(1982). The U. S. Academy of Peace. Teachers College Record, v84 n1 p192-98 Fall. Legislation proposing the establishment of a new federal academy for peace education and research is now pending before the United States Congress. The academy would provide training in conflict-resolution through nonmilitary methods. (PP)…
(2018). Extending the Theory and Practice of Education for Cosmopolitan Citizenship. Educational Review, v70 n1 p31-40. In 2003, citizenship education had recently been introduced to the national curriculum for England, and the model adopted was proving to be influential in a variety of settings worldwide. We sought to challenge a nationalist version of citizenship education by proposing "education for cosmopolitan citizenship" arguing for citizenship learning founded in human rights, that recognises and builds upon cosmopolitan values at all scales. Building upon David Held's theories of cosmopolitan democracy we examined research data from young people living in communities characterised by diversity. We characterised them as emergent cosmopolitan citizens, who were negotiating daily their multiple loyalties and belongings. Nearly two decades later, many people are less optimistic about the global political climate. In the face of economic difficulties, demographic change and uncertainties, some welcome authoritarian and populist leaders whose rhetoric suggests easy solutions to complex… [Direct]
(1990). Peace Education Needs You: Finding Your Niche as a Peace Educator. Educators have a responsibility to promote peace. The goals of peace education include disarmament, the prevention of war, progress toward cultural pluralism, and the development of inner peace. Concerns about peace should not be limited to the idealism of children, but must extend to the educator, a person who holds great potential to influence the lives of young people by example. Ways of bringing peace to the classroom are suggested. A list of resources concludes the document. (DB)…
(1996). Six International Conferences of PEC (The Peace Education Commission). Peace Education Miniprints No. 87. This pamphlet offers an overview of five larger reports in order to facilitate the process of locating contributions originating from five peace conferences between 1990-1994. The Peace Education Commission (PEC) arranged five conferences in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary) and Valletta (Malta). A conference report for each conference was published in which the contributions are presented either in full-text or summary form. The full reports were previously published by the Malmo School of Education, University of Lund (Sweden). This guide facilitates reference to contributions in peace-related education during this time. In order to update the information, the contributions at the latest 1996 PEC conference in Brisbane (Australia) have been added, although no conference report references have been made yet. Part 1 contains an introductory description and some comments relevant to the topic. Part 2 is the guide to the pamphlet with the… [PDF]
(2007). Ten Years of Working Together for Peace: Hope Is Our Message. Childhood Education, v83 n3 p162-F Spr. As the authors began to think about this issue's Peace Education/Conflict Resolution column, they realized that their network has been going for 10 years. Their goal has been to bring together professionals in their field to learn from one another and carry the wisdom of each other into their practice on behalf of a more peaceful world. Hearing from many of the people about their experiences and resources, the authors hope that they are meeting their goals. This issue's column also gives them an opportunity to look at what has happened over the past 10 years in the lives of children and families, in their own lives, and in their schools, communities, and the world. In this column they continue to report on peace efforts that reflect a growing sense of otherness. (Contains 4 online resources.)…
(1987). Global Education Resource List. Global education refers to efforts to cultivate in young people a perspective of the world which emphasizes the interconnections among cultures, species, and the planet, and this bibliography was designed to help educators bring about this understanding. Curriculum guides for world citizenship, materials containing learning activities for peace education, and a resource book to enhance understanding of the world economic situation are offered here. Materials for teaching the cultures of other lands, world economic development, and map skills, as well as resources pertaining to peace education stories for young children and pen pals for peace activities are described. Atlases, charts, and maps of humanity's march toward peace are among the available activities. Materials appropriate for educational levels from kindergarten through the secondary grades are featured. Addresses for ordering materials are included. (SM)… [PDF]
(1983). News of Projects in Associated Schools. International Understanding at School, v45 p23-33. Brief descriptions of school projects undertaken by countries participating in Unesco's Associated Schools Projects are provided. Project topics vary and include international education, environmental education, peace education, community aid, children's rights, world problems, and human rights. (RM)…
(1975). Social Studies Imperatives in the Next Decade. Social Studies Review, 14, 4, 16-23, Spr 75. Socio-civic elements basic to society are the imperative for a social studies program emphasizing process skills, human understanding, cultural goals, population problems, environmental protection, peace education, political responsiveness, interdisciplinary approaches, futures, and globalism. (Author/ND)…
