Denman, Brian D.; Loller, Marie; Spence, Rebecca (2008). Mar Elias, Arab Christians of Israel, and the Sign of the White Dove. International Education Journal: Comparative Perspectives, v9 n2 p69-83. The intent of this paper is to relate the formation of a tertiary institution as part of Mar Elias Educational Institutions and to identify the spheres of influence and relevant factors that may lead to its success or demise. It considers the relevance of its founding president, Abuna Elias Chacour, whose installation as Archbishop of the Galilee in early 2006 has brought a sense of cautious optimism. It identifies some arguments for and against the Mar Elias project's possible identity as a Christian-oriented and peace-building institution and the goal of increasing educational standards and opportunities for the community-at-large. It also maps the current climate of tertiary education in Israel with emphasis placed on those institutions serving the Arab population and considers possible scenarios for a future Mar Elias university. (Contains 14 footnotes, 1 table, and 4 figures.)… [PDF] [Direct]

Dawson, Edgar (1922). Preparation of Teachers of the Social Studies for the Secondary Schools. Bulletin, 1922, No. 3. Bureau of Education, Department of the Interior Education is the process of handing down to the rising generation the wisdom and experience of the generations that have gone before. Now, as mankind is hesitatingly turning into new paths here and there it is all the more necessary that the most careful attention be given to the points of departure and the reason for departing from the old ones. If the new generations are to think about industry, government, and society in general in terms of the new democracy, it is of the utmost importance that the definitions of this new democracy be explained to the growing youth with all the care, and thoroughness of which we are capable. However new the principles to be taught, the need of teaching the bases of the society in which one lives is certainly not new. It has been recognized by every seeing man since history began. Aristotle says: "But of all things which I have mentioned that which most contributes to the permanence of constitutions is the adaptation of education to the form… [PDF]

Mangez, Eric (2010). Global Knowledge-Based Policy in Fragmented Societies: The Case of Curriculum Reform in French-Speaking Belgium. European Journal of Education, v45 n1 p60-73 Mar. This article examines the relationship between knowledge and policy in French-speaking Belgium. It starts by describing Belgium as a consociational democracy, i.e. a society that is largely organised around integrated pillars of society (Catholic, secular), each of which provides a wide range of services (educational, training, health, health insurance, social care, family planning, leisure) to "its" people. This special political-institutional arrangement has profound implications for the way knowledge circulates (or not) and the way it is used (or not) both within pillars and across the policy community. We argue that consociational democracies are not likely to generate knowledge-driven policy communities. Since knowledge could threaten the peace, some things are better left unknown: the co-existence of distinct communities requires a form of discretion (Mangez, 2009). Recently, however, globalisation has led to changes in this long-standing state of affairs: elites are… [Direct]

Kaplan, Don (1986). Peace Begins with Me. Instructor, v96 n2 p48-49 Sep. A good way to introduce students to the subject of peace and friendship is to celebrate the International Day of Peace. Activities in language arts, media/drama, physical education, art/music, social studies, and science/math are suggested. A list of resources concludes the article. (MT)…

Blades, David W. (2006). Levinas and an Ethics for Science Education. Educational Philosophy and Theory, v38 n5 p647-664 Oct. Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather than about the other. Extrapolating the face of the Other to the non-human world suggests an ethics for science education where the goal of pedagogy is peace with each other and the world through the rupture, eros and justice that arises from openness to the demands of the world. Understanding the infinite responsibility of the invocation presented by the face of the Other radically reconceptualizes science education from STS(E) towards an E-STS curriculum of responsiveness that critically employs the said of modern science and opportunities of experience to enable the next generation of citizens to act in peace to what the world is saying…. [Direct]

