(1979). African Seminar on Education for International Understanding at the Primary School Level. International Understanding at School, n37 p3-5. Presents the text of a speech given by Dr. Taaitta Towett at the opening ceremony of a seminar on the promotion of education for international understanding in primary schools in January 1979 in Kenya. (CK)…
(1974). On the Desirability of Conditioning for World Peace. Elementary School Journal, 75, 3, 138-142, Dec 74. The family and the school are among the crucial sociocultural institutions that can be harnessed to the cause of world peace. What is needed is commitment to modes of childhood conditioning that focus on themes productive of resolving international conflicts at the bargaining table. (Author/SDH)…
(1998). Apprendre a vivre ensemble grace a l'enseignement de l'histoire et de la geographie. Rapport final du colloque sur le theme. (Learning To Live Together Thanks to the Teaching of History and Geography. Final Report on a Colloquium on That Theme.) Proceedings of a Colloquium Organized Jointly by the International Bureau of Education (UNESCO) and the University of Geneva (Geneva, Switzerland, June 12, 1998). These Proceedings contain 14 chapters (or papers) from a colloquium on learning to live together in peaceful co-existence thanks to the teaching of history and geography. All the papers in the Proceedings are in French, but each paper has both an English summary and a Spanish summary. The 14 papers are, as follows: (1) "Introduction" (Yves Andre; Antoine Bailly; Bernard Ducret; Bernard Huber; Abdelkrim Mouzoune); (2) "Donner un sens nouveau a l'enseignement de l'histoire et de la geographie" (Antoine Bailly); (3) "La maniere d'enseigner le vivre ensemble au Liban, au Salvador et en Republique tcheque: analyse a travers les connaissances explicites et implicites" (Abdelkrim Mouzoune); (4) "Geographie et formation au vivre ensemble a Geneve" (Bernard Huber); (5) "Enseignement de la geographie et ideologie en Angleterre et au Pays de Galles" (Norman Graves); (6) "Les orientations de l'enseignement de la geographie au Portugal"… [PDF]
(1970). Roundup. Intercom, 12, 3, 2-19, F 70. A brief review of the important resources, recent developments, and organizational activity in the field of world affairs, including arms control and disarmament; international organization and world order; aid, trade, and development; ethics and war. Many items mentioned are appropriate for use in the classroom. (Author/JB)…
(1982). Education and the Threat of Nuclear War. Educational Perspectives, v21 n3 p32-36 Fall. Discusses the role of education in preventing nuclear war. Includes information on projects and organizations involved in educating children and youth about nuclear war and profiles of organizations that have been promoting nuclear war education at colleges and universities. (JN)…
(1996). A Gig for Social Justice. Momentum, v27 n3 p42-43 Aug-Sep. Describes the summer program at St. Agnes School, in Kentucky, which puts on musicals about social issues. Focuses on the theme of this summer's musical, which is the futility and danger of violence. Discusses the awareness that the summer program musical has brought to the children. (AJL)…
(1989). Warfare and the Teaching of History. History Teacher, v22 n4 p341-55 Aug. Maintains that history teachers must challenge simplistic romantic notions about war. Proposes two approaches to teaching about war: the use of personal war narratives; and examining the relationship between warfare and society. Discusses literature related to these approaches. Contends that only through realistic assessments of war can peace be achieved. (RW)…
(1991). The Gender Issue. Educational Leadership, v49 n4 p65-70 Dec. Using male experience as the policy standard is becoming increasingly problematical. Instead of pointing to women's mathematics deficiencies, we might ask why men lag behind women in elementary school teaching, nursing, and full-time parenting. Given current conditions of poverty, crime, and child neglect, our society may be ready to raise its evaluation of "women's work." (MLH)…
(2006). Creating Environments for Peaceful Problem Solving. Young Children, v61 n1 p22-28 Nov. For may early childhood teachers, angry voices of children are heard all too often. When children focus on protecting themselves and surviving conflicts, they miss out on the joys and opportunities the early childhood program has to offer. Without the ability to solve problems in their interactions with others, children are not able to peacefully engage in play and learning. This article highlights a program to help early childhood teachers establish and maintain more peaceful classroom environments. The program was called Connect4Success curriculum which was developed by the First Texas Council of Camp Fire USA to help teachers and directors in setting up classroom environments that facilitate peaceful problem solving…. [Direct]
