(1987). Educating for Peace: Challenge to Social Work Educators. Journal of Intergroup Relations, v14 n4 p51-56 Win 1986-87. Describes how social work education must involve students in the contemporary peace movement. Focuses on the need for student awareness of: (1) the arms race and economic security; and (2) militarism and global development. (KH)…
(2003). Conceptualising Education for All in Latin America. Compare, v33 n1 p101-13 Mar. Discusses issues in conceptualising the education of poor and marginalized adults in Latin America. Notes that education is key to sustainable development, peace, and stability. Argues that reconceptualization of adult education, informed by an understanding of everyday work practices, helps to understand ways in which education contributes to these goals. (CAJ)…
(1983). Toward a World Peace Movement. A course of direction is charted for the anti-nuclear movement. Concern over the growing nuclear arsenals has grown considerably over the last two years for several reasons, including the educational efforts of several anti-nuclear groups, and the publication of several books, such as Jonathan Schell's "The Fate of the Earth." Until now, the anti-nuclear movement has, for the most part, been a reaction to an increasing climate of fear. The participants in this movement need to inspire in people confidence to rise above the situation; they need to turn the movement into a force for positive change, into a movement for world peace. To do this, the movement would have to become a global movement–and there are many signs that it is emerging as such. The anti-nuclear movement must commit itself to a process that will bring civilization by degrees toward an ever-closer approximation of the ideal of peace. In the quest for peace, the art that must be practiced but that can never… [PDF]
(1980). Yes, This Is the World Education Center. Social Studies Review, v20 n2 p36-41 Win. Discusses characteristics and programs of the World Education Center in Berkeley, California. The central thrust of the program is peace studies, with the objective of working toward an end to war. Programs include the Conscience and War Education program and Instructional Television and World Education: Time for A Marriage. (KC)…
(1993). Reflections on Poverty, Legal Structures and Democracy, and Their Implications for Adult Education. Convergence, v26 n1 p5-15. Reviews the interconnection of economic, political, and legal structures and their implications for adult education in a global context. Describes adult education's role in alleviating poverty and powerlessness and spurring social transformation by advocating equitable distribution of resources, equal educational opportunity, and peace. (SK)…
(2005). Building a Peaceful and Just World–Beginning with the Children. Childhood Education, v82 n1 p14 Fall. The conflicts that seem to be underway in every region of the globe demonstrate the profound need for creating paths to a peaceful and just world. Mahatma Gandhi said that if we are to have real peace in the world, we need to begin with the children. Sowing the seeds for peace and justice in classrooms could nurture a new generation of world leaders and ordinary citizens who have a vision of a peaceful and just world, and who have both the will and skill to bring this vision to reality. The United Nations General Assembly has proclaimed 2000-10 as the International Decade for a Culture of Peace and Nonviolence for the Children of the World. The Report of the UN Secretary General states that education at all levels is key to building a culture of peace. The Manifesto 2000 is a simplified summary of the proclamation, written by Nobel Peace Prize laureates. In this article, the author as well as her fellow educators, states that they can be messengers of the Manifesto as they work to…
(1995). CIVITAS@PRAGUE/1995 Viewed from Afar: A New Meaning for "World-Class Standards" in Education. Working Papers in Education, ED-95-3. This paper describes the importance of the CIVITAS@Prague meeting in June 1995. The conference provided a much-needed look at the role of education in the future of world peace. This international conference of educators is likely to affect world history in the obvious ways that international meetings of diplomatic, military, or financial leaders do since it underscores the role that civic education can play in promoting democracy and peace in the world. Explanations are given about the significance of the term "civitas" and of the location of the meeting in Prague (Czechoslovakia). The paper explores the contributions of the National Standards for Civics and Government, and its predecessor volume: "CIVITAS: A Framework for Civic Education." The organizing questions and topics needed in civics education courses and how undergraduate education needs to address the need for civic education at the university level also are examined. (EH)…
(2006). On Epochal Mission of Multicultural Education in a Perspective of Globalization. Frontiers of Education in China, v1 n3 p339-349 Sep. The development of modern societies accelerates the process of globalization, which in turn brings about a conspicuous diversity of cultures. Cultural difference and cultural diversity are characteristics of multiculturalism, which commits itself to the construction of favorable educational climates for multiple cultures. Such a progression has facilitated the development of education in a democratic and diverse way. Multicultural education develops rapidly and should undertake the new mission in the globalization era. In the perspective of globalization, multicultural education must aim at developing students' ability to adapt to a multicultural world. It should promote a combined growth of culture and world peace…. [Direct]
