(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]
(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]
(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)…
(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]
(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]
(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]
(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,…
(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]
(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)…
(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)…