(2007). From Aristotle to Angelou: Best Practices in Character Education. Education Next, v7 n2 p38-45 Spr. The modern character education movement emerged in the 1980s as a consequence of growing parental and public concern for moral drift, or what sociologist James Davison Hunter referred to as "the death of character." This public anomie was captured in these words from Sanford McDonnell, chairman emeritus of McDonnell Douglas and chair of the Character Education Partnership (CEP), a national umbrella group that provides coordination, encouragement, and support to schools: "We have a crisis of character all across America. …the good news is that we know what to do about it: get back to the core values of our American heritage in our homes, our schools, our businesses, our government, and indeed in each of our daily lives." Two decades later, it is time to ask, What are the successes of the character education movement? What do best practices look like? This essay explores these questions through the study of character education in six schools. Over the course of… [Direct]
(1994). Confronting A Culture of Violence: A Catholic Framework for Action. This booklet presents the statement of the United States Catholic Conference on the topic of violence in society and how as a nation and as individuals people must work to ensure a more peaceful world. The booklet addresses the need for a moral revolution and a renewed ethic of justice, responsibility, and community. Several examples of renewal are described in dioceses, parishes, and schools across the country. Sections include: (1) \Introduction\; (2) \A Culture of Violence\; (3) \Catholic Tradition, Presence, and Potential\; (4) \A Framework for Action\; (5) \We Can Be More Than We Are\; and (6) \Conclusion.\ Suggestions for action are given for the parish, the individual, educators, the family, public policy, the community, youth ministry, communications, and the global solidarity, peacemaking movement. (EH)…
(1998). The Task of Adventure within the Peace and Reconciliation Process. This paper introduces the notion of a spiritual component of adventure, with reference to the potential role of adventure within the peace and reconciliation process in Northern Ireland. Influenced by tradition and culture, past constructions of adventure have often associated it with educational benefits and personal development of specific virtues. A deconstruction of adventure focuses on whether adventure furthers the understanding of an individual's experience, or whether, through its location or language, creates a form of paralysis, such as lack of engagement or focus on self-gratification. A new construction of adventure is proposed that requires a radical rethinking: accepting that cultural traditions and desires influence much of adventure, and that adventure offers greater opportunities for holistic than individual development. Adventurous encounters may help us to see the intimate connections between ourselves and the external world and to interact with our… [PDF]
(1992). Young Children's Understanding of Peace Concepts: Negative Peace, Nonviolent-Conflict-Resolution, and Positive Peace. The first part of this study examined children's concepts of "preference of racial diversities" (PRD); nonviolent conflict-resolution (NCR); and "negative peace" (NP), defined as "peace in contrast to war." The first part also assessed children's mental development. The second part examined the relation of children's understanding of PRD, NCR, and NP to their mental development, and the relation of children's understanding of NP to their understanding of NCR and PRD. Interviews with 42 children of 5 and 6 years of age were conducted. The mental development of the children was assessed. Results from the first part of the study indicated that: (1) a majority of children had reached the concrete operations stage in Piaget's scheme of cognitive development; (2) children demonstrated a more developed understanding of war than of NP, and a more developed understanding of NCR and PRD than of NP; and (3) a total of 60 percent of children did not demonstrate any…
(1991). Intifada: Voices of the People in the Arab-Israeli Conflict. This paper presents material from interviews with Israeli Jews and Arabs concerning the Intifada (Palestinian uprising to gain freedom from Israeli rule); interviews were conducted during a visit to Israel. The material is offered to teachers interested in teaching about the Arab-Israeli conflict. An analysis of the interviews revealed several conclusions, including: there was very little personal interaction between Israeli Jews and Arabs, the majority of Jews interviewed were willing to give up land for peace, and the majority of Arab Israelis interviewed wanted peace and the freedom to choose their own destiny. A number of activities for teachers to conduct with students are suggested. (DB)…
(1981). Paradigms of Justice and Love. This paper examines the philosophy behind the Pulse Program of Boston College and its attempt at integrating theory and practice and transforming student's paradigms of justice and love. The basic idea of the program, begun in the fall of 1969, is that students receive academic credit for participation in off-campus field projects which have a social action/social service orientation in coordination with a specially designed course. Examples of projects include tutoring and recreation programs for disadvantaged children, a therapeutic program for emotionally disturbed adolescents, drug rehabilitation projects, public interest research and lobbying, hot lines, visitation and other services to elderly people, and hospitality programs for homeless men and women. The developers of the program believe that there is an intrinsic connection between theory and practice, and that our intellectural and religious traditions can inform and transform practice in profound ways. In the first major…