(1995). Postage Stamps and Peace Education: The Nobel Peace Prize. Peace Education Miniprints No. 79. This paper suggests how peace stamps can be used to further understanding of the movement for world peace. In this effort the Nobel Peace Prize, the most prestigious award in the world for peacemaking, is used as a focus. In the prizes from 1901 to the present, the Norwegian Nobel committees have recognized the major paths to peace. This variety is considered in portraying a number of laureates. In referring to prize winners, the volume distinguishes between what have been called negative peace and positive peace and what the document terms "fundamental peace." The paper also presents additional suggestions for the use of stamp collections to illustrate other subjects relevant to peace education. (EH)… [PDF]
(1982). Peace–In and Out of Our Homes: A Report on a Workshop. Teachers College Record, v84 n1 p232-39 Fall. Four workshop sessions for adults on peace education and family life are described. The workshops deal with: (1) the history of the family; (2) violence inside and outside the home; (3) daily life and social values; and (4) questions about the larger meaning of life. (PP)…
(1988). Nuclear Teaching: Propaganda or Problem Solving?. Bulletin of the Atomic Scientists, v44 n6 p14-20 Jul-Aug. Describes how nuclear education has evolved into nuclear age education in an attempt to prepare young people to respond responsibly to world problems. Explains how positive and preventive emphases toward social issues have helped the growing acceptance of nuclear age and peace education. Discusses some remaining problems. (RT)…
(1983). What Will Parents Say about Teaching the Pastoral?. Momentum, v14 n4 p34-36 Dec. Proposes strategies for communication between home and school concerning the Catholic bishops' message about war and peace. Suggests the formation of a task force to identify the values to be attained through peace education, assess community attitudes about these values, and recommend guidelines for in-school and home-oriented educational programs. (LAL)…
(1993). Conscientization of the Middle Class: A Teacher's Commentary. Social Studies, v84 n3 p131-32 May-Jun. Reports on a year-long effort by one teacher to raise the global consciousness of students in a Canadian secondary school. Describes activities related to peace education, environmental education, and refugees. Asserts that the impact of the effort on the school persisted even after the participating students graduated. (CFR)…
(2000). The Use of Postage Stamps To Teach Social Studies Topics. Social Studies, v91 n4 p187-90 Jul-Aug. Discusses how postage stamps can be used to teach social studies, including ideas for units on national culture, the history of technology, and peace education. Explains how teachers can obtain stamps and discusses stamp terminology. Considers classroom strategies and includes an appendix of Internet resources about postage stamps. (CMK)…
(2015). Internationalization and Global Tension: Lessons From History. Journal of Studies in International Education, v19 n1 p4-10 Feb. Increasing political and military tension in several parts of the world will inevitably affect international higher education. Nationalist, religious, and ideological conflicts challenge the original ideas of international cooperation and exchange in higher education as promoters of peace and mutual understanding and of global engagement. Since the end of the Cold War, we have not seen this type of tension and turmoil on such a scale. What lessons can we learn from the past in how to act and react in this new environment? In the 20th century, politics and international ideological struggles dominated the world. Academic cooperation and exchange have been critical in maintaining connections between nations and have paved the way for further contacts. Even though we should be realistic that international cooperation and exchange are not a guarantee of peace and mutual understanding, they certainly keep communication open and dialogue active. Will the increasingly widespread conflicts… [Direct]
(1984). Peace Education: A Bibliography Focusing on Young Children. Second Edition. Organized around six components, this bibliography lists over 190 field-tested resources about peace education for young children. A short description introduces each of the following components: self-awareness, awareness of others, conflict resolution, love of nature, global awareness, and imagination. Although the bibliography includes some materials published as early as 1954, most were published in the 1970's and 1980's. Author, publisher, publication date, intended age audience, and a brief annotation are provided for each title. Appendices list books for children ages 6-12, books for adults, and curriculum resources. (LH)…
