(1994). Urban Educational Reform: Focusing on Peace Education. Education and Urban Society, v27 n1 p82-95 Nov. Assesses the current educational-reform movement through an examination of the effectiveness of peace education and conflict resolution programs in urban schools. The current reform movement is seen as based on assumptions that ignore the structural crisis in the U.S. economy, use as their baseline data a standard of education excellence from a Golden Age that never existed, and ignore our nation's failure to achieve egalitarian reform. (GLR)…
(1990). The Art of Living in Peace: Towards a New Peace Consciousness. This report summarizes the peace research and curricula that have proved to cause a deep change in the attitudes and behavior of the human being. The document focuses on the last 40 years with the work of the United Nations and UNESCO. It is designed for adults and is dedicated to peace education and peace educators. There are three modules in the report. Module 1 addresses: (1) General considerations concerning the method used in this document; and (2) The method of education. Module 2 contains: (1) General introduction; (2) A fragmentary vision of peace; (3) Peace considered as an external phenomenon from man; (4) Peace as an inner state or as state of spirit; (5) A holistic vision of peace; (6) The fragmented vision of education; (7) The holistic vision of education; (8) Towards a holistic vision of peace education; (9) Bibliography notes and references; and (10) Method of education. Module 3 includes: (1) Required conditions for a peace educator; (2) The process of destruction… [PDF]
(1996). Peace Education: Enhancing Caring Skills and Emotional Intelligence in Children. Teacher education programs are rapidly changing to ensure that pre-service teachers are well prepared to successfully conquer the critical issues they will encounter in K-12 public schools. The major issue influencing teaching and learning is school violence and the lack of a sense of peace and caring in educational institutions. The educational system provides an excellent opportunity for adults and children to explore and practice mutuality and reciprocity of respect and caring. Peace education refers to a non-authoritarian educational process that is compatible with peace and avoids all structural violence. A model for implementing Peace Education in the kindergarten through third grade curriculum as an effort to teach caring skills in elementary school is presented. The model addresses concepts related to peace and caring such as: (1) The meaning of peace and caring; (2) Peace and caring enhancing healthy families; (3) Peace and caring as a tool for positive relationships; (4)… [PDF]
(1993). Education for Justice, Environmental Care and Cultural Solidarity: A Holistic Conception of Peace Education. Peace Education Miniprints No. 46. The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interest and competence in areas related to peace education are interviewed. This publication explores the views to Toh Swee-Hin of the University of Alberta, Canada. A Malaysian by nationality, Toh Swee-Hin has worked with peace and development educators in many countries, including Australia, the Philippines, and Canada. He is a prolific writer and supervised a number of theses and dissertations in the fields of peace and development education. (Author)… [PDF]
(1995). Gandhi and Freire on Campus: Theory and Practice in Tertiary Peace Studies Programs. Peace Education Miniprints No. 76. Over the past 20 years, the formal study of peace at universities and colleges has become an option available to many students. The development of such peace studies programs is diverse. There are a variety of theoretical and ideological/philosophical approaches to peace. However, how to develop a course that is theory-based, and to compare different theoretical orientations, has not been explored a great deal. Taking up that challenge, this paper looks at two instructors who have been responsible for a peace studies program, one through taking on and transforming an existing interdisciplinary undergraduate course and the other through developing a peace education course within a graduate education program. The ideas that inspired each educator are presented. Paulo Freire and Mahatma Gandhi, whose work for justice and social change, are featured. This paper finds that a dialogue that develops the ideas, key concepts, analyses, and actions of Gandhi and Freire (within contemporary… [PDF]
(2007). School Voices: Challenges Facing Education Systems after Identity-Based Conflicts. Education, Citizenship and Social Justice, v2 n1 p41-71. We describe our research on the role of education in the social reconstruction of countries after mass conflict. Our studies focus on the voices of those least heard in the discourse–teachers, students, administrators and parents. We examine schools in four societies that experienced profound violence, ethnic cleansing and genocide during the 1990s–Croatia, the UN-administered province of Kosovo in Serbia-Montenegro, Bosnia and Herzegovina and Rwanda. We question the assumptions that underlie current practice such as a narrow focus on emergency interventions, conflict resolution, peace education and textbook reform. Societal repair must involve a comprehensive set of interventions that recognizes the integrated nature of a society's institutions. Schools are a unique component of building a long-term future. (Contains 9 notes.)… [Direct]
(1973). The Postwar Pursuit of Peace Studies. Saturday Review: Education, 1, 4, 38-40, Apr 73. The war in Vietnam created a new curriculum on peace education. The new courses, known also as Peace Studies, take an interdisciplinary approach combining sociology, history, philosophy, morality, economics, futuristics, and political science. (DS)…
