Paulson, Julia, Ed. (2011). Education, Conflict and Development. Symposium Books Under various names–education and conflict, education and fragility, education and insecurity, etc.–the understanding of linkages between education and violent conflict has emerged as an important and pressing area of inquiry. Work and research by practitioners and scholars has clearly pointed to the negative potential of education to contribute to and entrench violent conflict. This work has highlighted the struggle for education during and following periods of instability and demonstrated the degree to which communities affected by conflict prioritize educational opportunities. It has also offered powerful normative arguments for the importance of quality education for peacebuilding, reconciliation, postconflict reconstruction and development. In many instances, however, these important insights are derived less from rigorous research and scholarship in the social sciences than from the delivery and evaluation of educational programming in situations affected by conflict. This… [Direct]

Wulf, Christoph (2010). Education as Transcultural Education: A Global Challenge. Educational Studies in Japan: International Yearbook, n5 p33-47 Dec. In all European countries, education has been related to nation building. It has contributed to the building of national identity, national consciousness and the development of a nation state. Since the Second World War and above all since the fall of the Berlin Wall, education in the European Union has also included a consideration of European and cultural diversity. Culture does not designate a self-contained, uniquely definable ensemble of practices, values, symbolizations and imaginations. The borders between cultures are dynamic and change according to context. Globalization must be understood as a process in which two global developmental tendencies that define the present are advancing reciprocally in a manner that is not without conflict. One tendency is toward universal standardization of the world; the other tendency is toward provision of room for cultural diversity in the process. Both tendencies also create new forms of globalization. The mission of transcultural… [PDF]

Whiteley, John M. (1984). The Social Ecology of Peace: Implications for the Helping Professions and Education. Journal of Counseling & Development, v63 n2 p77-85 Oct. Uses a social ecological perspective to discuss six components that affect the potential for peace: (1) government; (2) religion; (3) business; (4) education; (5) family; and (6) human nature. Charges that the current psychology of human beings is a threat to peace. (JAC)…

(2004). Palestinian Education–Teaching Peace or War? Hearing before a Subcommittee of the Committee on Appropriations, United States Senate, One Hundred Eighth Congress, First Session (October 30, 2003) S. Hrg. 108-290. US Senate The focus of this hearing was on the issues of education of Palestinian young people, funding by the U.S. Government for the Palestinian Authority, and the implications on the Mid-East peace process. Opening statements were presented by Subcommittee Chairman Senator Arlen Specter, Pennsylvania; and Senator Hillary Rodham Clinton, New York. Witness testimonies and prepared statements were presented from: Itamar Marcus, Director, Palestinian Media Watch; the Honorable Mr. David Satterfield, Deputy Assistant Secretary of State for Near Eastern Affairs; James Kunder, Deputy Assistant Administrator for Asia and Near Eastern Affairs and Director of Afghan Relief and Reconstruction, USAID; Richard Solomon, President, U.S. Institute of Peace (accompanied by Steven Riskin, Program Officer, Grant Program, U.S. Institute of Peace); Dr. Hassan Abdel Rahman, Chief Representative, PLO Mission; Ziad Asali, President, American Task Force on Palestine; and Dr. Morton Klein, President, Zionist… [PDF]

Davis, Dent C. (2007). Dialogue of the Soul: The Phenomenon of Intrapersonal Peace and the Adult Experience of Protestant Religious Education. Religious Education, v102 n4 p387-402 Sep. This year-long study explored how adult church members experienced the phenomenon of spirit and the relationship between their experience and peace. Four themes emerged from the analysis of personal journal entries and transcripts of individual and group interviews: depth in the encounter with spirit, soul as the locus of spiritual growth, dialogue as the language of spiritual communication, and the phenomenon of third space. The intersection of these themes suggests that spiritual encounter is an intrapersonal, dialogical process leading to changes in perspective and action. These findings extend the concepts of peacemaking and adult education pedagogy in parish settings…. [Direct]

Kellman, Steven G. (2007). Arms and the Curriculum. Chronicle of Higher Education, v54 n8 pB10 Oct. In this article, the author discusses the importance of liberal arts education in the preparation of soldiers for war. He draws on his experiences teaching students from Army and Air Force ROTC programs and on Elizabeth D. Samet's book \Soldier's Heart: Reading Literature through Peace and War at West Point\ to illuminate the purpose served by teaching literature to men and women preparing to serve in the wartime military…. [Direct]

