(2004). Alma Flor Ada and the Quest for Change. Language Arts, v82 n1 p76 Sep. Alma Flor Ada, a folklorist, novelist, scholar, teacher, and children's book author has passionate dedication to education for social justice, equality, and peace. As a faculty member at the University of San Francisco, Ada has developed programs that help students and others transform their lives and has written several bilingual legends and folktales…. [Direct]
(1975). The Unesco Associated Schools Project in Education for International Cooperation and Peace. Educational Documentation and Information, 197, 29-33, 75. An appraisal of this Unesco project and description of its organization are outlined: purpose, background, results achieved, other study topics, program planning, methods and materials, evaluation, organization, application and selection for participation, and countries participating in the project. (ND)…
(1995). Planning for Peace: Visions of Postwar American Education during World War II. Journal of Curriculum and Supervision, v11 n1 p6-38 Fall. Despite rich opportunities for educational change following World War II, educational inertia was strong, and schools continued their slow evolution. Progressive education's promise has not been realized. American educators are still grappling with persistent equity issues and are deferring answers to the most basic and difficult questions. (87 references) (MLH)…
(1992). Back to Basic Values: Education for Justice and Peace in the World. Journal of Moral Education, v21 n3 p185-92. Contends that public education has basic, secular texts that include basic human rights common to all the world's peoples. Identifies the Universal Declaration of Human Rights of 1948 as the first of these documents. Argues that schools in all nations should emphasize equality of rights and equality of dignity. (CFR)…
(2010). International Aid as Informal Educator: Exploring Political Attitudes and Engagement in Southern Sudan. ProQuest LLC, Ph.D. Dissertation, Columbia University. Scholarship has isolated internal economic conditions and political institutions as essential factors in political development and democracy-building, this research suggests that external influences are at play. During times of civil war and post-conflict reconstruction, governmental and socioeconomic structures are likely weak or nonexistent, and thus these internal theories are insufficient. This study suggests, instead, that external mechanisms, such as international aid, are highly influential in the process of political development. While large amounts of funding are directed towards relief and development efforts in conflict and post-conflict areas around the world, scholarship is lacking on the political impact of international aid. This research explores the relationships among US policy, INGOs, and the political attitudes and engagement of people on the local level in southern Sudan. It first considers the different mechanisms through which adults in southern Sudan learn… [Direct]
(2008). Peace at Virginia Tech; A LEAP to Promote the Liberal Arts. Chronicle of Higher Education, v54 n39 pA26 Jun. This article reports that a Virginia Tech professor whose wife was among 32 people killed by a student gunman last year will become director of the university's new Center for Peace Studies and Violence Prevention. Jerzy Nowak will give up his job as chairman of Tech's horticulture department to take the new post on July 1. His wife, Jocelyne Couture-Nowak, was a instructor of French whose classroom sustained the most casualties–12 killed and six injured–in the rampage by Seung-Hui Cho, a mentally ill undergraduate. Mr. Nowak, who is 61, led the effort to create the new center following the tragedy. The center will have research and community-outreach components, and it will involve a range of people, from students to faculty members to politicians to community leaders. It will span the applied sciences and the humanities, bringing teams of people together to talk about and carry out violence-prevention strategies. In his new job, Mr. Nowak will bring together people from a variety… [Direct]
(2002). Comparative Education: Requiem for Liberalism? Editorial. Comparative Education Review, v46 n4 piii-xi Nov. An open letter after September 11, 2001, reflects on education's role in promoting tolerance and peace. Further discussion focuses on liberal versus neoliberal ideology; the expansion and democratization of public education in the 20th century, guided by liberal public policy concerning the state's responsibility for social welfare and the public good; and the current neoliberal climate of retrenchment and privatization, which threatens social progress achieved through education. (SV)…
(2007). Ilustrados and Barbaros: Diversity, Intolerance and Educational Values in Northern Mexico (1831-1854). Paedagogica Historica: International Journal of the History of Education, v43 n1 p45-60 Feb. Along with the first federal republic in Mexico (1824), the first legislatures of each state included the promotion of public instruction among their functions. Through educators and books and other means of teaching, children and the young were expected to learn to live in a modern, civilized society. At the time, there was a death battle between two cultures: on one side, the emerging local Spanish culture ("ilustrados"), that fought to reproduce and expand the occidental culture; and on other, the culture of the so-called barbarian ("barbaros"), which struggled for survival, harassed by the push of modernity. What was the role of education in this cultural collision? What contradictions were manifested between discourse and educative practices? How were the new generations taught that homogeneity, uniformity and intolerance were requirements to attain economic progress, political peace and social well-being? This article will try to respond to these questions…. [Direct]