(1989). Report from ERIC/CHESS: Curricula on Human Rights and Civil Liberties. Moral Education Forum, v14 n2 p25-27 Sum. Describes nine entries from the ERIC database that deal with civil liberties. Topics include the teaching of the morality of citizenship, censorship in schools, classroom research in the humanities, development of human-rights laws in the international community, and the addition of peace education to the curriculum. (KO)…
(1998). Hiroshima: A City with Peace as Its Purpose. Social Studies and the Young Learner, v10 n3 p21-23 Jan-Feb. Employs a summary of the story "Sadako and the Thousand Paper Cranes" by Eleanor Coerr as an introduction to the city of Hiroshima's (Japan) quest for world peace, peace education, and strong opposition to nuclear warfare. Discusses various symbols of peace, such as paper cranes in Japanese culture, and offers five teaching activities. (CMK)…
(2001). Resolving Conflicts in a Troubled Land. American School Board Journal, v188 n8 p38-40 Aug. Growing out of Northern Ireland's 1980s Peace Education Project (aimed at breaking down Protestant/Catholic barriers), the Education for Mutual Understanding initiative focuses first on helping schoolchildren deal with everyday conflicts in their lives. EMU uses conflict resolution and peer mediation to help schools organize into learning communities. (MLH)…
(2014). Engaged Learning and Peace Corps Service in Tanzania: An Autoethnography. Journal of Higher Education Outreach and Engagement, v18 n4 p17-38. The Peace Corps Masters International program offers students the opportunity to combine their Peace Corps service with their master's education. This article demonstrates how classroom learning strengthened the author's Peace Corps service in Tanzania, which in turn strengthened her master's thesis. Peace Corps supports an approach to community development that situates Volunteers closely with people in power, but this makes it difficult for them to gain the participation of the poor and marginalized. How can one strike a balance between effectiveness and cultural appropriateness? As an outsider, how do one's relationships with community members affect project processes and outcomes? This autoethnography investigates the first author's learning experience in undertaking community development in Tanzania's southern highlands. Although the conclusions are specific to the case reported here, the learning process applies to others who are beginning to contemplate how they might enter a… [PDF]
(1995). Improving Social Skills in Second Graders through the Implementation of a Peace Education/Conflict Resolution Skills Curriculum. To increase the social skills of second graders, a 32-week peace education curriculum was taught. All 135 students were from the same ethnically diverse suburban school located in a mostly upper-middle class neighborhood. Pre-curriculum observations, interviews, and teacher questionnaires demonstrated that students did not show proper respect for teachers, adult personnel, peers, and themselves; the main problems cited were fighting, unresolved disputes, and unacceptable language. The curriculum was used to teach children to solve problems peacefully through the use of activities such as role playing; modeling; reading, writing and publishing stories with conflict and peace themes; brainstorming; doing art projects with peace themes; and group discussion. Examples of lessons taught include: the value of trust, recognition of each individual's uniqueness, personality traits, and classroom rules. Evaluation results suggest that, after the curriculum was used, 80% of students learned… [PDF]
(2005). Post-Graduate Peace Education in Sri Lanka. Journal of Peace Education, v2 n2 p109-124 Sep. This paper summarises the rationale, development, content, and delivery of a Post Graduate Diploma in Conflict Resolution and Peace Preparedness in Sri Lanka, a country that has experienced a violent and protracted social conflict over the last 25 years. It also describes the methodology which is being used to measure the peace impact of the programme. Difficulties encountered and lessons learned are discussed, and some early indicators of the programmes effectiveness evaluated. It is clear that the impact of such a programme cannot be fully measured in the short term, since peace education should be seen as a process whereby knowledge and skills gained can be both utilised in the short term and reflected upon in the long term…. [Direct]
(1984). International Education and Teacher Preparation. Higher Education in Europe, v9 n2 p34-39 Apr-Jun. The focus of teacher education around the world remains narrowly national and may foster negative attitudes toward other countries and societies. Little attention is paid to peace education, global problems, or international issues in teacher education curricula, although the recognition of the importance of teacher preparation to international understanding is increasing. (MSE)…