Reardon, Betty (1975). A Social Education for Human Survival: A Synthesis of Practices in International Education and Peace Studies. Social Studies Review, 15, 1, 42-8, F 75. A peace studies curriculum program is described. (DE)…

Johnson, Harry A.; Virag, Wayne F. Multimedia Materials for Studies on World Peace (A Conceptual Model and Rationale with Annotated Curriculum Materials). Education for Peace: Reflection and Action. With the shrinking contemporary world and the increasing ease in communications, thoughtful youth are questioning the inevitability of international violence and war. Students must learn to explore in depth the causes of conflict and to design strategies for action which will hopefully lead to the elimination of war. This publication provides ideas related to teaching about world peace at the secondary level and to the availability of resource materials. In section 1, the author investigates the need for the use of varied instructional resources to develop critical thinking among students. Section 2 contains six conceptual models for teaching about social justice and human rights, population, decision making, conflict resolution, development, and environment. Section 3, which comprises the major portion of the publication, is an annotated bibliography of print and nonprint materials which can be used to teach about the six areas of concern for which conceptual models are presented…

Standing, E. Mortimer (1995). Maria Montessori: World Peace through the Child. NAMTA Journal, v20 n3 p77-92 Sum. Discusses the role of education in bringing about world peace, focusing on the causes and nature of war and peace, educational change, and Maria Montessori's ideas for promoting peace through a student-centered, nurturing curriculum for young children. Reprint of a 1962 article that quotes extensively from an address given by Maria Montessori in 1929. (MDM)…

Benporath, Sigal R. (2002). From Belligerence to Peace: The Role of Civic Education. When a security threat and sense of instability befell the United States after the events of September 11, 2001, the familiar order of political priorities was upset. In a matter of days the American public discourse organized itself around the same principles that have guided the state of Israel for many years: security IN, education OUT. Education is the political mechanism by which the state and the society shape their future character. Decision making about the structure of the education system, the material that will be taught in it and, ultimately, the vision that this system will promote, requires thought about how people want the future society to look. This paper examines how civic education can help shape a society that desires peace and is ready for it, and how education of this kind can prepare Israeli society for the morning after of peace. To clarify what areas in the education system need to be changed and adapted to the peace era, the paper considers how the Israeli… [PDF]

McDonald, James Russell (2015). Developing a Peace Course in Police Studies: How a Culture of Peace Can Enhance Police Legitimacy in a Democratic Society. Journal of Peace Education, v12 n1 p74-91. This paper reflects my experiences developing a course within the Criminal Justice Technology Associates of Science degree program at Valencia College that fuses topics unique to peace and police studies. The key challenge in developing this course was in confronting the paradox of the police as instruments of both peace and conflict. In dealing with this paradox, students examine the role of the police in a democratic society and the authority of the police to use coercive force. Key topics covered in this course include defining peace, the police role in peace movements, the history, structure and strategies affecting the police, causes of violence, conflict analysis and conflict intervention, and ethical foundations for peace. In addition, this course examines occupational, organizational, institutional factors that contribute to the development of a unique police subculture that values crime fighting as its core responsibility and the impact of that orientation on police… [Direct]

Tanye, Mary (2008). Access and Barriers to Education for Ghanaian Women and Girls. Interchange: A Quarterly Review of Education, v39 n2 p167-184 Apr. As has been aptly stated in the 1995 United Nations Fourth World Conference on Women (UN, 1995) in Beijing, the girl-child today is the woman of tomorrow. The skills, ideas, and energy of the girl-child are vital for full attainment of the goals of equality, development, and peace. For the girl-child to develop her full potential, she needs to be nurtured in an enabling environment, where her spiritual, intellectual, and material needs for survival, protection, and development are met and equal rights safeguarded. In the Ghanaian case, especially the limited education women receive could be detrimental to social development needs of women and girls, hence the focus of this paper, which add some important perspectives to the literature in the area…. [Direct]

Asgharzadeh, Alireza (2008). The Return of the Subaltern: International Education and Politics of Voice. Journal of Studies in International Education, v12 n4 p334-363. In a rapidly globalizing world, it is becoming a major task of international education to study a variety of sociopolitical, economic, developmental, and intercultural relations, at the heart of which lie issues around subalternity, diversity, language, and dialogue. In its current state, how well prepared is the field of international education to deal with these complex issues? Through an exploration of narratives from various intellectual, cultural, and linguistic traditions, this article maintains that (a) concerns around critical dialogue and freedom of expression are universal concerns applicable in/to different environments and cultures; (b) such concerns need to be situated within the wider issues around diversity, multiculturalism, multilingualism, human rights, peace, and social justice; and (c) international and global education can take on this challenge by critically engaging various issues emerging from conditions of subalternity, politics of voice, and multiple… [Direct]

