(1991). Peace Education Meets the Challenge of the Cultures of Militarism. Peace Education Miniprints No. 11. The militaristic culture serves to imprison many of the world's peoples, and most persons are not even aware of the harmful limitations that this culture's emphasis on military preparedness, violence, and the use of force in international relations places on all humans. This paper discusses various characteristics of militarism, and peace education that has as some of its aims the conversion of cultures of militarism to cultures of peace, authoritarian education to democratic education, sexism to supporting equality between men and women, obedience and uniformity to supporting self-reliance, independence, and critical thinking and racism and nationalism to tolerance and global responsibility. A 39-item list of references is included. (DB)…
(1976). Peace Education in Catholic Schools. A Report on the NCEA Peace Studies Survey of Catholic High Schools and a Plan for Initiating and/or Developing a Peace Studies Program. The document provides background information and guidelines for establishing interdisciplinary peace education programs in Catholic secondary schools. Peace education programs designed by the National Catholic Educational Association (NCEA) are intended to help students perceive an ideal world where all people will live in harmony and cooperation. In these programs, students examine existing tensions and political complexities of modern society. The manual is presented in three major parts. Part I describes the NCEA peace studies program, which is based upon commitment to sound educational programming, appreciation of individual dignity, and an understanding of Catholic social teachings. Part II discusses surveys undertaken nationally and among West Coast Catholic schools in 1975 to assess peace education programs and identify curriculum needs. Findings from surveys of 442 national and 62 West Coast Catholic school administrators indicate a notable increase in programming for peace… [PDF]
(1990). Education for Peace in the Nineties. A Conference Report. Educational and Psychological Interactions No. 105. A Conference Report (PEC/IPRA, Groningen, July 1990). The International Peace Research Association is an international network of people interested in peace education and research related to this field. Divided into four parts, the first part of this conference report contains two papers that offer overviews of ideas and concepts in the field of peace education; the second part presents two papers that report on empirical research and development projects. In the third part, summaries of most of the remaining papers written for and/or presented at the conference are given. The fourth part features glimpses from the conference sessions in the form of overviews by two participant observers. (DB)…
(1991). Books on Peace Education: A Selective Bibliography. Peace Education Miniprints No. 12. Education for global perspectives and non-violent relations is increasingly seen as an important task for schools. This bibliography of monographs, articles, and reports dealing with peace education is heterogeneous in kind and the items are available from a broad range of sources. The listed materials are written in English, German, and the Scandinavian languages; most are of recent origin. (DB)…
(1985). Peace Education in the Toronto Board of Education. History and Social Science Teacher, v20 n3-4 p53-56 Spr. Peace education requires that teacher and student be seen as co-learners. The student must be seen as an active learner, not a passive recipient of teacher lectures or narratives. Students' thinking on peace/war issues should be the starting point and the continual reference point in the curriculum. (RM)…
(1992). Readiness for Peace–Readiness for the Future. Reprints and Miniprints No. 743. The project group, "Preparedness for Peace," carries on research and development work on peace education and related aspects of the internationalization of school teaching. This publication lists examples of reports and other documents from this work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes some reports and other documents related to the work of PEC (the Peace Education Commission of the International Peace Research Association), published by the Malmo School of Education. English translations are provided for Swedish language publications. (DB)…
(1994). Education for a Global and Peaceful Future. Reports and Miniprints from the Malmo School of Education. Reprints and Miniprints No. 808. The project group \Preparedness for Peace\ carries on research and development work on peace education and related aspects of internalization of school teaching. This bibliography gives examples of reports and miniprints from this project work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes some reports and miniprints related to the work of the Peace Education Commission (PEC) of the International Peace Research Association, published by the Malmo School of Education. All listings are alphabetically arranged with English translations of foreign titles. (EH)…
(1995). Education for a Peaceful Future. Reports and Miniprints from the Malmo School of Education. Peace Education Miniprints No. 77. The project group "Preparedness for Peace" conducts research and development work on peace education and related aspects of the internationalization of teaching. This bibliography gives examples of reports and miniprints from this work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes reports and miniprints related to the work of PEC (the Peace Education Commission of the International Peace Research Association), published by the Malmo School of Education. If the title is given in English only, the language of the report is English. For reports written in a Scandinavian language or in German, the title appears first in the language of the report, followed by an English translation of the title in brackets. Annotations also are followed by an English translation. (RJC)…
