(1993). Telecommunications Projects in Education: Looking toward World Peace. Writing Notebook: Visions for Learning, v11 n2 p22-23,29 Nov-Dec. Examines a continuum of classroom uses for telecommunications, in terms of both their appropriateness and their ease of use for students and educators. Focuses on four projects that involve people-to-people contact around the world via computer and modem. (SR)…
(1998). Conflict. Online-Offline, v3 n1 p2-25 Sep. Provides an annotated bibliography of resources on the topic of conflict for K-8 language arts, art/architecture, music/dance, science, math, social studies, health, and physical education. Includes Web sites, CD-ROMs and software, videos, books, audiotapes, magazines, professional resources, and lists of classroom activities. Features songs of war and peace, inner conflict, metaphors, keeping the peace, and fairy and folk tales. (PEN)…
(1973). Teacher Corps/Peace Corps Competency Based Elementary Physical Education Project. The Teacher Corps/Peace Corps project in elementary school physical education at Washington State University provided a graduate program which was competency based, field based, and partially individualized. The program attempted to fulfill the organizational goals of the two sponsoring federal agencies (Teacher Corps and Peace Corps). Teacher interns, who had previously earned baccalaureate degrees, completed a 12-month program of three phases: preservice, which stressed preparation for teaching, subject matter, and community needs; in-service, which included teaching in the school districts and graduate course work in teaching, curriculum, learning, development, and methods of research; and postservice, which included thesis proposal approval, additional course work in admininstration and supervision, and training in how to conduct in-service programs for classroom teachers. Twenty-four of 25 interns completed the program in 1973 and were recommended to the Superintendent of… [PDF]
(2008). The Case for Conflict in Our Classrooms. English Journal, v97 n3 p12-14 Jan. There should be joy in teaching and learning, there should be games and wonder and fun. But if conflict in classrooms remain little more than a literary term for the force that moves plot forward, then educators have sidestepped the mission of public education, which is to prepare young people for the rough-and-tumble of democracy. In this article, the author states that if educators can guide students beyond what Ralph Waldo Emerson called "the din of routine" (qtd. in West 75), if they can cause them to hear the me-me-me of commercialism and the us- versus-them of political rant, if they can modulate the voices of poets and visionaries so that students speak new refrains, if they can orchestrate the American cacophony so that students understand how important it is to disturb the hollow peace of conformity, intolerance, and apathy, then they too will hear America singing–raucous, off-key, and brave…. [Direct]
(1975). Music Education joins the Peace Corps, Part 2. Music Educators Journal, 61, 6, 40-5,95-7, Feb 75. This is the second of two features on an arts project in San Salvador. (Editor/RK)…
(1987). Peace Corps Gabon PST Technical Language: Math/Education. A set of instructional materials on technical French for mathematics instruction is designed for Peace Corps volunteers teaching math in Gabon. The materials consist of six lessons on the use of French to teach and express mathematical concepts and procedures, and information about the Gabonese educational system, in English. The French lessons include specific objectives, mathematical exercises, and vocabulary lists, with some illustrations. The lessons are designed so that by their completion, students can write, solve, and explain their own math problems, using the vocabulary and structures just introduced. The information on the Gabonese educational system describes and charts its structure. The charts are given in French. Appended materials include lists of mathematical symbols and their French language descriptions, rules governing the writing of numbers, useful expressions for the classroom, and additional mathematical vocabulary. (MSE)… [PDF]
(2002). Education, Schooling, and the Prospects of Global Peace. The questions of whether international terrorism could be controlled only through waging war, what institutions could be enlisted in the service of creating sustainable global peace, and could there be viable measures taken to undercut potential sources of global terror are questions posed in this paper. It does not offer complete answers to these questions, but it seeks to draw people's attention to a direction leading to proper reflection. The paper discusses the social ideas of Peter L. McLaren, Lev Vygotsky, and Paulo Freire. It provides readers with a brief summary of a localized and personal narrative of the author's experiences in Ethiopia in the 1970s and 1980s. It suggests that it is hard to accept the proposition that war alone would serve as the instrument of creating peace, particularly under circumstances of fighting global terror. The paper discusses the New Global Forum (NGF), a forum that utilizes new pedagogical approaches to global peace. It states that one… [PDF]
(1970). Peace Corps Veterans: An Approach to Urban Education. Contemp Educ, 42, 1, 35-38, Oct '70. …
(2014). Teaching to the Test: Climate Change, Militarism, and the Pedagogy of Hopefulness. Journal of Peace Education, v11 n3 p267-278. Climate change and militarism pose existential threats to human existence, and are linked through a number of related processes including access to resources, patterns of consumption, and the workings of the global economy. As nations increasingly militarize their domestic affairs and international postures alike, such patterns can feed back into systems of resource extraction and the production of wastes that are driving climate change. In the face of these interlinked and potentially cataclysmic issues, peace educators should strive to develop forms of pedagogy that address the core challenges by suggesting avenues of authentic engagement and seeking to cultivate a sense of hopefulness despite the mounting crises. This article explores the ways in which educators might teach to this generational "test" characterized by the conjoined challenges of climate change and militarism, drawing upon concrete classroom experiences along with the aspirational aim of sustaining… [Direct]