Lo, Leslie Nai-kwai (2007). The Sustainable Development of Inclusive Education. Chinese Education and Society, v40 n4 p44-62 Jul-Aug. The advent of inclusive education has quietly changed the ecology of Hong Kong's educational system. Inclusive education is a product of education in the developed Western nations and has spread at the instigation of international organizations. It is a plan for educational development that is based on the concepts of human rights and peace and stresses respect for differences. However, it is also a means of managing schools that is easier to comprehend than to carry out. This paper attempts to explain the basic concepts of inclusive education, describe its operative elements, and discuss its practical problems. Drawing on research findings and developmental experience gained abroad and locally, the author makes some suggestions for the sustained development of inclusive education. [This report was translated by Ted Wang.]… [Direct]

(1970). Education on War, Peace, Conflict, and Change. Intercom, 12, 3, 20-64, F 70. This article is based on the thesis that elementary and secondary schools have responsibility to prepare students to deal with, and eventually control, war and violence. It explores evidence for this thesis, attempts to clarify the field, and reviews educational needs and efforts. Lists selected resources. (JB)…

Reader, Mark (1982). The British Peace Movement in the 1980's. The groups and personalities that comprise the British peace network are discussed and their activities are examined. The nuclear disarmament campaign is led by a combination of mass-based organizations, specialized interest groups, and individuals determined to end Britain's role as a nuclear weapons state and military base. Notable groups are the Campaign for Nuclear Disarmament, the European Disarmament Campaign, and the World Disarmament Campaign. A combination of environmental, safe energy, and social justice groups have broadened the base of peace action linking Britain's major economic and political problems to the nuclear expansion. There is also a religious and ethical dimension to the British peace movement. An example is the series of lectures on the atomic age sponsored by St. James Church in Piccadilly. The peace activists have been successful in implementing informal and formal education programs throughout the country. These include television programs, graffiti,…

Vasquez, Gaddi H. (2003). Peace Corps and Community Colleges: A 21st Century Partnership. Community College Journal, v73 n5 p62-66 Apr-May. This article explores the partnership between the Peace Corps and the American Association of Community Colleges (AACC), which may expand opportunities for community college graduates to serve as Peace Corps Volunteers and then continue their formal education in the United States. This includes opportunities to grow professionally and personally through Peace Corps service; for people in other countries to benefit from the life experience and skills of the community college graduate; and for Americans to learn from returning community college volunteers who share their appreciation for other cultures, their expertise, and their leadership skills…. [Direct]

Affouneh, Saida Jaser (2007). How Sustained Conflict Makes Moral Education Impossible: Some Observations from Palestine. Journal of Moral Education, v36 n3 p343-356 Sep. This article explores the impact of conflict and war on children's moral education, taking the case of Palestine as an example. It begins by giving a brief background to the emergency situation in Palestine and the impact this has on children. The second section reports research findings about the attitudes of Palestinian teachers, parents and young people towards the effects of the current conflict on children's personal development and towards the possibility of moral education while the conflict continues. The final section discusses the deeper problem of what sort of moral education is appropriate in such a context and examines specific values, such as love, hate, revenge, forgiveness, peace, anger and violence…. [Direct]

(1981). The Role of Social Studies in Education for Peace and Respect for Human Rights in Asia and the Pacific. Report of a Regional Meeting of Experts (Bangkok, Thailand, December 16-22, 1980). UNESCO member states discussed educational efforts undertaken to improve international understanding, peace, and respect for human rights. Chapter 1 summarizes the reports of individual countries. Although the citizens of each of the countries have their rights protected through their respective constitutions, there is some variation in the interpretation of the human rights concepts. It is generally through the area of elementary and secondary social studies that the countries are attempting to educate their citizens concerning peace and human rights. Although teaching methods are not reported on in detail, where reference is made it appears that a variety of strategies is being practiced. Some teacher education is being implemented. The areas that are least reported upon are research and evaluation. Chapter 2 contains a summary of the discussions that followed each country's report; these discussions concerned how to improve social studies/civics/moral education. Suggestions for… [PDF]