(1996). ERIC/EECE Report. Piagetian Perspectives on Children's Cognitive Development. Childhood Education, v72 n5 p311-13. Summarizes 17 recent ERIC documents and journal articles discussing Piagetian perspectives on children's cognitive abilities and development. Includes sources on children's thought, learning, and problem-solving processes; physical and natural causality; correspondence and number conservation; circular reactions; the 5- to 7-year shift; science education, and democratic reasoning, forgiveness, and peace concepts. (KDFB)…
(2000). Cosmic Education. NAMTA Journal, v25 n3 p53-77 Sum. Discusses Maria Montessori's view of the elementary child's educational needs. Maintains that older children need opportunities to use their reasoning abilities to come to a state of peace, stability, and security at the second plane of development. Discusses the teacher's role in cosmic education to incite curiosity and to teach responsibility. (KB)…
(2004). Preparing Our Students for Work and Citizenship in the Global Age. Phi Delta Kappan, v86 n3 p197 Nov. In the 21st century, Americans find themselves living in an increasingly interconnected world in which the marketplace is global and in which peace and stability require greater knowledge of different regions, cultures, and languages. In this article, the authors call on all education stakeholders to help internationalize our K-12 schools….
(1990). Gender, Science, and Technology: A Selected Annotated Bibliography. Behavioral & Social Sciences Librarian, v9 n1 p77-134. Presents 196 annotated listings of works on science, technology, and gender, under 9 headings: Biography and History; Women Scientists; Science Education; Feminists Look at Science and Technology; Effects of Technology on Women; Medicine and Reproductive Technologies in Women's Lives; Women and Evolution; Women and Agriculture; and Gender, Scientific Responsibility, and the Peace Movement. (MES)…
(1993). Adult Educators with a Global Perspective. The profession of adult education provides many excellent opportunities to enhance global understanding. One way for adult educators to become involved in international activities is through the International Council for Adult Education (ICAE). As a federation of adult education organizations that are organized in seven regions throughout the world, the ICAE maintains a series of international networks that are currently focusing on four high priority issues: the education of women, the environment, literacy, and peace and human rights. Adult educators can participate in ICAE activities through its institutional members, including the American Association of Adult and Continuing Education (AAACE) and Coalition of Adult Education Organizations. Among the many ways in which adult educators can become involved in international activities are the following: reading information on international programs available in publications of the ICAE, United Nations, and adult educational… [PDF]
(1994). Teaching Young Children in Violent Times: Building a Peaceable Classroom. A Preschool-Grade 3 Violence Prevention and Conflict Resolution Guide. Noting that peaceable classrooms grow out of understanding how children develop ideas about peace, conflict, and violence, this guide is intended to help early childhood educators create a classroom where preschool through grade 3 children learn peaceful alternatives to the violent behaviors modeled for them in society. The guide is based on the assumption that efforts to break the cycle of violence must focus on prevention, and that peaceable classrooms provide the best possible foundation for helping children to understand peace as members of a democratic community. Part 1 of the guide examines the effects of violence on children, and explains the characteristics of a peaceable classroom, along with implications for practice. Part 2 presents practical ideas for teaching peace, including use of class graphs, charts, games, puppets, children's books, and curriculum webs, and shows how to adapt these resources to the local setting to advance the goals and values of a peaceable…
(2005). Education, Nation-Building and Modernization after World War I: American Ideas for the Peace Conference. Paedagogica Historica: International Journal of the History of Education, v41 n1-2 p159-177 Feb. The First World War ended with the collapse of the Austro-Hungarian, Russian, German and Ottoman Empires. In planning for the peace negotiations the allied governments considered not only the European boundaries but especially the national aspirations and future development of the peoples of the Balkans, the Caucasus, the Middle East, Africa and East Asia. American President Woodrow Wilson created a secret commission of academics and experts to prepare studies that would inform and support the American peace negotiators. Almost all of the studies on education, covering education in Austria, Prussia, Albania, the Ottoman Empire, Central Africa, Japan, and the education of minorities in Western Europe, were prepared by Paul Monroe, professor of history at Teachers College, Columbia University, with various assistants. There was a certain logic to Monroe's selection, since he had edited the five-volume Cyclopedia of Education, published 1911-1913, and was connected to a worldwide… [Direct]