuerpo de Paz (Peace Corps Literacy Handbook). Appropriate Technologies for Development. Peace Corps Information Collection & Exchange Manual Series No. M-28. This Spanish-language version of a literacy handbook provides an introduction to literacy work for Peace Corps volunteers and other development workers in situations where the literacy work is a primary project or secondary activity. It presents information on planning and preparing for literacy work, offers guidance on program and material development, and suggests strategies for evaluating and improving programs. Chapter 1 looks at the history and value of literacy, levels of literacy, the difficulty of literacy, numeracy, and adult, nonformal, and literacy education. Chapter 2 discusses literacy work strategies–the Laubach method, the Freire method, and functional literacy, as well as literacy for women and children. Chapters 3 to 7 present a model for implementing a project. These steps are described: the feasibility study, planning and preparation, curriculum design, implementation and evaluation of instruction, and development or adaptation of instructional materials…. [PDF]
(1986). Manuel d'Alphabetisation du Peace Corps (Peace Corps Literacy Handbook). Appropriate Technologies for Development. Peace Corps Information Collection & Exchange Manual Series No. M-32. This French-language version of a literacy handbook provides an introduction to literacy work for Peace Corps volunteers and other development workers in situations where the literacy work is a primary project or secondary activity. It presents information on planning and preparing for literacy work, offers guidance on program and material development, and suggests strategies for evaluating and improving programs. Chapter 1 looks at the history and value of literacy, levels of literacy, the difficulty of literacy, numeracy, and adult, nonformal, and literacy education. Chapter 2 discusses literacy work strategies–the Laubach method, the Freire method, and functional literacy, as well as literacy for women and children. Chapters 3 to 7 present a model for implementing a project. These steps are described: the feasibility study, planning and preparation, curriculum design, implementation and evaluation of instruction, and development or adaptation of instructional materials. Examples… [PDF]
(1989). Gender Differences in Peace Movement Participation. Women have been believed to be peacemakers throughout the centuries. Whether this is biologically determined or a socially structured has been a matter of controversy. This study examined gender differences and the social dynamics of peace movement participation. Subjects (N=272) were members of a local nuclear freeze campaign in 1984. Discriminant analysis and difference of means tests were applied to survey data to discern demographic, resource, attitudinal, and ideological characteristics that distinguished female and male participants. Very few differences were found and some were expected due to larger societal differences. However, subtle attitudinal differences revealed that women were less likely to believe in the utility of nuclear weapons and to minimize the strength of the United State's arsenal, demonstrating women's greater likelihood to take more risks than men. It is important to keep these differences in mind in terms of recruitment and education in order to avoid… [PDF]
(1977). Eighteenth Strategy for Peace Conference Report, October 13-16, 1977. The document presents a report of a conference to stimulate study, research, and education in the field of foreign relations. The report contains summaries of small group discussions of peace and security, economic order, development, resource/population balance, the environment, and human rights. It is presented in six sections. Section I summarizes discussion of non-proliferation strategy for the late 1970s. One major proposal was to create multinational nuclear power centers. Section II focuses on long-term strategies for human rights, action by the United States and international organizations to preserve human rights, and consideration of priorities for action in the field of human rights. Section III identifies problems of international security in outer space, including unavailability of scientific data, and the absence of an international space monitoring agency. Section IV examines ways to encourage social and economic development through technology. Section V describes… [PDF]
(1974). Curriculum Materials Evaluation as a Process for Changing Education: Work of the Diablo Valley Education Project. During 1972-73 the Diablo Valley Education Project, a joint program of the Center for War/Peace Studies and the Mt. Diablo Unified School District, designed and ran a materials evaluation program of 49 curriculum project materials, 8 simulation games, and 5 multimedia kits dealing with global perspective. The objective of the program was to use materials evaluation as a means to make local schools effective instruments in teaching about human dignity and global problems. The program was designed to use the existing school structure, involve the community, and set up a self-evaluation to test results. Materials for evaluation were chosen according to global perspective, organization of content, quality of supplementary materials, flexibility, format, reading level, and cost. District social studies teachers were responsible for testing the materials in the classroom and for completing a lesson log sheet, evaluation questionnaire, and oral evaluation. The results were a 35 percent… [PDF]
(2005). National Ethos, Multicultural Education, and the New History Textbooks in Israel. Curriculum Inquiry, v35 n1 p47-71 Mar. The role of the school curriculum in multicultural societies is a central issue in the sociology of education. One of the main debates has to do with the relationship between education for multiculturalism and the use of curriculum for shaping the collective memory and strengthening the national ethos. This article deals with the state of multicultural education in Israel in light of the oscillations between conflict and peace in Israeli-Palestinian relations. It is based on a content analysis of the new history textbooks in Jewish schools. These textbooks were produced after the signing of the Oslo peace agreement between Israel and the Palestinians and were introduced to junior and senior high schools in 1999. The analysis shows that the new textbooks endeavor to innovate regarding the Israel-Arab conflict in the sense of presenting a more open and complex perspective than the previous curriculum did. But the new textbooks, like the old ones, present a typical Zionist narrative… [Direct]
