(1985). Teaching about Nuclear Disarmament. Fastback 229. Background information to help educators teach about nuclear disarmament is presented. There are six sections. The first section, \Nuclear Arms Education: Avoiding the Final Catastrophe,\ discusses the national priority of preparing for war, militarism as a value, and the mushroom cloud and spaceship earth as symbols of a global age. The second section, \Nuclear Arms Education and International Understanding,\ examines peace movement issues, earlier peace education efforts, the American peace movement in the post-World War II era, and increasing support for international studies. Section III, \Nuclear Arms Control: The Issue of the Eighties,\ deals with peace studies in higher education and the major foundations that support nuclear arms studies. \Teaching about Peace, Arms Control, Disarmament, and International Understanding\ is the focus of the fourth section. The role schools should play in nuclear arms education and deciding what to teach are discussed. The fifth section… [PDF]
(1981). UNESCO Handbook for the Teaching of Social Studies. Intended for elementary and secondary teachers and for students in teacher training institutions, this book contains practical suggestions and information on ways and means of improving social studies instruction. UNESCO hopes that the book will play a part in raising the standard of social studies teaching and that it will at the same time enlarge the contribution of this important school subject to the betterment of international understanding, cooperation, and peace. There are two major parts to the book. Part I, \Planning a Social Studies Program,\ contains five chapters. These chapters present a survey of social studies around the world, discuss how academic disciplines serve as sources of knowledge for social studies, offer concrete suggestions for planning a social studies program that integrates knowledge from many fields, describe social studies programs that have as their major objective peace education, and provide a model of the curriculum development process and two…
(2019). Barriers to Innovation and Sustainability in Universities: An International Comparison. International Journal of Sustainability in Higher Education, v20 n5 p805-821. Purpose: Sustainability has become a global concern to deal with complex and unprecedent survival, social, political and peace issues. Higher education institutions play a key role in this transformation. This paper aims to conduct a comparative analysis by continents of innovation and sustainability barriers in universities. The document also offers opportunities and potential actions for universities to create initiatives to minimize barriers and move towards a sustainable future. Design/methodology/approach: To carry out the study, 25 closed questions, composed of a five-point Likert scale, were applied to 283 university representatives (rectors, managers or specialists in the area of innovation and sustainability), to check the degree of application of the questionnaire. Findings: From an exploratory statistical analysis, it was found that the main barriers were lacking of planning and focus, lacking of environmental committee, lacking of applicability and continuity of actions… [Direct]
(2006). School Development through Education for Sustainable Development in Austria. Environmental Education Research, v12 n1 p115-127 Feb. This article outlines the leading concepts which are being discussed in the current debate on education for sustainable development (ESD) in Austria, detailing their historic development and characteristic features, as well as the empirical experience gained in school development to date. These concepts are environmental education, development education/global learning and peace education. With the emergence of ESD and, notably, the launch of the United Nations Decade for ESD, these hitherto separate currents should start to converge. We will be seeing common endeavours to define ESD more concretely as a regulatory idea and to learn from one another and, in joint settings, to support cooperation, launch joint projects and also to enhance individual profiles. These endeavours should be promoted under an Austrian strategy for ESD. (Contains 1 note.)… [Direct]
(1999). How Children Understand War and Peace: A Call for International Peace Education. This book of essays offers an international perspective on how the concepts of war and peace develop in children and how, through overt teaching of conflict resolution and peacemaking skills in schools, a more peaceful world can be created. Following an introduction, the 14 essays in the book are grouped in 3 parts: (1) "Developmental Perspectives"; (2) "Socialization and Experience"; and (3) "Learning in Schools." Essays under part 1 are: (1) "Children, War, and Peace: A Review of Fifty Years of Research from the Perspective of a Balanced Concept of Peace Education" (Lennart Vriens); (2) "I Know What You Are Thinking: The Role-Taking Ability and Understanding of Peace and War" (Ilse Hakvoort, Louis Oppenheimer); (3) "The Peace Personality" (Robert C. Ziller, Dahlie S. Moriarty, Stephen T. Phillips); (4) "Toward a Positive Conception of Peace" (Orlando Lourenco). Essays under part 2 are: (5) "Cultural…
(1973). Education for Peace – Today. Today's Education, 63, 7, 26-8, Nov-Dec 73. Describes a program outline that will turn about the philosophy of war, utilized by the United States in this century, to one of peace, wherein education will contribute to the expansion of the rights of life, liberty, and the pursuit of happiness. (Author/RK)…
(2005). Reclaiming Compassion: Getting to the Heart and Soul of Teacher Education. Journal of Peace Education, v2 n1 p79-92 Mar. As professors committed to preparing educators poised to teach effectively across differences and in ways that actively resist perpetuating injustices, we have found Buddhist teachings to be nothing short of provocative in terms of expanding how we think and do our work. We offer the following in hopes of intriguing others to join us as we continue exploring the power and potential in practices enlightened by Buddhist teachings. These teachings have much to offer those committed to peace education. This is especially true if one agrees that peace in the world depends on a populace committed to achieving inner peace through practices that promote personal transformation. (Contains 1 note.)… [Direct]
