(2024). The Representation of Peace Values in Indonesian Primary School Textbooks: Marrying of Ecovisual Judgment Theory with Environmental Literacy. International Electronic Journal of Elementary Education, v16 n5 p599-615. This qualitative research, employing content analysis, aims to achieve two objectives: (1) to examine self-values, which encompass the categories of literacy and environmental assessment, and (2) to explore social peace values, which include the categories of content and environmental literacy assessment. The research data consist of images accompanied by textual elements sourced from Indonesian language textbooks used in grades 5 and 6 of primary schools. These textbooks are published by the Center for Curriculum, Research, and Book Development, which operates directly under the Ministry of Education and Culture, Republic of Indonesia in support of the Sustainable Development Goals (SDGs). The findings of the research reveal that (1) the values of oneself include acceptance of conditions, wisdom, adherence to rules, patience, consistency, cleanliness, hard work, creativity, enthusiasm, and hard work. Meanwhile, (2) the values of social peace consist of cooperation, care for the… [PDF]
(1986). Toward a World of Peace: People Create Alternatives. Proceedings of the International Conference on Conflict Resolution and Peace Studies in the United Nations Year of Peace, 1986 (1st, Suva, Fiji, August 1986). This book is a review of the 1986 United Nations International Year of Peace conducted at an international conference in Fiji. The theme of the conference was "People Create Alternatives," and the issues of conflict resolution and avoiding global destruction were addressed. Specific topics discussed were: (1) "Theories and Techniques of Conflict Resolution"; (2) "Nationalism vs. the World as Expanded Community"; (3) "Economic Factors in Relationship to Conflict"; (4) "Confronting the Nuclear Crisis"; (5) "Human Rights in the Developing World and Everywhere Else"; (6) "Peace Studies and Research"; and (7) "Super Power Rivalry in the Pacific Basin." Also included are proceedings from the following symposia: (1) "The Rotary Center for World Understanding and Peace"; (2) "Globalizing Teacher Education: A Vehicle for Peace"; (3) "Developing Curricula for Peace Education in Secondary…
(2021). Open Laboratories for Social Innovation: A Strategy for Research and Innovation in Education for Peace and Sustainable Development. International Journal of Sustainability in Higher Education, v22 n2 p344-362. Purpose: Sustainable development is an issue of high relevance for all countries and universities play a fundamental role in promoting the participation of society members in achieving this objective. This study aims to conduct an open laboratory of social innovation (OPENLAB_SI) inside a university with society stakeholders, as a research and innovation tool that facilitates addressing the complexity of social problems through the principles of openness, experimentation, inclusion, diversity, participation and collaboration. The aim was to encompass innovation with the active participation of citizens in processes of experimentation, exchange and creativity to impact their social reality through collective designs for more sustainable futures done by and for communities. Design/methodology/approach: This paper presents a case study conducted during an OPENLAB_SI, which applied innovative, socio-educational strategies intending to promote the social appropriation of renewable… [Direct]
(2008). The Two Faces of Empowerment in Conflict. Research in Comparative and International Education, v3 n1 p50-64. This article problematises Bush & Saltarelli's call for a new and comprehensive peace building education which empowers children through demonstrating that alternatives to conflict exist, that they have choices and the capacity to change their own and their society's situation. It does so by exploring the various possibilities for empowerment available to young Bhutanese refugees living in Nepal, which are advanced by agencies administering services in the refugee camps and promoted by refugee political groups. Fieldwork demonstrates that some children simultaneously engage in humanitarian agency projects, which promote human rights and peaceful values, and with political groups advocating violence. Through their participation in agency projects, children learn awareness-raising methods, such as poetry and street theatre, which they also employ in their work with political groups. This article will consider the relationship between children's empowerment through their involvement… [Direct]
(1996). School Exchanges: Cultural Diversity, Conflict and Cooperation. Report of the Conference (7th, Dubrovnik, Croatia, September 11-15, 1996). The Council of Europe was founded in 1949 to achieve greater unity among European parliamentary democracies. The Council for Cultural Co-operation (CDCC) is responsible for the Council of Education's work on education, culture, and sport. This publication contains proceedings of the CDCC Conference of the Network on School Links and Exchangers. Topics of the plenary session included the Croatian school system, education and multiculturalism, peace education, and the European Studies Program. Workshops dealt with conflict management and international school links; the media, citizenship education, and international school partnerships; and history projects and school links. Activities under review included long-term teacher training and the Visions of Europe pilot project. Suggestions for meeting the challenges faced by the Network on School Links and Exchanges were offered in the closing session. Appendices contain summaries of reports and presentations. (LMI)… [PDF]
(2023). Libyan Teachers as Transitionalist Pragmatists: Conceptualising a Path out of the Peacebuilding Narrative in Conflict-Affected Contexts. London Review of Education, v21 n1 Article 15. The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey's pragmatist approach to politics and education, and his conceptualisations of a context-specific 'public', teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I… [PDF]
(1993). Peacemaking Skills for Little Kids. Second Edition. Revised. Peace education is a holistic and life-affirming process of skill building that empowers children to find creative and non-destructive ways to settle conflicts. The curriculum is built around the following concepts: (1) the basis for a peaceful world is an environment where children become friends, work and play cooperatively, and respect the interdependence of all living things; (2) we are all similar, yet unique human beings, who enjoy our commonalities, and accept our differences; (3) feelings are a bond we all share; and (4) peacemaking skills help us get along as responsible members of the human family. Each concept is reinforced by activities and visual aids to make the curriculum easy to use. Student pages are provided for use in grades 1 and 2. An annotated bibliography lists 192 books for children related to peacemaking skills. (SLD)…
