(1971). War/Peace Report. What Should Kids Be Taught About Peace and War? Volume 11, Number 1. This article is reprinted from a monthly publication of fact and opinion on progress toward a world of peace with justice. The feature article presents a dialogue among educators who have been designing strategies for war/peace studies. Speaking on the topic in the title were: James Becker, director of Foreign Policy Association's School Service Program; Robert Freeman, director of Diablo Valley Education Project in California; William Nesbitt, director of Studies in International Conflict project; Betty Reardon, director of World Law Fund's School Program; and president of Bank Street College of Education, John Niemeyer, as moderator. Discussion gives some sharp insights into: 1) student attitudes on wars: inevitable and necessary; 2) problems in developing curriculum on war/peace; 3) world order and alternatives to the tradition of nation-state organization; 4) role of the school as an agent of change; 5) school community relationship; 6) values; 7) conflict resolution; 8)… [PDF]

Misco, Tomas (2008). "Nobody Told Us about What Happened": The Current State of Holocaust Education in Romania. International Education, v38 n1 p6-20 Fall. This research study sought to understand the current state of Holocaust education in Romanian classrooms and how sociocultural and institutional forces influence its treatment. By identifying the obstacles, challenges, and successes of Holocaust education in Romania, this study can both disseminate the techniques and conditions that bring about meaningful Holocaust education and provide a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on this topic. Given their recent accession to the European Union, this is a timely study that also examines Romania's educational efforts concerning the development of democratic skills and dispositions, many of which often result from addressing controversial topics and closed areas, including the Holocaust in Romania. Holocaust education is a relatively new phenomenon in Romania and studying its inception can offer insights for other societies and cultures that are working to… [Direct]

(1912). Peace Day (May 18): Suggestions and Material for Its Observance in the Schools. Bulletin, 1912, No. 8. Whole Number 476. United States Bureau of Education, Department of the Interior Among the many movements of modern times for the advancement of civilization and the relief of humanity from unnecessary burdens of expenditure and of paralyzing fear, none is more significant than that for arbitration and world-wide peace. This movement has been made possible by the education of the masses of the people in all the more progressive countries of the world, and will succeed finally only as education becomes more universal. Like all great constructive movements for the uplift and freedom of the people, it must depend on the intelligence and understanding of the people themselves. To any such end no agency is more effective than that which works through the schools, in which the citizens of the future are gathered during their formative years. One of the most effective ways of fixing the attention of children and making lasting impressions on their mind is through well arranged and attractive programs for days set apart for special purposes. For these days children and… [PDF]

Axelrod, Valija M.; Magisos, Joel H. (1988). Our Role in the International Community. Vocational Education Journal, v63 n3 p22-25 Apr. We must develop ways to work cooperatively with other nations. Economic development through vocational education can be a means to world security and peace. (JOW)…

Benavente, Ana; Mbanze, Jorge; Ralambomanana, Stangeline (2008). Training Teachers as Key Players in Poverty Alleviation. Prospects: Quarterly Review of Comparative Education, v38 n2 p171-187 Jun. This article presents several questions, reflections and suggestions on pre-service and in-service teacher training that arose during the project \Curricular innovation and poverty alleviation in sub-Saharan Africa\. While recognizing that the situation in the nine countries taking part in the project, and in many other countries in the southern hemisphere, is marked by a huge lack of teachers, with the attendant urgency and pressure, it must also be stated that the economic and social status of teachers is not always equal to the needs of the schools and societies. In this project on the place of the school in poverty alleviation and the promotion of peace, the role of the teachers was soon seen to be crucial. The analysis of the common areas of the demands made on teachers from the northern hemisphere and of the specific needs and realities of the countries from the south enabled us to start building possible responses in the short and medium term in the countries where Education… [Direct]

Syed, Khalida Tanvir (2008). Misconceptions about Human Rights and Women's Rights in Islam. Interchange: A Quarterly Review of Education, v39 n2 p245-257 Apr. This paper aims to clarify three current misconceptions about the Islamic faith and issues of human rights and women's rights in the West. The first misconception is that Muslims are terrorists because they believe in Jihad. It is factually the case that Islamic teachings stress the value of peace and prosperity for all human beings. The second misconception is that Muslims prohibit scientific knowledge and only aim to seek religious knowledge. To the contrary, Qur'an emphasizes that the opportunity to seek all forms of knowledge is a human right and responsibility of all Muslims. The third misconception and perhaps, the most controversial, is that Islam oppresses women. In reality, Islam offers women the right to make their own choices in the areas of education, business, and property, to name a few. By sharing my own experiential narrative as a Muslim born woman and that of a Canadian women who converted to Islam, I can actually see the similarities between human rights in Islam… [Direct]