(2007). Radical Math: Creating Balance in an Unjust World, Conference Report. Horace, v23 n2 Spr. Founded in 2006 by Jonathan Osler, Math and Community Organizing teacher at El Puente Academy for Peace and Justice, a public CES high school in Brooklyn, New York, Radical Math is an organization for educators working to integrate issues of political, economic, and social justice into math education. In April 2007, Radical Math cosponsored "Creating Balance in an Unjust World" a conference on math education and social justice. With the urgent need for mathematical literacy and the current lack of equity in math education paramount in the consciousness of facilitators and participants, conference sessions included a variety of 28 workshops, two panels, and a keynote address delivered by civil rights activist Bob Moses, founder of The Algebra Project, a program that prepares underserved youth with high-level math skills…. [PDF] [Direct]
(2009). President Obama Wants Change–How Educators Can Help to Form a Real Global Society. Online Submission, Paper presented at the Annual International Conference on Peace (3rd, Jackson, MS, Mar 30- Apr 3, 2009). \Do nothing and all things will be done,\ or \Wait, time heals all wounds\ may have been sound advice of the past for some distant, sparsely populated island. But failing to address economic issues and not providing health care for the sick were putting America on the verge of financial collapse and making it a land where people had to choose between the procurement of food or medicine. It was at the eleventh hour that a young senator, Barack Obama, emerged on the scene with a vision of change for this country. Through a hard-fought campaign, America would embrace his well-conceived plan for change and make him the first African American president of the United States of America. His plan purports to restore this country to a state of glory for which it has long been recognized–\the home of the free, the land of the brave.\ President Obama crafted a broad-based plan of change for the country to impact every major sector of society. He wants peace to replace war, an economy that… [PDF]
(2014). The Effects of Conflict Resolution Education on Conflict Resolution Skills, Social Competence, and Aggression in Turkish Elementary School Students. Journal of Peace Education, v11 n1 p30-45. The purpose of the study was to implement "we can resolve our conflicts" training program to elementary school students and to assess the effectiveness of this school-based conflict resolution training program, designed to enhance students' conflict resolution skills and social competence and consequently decrease aggression. Three hundred and ninety-four elementary school students participated in the study. The training group consisted of 327 students and the control group consisted of 67 students. A pretest-posttest control group design was used. The training students received the conflict resolution training two times a week in 40 min sessions over a 10-week period. The conflict resolution training program included empathy, anger management, social problem solving, and cooperative conflict resolution skills. Before and after the training, both training and control groups were assessed in terms of their conflict resolution skills, social competence, and reactive and… [Direct]
(1993). Teaching Nonviolent Living Skills in Preschool: Parental Perspective. A study sought to determine whether or not parents felt that education in nonviolent living skills was important to their choice of a preschool for their child. Questionnaires were distributed to parents at four preschools and to parents of children attending a test site preschool with a peace studies program. A teacher focus group was also surveyed, as well as spokespersons from local alternative schools. Results of the study indicated that: (1) parents thought teaching children nonviolent living skills was important, and they would pay more and participate to get such programs for their child; (2) the quality and quantity of parent-staff communication and parent education is critical to a peace program; (3) parent involvement is important in promoting the benefits of such a program; (4) parents do not view preschoolers as too young to start learning nonviolent living skills; (5) teachers need a supportive environment in which to implement a peace program; (6) a preschool… [PDF]
(2007). Educating the Heart. Educational Leadership, v64 n7 p76-78 Apr. Japan's elementary and junior high schools have a formal, nationally mandated moral curriculum called Kokoro-no-kyoiku–education of the heart. Japanese educators include moral growth as an integral part of one's intellectual growth and believe that democratic societies must promote virtuous decision making. Moral education in Japan nurtures the virtues of generosity, compassion, love, justice, self-discipline, and respect for life and is based in four important cultural values: equality, effort, trusting relationships, and harmony. First graders learn such habits as speaking with a cheerful voice and being cheerful, cooperative, and kind. Older students serve lunch to their teachers and peers. All students focus on the need for peaceful resolution of problems and visit the Hiroshima Peace Memorial Museum…. [Direct]
(1979). A Peace Corps Guide to Literacy, Adult Learning, and Nonformal Education. This document examines various nonformal education strategies in the area of literacy instruction for adults. Written by a Peace Corps volunteer who worked in Nepal, the guide is organized in seven chapters. The first chapter defines nonformal education and provides a rationale for it, especially in underdeveloped countries. The second chapter discusses trends in literacy education, and the following chapter discusses the pros and cons of teaching writing to adults. Adult learning is examined in Chapter 4; chapter 5 provides a perspective on the role of the teacher in Peace Corps literacy classes. Chapter 6 offers practical ideas for volunteers planning nonformal education activities for adults. In the final chapter, linguistics and literacy are discussed, and information is provided on the linguistic background of adults. An annotated list of literacy resource organizations is included in this guide. (KC)… [PDF]