Feuerverger, Grace (2001). Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel. This book provides an interpretive/ethnographic inquiry into the relationship between Jews and Palestinians who live in a small cooperative community and into its two schools, which are devoted to peaceful coexistence. The village aims to create a social, cultural, and political framework of equality and mutual respect for the residents while maintaining the cultural heritage, language, and identity of each individual. The book focuses on the multidimensional relationship between autobiographical narrative, educational discourse, and the intercultural quest for peaceful coexistence in the Neve Shalom/Wahat Al-Salam village school programs. The book is divided into the following chapters: (1) "An Oasis of Peace: The Village of Neve Shalom/Wahat Al-Salam"; (2) "A Community of Moral Education"; (3) "The Pedagogy of Peace: Language Awareness in the Neve Shalom/Wahat Al-Salam Elementary School"; (4) "Witnessing Trauma: The 'School for Peace'"; (5)…

Forcey, Linda Rennie (1993). Integrating Women's and Peace Studies: Challenges for Teacher Education. Thresholds in Education, v19 n3 p21-24 Aug. Argues that both women's studies and peace studies have much to contribute to a more peaceable and caring teacher education. Summarizes, compares, and contrasts the pedagogical contributions of both fields, discusses the ongoing feminist debate on the nature of women, and urges appreciation of diverse approaches and tolerance for ambiguity, tension, and theoretical untidiness. (15 references) (MLH)…

Crews, Robin J., Ed.; Weigert, Kathleen Maas, Ed. (1999). Teaching for Justice: Concepts and Models for Service-Learning in Peace Studies. AAHE's Series on Service-Learning in the Disciplines. This volume is part of a series of 18 monographs on service learning and the academic disciplines. This volume offers a collection of essays on the integration of service learning in the field of peace studies. After a Preface by Elise Boulding and an Introduction by Kathleen Maas Weigert and Robin J. Crews, titles in Part 1, "Conceptual Essays" include: "Moral Dimensions of Peace Studies: A Case for Service-Learning" (Kathleen Maas Weigert); "Peace Studies, Pedagogy, and Social Change" (Robin J. Crews); and "Service-Learning as Education: Learning from the Experience of Experience" (Michael Schratz and Rob Walker). Chapters in Part 2, "Service-Learning in Peace Studies Programs," include: "Study, Act, Reflect, and Analyze: Service-Learning and the Program on Justice and Peace at Georgetown University" (Sam Marullo, Mark Lance, and Henry Schwarz); "Justice and Peace Studies at the University of St. Thomas" (David… [PDF]

Spink, Jeaniene (2005). Education and Politics in Afghanistan: The Importance of an Education System in Peacebuilding and Reconstruction. Journal of Peace Education, v2 n2 p195-207 Sep. Afghanistan has a long history of social unrest and ethnic conflict, and the manipulation of the education system by internal and external powers for political purposes has been one of the major contributors to these divisions. As Afghanistan attempts to build peace and maintain co-existence after more than 20 years of violence, there continues to be limited attention given to one of the main contributors to the social divisions. More than four million children returned to school in the first two years of "peace" in Afghanistan. Hundreds of millions of dollars were spent by the United Nations and other international donors on ensuring the physical provision of schools for children. However in 2005, three years into "the new era for Afghanistan", teachers continue to teach ethnic hatred and intolerance. The textbooks continue to be highly politicised, promoting social divisions and violence, seemingly unnoticed by the International Community, whose expensive… [Direct]

Gordon, Haim (1983). Buberian Learning Groups: Existentialist Philosophy as an Ariadne Thread for Education for Peace–A Final Report. Teachers College Record, v85 n1 p73-87 Fall. Existentialism holds both a promise and a threat for education. The author draws on philosophical insights to explain why Buberian Learning Groups in Israel, composed of Arabs and Jews, foundered after Israel invaded Lebanon. (PP)…

