McDermott, John J. (1995). Do Not Bequeath a Shamble. The Child in the Twenty-First Century: Innocent Hostage to Mindless Oppression or Messenger to the World?. NAMTA Journal, v20 n3 p93-106 Sum. This reprint of a 1980 article argues that there is a unique global consciousness inherent in the "prepared environment" of Maria Montessori's student-centered, nurturing curriculum for young children. Maintains that war and peace, overpopulation, hunger, environmental problems, and other global concerns can be addressed through education. (MDM)…

Johansen, Robert C. (1977). The Disarmament Process: Where to Begin. The purpose of the essay is to stimulate action toward disarmament, defined as arms reductions to the lowest level possible without making internal law enforcement impossible. Intended as a guide for peace activists, the booklet identifies 13 issues that hold promise for leading toward a disarmed world: banning nuclear tests, tests of new missiles, proliferation of nuclear weapons, and incendiary and chemical weapons; limiting strategic arms, the use of nuclear weapons, international arms transfers, and military expenditures; initiating general and complete disarmament; and establishing nuclear weapon free zones, a transnational peace force and a United Nations Center for Analysis and Monitoring of Disarmament. Information presented for each issue includes definitions, a history of political and military action in connection with the issue, consequences of negative action, and proposals to accomplish the stated goal. Section II presents guidelines for assessing political… [PDF]

Stephenson, Carolyn M. (1991). Peace Studies, the Gulf War, and Peace. Journal of Urban and Cultural Studies, v2 n1 p119-26. Peace studies, as an academic discipline, dates back to the 1950s, when the field was characterized primarily by research. The 1970s brought a focus on undergraduate education. In the 1980s, a third wave brought the field into a prominence that allows it to challenge the Gulf War. (SLD)…

Jones, Phillip W. (1998). Globalisation and Internationalism: Democratic Prospects for World Education. Comparative Education, v34 n2 p143-55 Jun. Contrasts the logic of globalization with that of internationalism (global pursuit of interest through unfettered capitalism versus promotion of global peace and well-being through international structures). Uses these frameworks to explore the policies of key international organizations in education (UNESCO, UNICEF, the World Bank). Contains 39 references. (Author/SV)…

Clavaud, Donna; And Others (1982). Appropriate Community Technology: A Training Manual. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-28. Based on experience in the field, this training program was developed to help Peace Corps trainers teach appropriate community technology to Peace Corps volunteers and community workers. The 8-week, 104-session training program is organized in six phases that cover the following topics: introduction to training; earthen construction and fuel-saving cookstoves; pedal/treadle power; solar water heaters; solar agricultural dryers; and concluding the program–the energy fair. Each of the technical and nontechnical areas is related to the other components of the program. Health and nutrition and the role of the volunteer in development are stressed throughout the program. Nonformal education and cross-cultural education are the integrating principles of the program. Each session outline contains total time, objectives, resources, trainer notes, procedures, and handouts as needed. Appendixes list skills for development facilitators, outline two-week workshops, and provide 14 pages of… [PDF]

Moncada-Davidson, Lillian (1995). Education and Its Limitations in the Maintenance of Peace in El Salvador. Comparative Education Review, v39 n1 p54-75 Feb. Points out weaknesses in Salvadoran government policies, which seek to reform public education and build human capital in the interests of long-term economic development but fail to address extreme poverty and social inequality. Suggests that support for existing grass-roots economic and educational projects would help the poor and thereby diminish social and political tensions rooted in poverty. (SV)…

Barnard, Henry, Ed. (1870). The American Journal of Education. National Series. Volume Five. Entire Series–Volume XXI. American Journal of Education This document contains Volume Five in the "National Series" of the "American Journal of Education." It focuses on scientific and industrial education while providing an account of systems, institutions, and courses of instruction in the principles of science applied to the arts of peace and war in 24 different countries and nations. [This volume was published by the Office American Journal of Education. Publication date varies: 1871.]… [PDF]

Reardon, Betty (1975). Women's Movements and Human Futures. Convergence, 8, 3, 41-51, 75. Two strands of futurism share values of equality, development, and peace, and can catalyze each other into potentially transformational forces. The path is re-education: World order thinking provides an appropriate content for adult learning, and women's movements provide the energy of commitment and a worldwide network for communicating policies. (AJ)…