(1985). Teaching about Peace and Nuclear War: A Balanced Approach. Intended for educators interested in providing peace and nuclear war education in the public schools, this publication examines the nature of peace and nuclear war education, rationales for its inclusion in the public school program, and ways to deal with the controversial nature of the topics. The first of eight chapters presents a four-fold rationale. Peace and nuclear war education are considered appropriate content for (1) developing reflective and competent young adults, (2) increasing the relevancy of peace- and nuclear war-related content in today's world, (3) addressing psychological concerns of students, and (4) preparing young adults for civic involvement. Chapter 2 defines peace and nuclear war education and addresses commonalities between the two. Chapter 3 presents a rationale and criteria for teaching controversial issues. Chapter 4 examines biased and unbiased instructional materials, personal beliefs, age appropriateness, teaching methods, infusion of peace and… [PDF]
(1991). Enemy Images among University Students in Four Countries: A Cross-National Exploration Using an Associative Technique. Peace Education Miniprints No. 20. Since "enemy imgaes" are important ingredients in preparedness for war, they merit study by researchers interested in peace education and in the psychology of peace and war. This study postulates that images of enemy groups, whether they be foreign countries or various subgroups within one's own country, are an important psychological construct to the willingness of persons to support the use of military force or warfare. The study examines the phenomenon of enemy images among university students in four countries–Denmark, Finland, Sweden, and the USSR. The study employed the use of an associative technique in which students were given a verbal stimulus (such as "The United States" or "The Soviet Union) and asked to write all the the words that occurred to them during a two minute period. Seven stimuli were used: the future, avoiding war, enemies of our country, peace, the United States, the Soviet Union, and human rights. The study was conducted during… [PDF]
(1982). Adult Education as Promoter of World Peace. Adult Education in Finland, v19 n1 p3-11. Peace as a goal of education means influencing individuals in the areas of knowledge, attitudes, and action. Adult education can foster peace through the dissemination of broadly-based information, problem-centered learning, empathetic learning, and promotion of moral values. (SK)…
(2023). Nature as a Peace Educator: Toward Inner Peace through Learning and Being in Natural Environments. Journal of Environmental Education, v54 n5 p294-305. Today the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children's innate relationship with nature. We bring together two ethnographic case studies — in India and Germany — in alternative schools, which actively incorporate nature in their learning processes for children aged 6-13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about… [Direct]
(2002). The Meaning of Peace and the Role of Education in South Korea. Most people in South Korea expressed deep sympathy for the innocent victims of the September 11th attacks, but, unlike their government's official position that supported U.S. military action, many were opposed to the war the United States began in Afghanistan. The president asked for emphasis on peace and anti-terrorism education. Since the role of education has been stressed in every moment of crisis in South Korean history, it was only natural to think about what education could do to focus the world on peace, to reduce social conflicts, and to seek a more secure life. This paper does not focus upon why terrorists commit such massacres in a political and historical context, but acknowledges that suicidal terror, the U.S. war against Afghanistan, and the ensuing tension in the Middle East create conflicts among different groups with contrasting interests. The paper reviews a number of overt and covert factors that could cause serious conflicts inside and outside Korea. It… [PDF]
(1991). Creative Conflict Solving for Kids: Grades 3-4. Conflict resolution skills can be taught just as any other basic skill is taught, and this is the message of this curriculum and guide. Peace education is a life-affirming celebration of life and a holistic approach to human interaction. Conflict is a natural part of life, and children can be taught the skills to deal constructively with conflict. Each teacher page contains teacher remarks, the materials needed for the lesson, suggestions for discussions and how to introduce the student work pages, and ways to identify the focus of each lesson Lessons use brainstorming, role-playing, problem solving, "I-Care" listening and language techniques, body movement, and visualization. The Peace Table is suggested as a place for students to talk out conflict, and mediation is presented as an approach to conflict resolution. Appendix 1 contains a communication game. Appendix B is a glossary. Appendix C is an annotated bibliography of 52 items. (SLD)…
(2023). 'That Is When Justice Becomes Complete.' Exemplars' Perspectives on Forgiveness as a Civic Virtue in Post-Genocide Rwanda. Journal of Moral Education, v52 n1 p67-82. Should forgiveness be considered a civic virtue that promotes peace and justice following injustice? In the aftermath of conflicts as severe as state-sponsored genocide, how can relationships be restored, communities reconciled, and justice achieved? We interviewed 15 adults in Rwanda–survivors of the 1994 genocide, nominated as exemplars for their youth-serving roles in their communities and their experiences with forgiving the traumas of the genocide–about their approaches to conflict resolution, their ideas about justice and forgiveness, and their community work. Phenomenological analysis supported considering forgiveness as a civic virtue, as exemplars described a restorative approach to conflict in which justice facilitates, and is completed by, forgiveness. Implications for education emerged from exemplars' accounts, including describing a process of conflict resolution that works toward peace and justice by means of listening, uncovering the truth, acting impartially,… [Direct]
(2023). Curricular Violence and the Education of Black Children: Working toward Positive Peace through Pro-Black Practices. International Journal of Early Childhood, v55 n3 p347-367. This article responds to the endemic, intergenerational, and pervasive racism endured by Black children in the USA and the need to reimagine classrooms as cultures of peace where Black histories, literatures, accomplishment, oppression, resistance, resilience, and joy are taught as central to the curriculum. To do so, the article shares a five-year study of practices developed by 12 teachers working with university educators to construct Pro-Black pedagogy for children from ages five-to-nine. The article opens with descriptions of renewed efforts in the USA to ban books and deny the teaching of whole histories and how that constitutes curricular violence in the lives of Black students. The study is anchored in Black Critical Theory as it encompasses understandings of anti-and Pro-Blackness in the education of young children. With decolonizing methodologies guiding data collection, analysis, and representation, findings are shared in the form of (a) practices used by the teachers to… [Direct]