Mark, Rob (2008). Exploring Equality through Creative Methods of Learning in Adult Literacy: Findings from a Peace Funded Project. Adult Learner: The Irish Journal of Adult and Community Education, p77-83. The Literacy and Equality in Irish Society (LEIS) Project is an example of a project which used alternative non-text methodologies to help literacy and basic education learners explore and understand how inequalities in society have impacted on their lives. The project focused on inequalities, shifting the emphasis in literacy and basic skills practice away from using printed material to encouraging learners and tutors to explore together the experience of using non-text based methods of learning. The particular focus for inspiring this new type of learning was the post-conflict situation in the North of Ireland and the need to understand how including equality issues in literacy learning might contribute to peace building and reconciliation. The project had three key strands–Literacy, Equality, and Creativity and the partnership brought together different types of expertise to research, design and develop a package of innovative text-free teaching methods that could be used to… [PDF] [Direct]

Tamatea, Laurence (2006). Gandhian Education in Bali: Globalisations and Cultural Diversity in a Time of Fundamentalisms. Compare: A Journal of Comparative Education, v36 n2 p213-228 Jun. The paper presents findings from a research project undertaken at the Taman Rama Gandhi School in Bali during the first anniversary week of the Bali Bombings in 2003. It explores the school's response to four key components of Gandhi's model of Basic Education ("Nai Talim") and shows that the claimed curriculum is framed by two contradictory discourses: a globalisation from above discourse and a Gandhian discourse of tolerance and peace, more consistent with a globalisation from below discourse. The argument is made that the curriculum's commitment to the neo-liberal capitalist values of the globalisation form above discourse may ultimately thwart the emphasis upon peace and tolerance in the discourse from below. (Contains 4 notes.)… [Direct]

Edmonds, Edward L. (1981). Innovation and International Education. Objectives and realities of education for international understanding, cooperation, and peace are examined. Information is presented in six major sections. In Section I, various meanings of international education are explored. In addition, central concerns of international education are identified, including respect for human rights and fundamental freedoms, tolerance for differences of opinion, and ability to be objective and free from prejudice. Section II suggests how to cross national boundaries through an international curriculum emphasizing UNESCO's concepts of world peace and knowledge and appreciation of other cultures. Section III describes an ideal core curriculum for a university-level world studies course. The course would incorporate information from seven areas–the nature of man, the ecology of human and natural species, culture, social and economic consequences of development, values, resolution of differing points of view, and peaceful relations. Section IV…

(1995). World Education Report, 1995. The Education of Women and Girls; Challenges to Pedagogy; Education for Peace, Human Rights and Democracy. This report, the third in UNESCO's series of World Education Reports, focuses on the largest single category of persons denied equality of educational opportunity in the world today: women and girls. The report examines global trends and developments in female access to formal education in both industrial and developing countries, focusing in particular on male-female disparities and gaps in key indicators (literacy rates, enrollment ratios, years of schooling, school retention and dropout rates, fields of study), as well as on girls' experiences in the educational process itself (such as pedagogy, testing, and assessment) and on the relationship between this process and adult life chances. Numerous figures, boxes, and tables are contained within the four chapters. Appendixes offer statistical notes, regional tables, world education indicators, and national reports and UNESCO reports, publications, and periodicals concerning education, 1993-95. (MLF)…

Kanu, Alusine M.; Kettlewell, Gail B. (2009). Lessons in Leadership: International Education. Community College Journal, v80 n1 p32-34 Aug-Sep. Sierra Leone, a country the size of South Carolina on the shores of the Atlantic Ocean, was once known as the "Athens of West Africa." Today, the Republic is recovering from a 10-year war that ended in 2002. When the author, Alusine Kanu, who holds a doctorate of arts in community college education from Virginia's George Mason University (GMU), visited his homeland in 2004, he returned with the vision that community colleges might be an answer to rebuilding the country. He took the idea to Gail Kettlewell, director of GMU's community college program, and the two performed a feasibility study acquiring information from Sierra Leoneans living in the Washington, D.C., area and in Sierra Leone. Continued work and further visits to the country have resulted in the donation of 200 acres in each of the towns of Lunsar, Makeni, Kono, and Pujehun, worth a total of $2 million. The government of Sierra Leone and GMU created a Memorandum of Understanding to develop a new… [Direct]

