(1994). Education for Peace: A Conference Report of the Peace Education Commission of the International Peace Research Association (Malta, October-November 1994). Peace Education Reports No. 13. This report presents reviews of the sessions at a recent Peace Education Commission (PEC) of the International Peace Research Association meeting in Malta. The report is divided into five parts, with the first four parts containing examples of full-length papers within different content areas while the fifth part presents abstracts of additional papers. Part 1, "Principles," includes the following papers: (1) "The Role of Peace Education in a Culture of Peace: A Social-Psychological Analysis" (Michael G. Wessells); and (2) "Nonviolence in Education" (Ian M. Harris). Part 2, "Contexts," contains the following: (1) "Exploring Peace Education in South African Settings" (Valerie Dovey); and (2) "Australian Aboriginal Constructions of Humans, Society and Nature in Relation to Peace Education" (John P. Synott). Part 3, "Conflict Resolution," includes: (1) "Conflict-Resolution Skills Can Be Taught" (Benyamin… [PDF]
(1986). \Communication Education and Peace Education: A Beginning.\. Communication Education, v35 n1 p75-80 Jan. Argues that secondary communication courses are a likely and promising forum for peace education. Offers ideas for content development. (PD)…
(1992). Peace Education: Perspectives from Malta and England. Peace Education Miniprints No. 25. 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 of James Calleja and Thomas Daffern. James Calleja is executive director of the Foundation for International Studies at the University of Malta and coordinator of its peace education activities. Thomas Daffern is involved in various activities related to peace studies at the Institute of Education, University of London, as a teacher and as a researcher and development officer. (Author)… [PDF]
(1991). Preparedness for the Future–Preparedness for Peace: Reports and Miniprints from the Malmo School of Education. Peace Education Miniprints No. 9. A bibliography of reports and articles dated 1958-1990 concerning peace education is presented. These publications were written mainly in European languages between 1980 and 1990; an English translation of each title is included where necessary. The project group "Preparedness for Peace," which is responsible for the bibliography, carries on research and development work on peace education and related aspects of the internationalization of school teaching. (DB)…
(1990). Is It Right for a Teacher To Be Biased–Towards Avoidance of Violence and Environmental Damage? A Conversation on "Peace Education" and "Education for Peace" in a British Context. Paul Smoker and the Project "Preparedness for Peace." Reprints and Miniprints, No. 691. As part of the efforts of Sweden's Malmo School of Education's "Preparedness for Peace" project, this document presents a conversation with Paul Smoker. Smoker is director of the Richardson Institute for Conflict and Peace Research, University of Lancaster, England. He has a long history of involvement with peace research and peace studies. Smoker discusses his own background and the sources of his involvement in the peace studies movement. He explains how he interprets the term "peace education," how schools can teach the subject, and how British schools contribute to peace education. Smoker recounts his own military school background and how his interest in peace education set him apart from school colleagues. The paper includes notes about the interviewee, including a list of selected writings. (SG)… [PDF]
(1986). Peace Education: Personal Reflections Amid a Field of Research in School Curriculum. Peace education can be introduced into the curriculum through adoption or development of appropriate materials, networking, development programs at the local level, and workshops for educators, parents, administrators and the general citizenry. A status report on the integration of peace education into the curriculum completed in 1985 by Carole Hahn indicated that nuclear education was being taught in some classrooms. Hahn reported that educators saw a need for (1) quality teacher education in teaching nuclear issues; (2) a curriculum plan appropriate to the student's level of maturity; and (3) a sensible integration of nuclear themes into traditional curricula. Lowry Hemphill examined available materials and found that U.S. history texts had little or nothing on nuclear weapons and the nuclear arms race. Many of the available materials consisted mainly of a collection of worksheets and teacher lesson plans which failed to provide enough background information for students. Two…
(2004). Meaningful Contexts for Peace Education. Childhood Education, v80 n3 p146 Spr. Many schools throughout the United States have mandated some form of character education, peace education, or conflict resolution. The Peace Education Network hopes to encourage an exchange of ideas about what schools and teachers are doing that works and doesn't work. An article in The Washington Post (Kalita, 2003) describing a newly adopted Character Education Day at a local high school indicated that the students found the lectures and skits presented that day to have little meaning for them. This column will suggest more effective ways to make such efforts meaningful and will offer practical resources….