(1991). The Arabs: Activities for the Elementary School Level. The Things that Make for Peace: Empowering Children To Value Themselves and Others. These activities for teaching elementary school students about the Arab people are designed to reflect the principles of peace education: respect for one's self, others, and for the planet. The activities are hands-on in nature and designed with the "whole child" in mind. The activities integrate movement, fine muscle and large muscle activities, and language. Among the included activities are: what do Arabs name their children; foods from Arab lands; recycled soap; shadow puppets; and fun with Arabic geometric designs. (DB)…
(2000). Looking into the Lives of Children for Inspirational Peace-Building. This paper considers strategies that have been put into place for peace education around the world. The paper discusses the street children of Brazil who are being rescued from violence by individuals following the philosophy of Paulo Freire. The paper examines the impact of the Iraqi invasion on children and families in Kuwait. It concludes by recommending the works of Professor Elise Boulding, especially her book, "Children's Rights and the Wheel of Life" (1979), an important contribution to family and child studies. (BT)… [PDF]
(1992). Conflict Resolution through Children's Literature. Impact II. This document describes a teacher-developed, elementary school level program that teaches conflict resolution through children's literature. This is a whole language/peace education program in which children learn creative ways to solve conflicts by reading and writing stories about conflicts. The document opens with a reproduction of the program description as it appeared in an Impact II catalog of exemplary programs developed by New York City teachers. This is followed by a brief paper entitled "Peace Education and Conflict Resolution in the Inner City," presented by the text of a speech given by Diane Shatles, who developed the program, at an international conference on reading held in London (England) in 1986. The bulk of the document presents the program itself through descriptions of lesson plans and other materials. The lesson plans are: (1) What Is a Friend?; (2) Developing the Concept of Conflict as Being a Difficult but Normal Part of Life; and (3) Conflict…
(2023). The Role of the Zakarpattia Institute of Postgraduate Pedagogical Education in Adult Education during Martial Law: A Case Study from Ukraine. Journal of Educational Sciences, v24 n2(48) p108-124. In the context of martial law in Ukraine, the educational sector has faced unprecedented challenges, particularly in the realm of preschool education. This paper presents a case study of the Zakarpattia Institute of Postgraduate Pedagogical Education and its rapid response to transform its curriculum to support preschool educators in these trying times. Through a comprehensive review of the curriculum changes, the study documents how the Institute has tailored its educational offerings to foster peace, cultivate a culture of peace and tolerance, and empower educators with critical thinking skills necessary for decision-making in crisis conditions. The paper explores the significant shifts in teaching strategies, content delivery, and psychological support mechanisms that have been implemented to address the pressing needs of educators. These adaptations are crucial not only for immediate conflict resolution but also for the long-term objective of building a peaceful society. By… [PDF]
(1991). Psychological Aspects of Peace/War Issues: A Selective Bibliography. Peace Education Miniprints No. 16. Teachers can be more effective and efficient as peace educators, if they know about the typical conceptions and other psychological prerequisites of their students. In addition, psychological components are important in most conflict and war situations. This bibliography provides examples of publications containing studies or discussion related to psychological aspects of war and peace and of peace education. Among the 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. Many of the studies of the 1980s dealt with reactions to the nuclear war threat. The major focus of the bibliography is on materials written in English from recent years, with additional drawn from German and Scandinavian publications. Six of the more basic…
(1973). Peace Studies: College Courses on Peace and World Order. The publication describes 30 college courses on peace and world order. The purpose is to provide a shared conception of the substantive concerns of peace studies, of the methodological tools available for peace research, and of the potential role of peace education in the formation of a more normative social science worldview. Courses described treat one of the following seven topics: (1) Conflict, Revolution, and Peace; (2) World Order; (3) World Politics; (4) The Third World: Perspectives on Development and Justice; (5) Looking Toward the Future; (6) Social Criticism and Individual Change; and (7) the United States Context. Bibliographies of resource materials are included with each course description. (Author/RM)… [PDF]
(1992). International Development of Peace Studies and Education, 1960-1990. This paper focuses on two aspects of the development of international approaches in peace studies: one concern is to examine the conceptual evolution of global thinking about social conflict and peace, while the other is to investigate the origins, goals, and work of international institutions which conduct research and education related to world problems of conflict resolution and peace. The paper is divided into sections on: (1) "Origins"; (2) "Conceptual Development"; (3) "Critical Perspectives"; (4) "Applied Peace Studies"; (5) "Peace Education"; and (6) "Future Directions." The paper concludes that the international development and structure of peace studies have reflected the emergence of a global culture and awareness after World War II, associated with the shrinkage of distance brought about by the revolution in communications and transportation. Contains 37 notes. ((BT))… [PDF]
(1973). Peace Education in the Primary Grades: The Young World Citizen. A Bibliography and Sample Activities, K-3. This annotated bibliography of print and nonprint materials and sample classroom activities for use at levels K-3 is intended to help teachers find creative ways to implement practical programs in peace education for young children. The periodicals, books, audiovisuals, records, and games cited in the bibliography date from the 1960's and 1970's and include resources for the teacher. The bibliography, which comprises the major portion of the publication, is divided into the following three sections: (1) The Young Citizen in Family and School, (2) The Young Citizen in Community and Country, and (3) The Young Citizen in Our World. Instructions for the following classroom activities are included: (1) Understanding Aggression, (2) Color Discrimination, (3) Visitors to the Classroom, and (4) A World Holiday. (Author/RM)… [PDF]