(1995). Do Not Bequeath a Shamble. The Child in the Twenty-First Century: Innocent Hostage to Mindless Oppression or Messenger to the World?. NAMTA Journal, v20 n3 p93-106 Sum. This reprint of a 1980 article argues that there is a unique global consciousness inherent in the "prepared environment" of Maria Montessori's student-centered, nurturing curriculum for young children. Maintains that war and peace, overpopulation, hunger, environmental problems, and other global concerns can be addressed through education. (MDM)…
(1977). The Disarmament Process: Where to Begin. The purpose of the essay is to stimulate action toward disarmament, defined as arms reductions to the lowest level possible without making internal law enforcement impossible. Intended as a guide for peace activists, the booklet identifies 13 issues that hold promise for leading toward a disarmed world: banning nuclear tests, tests of new missiles, proliferation of nuclear weapons, and incendiary and chemical weapons; limiting strategic arms, the use of nuclear weapons, international arms transfers, and military expenditures; initiating general and complete disarmament; and establishing nuclear weapon free zones, a transnational peace force and a United Nations Center for Analysis and Monitoring of Disarmament. Information presented for each issue includes definitions, a history of political and military action in connection with the issue, consequences of negative action, and proposals to accomplish the stated goal. Section II presents guidelines for assessing political… [PDF]
(1991). Peace Studies, the Gulf War, and Peace. Journal of Urban and Cultural Studies, v2 n1 p119-26. Peace studies, as an academic discipline, dates back to the 1950s, when the field was characterized primarily by research. The 1970s brought a focus on undergraduate education. In the 1980s, a third wave brought the field into a prominence that allows it to challenge the Gulf War. (SLD)…
(1998). Globalisation and Internationalism: Democratic Prospects for World Education. Comparative Education, v34 n2 p143-55 Jun. Contrasts the logic of globalization with that of internationalism (global pursuit of interest through unfettered capitalism versus promotion of global peace and well-being through international structures). Uses these frameworks to explore the policies of key international organizations in education (UNESCO, UNICEF, the World Bank). Contains 39 references. (Author/SV)…
(1982). Appropriate Community Technology: A Training Manual. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-28. Based on experience in the field, this training program was developed to help Peace Corps trainers teach appropriate community technology to Peace Corps volunteers and community workers. The 8-week, 104-session training program is organized in six phases that cover the following topics: introduction to training; earthen construction and fuel-saving cookstoves; pedal/treadle power; solar water heaters; solar agricultural dryers; and concluding the program–the energy fair. Each of the technical and nontechnical areas is related to the other components of the program. Health and nutrition and the role of the volunteer in development are stressed throughout the program. Nonformal education and cross-cultural education are the integrating principles of the program. Each session outline contains total time, objectives, resources, trainer notes, procedures, and handouts as needed. Appendixes list skills for development facilitators, outline two-week workshops, and provide 14 pages of… [PDF]
(1995). Education and Its Limitations in the Maintenance of Peace in El Salvador. Comparative Education Review, v39 n1 p54-75 Feb. Points out weaknesses in Salvadoran government policies, which seek to reform public education and build human capital in the interests of long-term economic development but fail to address extreme poverty and social inequality. Suggests that support for existing grass-roots economic and educational projects would help the poor and thereby diminish social and political tensions rooted in poverty. (SV)…
(1870). The American Journal of Education. National Series. Volume Five. Entire Series–Volume XXI. American Journal of Education This document contains Volume Five in the "National Series" of the "American Journal of Education." It focuses on scientific and industrial education while providing an account of systems, institutions, and courses of instruction in the principles of science applied to the arts of peace and war in 24 different countries and nations. [This volume was published by the Office American Journal of Education. Publication date varies: 1871.]… [PDF]
(1975). Women's Movements and Human Futures. Convergence, 8, 3, 41-51, 75. Two strands of futurism share values of equality, development, and peace, and can catalyze each other into potentially transformational forces. The path is re-education: World order thinking provides an appropriate content for adult learning, and women's movements provide the energy of commitment and a worldwide network for communicating policies. (AJ)…
(1987). The Underlying Theory: Drawn from Experience with Individuals and Groups. Counseling and Values, v32 n1 p38-46 Oct. Focuses on the conditions that facilitate change both in individuals and in groups. Describes the person-centered theory that began in individual psychotherapy and has been extended to others fields such as education, management, and racial relations. Connects theory of personal change with the process for achieving peace. (Author/NB)…
(1983). Nuclear War Education: Teaching the Most Important Academic Subject. Academe, v69 n6 p11-15 Nov-Dec. The state of nuclear war education in the college curriculum is briefly discussed, and a successful interdisciplinary course is described. Readings are listed for each course emphasis: nuclear science and weapons; consequences of their use; visions and nightmares; paths toward war: language, psychology, and politics; and paths toward peace. (MSE)…
(1981). European Co-operation in Education. Prospects: Quarterly Review of Education, v11 n2 p243-51. Discusses regional cooperation in education in Europe. Problems include that European nations are intensely nationalistic and differ a great deal in languages, values, and educational objectives. Conditions favoring cooperation include that Europe is committed to increasing international understanding and peace through nongovernmental organizations, such as teachers' associations, and through UNESCO. (DB)…
(1989). Preparing World War I Soldiers for Peacetime: The Army's University in France. Adult Education Quarterly, v39 n4 p187-98 Sum. The Army developed an extensive educational program during World War I to help soldiers understand the war effort and prepare for peace-time life. Working with such organizations as the YMCA, the Army created its own university in France. Many educators involved in this program remained influential in adult education. (SK)…
(1992). \Think Globally, Communicate Widely, Act Locally.\. Pathways, v5 n1 p27-32 Nov-Dec. Describes The Web, a Toronto-based electronic-mail information network linking environmental, peace, and social issues activists across Canada, and connected by cross-links to EcoNet in the United States and Internet worldwide. Discusses the uses of \ecolinking\ in environmental education. Presents examples of student environmental projects involving ecolinking. (SV)…
(1995). Spirituality and Curriculum: A Native American View. JCT: An Interdisciplinary Journal of Curriculum Studies, v11 n2 p39-48. Shares the personal feelings of a Navajo woman who, as a child, had to squeeze her spirituality (which permeated all she did) into the inflexible, stifling mainstream curriculum. This education had little to do with justice, peace, and aliveness and had no connection with the spirit she brought from home. (SM)…
(1996). Critical Issues in Implementing a Comprehensive Violence Prevention Program for Middle Schools. Translating Theory into Practice. Education and Urban Society, v28 n4 p456-72 Aug. Describes the characteristics of a multifaceted approach to violence prevention, Students for Peace, which was introduced in four, urban middle schools in Texas. Components consist of modification of the school environment, introduction of a violence-prevention curriculum, use of peer resources, and parent education. Barriers to implementation are discussed. (GR)…