(1966). ADULT BASIC EDUCATION IN LATIN AMERICA. THE AUTHOR BRIEFLY REVIEWS STUDIES AND REPORTS ON ADULT BASIC EDUCATION PROGRAMS IN LATIN AMERICA, WHERE IN MOST COUNTRIES AT LEAST 40 PERCENT OF THE ADULT POPULATION IS ILLITERATE. EDUCATION HAS BEEN RELATED TO NATIONAL ECONOMIES, HEALTH, AND SOCIAL AND POLITICAL PROBLEMS. NATIONAL BUDGETS FOR LITERACY PROGRAMS ARE GROWING AND IN SOME COUNTRIES INDUSTRIES HAVE AIDED LITERACY EDUCATION. ADULT PROGRAMS HAVE INCLUDED CHILDREN AND ADOLESCENTS WHO WORK A FULL DAY. THE QUESTION OF WHETHER TO INVEST MORE IN ADULT OR ELEMENTARY PROGRAMS RECURS. THE PEACE CORPS HAS BEEN HELPFUL IN TRAINING TEACHERS OF ILLITERATES AND IN INITIATING PROGRAMS. NUMEROUS REFERENCES ARE MADE TO DOCUMENTS IN ENGLISH, SPANISH, PORTUGUESE, AND FRENCH. THIS ARTICLE CONTAINS SUMMARIES IN FRENCH AND GERMAN AND IS PUBLISHED IN THE "INTERNATIONAL REVIEW OF EDUCATION," VOLUME 12, NUMBER 2, 1966. (JA)…
(1969). Self-Identity in the Context of War and Peace. Questions of identity, and the encounter with the draft, are central issues for teenagers, and secondary schools should be capitalizing upon such concerns to facilitate the general education and development of their students. The relationship between each student and the biggest problem of our times–war and peace–should be a thoroughly incorporated feature of the secondary curriculum. To talk about war and peace in the secondary school is to talk about the world. The realities for facilitating self identification with the world are fragmentary and undeveloped, but there are some psychological processes which may be used to suggest ways of relating the individual's self or ego with those few realities of the world community. These concepts are: a) identification, b)socialization, and, c) role learning. If the theories of psychological identification are to be applied, we need to find and talk about world heroes and world leaders with whom they can identify. If the processes of… [PDF]
(1995). Educating Displaced Children: An Opportunity for Building Peace? Case Study: Sudan. Mid-Decade Review of Progress towards Education for All. This report documents efforts to educate children who fled their homes in the 1990s because of civil war in Sudan. Current estimates place the number of displaced people at about two million. The document states that the displaced come from over 60 different ethno-linguistic groups. Many of these people do not speak Arabic and reside at present in the southern states, including the Transitional Zone of the Nuba Mountains and southern Dafur and the four official camps for the displaced in Khartoum State. The report states that the United Nations Children's Fund (UNICEF) Emergency Education Program works with 480,000 school-aged children in the principal regions with displaced communities. According to the report, there are an estimated 65,000 children who are "unaccompanied," either orphans or children separated from their families, and many live in territories still in conflict. The report gives the results of a case study on Sudan, in which education officials were… [PDF]
(2007). A Global Outreach Plan for Colleges. Chronicle of Higher Education, v54 n4 pB28 Sep. Speaking at a Harvard University commencement 60 years ago, Secretary of State George C. Marshall proposed a massive program of aid and redevelopment–since known as the Marshall Plan–to bring a war-ravaged Europe back to economic health, political stability, and peace. Today colleges and universities need a new such plan, with university teaching, research, and outreach at its center, to help resolve the socioeconomic inequalities that threaten the country and the world. At a time when other nations are challenging the United States economically as well as on religious, moral, and ideological grounds, presidents should enlist their colleges and universities to fulfill their potential as one of their most effective and credible diplomatic assets. Colleges and universities can and should play a more central role in helping countries that are struggling to meet the needs of their citizens by improving local education, research, and problem-solving skills. Indeed, the development of… [Direct]
(1968). From the Peace Corps, A New Kind of Teacher. The National Elementary Principal, v47 n5 p38-42 Apr. Many Peace Corps volunteers, returning to see with new eyes and feel with new nerves the sorrows of our own cities, are finding jobs as teachers in inner-city schools. Of the 50 percent sent overseas to teach, more than two thirds are young liberal arts graduates lacking orthodox teaching credentials, but by 1965 many states began recruiting them, often giving salary credit for the two years abroad and granting at least temporary teaching certificates. Cleveland, Philadelphia, and Washington, D.C., initiated special programs of teaching and continuing education which included intensive orientation courses, supportive counseling from experienced teachers, and frequent meetings with consultants and subject matter specialists. Returned volunteers find the jobs rough, tough, and frustrating, in some ways more so than their overseas service. Many undergo cultural shock similar to that experienced overseas; some lack professional distance in dealing with students, or expect more of… [PDF]
