Janke, Rebecca; Peterson, Julie (1999). Making PEACE Work: A Collaborative Model. Montessori Life, v11 n1 p36-39 Win. Describes use of an artist-in-residency approach to fieldtest a six-week curriculum to raise elementary school students' awareness of their natural empathy and teach them peacemaking and conflict resolution. Notes that teachers learned to share classroom dilemmas with students and students expressed themselves as peacemakers. Discusses how parents and teachers can create community and a sense of belonging in children. (Author/KB)…

(1982). First Meeting with Teachers and Principals of Unesco Associated Schools Project Held on Monday, 6 September 1982 at the Training Division, Prime Minister's Office, Castries, Saint Lucia. International Understanding at School, n44 p12-13. In September 1982, K-12 teachers and principals participating in Unesco's Associated Schools Project met to make preparations for the implementation of the project that was to commence when schools opened later that month. The project is intended to promote international understanding and peace. What happened at the meeting is described. (RM)…

(1984). News of Projects in Associated Schools. International Understanding at School, n46-47 p26-39 1983-84. Describes activities of schools around the world participating in the Associated Schools Project, the goal of which is to improve international peace and understanding. (RM)…

Greene, Maxine (1982). Education and Disarmament. Teachers College Record, v84 n1 p128-36 Fall. Education should release humans to reach out from their own places in the world so that they can make sense of how they live and what they encounter around themselves. This sort of education, which will \humanize\ the world and populate it with \self-understanding\ citizens, will allow for the evolution of alternatives to destruction and war. (CJ)…

(1992). Directory of Resources: For International Cultural and Educational Exchanges. This directory is an inventory of government and private organizations that administer exchange programs and related educational activities aimed at strengthening mutual understanding between people of the United States and other nations. Descriptive narratives provided with the entries are drawn from material provided by the organizations or obtained from other directories. Individual academic institutions with international programs are omitted because of the volume. The listings are divided into three large sections. The first lists 40 United States government departments and agencies. Only those offices that have international programs of their own or are points of contact for international visitors are listed. Unless the purposes and programs are self-explanatory, a brief description is included. Addresses are given for offices within a department or agency if they differ from that of the headquarters. The second section lists federal boards and commissions and contains six… [PDF]

Leonard, Thomas M. (1997). NATO Expansion: Romania and Bulgaria within the Larger Context. Fulbright-Hays Summer Seminars Abroad, 1997. (Romania and Bulgaria). This paper analyzes the issues regarding current expansion of NATO membership to include Romania and Bulgaria. The perspective given is that of the United States and places the Romanian and Bulgarian cases within the context of those issues. Sections of the paper include: (1) "The Road to Madrid: Expansion of NATO"; (2) "No Easy Answers: The Impending Debate Over NATO Expansion"; (3) "Rejected Suitors: Romania and Bulgaria"; and (4) "Conclusion." (EH)… [PDF]

Feller, Gordon, Ed.; And Others (1981). Peace and World Order Studies: A Curriculum Guide. Third Edition. The third edition of this guide will help college and university educators design and update courses and learn about new resources in world order studies. The guide begins with three essays that set forth the rationale, methodology, and content of world order studies. The opening essay critiques traditional social science and argues for a more human-centered, transdisciplinary, and value explicit approach of study and research. The second essay deals with the principal objections to world order studies and depicts the scope of the field today. The final essay explores the methodology and content of world order studies. The second part of the guide, which comprises the major portion of the document, contains 64 course syllabi. Brief course descriptions, schedules of class sessions, and lists of books used are provided. The syllabi cover a broad range of world order concerns from general introductory courses to more topically focused ones on war and peace, international organization…

Alexander, Raymond Pace; And Others (1973). Perspectives on Global Education. Law in American Society, 2, 3, 2-5, Oct 73. Six authors, viewing from their particular expertise, express the need to nurture and develop humanization qualities in children through global education. (SM)…