Lucena, J.; Schneider, J. (2008). Engineers, Development, and Engineering Education: From National to Sustainable Community Development. European Journal of Engineering Education, v33 n3 p247-257 Jun. In October 2007, Norman Borlaug wrote in \Science\ magazine that \more than 200 science journals throughout the world will simultaneously publish papers on global poverty and human development–a collaborative effort to increase awareness, interest, and research about these important issues of our time\. Borlaug, Nobel Peace Prize laureate and father of the green revolution, was demonstrating that the scientific community is at last taking questions seriously of sustainability and development. Borlaug's own contentious role in the history of \development,\ however, points to the complexity of the term and the contested role scientists and engineers have played in that history. As engineering education initiatives incorporating sustainable development practices proliferate, it becomes ever more important to understand the historical lessons of development and the contributions of engineers. This paper outlines a history of engineering practice and education in relationship to… [Direct]

Markovich, Dalya Yafa (2015). The Personal as Political: The Function of the Private Space in Contextualizing the "Other" in Jewish-Palestinian Encounters. Journal of Peace Education, v12 n2 p167-181. The private/personal sphere is perceived to be a channel of empowerment that fosters processes of acknowledgment and recognition during encounters between participants from different cultural groups. Drawing on ethnographic research at an inter-cultural program that offered a space for engagement for Palestinian and Jewish educational trainees', we followed the role played by the private sphere in the process of articulating a perception of the "Other". Most participants from both groups chose to locate their position toward the "Other" in their private sphere. The different ways through which the private sphere was preformed and justified by the participants reveals that for the Palestinian participants the private sphere served as a way to create particularity, while for the Jewish participants it served as a way to construct universalized claims. These justifications, which were tightly coupled with each groups' social position and social power, were working in… [Direct]

Torrence, Martha (2002). Teaching Peace, Fall 2001. AMS Teachers Section: Reflections from the Field. Montessori Life, v14 n1 p11 Win. Reflects upon the Montessori teacher's role as a peace educator in light of the terrorist attacks of September 11, 2001. Rearticulates Montessori's assertion that only through education can the fundamental issues of peace be addressed. Suggests that Montessori teachers seek professional development opportunities to help them incorporate the peace strand into every act of teaching and every contact with children. (KB)…

Gur-Ze'ev, Ilan (2010). Adorno and Horkheimer: Diasporic Philosophy, Negative Theology, and Counter-Education. Policy Futures in Education, v8 n3-4 p298-314. The later Horkheimer presents mature Critical Theory as a Jewish Negative Theology. This change carries major educational implications hegemonic critical pedagogy has not yet dared to address until now and much less in the present era of the new anti-Semitism as the meta-narrative of the progressive circles. In Horkheimer's work the change from a Marxian Critical Theory to a Diasporic philosophy is paralleled by an articulation of Critical Theory as a new, Jewish, Negative Theology. Adorno's Negative Dialectics follows the same path, attempting to present \counter-education\ as a worthy addressing of the present absence of the quest for transcendence and meaning, and as a Diasporic form of awaiting as a self-education for the human stance of readiness to be called upon. The refusal to dwell in peace in the present order of things, the negation of the \facts\ of the actuality, are but a manifestation of the rejection of metaphysical violence and of all kinds of \homes\, dogmas, and… [Direct]

Baidhawy, Zakiyuddin (2007). Building Harmony and Peace through Multiculturalist Theology-Based Religious Education: An Alternative for Contemporary Indonesia. British Journal of Religious Education, v29 n1 p15-30 Jan. Indonesia has experienced a paradigm shift during the last decade in the framework of managing societal diversity because of an increase in ethnic and religious conflict. This shift has an impact on education because school curricula must address issues of living together as a nation united despite differences in religion and ethnicity. This is especially true of the religious education curriculum. However, since the New Order era (Soeharto regime, 1966-1998), religious education has been misused by the state to limit freedom of religion and to promote a model that is not sensitive to diversity and differences. It is critical, however, that religious education be rooted in a multicultural perspective supported by theological insight. (Contains 2 tables and 4 notes.)… [Direct]