(1976). Directory of Member Institutions, 1976. Revision. This directory describes the various types of programs offered by organizations and educational institutions which are members of the Association for World Education. Focusing on all forms of postsecondary educational organizations, membership consists of adult education centers, colleges, units of large university research centers, and other organizations which are committed to world education. Programs described range from summer group-travel programs to peace research institutes and loosely structured \learning settlements\ in Europe, South America, Canada, Japan, Africa, and the United States. Listings are alphabetical by country. Addresses and phone numbers of the institutions, descriptions of programs which they offer, and lists of their publications are also provided. The directory includes an outline of the association's purpose and a listing of its officers and council members. (Author/MK)…
(1966). THE PEACE CORPS EDUCATIONAL TELEVISION (ETV) PROJECT IN COLOMBIA–TWO YEARS OF RESEARCH. RESEARCH REPORT NO. 2, THE PROJECT'S FIRST SEMESTER–PUPIL ACHIEVEMENT, TEACHER ATTITUDES, AND THE WORK OF THE UTILIZATION VOLUNTEER. THE PEACE CORPS (ETV) PROJECT IN COLOMBIA ENCOUNTERED PROBLEMS IN TV PRODUCTION, INSTALLATION, MAINTENANCE, UTILIZATION OF TELEVISED INSTRUCTION, AND LEADERSHIP. BY JUNE OF THE FIRST SEMESTER TELEVISED ELEMENTARY INSTRUCTION INCLUDED ABOUT 390 SCHOOLS, 2,000 TEACHERS, AND 60,000 PUIPLS. EXTENSIVE RESEARCH INTENDED TO PROVIDE A BASIS FOR CORRECTIVE POLICY-MAKING WAS CONDUCTED. IN A FIELD EXPERIMENT, RESULTS FROM 7,100 TESTS GIVEN TO STUDENTS IN 178 CLASSES IN 10 COURSES SHOWED INCREASED ACHIEVEMENT ATTIRBUTABLE TO THE PROJECT. HOWEVER, DIFFERENCES WERE SMALL BETWEEN A CONTROL GROUP AND THREE TELEISION GROUPS, DIFFERING FROM ONE ANOTHER IN THE AMOUNT OF TEACHER INSTRUCTION BY PEACE CORPS VOLUNTEERS. A PANEL STUDY OF ABOUT 250 TEACHERS INTERVIEWED BEFORE AND AFTER THEIR FIRST SEMESTER OF TELEVISED INSTRUCTION SHOWED THAT MANY TEACHERS HAD NEVER COME IN CONTACT WITH VOLUNTEERS ASSIGNED TO WORK WITH THEM, BUT THAT FOR OTHER TEACHERS, FREQUENT CONTACT WITH VOLUNTEERS APPEARED TO HAVE HAD… [PDF]
(2005). Building Bridges of Understanding through Continuing Education and Professional Development of Arabs and Israelis. Journal of Continuing Education in the Health Professions, v25 n2 p68-75 Spr. In this article, we present an educational approach uniquely linked to humanitarian and peace-building goals in conflicted regions of the world. We examine the Canada International Scientific Exchange Program and its lead program, the Middle East Association for Managing Hearing Loss, as a case study. Under a Canadian umbrella, continuing medical education and continuous professional development are used to gather academics from regions in conflict for mutually beneficial professional activities. Larger scale international prospects for educational programming, extending beyond the health sector, are ways of addressing the primary determinants of health and creating social capital…. [Direct]
(1990). UNESCO in Asia and the Pacific: Report on the 1988-89 Activities in Education of the Unesco Principal Regional Office for Asia and the Pacific. This two year report for 1988-1989 provides a summary of all program activities carried out by the UNESCO Principal Regional Office for Asia and the Pacific (PROAP) during this period. Separate reports for 1988 and 1989 are included, and each contains the same three parts. Part 1 discusses the major programs undertaken by PROAP; these include Education for All; The Formulation and Application of Education Policies; Education, Training, and Society; and Peace, International Understanding and the Rights of Peoples. Part 2 describes the inter-country operational programs conducted by PROAP. Part 3 lists, by country, the projects supported by UNESCO in association with external sources of funding. An annex that lists PROAP publications produced in 1989 is included. (DB)…
(1973). Why Pretend? A Conversation About the Performing Arts with Errol Hill. National Humanities Faculty Why Series. This document, one of a series of monographs concerned with humanistic education, contains a dialogue between Errol Hill, a recognized scholar who presently chairs an academic theatre program at Dartmouth College and serves as a member of the Board of Directors and head of the Black Theatre Program, and Peter Greer, associate director of the National Humanities Faculty. This conversation examines the reasons for education in theatre and drama at all levels, from kindergarten through college. It discusses the performing arts in terms of basic communication skills needed to bring understanding and peace to a turbulent world and stresses the importance of such skills in curriculum planning. The effects of the performing arts and of the electronic media on the future of American education are discussed. (RB)…
(1986). Hands of Knowledge. "Adult Education, Development and Peace." Report of the World Assembly of Adult Education (Buenos Aires, Argentina, November 22-30, 1985). This report, written in popular education style and designed to be readable both by adult educators and by the people with whom they work, describes a week-long meeting of the World Assembly of Adult Education. Under the general themes "Where are we?""Where are we going?" and How to do it" the report provides synopses of the reports of 17 working groups on the following topics: peace and human rights, popular theater and communications, participatory research, rural adult education, adult education and prisons, adult education and indigenous peoples, workers' education, adult education and self-management, adult education and new technology, literacy and post-literacy, history of adult education, adult education and women, adult education and older adults, civic adult education, training of adult educators, adult education and primary health care, and adult education and the disabled. The report also includes comments from numerous participants from around…
(1970). The Pupil's Day in Court: Review of 1969. An Annual Compilation. School Law Series. This report contains digests of concern to public and parochial school students as well as to students in higher education institutions. The digests were compiled from court decisions published in the National Reporter System during the 1969 calendar year. The decisions reported are from 36 States and the District of Columbia. All but four are of a civil nature, three involving pupils with contraband in their school lockers and the other one concerning breach of the peace by college students. The case digests are classified under (1) admission and attendance, (2) school desegregation, (3) student discipline, (4) pupil injury, (5) religious/sectarian education, (6) transportation, and (7) miscellaneous. A related document is ED 057 501. (Author/JF)… [PDF]