(1982). Education for Disarmament: A Topical Necessity. Teachers College Record, v84 n1 p184-91 Fall. The nature and content of disarmament education, as enunciated by the United Nations and other international groups, is discussed. The link between peace and disarmament is stressed along with alternative means to solve international disputes. (PP)…
(1989). Women, Peace and Development in Southern Africa. Convergence: An International Journal of Adult Education, v22 n1 p75-81. Peace and development efforts among women in Southern Africa have been prompted by socioeconomic and political problems, cultural differences, poor communication, and lack of education. Meaningful solutions must start from women's cultural contexts, communities, nations, and regions. (SK)…
(2007). The "Stolen Voices" Project for the United Nations International Day of Peace, Imperial War Museum, London. Intercultural Education, v18 n5 p501-504 Dec. This article describes the "Stolen Voices" project which developed through detailed discussions with local education authorities and teachers in boroughs across London, UK. These educators and specialists were eloquent in their desire for projects that supplement the curriculum and classroom work on human rights and global citizenship, particularly projects that utilise the imagination of young people, bringing them into contact with people and places outside their usual experience. The purpose of the Stolen Voices Project for International Day of Peace, held in the Imperial War Museum on 21 September 2007, was to bring children face to face with the personal and specifics of historical violence: individuals that have lived through violence in their youth or who have resisted it. The project involved the collaboration between creative practitioners, survivors of conflict, and specialists in intercultural education utilising imaginative and creative processes to engage… [Direct]
(1965). EDUCATION IN THE PEACE CORPS, EVOLVING CONCEPTS OF VOLUNTEER TRAINING. NOTES AND ESSAYS ON EDUCATION FOR ADULTS, 48. THE FUNDAMENTAL PRINCIPLE OF PEACE CORPS VOLUNTEER TRAINING–TOTAL CULTURAL IMMERSION–IS ACHIEVED THROUGH DIRECT TEACHING AND FIELD EXPERIENCE. TRAINEES LEARN LANGUAGE (THROUGH INTENSIVE AUDIOLINGUAL METHODS, BRINGING LANGUAGE LEARNING INTO EVERY ASPECT OF LIFE AT THE TRAINING SITE), CUSTOMS (THROUGH ROLE PLAYING AND CROSS CULTURAL STUDIES), AND ATTITUDES (THROUGH DISCUSSION WITH STAFF WHO HAVE LIVED IN THE COUNTRY TO BE SERVED). RETURNING VOLUNTEERS, AFTER BEING TRAINED AS DISCUSSION LEADERS, HAVE BECOME OUTSTANDING TEACHERS IN THE TRAINING PROGRAMS, STRESSING THE NEED FOR SOCIAL RESEARCH FOR EFFECTIVE COMMUNITY DEVELOPMENT. IN-HOUSE TRAINING, IN WHICH TRAINING IS ENTIRELY RUN BY THE PEACE CORPS, HAS BEEN TRIED AS AN ALTERNATIVE TO UNIVERSITY-SPONSORED TRAINING, AND ADVANCED TRAINING FOR COLLEGE JUNIORS HAS BEGUN. PEACE CORPS TRAINING METHODS HAVE IMPLICATIONS FOR TRAINING WORKERS WITH ADULTS FROM FOREIGN CULTURES (ESPECIALLY TEACHING ENGLISH AS A FOREIGN LANGUAGE), AND FROM… [PDF]
(2012). Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform. IAP – Information Age Publishing, Inc. Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform features the most current empirical research about the successes and challenges of the small schools movement and the implications of such for urban public educational policy. Situated in a climate of hierarchical reform, many of the principles of the original small schools movement–which are rooted in community participation, innovative pedagogies and assessment, and equity and social justice–have become obscured by an educational agenda that emphasizes top-down mandates and standards-based reform. With the increased popularity and the rapid proliferation of small schools, the emphasis on "size only" has resulted in a bifurcation of the small schools movement; on one end are the small schools which have embraced the democratic, participatory, and self-governing nature of the original movement, while on the other end are schools that have simply reduced their size without rethinking… [Direct]
(2005). A Dialog of Faith: Reflections on Middle East Conflict from Jewish, Muslim and Christian Perspectives. Journal of Beliefs & Values, v26 n1 p65-75 Apr. In 2004, Santa Clara University's Bannan Center for Jesuit Education brought together online religious teachers and practitioners from the three world religions to discuss important issues associated with Middle East conflict: resistance, suicide bombing, America's role in the Middle East, and the future shape of peace. These conversations aimed at helping all parties better understand one another's concerns, values and commitment to peace. Our participants replied to a series of questions, and then questioned each other's replies, while students in Europe, North America and the Middle East observed the exchange. This article describes the project, summarizes the results and invites readers to consider carefully the participants' views…. [Direct]
(1983). Global Education–Stage II. California Journal of Teacher Education, v10 n1 p1-10 Win. In the past, global education has concentrated on altruistic concerns, such as the world environment, peace, and international understanding. Its definition, however, should be expanded; global education should help solve the problems of individuals, groups, and nations by offering sophisticated understanding of rapidly changing global conditions. (PP)…