(1991). Education for Peace in the Classroom–Curriculum Development Strategies and Materials: A Case Study from Ireland. Peace Education Miniprints No. 24. This paper describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during the past 13 years. Peace education is concerned primarily with a positive approach to peacemaking and the development of people who internalize a positive vision of peace, have a real sense of justice, personal and social, and who are sensitized and helped to cope with the various social manifestations of violence and conflict in their own lives and the wider world. The document examines the educational rationale of this project in the context of the two educational systems operating in Ireland. The process by which the materials are produced fall under six headings: (1) teacher workshops; (2) writing phase; (3) piloting phase; (4) editing and rewriting; (5) dissemination; and (6) evaluation. The document outlines some of the issues facing the development of peace education in Ireland in the next decade. Some of these… [PDF]
(1980). Politics and Didactics of Peace Education: \Securing Peace in the Nuclear Age–The Case of the Neutron Weapon\. A Course for Political Instruction in Schools in Hessen. International Journal of Political Education, v3 n1 p17-31 Mar. Describes a course developed for the public schools of Hessen, Germany, through the cooperative efforts of army officers, peace researchers, and educators. Information is presented on goals and contents of peace education as a part of political education, learning goals, course sequence, and content related to the neutron weapons controversy. (DB)…
(1972). The Wisconsin Model Peace Project: 1972. Social Science Record, 9, 2, 22-24, Win 72. The Peace Education Project described is incorporated in the Wisconsin High School Model United Nations. Dates and schedules are presented for the 1972 undertaking. (JB)…
(1996). Teaching Critical Thinking and Reading for Peace Education. College ESL, v6 n2 p27-36 Dec. Focuses on the peace education movement as a manifestation of the idea that second language classes need to include more than traditionally defined language skills to teach critical thinking and reading. Argues that critical skills often include higher level cognitive skills involving a process of questioning the status quo and an orientation toward transforming the social order. (12 references) (CK)…
(2009). Working toward the De-Essentialization of Identity Categories in Conflict and Postconflict Societies: Israel, Cyprus, and Northern Ireland. Comparative Education Review, v53 n2 p213-234 May. During the past decade, the authors have conducted research in their own countries, all of which are considered conflict or postconflict societies: Israel, Cyprus, and Northern Ireland. They have focused on a variety of topics related to peace education, reconciliation, and coexistence. Giving special emphasis to the formation of identity in educational settings, two of them have investigated primarily in integrated schools (in Israel and Northern Ireland), while the third has conducted research in multicultural schools (in Cyprus). The authors believe that a comparative study of these three settings is valuable because such juxtaposition helps to conceptualize how some aspects of identity are developed in practice in the countries in question (Phillips and Schweisfurth 2006). In this article, the authors examine the ways in which educators engage in educational initiatives geared toward peace, coexistence, and/or conflict resolution and consider the implications for such initiatives… [Direct]
(2023). The Necessity of Establishing "Peace Studies" in Iranian Universities. Journal of Peace Education, v20 n3 p316-338. The international crises that necessitate cooperation between nations and the prevalence of violent behaviors in different countries have led to a need for educational processes that support peaceful attitudes and behaviors. Iran is one such country that suffers from violence-related issues, which may stem from a lack of educational processes. Given the importance of training for peace and the role of educational institutions, this qualitative study aimed to discuss the need to establish peace studies in Iranian universities and the prerequisites needed for this purpose. The study involved 35 faculty members, mainly specializing in law, political science, sociology, and curriculum planning, who participated in semi-structured interviews. The multicultural nature of Iranian society, the high prevalence of violent behaviors, Iran's geographical location in the volatile Middle East, and the need to develop relations with other nations make it necessary to establish peace studies. The… [Direct]
(1986). Studying Peace: The Educational Rationale. Occasional Paper No. 4. Revised Edition. This paper seeks to clarify the current debate about studying peace in schools and classroom by exploring: (1) the breadth of concern encompassed by peace education; (2) the educational legitimation for studying peace and conflict in the classroom, and (3) curriculum implications of peace education. The problems of peace encompass violence and war, inequality, injustice, environmental damage, and alienation. At its 18th session held in Paris (1974), the United Nations Educational, Scientific, and Cultural Organization General Conference issued its "Recommendations Concerning Education for International Understanding, Co-operation and Peace." These recommendations listed the following major problems of humankind that students should study: (1) the equality of rights; (2) the maintenance of peace; (3) the insurance of human rights; (4) economic growth and social development; (5) the conservation of natural resources; (6) the preservation of human cultural heritage; and (7)…