Karmellou, Christalla (2008). Language Policy in Education and Its Affect in Cyprus Issues on the Development of Identity and Interethnic Relationships. Online Submission The paper discusses educational and language policy issues within the context of the Greek Cypriot education as prescribed by the constitutional provisions of the 1960s settlement. In view of the prospect of unification in Cyprus, the author examines the role of language educational policy in future peace building. Key issues regarding ethnic identity and reciprocal nationalism are identified and discussed with regard to the monolingual segregated educational pattern followed during the post-independence period until today. Literature regarding language policy and planning in Greek Cypriot education is reviewed and discussed with respect to the development of democratic citizenship and the cultivation of a new social identity among the communities of the island raising issues of educational rights and intercultural communication. Finally, the author describes reciprocal bilingual and integrative innovation programs aiming at reducing conflict within the paradigm of three… [PDF]

Boshier, Roger; Huang, Yan (2008). Human and Social Capital in China's Learning Villages. Convergence, v41 n4 p103-123. In March 2006, Premier Wen Jiabao acknowledged that the situation in the Chinese countryside is desperate and claimed new resources would be devoted to healthcare and education. This announcement should have pleased architects of the Chinese "learning initiative" who are building learning cities and villages. The authors describe why learning villages are needed, show how to build one, describe innovative work in Shuang Yu village and make a case for emphasising "social" (as well as "human") capital in learning villages. With this in mind they analyse what it means to move from an orthodox "teaching" to a "learning" model. Chinese people have suffered too much and most now want peace and a good life. But, their future is threatened by environmental collapse and gaps dividing glittering cities from an impoverished countryside. Learning is at the centre of all available remedies to these problems. Not more exams, skills training, formal…

van Doorn-Harder, Nelly (2007). Teaching Religion in the USA: Bridging the Gaps. British Journal of Religious Education, v29 n1 p101-113 Jan. This article argues that, considering the current trends of polarization between adherents of different religions, courses on world religions should no longer focus only on the transmission of knowledge, but include material from human rights studies, inter-religious dialogue, and peace studies as well. According to the author, due to their specific charters, confessional educational institutions (including institutions of higher education) in particular are well placed to use this interdisciplinary approach, since it changes academic learning about other religions and can lead to profound transformations, connecting the learning process with the core teachings of religions. (Contains 2 notes.)… [Direct]

Kagawa, Fumiyo, Ed.; Selby, David, Ed. (2009). Education and Climate Change: Living and Learning in Interesting Times. Routledge, Taylor & Francis Group There is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already set in motion. What part does education have to play in helping alleviate rampant climate change and in mitigating its worst effects? In this volume, contributors review and reflect upon social learning from and within their fields of educational expertise in response to the concerns over climate change. They address the contributions the field is currently making to help preempt and mitigate the environmental and social impacts of climate change, as well as how it will continue to respond to the ever changing climate situation. Contents include: (1) Introduction (Fumiyo Kagawa and David Selby); (2) Climate Change Education and Communication: A Critical Perspective on Obstacles and Resistances (Edgar Gonzalez-Gaudiano and Pablo Meira-Cartea); (3) \Go, Go, Go, Said the Bird\: Sustainability-related Education in Interesting Times… [Direct]