Chen, Qi (2010). Curriculum Reform and the Writing of High School History Textbooks in China. Social Education, v74 n1 p42-44 Jan-Feb. The world has changed rapidly since the end of the Cold War. Globalization demands a much higher intellectual standard of people in a country. At the same time, the trend toward pluralistic cultures in many countries has lessened confrontations among peoples of different ideologies. Compared with the twentieth century, in this new era, the peoples of the world have made more efforts to pursue peace, oppose wars, reach a common understanding, and strengthen cooperation. Both geographically and culturally, the information age has broken down the boundaries between nations. Communication within the "global village" is both readily available and convenient. Recognizing this trend, the People's Republic of China (PRC) has taken steps to catch up with the rest of the world. In this new century, international competition is a competition to foster new skills and attitudes in young people. Since the 1990s in particular, significant changes have taken place in the field of history… [Direct]

(1970). Education for International Understanding and Peace, with Special Reference to Moral and Civic Education. This report covers the committee's views and recommendations toward strengthening the contribution of education to international understanding and peace. Suggestions are aimed at every level, from Unesco officials, to heads of government, to the individual classroom teacher. The report is divided into several major sections: General Observations, Primary Education, Secondary Education, Preparation of Teachers; Higher Education, and Main Suggestions. The sections covering primary through higher education discuss such topics as general educational objectives, curriculum and teaching methods, materials, research and evaluation, and how \worldmindedness\ can be incorporated into existing subject areas. An appendix lists the participants, attending in a private capacity from 28 member states, and observers. (JLB)… [PDF]

Heywood, Stanley J. (1981). Civitas Mundi, or Noah Webster Revisited. National Council for Accreditation of Teacher Education (NCATE) standards mandate that prospective teachers experience the awareness of other cultures within society on local, national and international levels. The NCATE standard implies that the same kinds of cultural sensitivities needed within the borders of this country are needed equally outside. The University for Peace will be based in Costa Rica and will be a component of the United Nations University in Tokyo. The function and scope of the university should: (1) provide educational training services to a variety of clients, from top government leaders to young people in tertiary education; (2) be non-ideological; (3) have an outreach program that encourages other colleges and universities, as well as various associations, throughout the world to develop programs for peace; and (4) consider as essential the International Peace Data and Information Centre. Its main tasks would be to identify, collect, summarize, analyze,…

Utsumi, Takeshi (2006). Global University System for Engineering Education in the Age of Globalization. European Journal of Engineering Education, v31 n3 p339-348 Jun. The Global University System (GUS) is a world wide initiative to create an advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries in the search for global peace. GUS aims to create a world wide consortium of universities to provide the underdeveloped world with access to 21st century education via broadband Internet technologies. The aim is to achieve \education and healthcare for all\, anywhere, anytime and at any pace. GUS works in the major regions of the world in partnership with higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with the emerging global GRID computer network technology. The Globally… [Direct]

Camp, Darrel (2009). A Survey of the Graduates of Christian Secondary Schools and Their Beliefs in the Effectiveness of the Academic and Spiritual Education Received. ProQuest LLC, Ed.D. Dissertation, George Fox University. The intent of this study was to investigate long-term effects of private Christian schooling on graduates, both educationally and spiritually. The purpose of this study was to determine the perceived effectiveness of the programs of Western Mennonite School (WMS) in preparing graduates for exhibiting the stated goals of the Faith and Learning Goals of WMS. Participants for this project were graduates of WMS from 1992 through 2002. A survey was distributed to the population of alumni to determine the effectiveness of the education and spiritual training received while in attendance. The data collected suggest that the alumni are Christ-centered, have continued to learn, continued to be part of a nurturing community, pursued a life of peace and service, and have continued to seek enrichment opportunities. The alumni of WMS have kept their faith and continued to learn. They have developed into healthy individuals who minister to others. They have not all maintained an Anabaptist… [Direct]

(1979). The Words of Martin Luther King, Jr. Today's Education, v68 n4 p58-64 Nov-Dec. Excerpts from speeches by Dr. Martin Luther King, Jr., are reprinted. Topics discussed include discrimination, the South, education, nonviolent resistance, poverty, economic opportunity, and world peace. (LH)…