(2024). Thought of War and Literacy of Peace: A Comparison between US and Turkey. International Journal of Education and Literacy Studies, v12 n2 p172-180. The main purpose of this research is to comparatively examine the views of social studies teacher candidates in Turkey and the USA towards war and peace, and to reveal the similarities and differences. In parallel with the increasing violence and wars in the world, literacy of peace has become a concept that attracts more and more attention. Each country includes war and peace issues in its curriculum in different ways. Literacy of peace has become one of the basic elements of citizenship education in democratic societies. Social studies is one of the most powerful components of citizenship education. In the social studies course, while trying to raise patriotic individuals by teaching about the wars of the past, they are also trying to raise democratic citizens who have gained peace awareness. The research is a descriptive study in which quantitative and qualitative research methods are used together. As a quantitative data collection tool, The Attitude Inventory Regarding Peace and… [PDF]
(1992). Enemy Images, Developmental Psychology, And Peace Education. Peace Education Miniprints No. 29. Petra Hesse and the Project "Preparedness for Peace.". An interview on peace education with Petra Hesse, of the Center for Psychological Studies in the Nuclear Age (Cambridge, Massachusetts), is presented. The Center for Psychological Studies in the Nuclear Age was founded out of a concern about children's fears of the future and the risks of nuclear war. Petra Hesse coordinates a research project on children's and adolescents' images of the enemy and is interested in an integration of education for media literacy for multicultural awareness and for creative conflict resolution. (Author)… [PDF]
(1995). International Education and the University. This collection of 15 essays discusses the integration of international education into higher education, focusing on the role of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and specific international education programs and activities at various institutions. Essays include: (1) "UNESCO's Approaches to Prompting International Education at the Level of Higher Education" (Dumitru Chitoran and Janusz Symonides); (2) "UNESCO Associated Universities Project" (Bernd Hamm); (3) "International Education: A Common Direction for Our Future" (James Calleja); (4) "An Institutional Framework for International Education" (Marlene Saliba); (5) "Peace Education: A World Perspective for the 1990s" (Ake Bjerstedt); (6) "Peace Studies in the United States at the University and College Levels" (Ian M. Harris); (7) "International Education and Higher Education in Brazil" (Brazilian National Commission…
(2001). The Voice of THIMUN Youth: Action Papers of the Annual Session (1st, The Hague, Netherlands, January 21-26, 2001). This document contains action paper reports from an international youth assembly that was held to enable young people from around the world to discuss a variety of social and economic issues and develop a common vision and plan of action. The report by the Committee on Youth Employment and Education examines the current state of education, its impact on employment, vocational education, and needed support systems. The report by the Committee on Water and Life discusses strategies for increasing awareness of the need to protect water resources and possible policy solutions to critical environmental problems. The report by the Committee on Peace and Justice considers the following topics: the need for formal and informal peace education; potential peace education programs; and possible roles for teachers and the media in peace education. The report by the Committee on Health and Social Development explores possible strategies for preventing and controlling HIV/AIDS, drug abuse, and… [PDF]
(1976). Proceedings of an International Conference on Expanding Dimensions of World Education (Hacettepe University, Ankara, Turkey, June 21-24, 1976). Educators, politicians, and members of international organizations shared concerns, ideas, and experiences in the area of expanding dimensions of world education at this international conference. Three major topics focused on illuminating global concerns and potentialities. Topic I, education for development, was discussed by eight authors whose subjects ranged from science and vocational instruction to presentation of a model for university entrance in developing countries. Topic II focused on multicultural education. Nine participants discussed subjects such as racial attitudes, children's perceptions of international relationships, cultural pluralism, and the women's movement in world education. Education for world peace and justice, the third topic area, was discussed by four conference participants. Discussion focused on a systems approach to conflict management, conflict resolution, the value of peace studies, and practical applications of peace education. Workshop reports and… [PDF]
(2024). Prefigurative Pedagogies for Working toward Peace and Justice in Changing Times: Insights from Korea. Journal of Peace Education, v21 n1 p108-133. This study examines the contribution of university educators toward prefiguratively creating tomorrow today in the higher education classroom. Educators often teach for peace and social justice through a variety of normative pedagogical frameworks. Yet, this linkage of pedagogy and prefigurative politics in university classrooms is frequently under-examined. Moreover, such research has not yet been conducted within the context of Korea. Hence, this paper investigates — through a qualitative case study methodology — the varied approaches to pedagogy for social change in Korean universities today, including but not limited to: (a) democratic pedagogy, (b) critical pedagogy, (c) peace and social justice pedagogy, and (d) decolonial pedagogy. The paper examines these intersectional pedagogies through the lens of prefigurative politics, which is understood as a form of praxis that attempts to (re)construct through education a more just society. Findings indicate challenges and… [Direct]
(1986). Draw Me a Picture of Peace–From the School to the Community. International Understanding at School, spec suppl n1 p23-26. Offers a broad array of activity ideas derived from the peace education program of the Gorki Nursery School in Nanterre, France. Includes activities about human rights that focus on topics such as freedom, a healthy environment, peace, and the right to be different. (JDH)…