Rogers, Carl R. (1987). The Underlying Theory: Drawn from Experience with Individuals and Groups. Counseling and Values, v32 n1 p38-46 Oct. Focuses on the conditions that facilitate change both in individuals and in groups. Describes the person-centered theory that began in individual psychotherapy and has been extended to others fields such as education, management, and racial relations. Connects theory of personal change with the process for achieving peace. (Author/NB)…

Ringler, Dick (1983). Nuclear War Education: Teaching the Most Important Academic Subject. Academe, v69 n6 p11-15 Nov-Dec. The state of nuclear war education in the college curriculum is briefly discussed, and a successful interdisciplinary course is described. Readings are listed for each course emphasis: nuclear science and weapons; consequences of their use; visions and nightmares; paths toward war: language, psychology, and politics; and paths toward peace. (MSE)…

Ochs, Rene (1981). European Co-operation in Education. Prospects: Quarterly Review of Education, v11 n2 p243-51. Discusses regional cooperation in education in Europe. Problems include that European nations are intensely nationalistic and differ a great deal in languages, values, and educational objectives. Conditions favoring cooperation include that Europe is committed to increasing international understanding and peace through nongovernmental organizations, such as teachers' associations, and through UNESCO. (DB)…

Rohfeld, Rae Wahl (1989). Preparing World War I Soldiers for Peacetime: The Army's University in France. Adult Education Quarterly, v39 n4 p187-98 Sum. The Army developed an extensive educational program during World War I to help soldiers understand the war effort and prepare for peace-time life. Working with such organizations as the YMCA, the Army created its own university in France. Many educators involved in this program remained influential in adult education. (SK)…

Whitcombe, Mark (1992). \Think Globally, Communicate Widely, Act Locally.\. Pathways, v5 n1 p27-32 Nov-Dec. Describes The Web, a Toronto-based electronic-mail information network linking environmental, peace, and social issues activists across Canada, and connected by cross-links to EcoNet in the United States and Internet worldwide. Discusses the uses of \ecolinking\ in environmental education. Presents examples of student environmental projects involving ecolinking. (SV)…

Kinlicheeny, Jeanette (1995). Spirituality and Curriculum: A Native American View. JCT: An Interdisciplinary Journal of Curriculum Studies, v11 n2 p39-48. Shares the personal feelings of a Navajo woman who, as a child, had to squeeze her spirituality (which permeated all she did) into the inflexible, stifling mainstream curriculum. This education had little to do with justice, peace, and aliveness and had no connection with the spirit she brought from home. (SM)…

Orphinas, Pamela; And Others (1996). Critical Issues in Implementing a Comprehensive Violence Prevention Program for Middle Schools. Translating Theory into Practice. Education and Urban Society, v28 n4 p456-72 Aug. Describes the characteristics of a multifaceted approach to violence prevention, Students for Peace, which was introduced in four, urban middle schools in Texas. Components consist of modification of the school environment, introduction of a violence-prevention curriculum, use of peer resources, and parent education. Barriers to implementation are discussed. (GR)…

Hill, Janet; Kellogg, Kathy; Manna, Anthony, L. (2004). Alma Flor Ada and the Quest for Change. Language Arts, v82 n1 p76 Sep. Alma Flor Ada, a folklorist, novelist, scholar, teacher, and children's book author has passionate dedication to education for social justice, equality, and peace. As a faculty member at the University of San Francisco, Ada has developed programs that help students and others transform their lives and has written several bilingual legends and folktales…. [Direct]

(1975). The Unesco Associated Schools Project in Education for International Cooperation and Peace. Educational Documentation and Information, 197, 29-33, 75. An appraisal of this Unesco project and description of its organization are outlined: purpose, background, results achieved, other study topics, program planning, methods and materials, evaluation, organization, application and selection for participation, and countries participating in the project. (ND)…

Garrett, Alan W. (1995). Planning for Peace: Visions of Postwar American Education during World War II. Journal of Curriculum and Supervision, v11 n1 p6-38 Fall. Despite rich opportunities for educational change following World War II, educational inertia was strong, and schools continued their slow evolution. Progressive education's promise has not been realized. American educators are still grappling with persistent equity issues and are deferring answers to the most basic and difficult questions. (87 references) (MLH)…