(1928). Major Trends of Education in Other Countries. Bulletin, 1928, No. 13. Bureau of Education, Department of the Interior The period under review reported in this bulletin, approximately the years 1924, 1925, and 1926, are of significance in education in that they are a part of the reconstruction, postwar time that was marked in its earlier months by strong enthusiasm and a general freedom of conception, when fine plans for educational systems–by no means impossible of eventual realization–were laid and even enacted into law, only to be held disappointingly in abeyance by the severe reactions and economic distress that followed shortly after. The major changes in world education in these years center largely in the Eurasian countries and grow out of the war and the new political situations set up by the treaties of peace. (Contains 10 tables.) [Best copy available has been provided.]… [PDF]
(1979). Introducing Students to the Western Tradition: An Interdisciplinary Approach. Attempts by the faculty at Baker University to introduce American undergraduates to the history of the Western tradition as part of their general education are described. The strengths and weaknesses of the Western civilization course and of the core curriculum formerly offered by the college are analyzed. The rationale for the interdisciplinary course now being offered, entitled "Shaping of Western Thought," is presented. The sophomore-level course focuses on three values that are highly prized in the Western tradition–love, peace, and freedom. The alternative ways in which these ideas have been understood by the residents of several major cities in the West are discussed. (Author/LBH)…
(1977). History of Ideas at Baker University. Position Paper II. Purpose and Content. The goals and content of an interdisciplinary course on the history of ideas, which is required at Baker University as part of its general education program, are described in this position paper. The course aims to help students appreciate the complex character of historical reality and to help them clarify their values and make responsible moral judgments. In order to meet those objectives, alternative ways in which Westerners have understood the ideas of life, peace, and freedom are examined. These ideas concerning values are studied in the context of great cities that have been important centers of Western civilization. The content of the course and procedural matters are discussed. (Author/LBH)…
(1985). War and Peace among the Words: Rhetoric, Style and Propaganda in Response to National Reports on Higher Education. Responses to national reports during October 1984 through May 1985 concerning the state of American higher education are analyzed. Quantitative content analysis and qualitative rehetorical criticism are used to examine responses to national reports. Three national reports are of concern: "Involvement in Learning,""A Nation at Risk," and "Integrity in the College Curriculum." To analyze the progress of propaganda in print media, attention is directed to: (1) the language used to describe the three major reports; (2) the character of assertions made in the media about the major actors, issues, and beliefs that comprise the competing myths; and (3) the rhetoric of response over time. Six categories of assertions for analysis of newspaper content and propaganda are identified, along with rules used to select communications and assertions within them. Consideration is given to: the role and emotive position of faculty in the drama of propaganda changes over…
(1980). Evaluation and Development of the Associated Schools Project in Education for International Co-operation and Peace: Final Report. International Understanding at School, n39-40 p22-30. Contains the final report of the 1980 Meeting on the Evaluation and Development of the UNESCO Associated Schools Project. The report reviews conference activities and includes recommendations for the further development of the project in elementary and secondary schools and its introduction into selected institutions of higher education. (AM)…