(1990). Peace Communication: A Survey of Current Attitudes, Curricular Practice, and Research Priorities. Western Journal of Speech Communication, v54 n3 p420-28 Sum. Surveys the current relationship between speech communication education and peace education at the college level. Addresses attitudes toward peace education, actual teaching related to peace and peacemaking, and peace research priorities. Focuses on the diverse and often contradictory attitudes held by respondents. (KEH)…
(1994). Project Work in Teacher Training as Part of Peace Education. Peace Education Miniprints No. 58. The project oriented work of teacher training projects on peace educations leads the participants toward a common process of learning and experiencing. The two projects in this miniprint focus on street theater activities and international workshops. Four elements characterize the project-oriented work: (1) project on university level are dependent on cooperative planning, execution, and evaluation on an interdisciplinary basis; (2) projects should refer to social problems and to the future professions of the students; (3) the results should have an impact on the social surroundings (university, school, community); and (4) project work on social and political problems in the field of education have to be a part of applied peace education. Following descriptions of the street theater and the workshop projects, a list provides six international workshops on peace education that have been organized in Denmark (1982), Great Britain (1984), the Netherlands (1986), Germany (West Berlin,… [PDF]
(1994). Peace Education–How? A Discussion of Steps and Measures To Be Taken. Peace Education Reports No. 11. This document discusses and documents the answers that 50 experts representing 22 countries gave to two questions: (1) Do you think it is at all possible for schools to contribute to a "peace education"? and (2) If so, what are some to the steps and measures to be taken that you think of first? Part 1 of the report attempts to summarize some major aspects of the answers, while part 2 gives a more detailed documentation of the interview areas in this area. The interviews had the character of relatively free conversation. The usual main questions were employed, but these main questions often had a very open character, the interviewer allowed and encouraged the respondents to converse in a natural manner. The group interviewed had a multifarious and usually long experience related to peace issues and peace education. The answers to the first question are rather brief probably because the interviewees are from a group of people who were chosen because of their interest in and… [PDF]
(1972). Peace Education and the Rule of Law. Social Science Record, 9, 2, 34-38, Win 72. Peace education is defined and curriculum design suggested, with the major objective being to implement a rule of law among nations. (JB)…
(1979). Conflict Studies and Peace Education. Prospects: Quarterly Review of Education, v9 n2 p170-76. Examines the recent growth of interest in conflict studies as a dimension of peace education and explores various ways of developing workable approaches to conflict studies. (DB)…
(1990). Quality Education for Citizenship, Complexity, Justice and Human Liberation: Two Perspectives on Peace Education: Kathleen Kanet, James P. Keen, and the Project "Preparedness for Peace." Reprints and Miniprints, No. 687. This document presents portions of two interviews on topics relating to peace education. Interviewees include Sister Kathleen Kanet of the Intercommunity Center for Justice and Peace, New York, and Professor James P. Keen, director of the Governor's School of Public Issues and the Future of New Jersey. Kanet describes a series of seminars for preparing teachers to instruct students on the subject of peace and presents her general views of peace education. Keen describes his background and explains what he perceives as the meaning of the term "peace education" and how he approaches the subject. He also examines differences in approaching the subject with older and younger students. An attached appendix includes an extract from the program description of the Governor's School on Public Issues and the Future of New Jersey. (SG)… [PDF]
(1990). Education for Global Perspectives and Non-Violent Relations: A Selective Bibliography. Educational Document No. 100 = Undervisning for icke-valdsrelationer: Exemplifierande bibliografi. Pedagogisk dokumentation Nr. 100. This document presents a selective bibliography on education for global perspectives and nonviolent relations. The major emphasis is on recent books, reports, and articles in English or in the Scandinavian languages. The document groups the literature in seven content categories and presents introductory comments both in English and in Swedish. Items include: (1) examples of monograpahs and collections of papers explicitly dealing with peace education; (2) examples of shorter items explicitly addressing peace education; (3) examples of study materials or study guides on peace education; (4) books and articles dealing with such related topics as international understanding or global perspectives in schools; (5) examples of publications dealing with psychological aspects of war, peace, etc.; (6) examples of items dealing more generally with global survival; and (7) examples of Malmo School of Education research and development project reports on peace education topics. (SG)…
(1991). Peace Education: Perspectives from Japan and Poland. Peace Education Miniprints No. 22. The project groups "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. These interviews explore the views of Mitsuo Okamoto and Bogdan Rowinski. Mitsuo Okamoto is professor of peace studies at Hiroshima Shudo University and president of the Peace Studies Association of Japan. Bogdan Rowinski has been attached to a Youth Problems Research Institute in Warsaw, working with questions related to peace education, including beliefs about the future and attitudes to war and peace among young people. (Author)… [PDF]