Knefelkamp, L. Lee (1992). The Multicultural Curriculum and Communities of Peace. Liberal Education, v78 n2 p26-35 Mar-Apr. Integration of models of college student development and identity development suggests that the multicultural college curriculum is the best catalyst for creating educational communities of peace. It is most effective to build common ground with others who are different but can and will continue a dialogue in search of truth. (MSE)…

Jones, Lonzena B.; And Others (1995). Respect Me, Respect Yourself: Student Workbook [and] Teacher's Guide. First Edition. This student workbook and teacher's guide are designed to teach elementary school students about peaceful conflict resolution based on the premise that one of the inalienable rights to which individuals are entitled is the right to respect themselves and others. There are six lessons that teach mediation and alternative dispute resolutions. Each lesson includes a description, objectives, materials needed, key concepts/vocabulary, steps to implement the lesson, and suggested activities. The lessons allow for the utilization of individualized, whole group, and small group instruction. The six lessons examine: (1) successful mediation; (2) the United States Constitution; (3) freedom of speech; (4) freedom of the press; (5) resolving conflicts within oneself and with others; and (6) children's rights. The student workbook provides students with a brief summary of the United States Constitution and all 27 amendments in simple English and the skills necessary for successful mediation. The…

(1984). An Illustrated Day-to-Day Account of the First International Congress on the Occasion of the 30th Anniversary of the Associated School Project. International Understanding at School, n46-47 p9-14 1983-84. Participating in the first international Congress of 1983 were countries having Associated Schools projects promoting international understanding and peace, five international nongovernmental organizations, and two African national liberation movements. What happened at the conference is described. (RM)…

Bebbington, John; And Others (1995). What Makes a Good Peacekeeper?. Green Teacher, n43 p18-21 Jun-Sep. Children can better understand the United Nations' role as a peacekeeper if they have some experience at it themselves. This activity for grades 4 to 6 demonstrates that the battles on the schoolground are not so different from those in the wider world. Includes a bingo gameboard and worksheet. (LZ)…

Brody, Ed, Ed.; And Others (1992). Spinning Tales, Weaving Hope: Stories of Peace, Justice & the Environment. Created for teachers, parents, storytellers, and anyone who works or plays with young people, this collection of 29 stories for children (and adult children) grew from the belief that the chance for survival of humanity in these difficult times may be improved by having stories grow in the hearts of the world's children. The stories in the collection, which come from around the world and throughout time, focus on themes of peace, justice, and the environment, and are grouped into four main sections: (1) Living with Ourselves; (2) Living with Each Other: Working Together to Solve Problems; (3) Living with Each Other: The Problems of Working Together; and (4) Living with the Earth. Each story in the collection is introduced and told by a storyteller who loves the story and has told it to many different groups. Each story is also enriched by the storyteller's tips for the telling and suggested activities or exercises, for various age groups, designed to deepen and extend the stories'…

Gore, Deborah, Ed. (1991). Peace–Iowa's Link. Goldfinch: Iowa History for Young People, v13 n1 Sep. This theme journal issue is devoted to an exploration of peace and its history in Iowa. The features and activities include: Iowa's Peace Tradition; A Global View; World Map; A Mesquakie Tale; Swords into Plowshares; Make a Peace Crane; Student Protest; Goldfinch Patriotism Debate; Peace Meal; A Short Story; and Work It Out. (DB)…

(1993). Reducing School Violence: Schools Teaching Peace. A Joint Study. This document was written by and for educators concerned about the classroom disruptions that steal instructional hours and endanger the safety of students. It also should be useful to community groups and parents who help children to develop productive skills in dealing with their own emotions and dealing with others in constructive ways. The document begins with a Rationale section to help readers more fully understand the extent of the problem of violence in the schools; the definitions and importance of conflict and conflict resolution; the focuses of several approaches to resolving conflict; and the need to act now to implement conflict resolution curriculum in schools. The Findings section of the report describes common characteristics of conflict resolution programs (content, teacher training, and parent involvement) being used in schools across the state of Tennessee and reported in recent literature. It also provides case studies as specific examples of successful… [PDF]