Starkey, Hugh (1992). Back to Basic Values: Education for Justice and Peace in the World. Journal of Moral Education, v21 n3 p185-92. Contends that public education has basic, secular texts that include basic human rights common to all the world's peoples. Identifies the Universal Declaration of Human Rights of 1948 as the first of these documents. Argues that schools in all nations should emphasize equality of rights and equality of dignity. (CFR)…

Pagen, Christine Mary (2010). International Aid as Informal Educator: Exploring Political Attitudes and Engagement in Southern Sudan. ProQuest LLC, Ph.D. Dissertation, Columbia University. Scholarship has isolated internal economic conditions and political institutions as essential factors in political development and democracy-building, this research suggests that external influences are at play. During times of civil war and post-conflict reconstruction, governmental and socioeconomic structures are likely weak or nonexistent, and thus these internal theories are insufficient. This study suggests, instead, that external mechanisms, such as international aid, are highly influential in the process of political development. While large amounts of funding are directed towards relief and development efforts in conflict and post-conflict areas around the world, scholarship is lacking on the political impact of international aid. This research explores the relationships among US policy, INGOs, and the political attitudes and engagement of people on the local level in southern Sudan. It first considers the different mechanisms through which adults in southern Sudan learn… [Direct]

Wasley, Paula; Wilson, Robin (2008). Peace at Virginia Tech; A LEAP to Promote the Liberal Arts. Chronicle of Higher Education, v54 n39 pA26 Jun. This article reports that a Virginia Tech professor whose wife was among 32 people killed by a student gunman last year will become director of the university's new Center for Peace Studies and Violence Prevention. Jerzy Nowak will give up his job as chairman of Tech's horticulture department to take the new post on July 1. His wife, Jocelyne Couture-Nowak, was a instructor of French whose classroom sustained the most casualties–12 killed and six injured–in the rampage by Seung-Hui Cho, a mentally ill undergraduate. Mr. Nowak, who is 61, led the effort to create the new center following the tragedy. The center will have research and community-outreach components, and it will involve a range of people, from students to faculty members to politicians to community leaders. It will span the applied sciences and the humanities, bringing teams of people together to talk about and carry out violence-prevention strategies. In his new job, Mr. Nowak will bring together people from a variety… [Direct]

Torres, Carlos Alberto (2002). Comparative Education: Requiem for Liberalism? Editorial. Comparative Education Review, v46 n4 piii-xi Nov. An open letter after September 11, 2001, reflects on education's role in promoting tolerance and peace. Further discussion focuses on liberal versus neoliberal ideology; the expansion and democratization of public education in the 20th century, guided by liberal public policy concerning the state's responsibility for social welfare and the public good; and the current neoliberal climate of retrenchment and privatization, which threatens social progress achieved through education. (SV)…

Lopez, Maria Adelina Arredondo (2007). Ilustrados and Barbaros: Diversity, Intolerance and Educational Values in Northern Mexico (1831-1854). Paedagogica Historica: International Journal of the History of Education, v43 n1 p45-60 Feb. Along with the first federal republic in Mexico (1824), the first legislatures of each state included the promotion of public instruction among their functions. Through educators and books and other means of teaching, children and the young were expected to learn to live in a modern, civilized society. At the time, there was a death battle between two cultures: on one side, the emerging local Spanish culture ("ilustrados"), that fought to reproduce and expand the occidental culture; and on other, the culture of the so-called barbarian ("barbaros"), which struggled for survival, harassed by the push of modernity. What was the role of education in this cultural collision? What contradictions were manifested between discourse and educative practices? How were the new generations taught that homogeneity, uniformity and intolerance were requirements to attain economic progress, political peace and social well-being? This article will try to respond to these questions…. [Direct]

Cesarone, Bernard (1996). ERIC/EECE Report. Piagetian Perspectives on Children's Cognitive Development. Childhood Education, v72 n5 p311-13. Summarizes 17 recent ERIC documents and journal articles discussing Piagetian perspectives on children's cognitive abilities and development. Includes sources on children's thought, learning, and problem-solving processes; physical and natural causality; correspondence and number conservation; circular reactions; the 5- to 7-year shift; science education, and democratic reasoning, forgiveness, and peace concepts. (KDFB)…