Barakat, Bilal Fouad (2008). Education and Intra-Alliance Conflict: Contrasting and Comparing Popular Struggles in Apartheid South Africa and Palestine. Research in Comparative and International Education, v3 n1 p5-18. Much recent research has been directed at illuminating the role of education in major conflicts between ethnic groups. It is increasingly well understood that education does not necessarily have a positive, peace-supporting influence, but that the wrong kind of education can serve to reinforce divisions. However, in many conflicts there are multiple fault lines. Even if one central antagonism between two broad groupings can be identified, numerous tensions and divergent interests may exist within each of these groupings. This study examines the hypothesis that the notion of the "two faces of education" extends to such "conflicts within the conflict". In other words, with regard to tensions within groups on the "same side", education and schooling may also serve either as a unifying force or as a cause of violent disagreement–or both at the same time. This article presents the results of extracting both kind of themes–education as divisive or… [Direct]

(1999). Teaching Guide on Preventing Violent International Conflict. In the belief that questions about peace, justice, freedom, and security are vital to civic education, the United States Institute of Peace established the National Peace Essay Contest, which is designed to promote discussion of international peace and conflict resolution, complement existing curricula, and strengthen students' research, writing, and reasoning skills. This teaching guide provides five lessons that will help students fulfill certain educational objectives. Lesson 1 acquaints the students with the essay question on "Preventing Violent International Conflict," presenting concepts used in the essay question with exercises designed to activate student understanding. Lesson 2 presents two case studies with background information and primary sources to illustrate success and failure in preventing violent international conflict. Teachers can use this lesson to explain how to use primary source materials as evidence to support or refute a thesis statement. Lesson 3… [PDF]

(1986). Plan for the Development of Education for International Understanding, Co-operation and Peace. International Understanding at School, spec suppl n1 p33-38. Presents a table of the activities scheduled between 1986 and 1995 to promote the development of education for international understanding, cooperation, and peace. The table shows objectives of the program, measures and activities undertaken to achieve the objectives, and the agency or group responsible for completing the tasks. (JDH)…

Fairman, David; Smith, Stacie Nicole (2004). Normalizing Effective Conflict Management through Academic Curriculum Integration: The Example of Workable Peace. New Directions for Youth Development, n102 p47-68 Sum. Conflict resolution education (CRE) grew out of several parallel efforts: integrating social justice into schools, concerns about safety and youth violence, and desires to enhance responsible citizenship. Today, CRE encompasses, or is a component of, a broad range of initiatives in schools: violence prevention programs, diversity and tolerance programs, law-related education, citizenship or civic education, peer mediation programs, and whole school change efforts. Despite this enormous educational opportunity, many high schools lack the mandate and the tools to teach such skills. This is true even in academic disciplines where issues of intergroup conflict are most directly addressed: history and social studies. The Workable Peace curriculum aims to teach general concepts and skills of conflict analysis and management in the context of historical and current events selected for relevance to high school social studies and history curricula. The Workable Peace curriculum is a model for… [Direct]

Lee, Boyung (2006). Teaching Justice and Living Peace: Body, Sexuality, and Religious Education in Asian-American Communities. Religious Education, v101 n3 p402-419 Sum. This article examines sexuality, a null curriculum in Asian-American faith communities, and explores pedagogical strategies to move the sexuality discourse to the explicit curriculum. The article first describes the current discussion of sexuality in Asian-American communities, then it critically analyzes the Confucian notion of the body, which has far-reaching influence on Asian-American views about sexuality, including those of Christians. The article then focuses on demystification of the body, arguing that demystification is fundamental to Asian-American discussions about sexuality. Finally, it suggests pedagogical strategies for the teaching of sexuality in Asian-American contexts…. [Direct]

Ediger, Marlow (1989). Peace Studies and the Social Studies. Numerous reasons can be given for the low quality of teaching in the social studies. Teachers may be improperly certified, or they may teach to maintain employment rather than to do a good job. To teach peace studies courses requires the cream of the crop in terms of quality instruction. Teachers should be well above the minimum requirements for certification. Teacher education should include courses in educational psychology, philosophy of education, and teaching of social studies, and prospective teachers should have a good liberal arts background and complete a student teaching assignment. Secondary students should desire the best in teaching-learning situations. How to work toward peace should be an ultimate goal of peace studies. Disagreements between and among individuals involve conflict. Conflict resolution will greatly minimize or even eliminate selected kinds of undesirable attitudes. Some attitudes detrimental to conflict resolution include: harsh rhetoric, traditional… [PDF]