Cush, Denise (2007). Should Religious Studies Be Part of the Compulsory State School Curriculum?. British Journal of Religious Education, v29 n3 p217-227 Sep. This article argues that of the various approaches taken in state education internationally, the inclusion of a discrete academic subject dealing with religious traditions and spiritual or secular alternatives is the most effective way of addressing religious plurality in education. It examines the increasing presence of religion in public discourse, various educational responses to this, and argues that a separate subject, taught by specialist teachers, is the most likely to achieve the aim of the United Nations for mutual understanding and peace between diverse religious and cultural traditions…. [Direct]

(1980). European Regional Seminar on Implementation of the UNESCO Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms (Sofia, Bulgaria, 15-20 October 1979). Final Report. This document is the final report of the Unesco seminar on international understanding. The major purposes of the seminar were twofold: (1) to evaluate implementation of human rights and peace-related recommendations within Unesco member nations since 1974 and (2) to suggest how to develop and implement more effective human rights/international understanding approaches in the context of traditional and out-of-school education. The seminar was attended by 21 educational experts from 15 Unesco member nations and by 14 observers from Bulgaria. Presentation of status reports from the 15 nations represented at the seminar indicated that member states had been successful in implementing the 1974 recommendations in various ways, particularly in the areas of promoting the study of world issues and concentrating on helping young people think rationally about social and political issues. Suggestions for making education for international understanding and peace even more effective in the…

Biaggio, Angela; De Souza, Luciana; Martini, Rosa (2004). Attitudes toward Peace, War and Violence in Five Countries. Journal of Peace Education, v1 n2 p179-189 Jan. This study investigated attitudes towards peace, war and violence in students from five countries: Brazil, Chile, Germany, Portugal, and the USA. The total sample consisted of 171 male and female adolescents and adults. An 11-item questionnaire about peace, war and violence was developed. The data were submitted to content analysis by groups of three analysts. Results indicated age-group differences as well as similarities among all participants. Adolescents presented simple answers about wars. Brazilians and Chileans suggested that raising awareness is a solution to the violence experienced in daily life. All participants indicated a disbelief in the possibility of a worldwide government. All students cited education and dialogue as solutions to violence…. [Direct]

Watanabe, Mina (2015). Passing on the History of "Comfort Women": The Experiences of a Women's Museum in Japan. Journal of Peace Education, v12 n3 p236-246. This article explores the activities and experiences of a women's peace museum in Japan which especially tries to pass on the history of Japan's military sexual slavery, or the "comfort women" issue. The system of Japan's military sexual slavery had not been written as a part of history until courageous survivors testified and documentary evidence was unearthed in the 1990s. With few material exhibits of sexual violence, testimonies play a significant role in the exhibitions. Panels displaying the testimony of both survivors and former soldiers try to represent the person as a whole, situating sexual enslavement or crimes as part of their overall life, rather than extracting the harsh experience in an isolated way. The concrete and detailed activities of this privately run museum show the challenges faced by museums dealing with the dark history of their own country…. [Direct]

Ritter, Lawrence D. (1977). Smithsonian-Peace Corps Program Aids Environmental Education Overseas. Journal of Environmental Education, 8, 3, 4-6, 77. The efforts of the Smithsonian-Peace Corps Environmental Program to supply skilled personnel to serve in ecological and natural resource projects in developing nations are detailed. Specific environmental education projects and activities throughout the world are identified and described. (BT)…

Iram, Yaacov (2002). Education for Coexistence and Peace: The Israeli-Palestinian Case. The United Nations declared the year 2000 and the decade 2001-2010 as "The Year for Culture and Peace." A culture of peace implies more than a passive and quiescent state due to an absence of war and violence. To attain a culture of peace, people must actively strive toward positive values that enable different cultures and nations to coexist harmoniously. These values are based on fostering knowledge among people that leads to acceptance of pluralism based on understanding of shared and unique aspects of different peoples and cultures. Within the Israeli context this entails striving toward fruitful coexistence between Jews and Arabs, Israelis and Palestinians, as well as between people from different socioeconomic strata and political-ideological convictions. This paper presents, analyzes, and evaluates a unique program that seeks to impart the values of multiculturalism and peace, transcends religious and political boundaries, and bridges cultural, ethnic, and national… [PDF]