(2004). Citizenship Education about War and Peace: A Study of the History of the Vietnam War through Oral History. Theory and Research in Social Education, v32 n1 p113-117 Win. In this article, the author discusses his "History of the Vietnam War" course, which takes oral history as the core of its curriculum. This oral history focuses on personal lives and stories that can bring history to life. The components of the course are as follows: (1) overview of the History of the Vietnam War; (2) email interviews; and (3) classroom guests, interviews, and welcome home party. Each student takes part in the following activities: (1) conducting an email interview; (2) writing a story based on a classroom guest; (3) participating in a one-on-one interview; (4) participating in perspective taking activities that include family, volunteers, Vietnamese and U.S. veterans; (5) researching and analyzing data discovered in oral history interviews; (6) producing articles and photos in order to publish a book; and (7) creating a veterans' "Welcome Home" celebration…. [Direct]
(1980). Providing Leadership for Staff Development and Inservice Education. Professional Development 6. Six papers on the current and future state of inservice teacher education are presented in this monograph. In the first paper, a futuristic approach to what will comprise an educated person in the years to come envisions holistic education with an emphasis upon service to humankind and realization of world peace. An examination of the fundamental needs of teachers in the second paper indicates that teachers need inservice programs that will provide an awakening interest in learning for its own sake, and encouragement for individual creativity. The third paper points out that the quality of the learning climate stems basically from the teacher's educational values. The fourth and fifth papers provide thoughts on positive images for schools of education. The final paper offers considerations on the continuous learning aspect of inservice education and the importance of federal commitment to staff development. (JD)…
(1982). A Utah Navajo History = Dineji Nakee' Naahane'. This book presents Navajo history in two aspects–traditional stories that describe the ancestors of the Navajo and explain how the Earth-Surface World was changed from monster-filled chaos into the well-ordered world of today, and historical events from 1525 to today after the Navajos had settled in the Southwest. Events described include settlement in the Four Corners region, first encounter and war with the Spaniards, the Pueblo Revolt of 1680, 4 years of peace among tribes and the Spaniards, cultural exchange with the Pueblo and Spaniards, effects of the Mexican Revolution, and slave trade. Events occurring with western settlement were intrusion of the United States Army into New Mexico; confusion and conflict with the new government and Indian affairs of New Mexico; death of Narbona, a Navajo leader of peace; signing of the Washington treaty; leadership under Manuelito, a Navajo leader; Kit Carson's campaign to imprison Navajos and Apaches; the Long Walk to Bosque Redondo,… [PDF]
(2005). John Lancaster Spalding (1840-1916): A Catalyst for Social Reform. Catholic Education: A Journal of Inquiry and Practice, v9 n2 p178-197 Dec. The life and work of John Lancaster Spalding focused on the importance of Catholic ideals of life and education in the development of the human person and society in order to fit them to the high purpose of participating in God's reign on earth and preparation for humanity's ultimate end–eternal life with God. Following a brief biographical introduction, this article addresses the central themes of Bishop Spalding's social thought and proposes that his attempts to articulate a Catholic perspective on social justice issues of his time were among the earliest in the United States. The article concludes by focusing on the importance of the role of education in Spalding's social thought and proposes some implications for the teaching of peace and justice today…. [PDF]
(2007). National and European Identities: Notions of Reconcilability and Inclusiveness in a Case Study of German Trainee Teachers. Compare: A Journal of Comparative Education, v37 n1 p89-104 Jan. The link between formal education and national identities is widely acknowledged. Empirical research on national and supranational identities of teachers, however, is still relatively rare. Whilst a number of studies consider the special population of teachers, these contributions do not consistently focus on national and supranational identities. Based on a case study of 72 trainee teachers from Baden-Wurttemberg (Germany), the present paper looks at the reconcilability of national and European identities and explores notions of the European Union in terms of cultural and geographical inclusiveness. Findings on the case study level are considered in their own right, but also compared to findings on the regional, national and European level, using relevant Eurobarometer survey data. The article shows that high levels of attachment to nation and high levels of attachment to Europe do not have to be mutually exclusive. It also demonstrates that, for most trainee teachers, the European… [Direct]