Drew, Naomi (1987). Learning the Skills of Peacemaking. An Activity Guide for Elementary Age Children on Communicating, Cooperating, Resolving Conflict. This guide discusses bringing the skills of peacemaking to life for children. It focuses on four major components: accepting self and others; communicating effectively; resolving conflicts; and understanding intercultural differences. Peacemaking skills are presented in three stages with each stage integrating lessons in these four concept areas. Stage I is \Peace Begins with Me,\ Stage II is \Integrating Peacemaking,\ and Stage III is \Exploring Our Roots and Interconnectedness.\ Each stage is multi-graded. This guide uses many methods to teach peacemaking skills, such as playacting; creative writing; story-reading; music; the arts; and classroom discussion. After an introduction, sections on using the guide and the Win/Win guidelines are presented. There are 56 lessons in all, covering such topics as: (1) defining conflict resolution; (2) the basic needs of people; (3) \peace starts with me\; (4) connecting to the world around us; (5) being different is OK; (6) different flags of…

Goldstein, Steven M.; Mathews, Jay (1985). Sino-American Relations after Normalization: Toward the Second Decade. Foreign Policy Association Headline Series, No. 276. One in a series of booklets whose purpose is to stimulate greater interest in and more effective understanding of world affairs among American citizens, this six-chapter booklet traces the development toward improved relations between China and the United States. The chapters include: "Toward a New Consensus: 1978-1986"; "Strategic Triangle: The Impact of Sino-Soviet Relations"; "The Taiwan Issue"; "Economic Relations"; "China's Reform Process"; and "The Future of the Relationship." The "Talking It Over" section offers questions for students and discussion groups. A suggested reading list for classroom or community use concludes the booklet. (TRS)…

(1983). Peacebook: A Resource Guide for Peace Studies at U.C. Berkeley, 1982-83 [and] 1983-84. A series of essays and lists of resource materials as well as courses relevant to peace studies at the University of California Berkeley are presented in the two guides. Topics of the 1982-83 guide include the undergraduate major in Peace and Conflict Studies (PACS), a proposed curriculum, core courses, concentration area courses (social systems, culture and ideology, and natural environment) and the graduate program in PACS with a focus on global economy, ecology, technology and society, development in the Third World, international relations, social systems and social justice, health care, media, and values, beliefs, and human nature. The essays, written by Berkeley faculty, students, and members of the Peace Studies Project, describe the work toward a peace studies curriculum, a plan for peace institutes, and careers in peace. The 1983-84 guide contains the approved PACS program description, curriculum, and requirements and an update on the Peace Studies Project. Essays examine…

Winsor, Jerry L. (1989). U.S. Policies in Third World: An Economic Perspective. In order for genuine world peace to have a chance, communications professionals must consider a certain genre of communication–largely nonverbal and at a macroscopic level. There can be no lasting world peace where there is no world-wide principle of economic justice. The people of the industrialized power structures (seats of multinational corporations and centers of applied technology) have a moral obligation to seek means to protect a rapidly deteriorating world environment, to insure greater economic justice, and to lay a foundation for a just and lasting world order. This message must become grist for communication scholars and be the focus of classroom interactions. (Eleven references are attached.) (Author/MS)… [PDF]

(1972). Man's Changing Values and a World Culture–New Directions and New Emphases for Educational Programs. A Report on the 1971 Phi Delta Kappa Conference on World Education (Glassboro, New Jersey, May 8, 1971). Proceedings of the 1971 Phi Delta Kappa Conference on World Education are contained in this volume. Attendees of the one-day conference consisted of university, college, and public school faculty members, students, and community representatives in Eastern Pennsylvania and New Jersey. Also a number of individuals representing other countries were present. Specific objectives of the conference were to: 1) examine the value of our changing world; 2) recognize the growing need for a world culture; 3) see how our changing values help or hinder a world culture; and 4) try to find new directions for existing educational programs. In achieving its objectives, the conference concluded that there are many indications of a world culture; a world educational program can affect the entire value system of mankind; and there is a need for a world culture and an urgency of finding solutions to pressing problems. In addition to preliminaries and overview, the keynote address and five panel… [PDF]