Herrera, Linda (2008). Education and Empire: Democratic Reform in the Arab World?. International Journal of Educational Reform, v17 n4 p355-374 Fall. Democracy and related concepts–human rights, active learning, civic participation, gender empowerment, and global citizenship–have become the international policy mantras of the post-Cold War era, or what many have labeled a neoimperial order. These bedrock principles of global educational reforms are supposed to contribute to processes of democratization and the forging of a cosmopolitan citizenry that will value pluralism, prosperity, and peace. Yet it is often not evident when these principles are being used to support neoliberal economic reforms, geopolitical aspirations, and security objectives or when they reflect more genuine progressive, universal, and emancipatory methodologies for change. These issues are examined through an interrogation of international development interventions in Egypt since the 1990s, in the spheres of privatization, the growth of educational markets, and curriculum reform for citizenship and moral education…. [Direct]

Bartle, Mike (1999). Outdoor Education in a Peace and Reconciliation Community. Corrymeela, a Christian community in Northern Ireland, uses a variety of activities, one of which is outdoor education, to tackle the challenges of living within a contested society and to model new possibilities. Structured peace-building experiences focus on the relational aspect of those people, groups, and communities who experience conflict. Three categories of outdoor experiences–urban adventure, outdoor journeys, and adventurous experiences–reflect a rich and complex repository of knowledge designed to support the peace and reconciliation process. Many of the participants know they will be sharing experiences with people about whom they already hold certain perceptions or prejudices, or whom they simply disrespect. The novelty of outdoor adventure activities provides a safe environment in which to see, meet, and hear the experiences of others. Outdoor journeys simulate, through the process of ritual and challenge, the "hero's journey" in which difficult physical… [PDF]

Gordon, Haim (1980). Buberian Learning Groups: A Response to the Challenge of Education for Peace in the Mideast. Teachers College Record, v82 n2 p291-310 Win. Results of this study indicate that two-thirds of the participants who completed a year in a Jewish-Arab Buberian Learning Group had diminished existential mistrust of members of the other ethnic group. (JN)…

Matsumoto, Yukitoshi (2008). Education for Demilitarizing Youth in Post-Conflict Afghanistan. Research in Comparative and International Education, v3 n1 p65-78. This article examines both the largely negative role that education has played historically in contributing to conflict in Afghanistan and the ways that education has been purposefully employed as a post-conflict strategy aimed at building peace and social cohesion. The growing attention among academics and policy makers to the role of youth in post-conflict contexts, and the urgent need to reintegrate ex-combatants has led to the implementation of educational programming directed at Afghan youth as a central part of the country's Demobilization, Demilitarization, Reintegration (DDR) effort. Drawing on the author's field research and experience working on literacy programming for youth and adults in Afghanistan, this article investigates how the unfulfilled aspirations and needs of a "lost generation" of young Afghans have been addressed within DDR processes. It argues that the adoption of a more dialectic approach to the educational programming provided through DDR–one… [Direct]

Brown, Peggy, Ed. (1983). Peace Studies. Forum for Liberal Education, v5 n4 Mar. Selected college peace studies programs are described, and perspectives on such efforts in higher education are considered in an article by Robert C. Williams, "Sounds of Silence: The Academy and the Nuclear Question." Following the essay, peace studies activities of six colleges are described. At Syracuse University, the Program in Nonviolent Conflict and Change includes peace studies instruction and research projects, and training in nonviolent methods. The Mennonite Goshen College's peace studies program assists other departments to include peace content in their materials. At Ohio State University, issues of public policy and national security are addressed in five programs of teaching, research, and public service. The Peace and Conflict Studies program at Juniata College seeks to promote an understanding of war within each discipline. At the University of Illinois, Urbana-Champaign, study and research is undertaken on the military, political, economic, and social…

Robinson, Daniel H.; Wainer, Howard (2009). Linda S. Gottfredson. Journal of Educational and Behavioral Statistics, v34 n3 p395-427. This article presents an interview with Linda Gottfredson (nee Howarth), who obtained her BA (psychology, Phi Beta Kappa) from UC Berkeley in 1969, served in the Peace Corps in the Malaysian Health Service from 1969 to 1972, and received her PhD (sociology) from Johns Hopkins University (JHU) in 1976. She was Research Scientist at JHU's Center for Social Organization of Schools (CSOS) until 1986, after which time she joined the School of Education at the University of Delaware (UD). She is currently professor of Education and Affiliated Faculty in UD's Honors Program. Dr. Gottfredson is a fellow of the American Psychological Association, Association for Psychological Science, and the Society for Industrial and Organization Psychology. She has made seminal contributions to vocational psychology, personnel selection psychology, intelligence research, and the study of health inequalities and human evolution. No stranger to controversy, she is perhaps most widely known for her clear,… [Direct]