(1982). International Consultation on Peace Education with a View to Preparing a Manual for the Parents and Teachers of Pre-School Age Children: International Centre for Educational Research (Sevres, France) 17-21 May 1982. International Understanding at School, n44 p9-10. The contents of a manual for peace education, intended primarily for the parents and teachers of preschool children, is outlined. The manual outline was prepared as the result of an international meeting sponsored by the World Organization for Early Childhood Education in France in May 1982. (RM)…
(1995). Educating Young Children for Peace. ERS Spectrum, v13 n4 p22-27 Fall. Reviews historical and currently available literature and resources on education for peace. Peace education is enhanced by a comfortable, stress-free classroom environment and by literature-based, creative-arts, compassion-building, and conflict-resolution activities. The teacher is the key element in creating the environment and modeling prosocial behavior and peaceful attitudes. (46 references) (MLH)…
(1985). Peace and Nuclear War. ERIC Digest No. 21. This ERIC Digest examines the nature of peace and nuclear war education, rationales for its inclusion in public school programs, and ways to deal with the controversial nature of the topics. A distinction between peace education and nuclear war education is followed by a description of four basic themes offered as a rationale for peace and nuclear war education: peace and nuclear war education are appropriate content for developing capable, thinking, competent young adults; peace and nuclear war-related content are highly relevant in today's world; openly addressing and confronting psychological concerns of young people regarding nuclear war with information and appropriate pedagogy can help young people cope with these concerns; and by addressing peace and nuclear issues, teachers can prepare young adults for participation in the nation's democratic institutions by helping them make decisions regarding leaders and policy. Challenges for dealing with the controversial nature of… [PDF]
(1990). Perspectives on Peace Education: Interviews with Experts from Fourteen Countries. Educational Information and Debate. 89. The project group, Preparedness for Peace, at the Malmo School of Education in Sweden studies ways of helping children and young people deal constructively with questions of peace and war. As part of this work, the project collects viewpoints on the role of schools in pursuit of "peace preparedness." A number of experts with special interest and competence in areas related to peace education are interviewed. This book presents conversations with 14 individuals, representing 14 different countries and a variety of professional backgrounds. (Author)…
(1993). Peace Education Approaches among Younger and Older Students in Schools. Peace Education Reports. No. 8. This report used data from an interview study with international experts to examine the extent that peace education is relevant at various ages and to look at how the age of pupils affect the design of a pedagogy for peace. The two parts of the report provided replies from 50 experts representing 22 countries. Part 1 attempts to summarize major aspects of the relationship of age level to education for peace. In several cases, the interviewees made general comments claiming that in actual fact, age differences were of considerably less importance than imagined. Some interviewees emphasized the fact that little is known in the area. Part 2 provides detailed documentation of the 50 interview answers. (CK)… [PDF]
(1985). Directions for Justice/Peace Education in the Catholic Elementary School. This booklet is designed to help educators in Catholic schools integrate the teaching of justice and peace education into the elementary school curriculum. Chapter I deals with the nature of justice and peace education, its basis in Catholic teaching, special considerations for teachers, the need to begin such teaching in elementary schools, and the need for a global approach. Chapter II deals with implementing faculty development and includes suggestions for inservice education and faculty development resources. Chapter III is divided into two sections, one dealing with curricular approaches and the other with special opportunities. Curricular approaches include the addition of subjects, units, or lessons; the infusion method, which concentrates on student activities; and the integration approach, which includes opportunities for justice and peace activities throughout the school's activities. Special opportunities include teachable moments; awareness activities such as worship,… [PDF]
(1989). Educating for Peace: The Australian Experience. Convergence: An International Journal of Adult Education, v22 n1 p61-74. The many facets of the peace education movement in Australia include (1) development education, which focuses on inequities in the global economic structure; (2) demilitarization and disarmament; and (3) conservation of the environment. (SK)…
(1993). Second-Order Learning and Education for Peace: Eva Nordland and the Project "Preparedness for Peace." Peace Education Miniprints No. 54. This interview explores the views of Eva Norland, an educational researcher and peace activist. A discussion of peace education examines definitions, school contribution, age levels, teacher training, and instructional approach. Eva Norland offers her opinion on the concept of peace from environmental development, solidarity work, human rights, and disarmament perspectives. Brief background notes and a nine-item list of selected publications of Eva Nordland follow the interview. (CK)… [PDF]