Sharra, Steve (2005). From Entrepreneurship to Activism: Teacher Autobiography, Peace and Social Justice in Education. Current Issues in Comparative Education, v8 n1 p7-17 Dec. This article argues that while social entrepreneurship shares concerns similar to those of social justice activism, the corporate and business ethos in the idea of entrepreneurship is not suited to the social concerns that teachers and other educators deal with in their everyday lives. The article points out characteristics of social entrepreneurship that are shared with the concerns of peace and social justice, but cautions against a rush to blur the distinctions between social entrepreneurship and education. Based on fieldwork conducted in four Malawian schools in 2004, this article places the historical context of peace and social justice activism in Malawi in the struggle for independence, and in the theoretical concept of "uMunthu." Using autobiography as a research methodology, the article discusses the approaches and implications for promoting teacher independence and activism to make teaching relevant to social change and innovation in Malawi. (Contains 2 notes.)… [PDF]

(1978). Project CHOICE: #73. A Career Unit for Grades 5 and 6. Introduction to the Peace Corps. (Public Service Occupations Career Cluster). This teaching unit, Introduction to the Peace Corps, is one in a series of curriculum guides developed by Project CHOICE (Children Have Options in Career Education) to provide the classroom teacher with a source of career-related activities linking 5th and 6th grade elementary classroom experiences with the world of work. These ten lessons on the Peace Corps give background information on the Peace Corps, considers the advantages and disadvantages of becoming a volunteer. An introductory section gives the rationale for the unit, goals, performance objectives, entry-level assessment, and evaluation. A list of suggested instructional materials, such as films, filmstrips, books, community resources, and art supplies, is included in this section. Each lesson contains a statement of purpose, materials needed for the lesson, an introductory statement, class activities, and a summary activity. Written materials (such as worksheets, surveys, and task cards) are included where feasible. (MEK)…

(2005). Environmental Education in the Community. ICE No. M0075. Peace Corps This new manual updates two older Peace Corps' manuals: \Teaching Conservation in Developing Nations\ [ICE M0007] and \Conservation Education: A Planning Guide\ [ICE No. M0023]. In addition to the time- and field-tested wisdom of the older manuals, this new manual incorporates current research and practice in the field of environmental education. Environmental Education in the Community includes many new ideas, activities, and tips drawn from the experiences of Peace Corps Volunteers and staff around the world. It is divided into 10 chapters: (1) What is Environmental Education; (2) Assessing and Discovering the Environmental Situation; (3) Identifying the Target Group; (4) Identifying the Message; (5) Creating an Educational Strategy; (6) Implementation; (7) Monitoring and Evaluation; (8) Environmental Education Camps; (9) Environmental Education Centers; and (10) Environmental Education Community Projects. The appendix contains training modules…. [PDF]

(1986). East/West Perspectives on Education for Peace and Security. Conference Report of the International Network for Global Education (INGE) (New Paltz, New York, November 8-12, 1986). The purpose of the International Network for Global Education (INGE) is to promote global education within the educational systems of network member countries. Areas of study are listed under the following headings: Peace Studies; East/West Relations; North/South Relations; Human Rights; Global Environment; Human Values; and Cross-cultural Issues. Conference speakers John Darnton (United States) and Laszlo Kallay (Hungary) expressed the idea that the study of history lays the groundwork for understanding and acceptance of other cultures. The members of the conference established recommendations for INGE. Jan Tucker (United States) presented policy development in global education. Gunter Renner (West Germany) discussed curricular content for global education. G. H. Oonk (The Netherlands) and R. Tolsma (The Netherlands) reviewed pedagogical principles underlying the study of international education. Roger Morgan (United Kingdom), Hans Hooghoof (The Netherlands), and O. J. Dunlop…

van Merrienboer, Edward (1983). Policies and Structures: The Hidden Curriculum Design. Momentum, v14 n4 p40-41 Dec. Explores how learning policies can enhance efforts to implement the Catholic bishops' peace pastoral. Focuses on balance between conscience and authority, resolution of conflict, and education stressing the importance of the person. (LAL)…