(2005). From Moral Exclusion to Moral Inclusion: Theory for Teaching Peace. Theory Into Practice, v44 n4 p303-318. This article presents Moral Exclusion Theory as a way to systematize the study of complex issues in peace education and to challenge the thinking that supports oppressive social structures. The authors define its 2 key concepts: moral exclusion, the limited applicability of justice underlying destructive conflicts and difficult social problems; and moral inclusion, the emphasis on fairness, resource sharing, and concern for the well-being of all underlying peace building. They demonstrate the relevance of Moral Exclusion Theory in 4 key areas of peace education: (a) education for coexistence, (b) education for human rights, (c) education for gender equality, and (d) education for environmentalism. They then describe 2 common issues faced by schools, bullying and textbook bias, to demonstrate that moral exclusion is common and how students and staff can redress it. The article concludes with the challenge to use peace education as a tool for moral inclusion and for bringing about a… [Direct]
(2017). Building Peace Education in the Islamic Educational Context. International Review of Education, v63 n2 p153-167 Apr. Following the events of 9/11, many misconceptions entered the policy-making platform with regard to the need for education reforms in the Muslim world. Based upon Western cultural and societal norms and increased scepticism of the role of religion in violence, these assumptions have triggered a strong wave of calls for a top-down approach to reform formal state schools in predominantly Muslim countries, These calls often meet with resistance at national and community levels. This article seeks to examine these misconceptions and investigate why educational reform efforts through top-down frameworks which are especially motivated by countering violent extremism or terrorism have had only limited success. Many major international intergovernmental organisations, non-governmental organisations and governments have invested time and effort into education measures aiming to build peace and coexistence in Muslim countries, but they have been unable to build a relationship of trust with… [Direct]
(1996). Peace Education in Postcolonial Africa. Peabody Journal of Education, v71 n3 p170-90. Examines whether efforts by donor agencies and Third World governments toward achieving basic education for all will lead to further development of peace education in Africa; whether the outcomes of the 1990 Education for All (EFA) conference in Thailand will promote positive peace; and whether the new EFA strategy will lead to a self-reliant development for Third World countries. (SM)…
(1989). Cooperative Learning and Peace Studies. Online Submission, Paper presented at the Institute for Peace Curriculum Colloquium (University of Hawai'i, Honolulu, HI, Mar 1989). The goal of this paper is to advocate that cooperative learning be a key, but not the only, methodology used in peace education. Two reasons will be put forward to support this view. First, research has shown that cooperative learning promotes positive educational outcomes generally. Second, cooperative learning is harmonious with peace education because both seek to help students recognize that we all depend on each other to succeed. Cooperative learning helps students translate this recognition into action by providing opportunities to learn and practice collaboration…. [PDF]
(2007). Contact Intervention Programs for Peace Education and the Reality of Dynamic Conflicts. Teachers College Record, v109 n4 p991-1012. Background: Great efforts are made to develop and implement contact activities for groups in conflict, yet studies of effects of planned contact interventions yielded mixed results. Previous attempts to explain why contact interventions do not fulfill their promise focused on the contact itself. However, the main focus of the present study was the underlying prevention strategy and the implementation of contact interventions. This was done in the context of planned face-to-face encounters between Jewish and Arab high school students in Israel. Purpose of Study: The aim of this study was to examine whether there is a unique embodiment of a social conflict in different subgroups of one prototypical social group. It has been suggested that one of the reasons for the failure of contact intervention programs is that they are usually based on a primary prevention strategy, which does not consider intragroup differences or developments over time. Population: The research sample consisted of… [Direct]
(2000). Educating Young Children for a Peaceful World. Child Care Information Exchange, n134 p6-10 Jul-Aug. Highlights the importance of preparing young children to become peacemakers and peace builders. Addresses the steps of moving toward a culture of peace, preparing children for peace, peace education, and values education for peace. Advocates early childhood educators teaching peace to young children. (SD)…
(1992). Strategies for Dissemination of Principles and Concepts of Education for Peace. World political changes since 1988 have ended the Cold War era of constant threats of confrontation and nuclear annihilation. The culture of militarism that influenced business, industry, and education served a purpose by dividing the world into good and evil. The changes that have removed the threat of militarism require a redefinition of the peace movement. The greatest task for teachers is the conversion of the war structure into a peace structure by converting the association of peace in the context of a nuclear catastrophe to the idea of peace as man's humanity to man. Educators must be ready to eradicate physical, economic, psychological, and ecological violence. In order to promote peace education, teachers must define global, national, and personal goals that are comprehensive enough to include many aspects of peace. These include personal relationships, economic equality, the value of human rights, and the elimination of violence toward the environment. U.S. and Russian… [PDF]