Stephenson, Margaret E. (2000). Cosmic Education. NAMTA Journal, v25 n3 p53-77 Sum. Discusses Maria Montessori's view of the elementary child's educational needs. Maintains that older children need opportunities to use their reasoning abilities to come to a state of peace, stability, and security at the second plane of development. Discusses the teacher's role in cosmic education to incite curiosity and to teach responsibility. (KB)…

Engler, John; Hunt, James B., Jr. (2004). Preparing Our Students for Work and Citizenship in the Global Age. Phi Delta Kappan, v86 n3 p197 Nov. In the 21st century, Americans find themselves living in an increasingly interconnected world in which the marketplace is global and in which peace and stability require greater knowledge of different regions, cultures, and languages. In this article, the authors call on all education stakeholders to help internationalize our K-12 schools….

Eldredge, Mary; And Others (1990). Gender, Science, and Technology: A Selected Annotated Bibliography. Behavioral & Social Sciences Librarian, v9 n1 p77-134. Presents 196 annotated listings of works on science, technology, and gender, under 9 headings: Biography and History; Women Scientists; Science Education; Feminists Look at Science and Technology; Effects of Technology on Women; Medicine and Reproductive Technologies in Women's Lives; Women and Evolution; Women and Agriculture; and Gender, Scientific Responsibility, and the Peace Movement. (MES)…

Cassara, Beverly Benner (1993). Adult Educators with a Global Perspective. The profession of adult education provides many excellent opportunities to enhance global understanding. One way for adult educators to become involved in international activities is through the International Council for Adult Education (ICAE). As a federation of adult education organizations that are organized in seven regions throughout the world, the ICAE maintains a series of international networks that are currently focusing on four high priority issues: the education of women, the environment, literacy, and peace and human rights. Adult educators can participate in ICAE activities through its institutional members, including the American Association of Adult and Continuing Education (AAACE) and Coalition of Adult Education Organizations. Among the many ways in which adult educators can become involved in international activities are the following: reading information on international programs available in publications of the ICAE, United Nations, and adult educational… [PDF]

Levin, Diane E. (1994). Teaching Young Children in Violent Times: Building a Peaceable Classroom. A Preschool-Grade 3 Violence Prevention and Conflict Resolution Guide. Noting that peaceable classrooms grow out of understanding how children develop ideas about peace, conflict, and violence, this guide is intended to help early childhood educators create a classroom where preschool through grade 3 children learn peaceful alternatives to the violent behaviors modeled for them in society. The guide is based on the assumption that efforts to break the cycle of violence must focus on prevention, and that peaceable classrooms provide the best possible foundation for helping children to understand peace as members of a democratic community. Part 1 of the guide examines the effects of violence on children, and explains the characteristics of a peaceable classroom, along with implications for practice. Part 2 presents practical ideas for teaching peace, including use of class graphs, charts, games, puppets, children's books, and curriculum webs, and shows how to adapt these resources to the local setting to advance the goals and values of a peaceable…

Ment, David M. (2005). Education, Nation-Building and Modernization after World War I: American Ideas for the Peace Conference. Paedagogica Historica: International Journal of the History of Education, v41 n1-2 p159-177 Feb. The First World War ended with the collapse of the Austro-Hungarian, Russian, German and Ottoman Empires. In planning for the peace negotiations the allied governments considered not only the European boundaries but especially the national aspirations and future development of the peoples of the Balkans, the Caucasus, the Middle East, Africa and East Asia. American President Woodrow Wilson created a secret commission of academics and experts to prepare studies that would inform and support the American peace negotiators. Almost all of the studies on education, covering education in Austria, Prussia, Albania, the Ottoman Empire, Central Africa, Japan, and the education of minorities in Western Europe, were prepared by Paul Monroe, professor of history at Teachers College, Columbia University, with various assistants. There was a certain logic to Monroe's selection, since he had edited the five-volume Cyclopedia of Education, published 1911-1913, and was connected to a worldwide… [Direct]