Walter, Pierre (2007). Adult Learning in New Social Movements: Environmental Protest and the Struggle for the Clayoquot Sound Rainforest. Adult Education Quarterly: A Journal of Research and Theory, v57 n3 p248-263. During the summer of 1993, some 10,000 people, young and old, joined logging road blockades to protest the clear-cutting of old-growth temperate rainforest in Clayoquot Sound, British Columbia, Canada. By the end of the summer, more than 900 protestors had been arrested for acts of civil disobedience in refusing to leave the road. In subsequent mass trials, many were then convicted of criminal contempt of court and sentenced to jail terms and steep fines for their activism. Led primarily by women and espousing feminist principles of nonviolence and consensus decision making, the 1993 protests and Clayoquot Peace Camp became the focal point of an environmental movement that eventually spread far beyond the Sound. Framed by the field of adult learning in new social movements and environmental adult education, this article examines the history of Clayoquot Sound protest, its philosophy and practices of learning, education and activism, and its outcomes and significance to adult education…. [Direct]

Enright, Robert D.; Gassin, Elizabeth A.; Knutson, Jeanette A. (2005). Bringing Peace to the Central City: Forgiveness Education in Milwaukee. Theory Into Practice, v44 n4 p319-328. The last 2 decades have seen a flowering of scholarly and applied work in the area of forgiveness, a skill important to the development of peaceful people and communities. We describe a forgiveness intervention designed to help children in a central-city environment. Such environments put children at risk for various psychological and social problems, including antisocial behavior, in large part because of the many forms of injustice experienced in such a context. Injustice often leads to anger, a key emotion in the development of psychological, interpersonal, and even academic problems. The current forgiveness education program is showing promise in Belfast, Northern Ireland, and is now being implemented in inner-city Milwaukee…. [Direct]

Lovett, Tom (1990). Community Education and Community Division in Northern Ireland. Convergence, v23 n2 p25-34. The Ulster People's College and the Community Education Research and Development Centre in Northern Ireland attempt to achieve peace and reconciliation through nonsectarian programs of community education, developing a middle ground and common agenda, promoting social change, and challenging myths and stereotypes. (SK)…

Ernst, Don; Lindfors, Sally; Perkins-Gough, Deborah (2002). A Curriculum for Peace: A Conversation with Sir John Daniel. Educational Leadership, v60 n2 p14-17 Oct. Interview with Sir John Daniel, Assistant Director-General for Education of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Discusses UNESCO's role in promoting a peace curriculum in schools throughout the world. (PKP)…

Speirs, Robert (1994). Decreasing Suspensions in Grades Nine through Twelve through the Implementation of a Peace Curriculum. This practicum was designed because out of school suspensions as a disciplinary procedure were not effective in changing students' behaviors. The students felt angry and rejected by the teachers, and they did not feel part of the school culture. The practicum offered a peace curriculum designed to be used in content academic areas, small groups, and with mentors. The study involved a peace curriculum that included problem-solving activities that encouraged students to develop alternatives to oppositional, defiant, and disruptive behaviors. The peace curriculum offered students the opportunity to participate in class discussion without the fear of failure. By preventing behaviors that emerged when students became frustrated because they did not know how to control their behaviors, the peace curriculum offered students the opportunity to develop fair and just attitudes. Analysis of the data revealed that out of 292 students referred for discipline, more than 83 students received an… [PDF]

(2008). Observations on the State of Indigenous Human Rights in Light of the UN Declaration on the Rights of Indigenous Peoples: Guatemala. Cultural Survival Since the 1996 Peace Accords ended the Guatemalan civil war, the country has made strides to legally recognize the rights of its indigenous peoples and has criminalized racial discrimination. However, political exclusion, discrimination, and economic marginalization of indigenous peoples still regularly occur due to the lack of resources and political will to stop them. Precarious land tenure, delays in land restitution, disproportionately extreme poverty, and geographical remoteness result in indigenous Guatemalans having less access to healthcare, clean water, and security, and lower living standards than the country's "Ladino" population. Most indigenous children do not have access to bilingual education. Many crimes against indigenous peoples are not investigated or go unpunished; by comparison, indigenous leaders are frequently attacked or prosecuted for defending their claims to their lands. The government needs to energetically address discrimination, and to take… [PDF]

Becker, James (1974). Perspectives on Global Education. Social Education, 38, 7, 678-682, Nov-Dec 74. The mass media, development education, future studies, and war/peace studies are teaching approaches which give a new perspective on global studies. Guidelines are suggested for interpreting and selecting world studies materials. (DE)…