(1995). The International People's College, Helsingor, Denmark: Seven Decades of Peace Education. Peace Education Miniprints No. 71. Peter Manniche (1880-1981) founded the International People's College, Helsingor, Denmark, in 1921 as an experiment in peace education, "a miniature League of Nations." It is a folk high school, and in many ways from its inception up to today is still in the maintenance of the Grundtvigian folk high school, except that it is the only Danish folk high which teaches English and that it is specifically international in emphasis, reflected in the content of the curriculum and the composition of the staff. This paper explores Manniche's educational ideas, and how they were put into practice through curriculum, teaching, and daily life of the college. The history of the college since Manniche's retirement is briefly brought up to date. More than 50,000 students have participated in the college courses, and in 1988 the college was designated a "Peace Messenger" by the United Nations. Schools founded with a specific peace and international understanding emphasis are not… [PDF]
(2001). An Evaluation of Peace Education Foundation's Conflict Resolution and Peer Mediation Program. School Business Affairs, v67 n7 p29-39 Jul. A study examining student incident-referral data trends at four Palm Beach County high schools shows that the school participating in Peace Education Foundation's Win Win! Program experienced downward referral rates, compared to control schools. Discussing conflict resolution within the school culture fostered better anger management or diplomatic communication. (Contains 40 references.) (MLH)…
(1993). Subject/Author Index 1968-1992. Convergence, spec iss p1-181. This 25-year index contains annotations of feature articles by subject and by author. Representative subjects include basic education, development education, empowerment, human rights, lifelong education, peace education, popular education, rural development, social/political action, technological advancement, and transformative research. Articles in English, French, Spanish, and Russian are included. (SK)…
(1993). Peace/War Issues from a Psychological Perspective. A Selective Bibliography. Revised. This bibliography lists publications related to peace education and the psychological aspects of war and peace. The publications are from around the world and the majority are written in English. (DB)… [PDF]
(2005). Schools and War: Urgent Agendas for Comparative and International Education. Compare: A Journal of Comparative Education, v35 n4 p357-371 Dec. A focus on conflict and education is one of the most pressing concerns of the current times, and yet the role of education in the perpetuation, or the mitigation, of international conflict is curiously underplayed and under-researched. This paper looks firstly at the contributions that education makes to conflict, through the reproduction of inequality and exclusion, through perpetuation of ethnic or religious divisions, through its acceptance of dominant aggressive masculinities, through selection, competition and fear, and through distorted curricular emphases on narrow cognitive areas of learning. However, the paper also outlines some \possibilities for hope\, such as resilient schools, the impact of peace education initiatives and the rise of global citizenship education. It is argued that comparative and international education has a highly important role in establishing patterns of educational contribution to peace or conflict, and in dissemination of research to act as a… [Direct]
(1988). New Robes for an Old Order: Multicultural Education, Peace Education, Cooperative Learning and Progressive Education. Journal of Educational Thought, v22 n1 p46-56 Apr. Examines the origins and basic tenets of three recent educational movements in Canada (i.e., multicultural education, peace education, and cooperative learning) to identify their philosophical underpinnings. Argues that their fundamental premises are remarkably like those of the Progressive Education movement. Considers approaches for those who postulate new ideas and methods. (DMM)…
(1998). Cooling the Climate Using Peace Education in an Urban Middle School. Middle School Journal, v30 n2 p56-64 Nov. Details implementation of a peace education program in a Milwaukee, Wisconsin, middle school in order to help students understand the nature of violence and to stress the potential of nonviolence in solving problems caused by conflict. Considers including peace efforts in the curriculum, learning and practicing nonviolence, and the effects of the program on academic achievement and student attitudes. (JPB)…
(1973). Education for Peace: An Untried Road. Handbook of the International Association of Educators for World Peace. [Second Edition.]. This handbook examines the problem areas of world peace, suggests an approach for education that will teach human beings the necessity of peace, and offers some techniques for living in peace and for pursuing a career devoted to peace. Chapters define education for peace, including suggestions for research to facilitate the teaching of peace education, point out personal attitudes and habits that are detrimental to the accomplishment of peace, and expose the political and social obstacles to peace. Other chapters cite various organizations for world peace, describe the history of the International Association of Educators for World Peace, and give hints for anyone interested in furthering the cause of world peace by organizing community interest. A selected annotated bibliography concludes the handbook. (JH)…