(1966). PEACE CORPS, CONGRESSIONAL PRESENTATION, FISCAL YEAR 1967. THIS REPORT TO CONGRESS DISCUSSES THE HISTORY, FINANCIAL POLICY, VOLUNTEER PROGRAMS, AND RATIONALE OF THE PEACE CORPS, WITH EMPHASIS ON PLANS TO IMPROVE TRAINING AND EXPAND ITS PROGRAM. PEACE CORPS TEACHING, COMMUNITY DEVELOPMENT, AGRICULTURAL DEVELOPMENT, AND HEALTH EDUCATION IN VARIOUS DEVELOPING COUNTRIES ARE REVIEWED AND EVALUATED. A PROPOSAL (INCLUDING BUDGET, RECRUITMENT AND PERSONNEL POLICY, AND TRAINING CURRICULUM) IS SET FORTH FOR A PARTNERSHIP EXCHANGE, AND AN EXCHANGE PEACE CORPS, IN WHICH FOREIGN VOLUNTEERS WOULD CONTRIBUTE TO THE SOCIAL AND EDUCATIONAL DEVELOPMENT OF HOST COMMUNITIES BY TEACHING NATIVE LANGUAGES AND CULTURES AND ASSISTING "VISTA" VOLUNTEERS. THE 1965 AND 1966 PEACE CORPS BUDGETS, AND THE PROPOSED 1967 BUDGET OF $112,150,000 FOR BASIC PEACE CORPS WORK (TITLE I) AND FOR THE PROPOSED EXCHANGE AND VOLUNTEER PROGRAMS (TITLES II AND III), INCLUDE VOLUNTEER AND PROJECT COSTS (PRETRAINING, TRAINING, OVERSEAS COSTS, ALLOWANCES, AND RESEARCH) AND… [PDF]

Brine, Jacky (1999). Economic Growth, Social Exclusion and the European Discourse of Equality: Pathologizing "The Unemployed.". Research Papers in Education: Policy and Practice, v14 n1 p93-105 Mar. Explores the European Commission's discourse of gendered equality regarding economic growth and social exclusion, considering its effect on education and training policy. The paper reviews recent commission-policy documents that include discourses of economic growth and peace; explores the relationship between discourses of economic growth, peace, and equality; and discusses recent trends which force unemployed people to attend training programs. (SM)…

Burke, Kenneth M. (2007). Human Rights and the Rights of the Child, a Panoramic View. Globalisation, Societies and Education, v5 n3 p333-349 Nov. Recognizing the importance of the universal rights of children is critical in a differentiated and pluralist world, which, in coming together through the increase of global economic interdependence and consequent changes, will require a breadth of talents to maintain peace and cooperation. The paper draws on research from historical perspectives on human rights and the rights of the child. It proposes an analysis of children's rights as both positive and negative human rights that, in the case of the context of the right to an education, should include instructional practices that respect developmental, cognitive and intellectual capacities. (Contains 3 notes.)… [Direct]

(1982). International Symposium on Disarmament Education: A Report. Proceedings from a World Confederation of Organizations of the Teaching Profession and Japan Teachers Union Symposium (Hiroshima, Japan, October 25-29, 1982). Proceedings from an international symposium devoted to the cause of disarmament education are presented. Representatives from international and national teacher organizations together with scholars and researchers from 35 countries and all continents attended. The symposium focused on the idea that teachers have a special responsibility to work for peace and disarmament, teach about peace and disarmament, and build a world based on peace and justice. The following speeches were made at the opening ceremony of the symposium: "Never Again Send Our Children to the Battlefield," (Motofumi Makieda); "How Can Teachers Remain Silent?" (James Killeen); "The Value beyond Measure of Peace" (Toranosuke Takeshita); "'For We Shall Not Repeat the Evil'" (Takeshi Araki); "Messages from Hiroshima to Teachers All Over the World" (Akira Ishida); and "Hiroshima, Symbol of Nuclear Cataclysm" (Message from Unesco). The keynote addresses…

(1994). Programming and Training for Peace Corps Women in Development Projects. Supplement to Peace Corps Programming and Training System Manual. Information Collection & Exchange T0084. The Peace Corps Programming and Training System (PATS) manual is designed to help field staff members of the Peace Corps train volunteers. This supplement to the PATS manual was developed to provide complementary information about key aspects of Peace Corps programming and training for women in development. It is intended for individuals involved in Peace Corps programming and training, such as Peace Corps staff, contractors or consultants, and staff of host country agencies. The supplement uses examples drawn from a wide variety of countries to illustrate the programming and training development process. This supplement provides an overview and framework of how Peace Corps sectors can integrate gender into their "mainstream" development efforts. It provides guidelines for project planners, managers, and trainers designed to help make the integration of women into project and training design and implementation smoother and more routine. Following an introduction in the… [PDF]