Adler, Kenneth P. (1986). West European and American Public Opinion on Peace, Defence, and Arms Control in a Cross-National Perspective. International Social Science Journal, v38 n4 p589-600. Summarizes public opinion on perceived threats to peace, the means considered most effective to preserve and strengthen peace, and attitudes toward military resistance, nuclear weapons, and defense spending. The data presented span several years and are often reported for individual West European nations. (JDH)…

van Manen, Max (1985). Hope Means Commitment. History and Social Science Teacher, v20 n3-4 p42-44 Spr. Adults, especially parents and teachers, must show willingness to take responsibility for the world and thus generate firm faith in students, a hope and faith that life is worth living and the world is worth saving. Such hope and faith call for life commitment and work. (RM)…

Pascu, Ioan Mircea; Voinea, Radu (1984). The Responsibilities of the Scientist in International Understanding, Co-Operation, Peace, and Human Rights. Higher Education in Europe, v9 n2 p26-33 Apr-Jun. A discussion of the responsibility of scientists as repositories of knowledge, as educators, and as citizens outlines some concerns of the scientific community for problems of peace and disarmament. It is noted that a recent common awareness of a common responsibility for society is evident in the intensity of scientific contacts. (MSE)…

Fitch, Trey; Marshall, Jennifer L. (1999). The Teaching Students To Be Peacemakers Program: Program Overview and Review of the Literature. This paper provides a program overview and review of the literature on the Teaching Students to be Peacemakers Program (TSPP), which offers peer mediation and conflict resolution to students of all ages. The program features seven steps: creating a cooperative environment; teaching students the nature of conflict; teaching all students the problem solving negotiation procedure; teaching all students to mediate conflict; implementing the TSPP; refining and upgrading resolution skills; and repeating the steps yearly through grade 12. A key barrier to the program's success can be teacher commitment to the TSPP. This can be addressed by displaying administrative support, providing education on the benefits of the program, and having frequent contact with designated trainers. Peer mediation programs can be a significant part of a school's safety plan. Multiple studies have shown that involved students retain the mediation skills, teachers spend less time dealing with student conflict,… [PDF]

Dresden, Jacob A. (1974). A Case of Peace Studies in Secondary Schools. Social Studies Journal, 3, 1, 50-52, Spr 74. The theoretical and practical issues involved in teaching peace studies are debated and modes of action suggested for the classroom teacher. (Author/KM)…

(1971). Roundup. Intercom, 13, 2-21, Mar/Apr 71. A brief review of the world affairs field and what Americans are thinking, writing, and doing about them. Many items are appropriate for teacher and classroom use. (Author)…

Berman, Shelley (1983). A Break in the Silence: Raising Nuclear Issues in the Schools. Social Education, v47 n7 p501-03,56 Nov-Dec. To educate students about nuclear war, Educators for Social Responsibility sponsored a "Day of Dialogue" in schools October 25, 1982. What some teachers did in their classrooms on this day is described. Also discussed is what social studies courses need to do to help students become peacemakers. (RM)…

Nagler, Michael N. (1982). Education as a Five-Letter Word. Teachers College Record, v84 n1 p102-14 Fall. Educational practices should strive to avert the catastrophe of nuclear warfare by communicating a sense of the reality and accessibility of peace. Educators must be responsible to all mankind for the values they hold and teach. Humanization should be the goal of curriculum development. (PP)…

Totten, Sam (1982). Activist Educators. Teachers College Record, v84 n1 p199-209 Fall. This article summarizes educational activities of various sorts undertaken by antinuclear groups across the nation. Activists were interviewed to determine their motivations, aims, and hopes, and the work of scientific and medical activist groups, the nuclear freeze movement, religious groups, and educational organizations is noted. (PP)…

Salam, Abdus (1980). From Toledo to Trieste–Renewing Our Commitment. Bulletin of the Atomic Scientists, v36 n7 p35-38 Sep. Briefly reviews past endeavors at achieving international communication among scientists. Describes present accomplishments of the International Centre for Theoretical Physics. Makes appeals for scientific and technological development to the development countries, to the international community, and to representations of the OPEC countries. (CS)…