(1994). Words of Power: Voices from Indian America. This book represents a compilation of past and contemporary quotations by American Indians that reflect Indian philosophy and traditional knowledge. By including contemporary sayings, the book demonstrates that while peoples and conditions have changed, the basic perspectives of Indian peoples remain constant. Quotations cover values; spirituality and religion; tradition and history; women and men; children and education; economics, money, and power; land and environment; insight and appreciation; philosophy and culture; leadership; struggle, conflict, and treaties; justice, reconciliation, and peace; and community. Each quotation includes the name of the speaker and date. A list of sources for copyrighted works and an index of speakers are included. (LP)…
(1973). Military Aerospace. Aerospace Education II. This book is a revised publication in the series on Aerospace Education II. It describes the employment of aerospace forces, their methods of operation, and some of the weapons and equipment used in combat and combat support activities. The first chapter describes some of the national objectives and policies served by the Air Force in peace and war. The second and third chapters examine the mission and structure of major Air Force operating commands. The fourth chapter describes the various support commands and operating agencies maintained by the Air Force to back up its combat forces. The last chapter reviews the aerospace role of the Army, Navy, and Marine Corps. (PS)… [PDF]
(2001). Science and Technology Education: Preparing Future Citizens. Proceedings of the IOSTE Symposium in Southern Europe (1st, Paralimni, Cyprus, April 29-May 2, 2001). Volume I [and] Volume II. This document contains two volumes of papers presented at the first annual meeting of the International Organization of Science and Technology Education Symposium. Each volume of papers is divided into two sections. Section 1 of the first volume focuses on relevant teaching, incorporating curriculum, teaching approaches, and assessment aspects. Section 2 of Volume One papers focus on environmental issues including sustainable development and a culture of peace. Papers included in Section 1 of Volume Two focus on action research, involving classroom related studies and professional development studies. Section 2 of Volume Two papers focus on resources supporting teaching, including locally produced equipment, visualization ideas and using new technologies. (YDS)…
(2004). Metaphors of Hope. Phi Delta Kappan, v86 n4 p271 Dec. Refusing to be disheartened by all the negative press surrounding education today, Ms. Chenfeld travels the country and encounters one inspiring educator after another. In this article she tells four of their stories. The stories of the following educators are told: (1) Tom Tenerovich, a second grade teacher; (2) Cathy Arment, a first grade teacher; (3) Dee Gibson, a first grade teacher; and (4) Anne Price and Claudette Cole, Partners in Educating All Children Equally (PEACE), traveling to schools, programs, and conferences, spreading very simple messages–especially to administrators who too often don't attend workshops that are aimed directly at the heart. (Contains 6 notes.)…
(2006). The Changing Educational Governance of First Nations Schools in Canada: Towards Local Control and Educational Equity. Management in Education, v20 n5 p6-12. In 1867, Canada was established as a federal state in which each province "may exclusively make Laws in relation to Education" while the federal government may "make Laws for the Peace, Order, and good Government of Canada, in relation to all matters….[including] Indians and lands reserved for Indians." Thus two separate educational systems were established, one for First Nations people who lived on reserve and the provincial system for all other Canadians. This article gives focus to the federal system of education and the changing role of Canada and First Nations people in the delivery and governance of education. In 1969, in response to a proposed federal policy paper, First Nations people across Canada issued their own policy document Indian Control of Indian Education and over the past four decades First Nations have entered into a variety of educational governance models. Four governance structures are discussed in the paper, including issues of… [Direct]
(1971). Adult Education and Political and Social Change. Continuing education of adults plays a vital role in national development and in promoting political and social change. Ways in which adult education affects political change include: increasing the literacy of adults so that they can become responsible citizens; unifying multilingual, multiracial societies through the teaching of English; improving the adults' ability to participate fully in industry and commerce; teaching the advantages of cooperation among independent countries; encouraging participation in international programs for peace; and encouraging the development of leadership qualities. The influences of adult education on social change include: improvement in living and health standards; creative use of leisure time; family budgeting instruction; procedures in family planning; and opportunities for young dropouts to receive further education, and thus reduce their frustration and hostility. In Zambia, there are many agencies that are participating in the field of adult… [PDF]
(2003). Radicalizing Democratic Education: Unity and Dissent in Wartime. This paper explores the normative role of civic education in responding to war, and in preparing society for the possibility of peace. The paper describes changes in the conceptualization of citizenship in times of conflict. It notes that during wartime, democratic societies tend to transform their notion of citizenship to a militaristic one that is termed here belligerent citizenship. the paper examines the role of public education in response to these social challenges. It makes the case for an educational response to belligerent democracy from various perspectives, situated within the contemporary theoretical discussion of patriotic education. Based on Amy Gutmann's democratic education theory, the paper maintains that the foremost role of public education is to foster basic democratic principles, such as equal opportunity and liberty. It points out that in wartime, the education system has to fulfill this role through opposing the mainstream conception of citizenship, employing… [PDF]
(1986). Higher Education Amendments of 1986. Conference Report to Accompany S. 1965. House of Representatives, 99th Congress, 2nd Session. This conference report covers the Higher Education Amendments of 1986. The following titles of the Higher Education Act are amended: Title I, Postsecondary Programs for Nontraditional Students; Title II, Libraries; Title III, Institutional Aid; Title IV, Student Assistance; Title V, Teacher Training and Development; Title VI, International Education Programs; Title VII, Construction and Renovation; Title VIII, Cooperative Education; Title IX, Graduate Programs; Title X, Improvement of Postsecondary Education; Title XI, Partnerships for Economic Development and Urban Community Service; Title XII, General Provisions; Title XIII, Education Administration; Title XIV, Education Research and Statistics; Title XV, American Indian, Alaska Native, and Native Hawaiian Culture and Art Development; and Title XVI, United States Institute of Peace. Parts of the Titles include: specific federal student aid programs; program and planning grants; strengthening institutions; strengthening… [PDF]
(1990). UNESCO: Worldwide Action in Education = UNESCO: L'action mondiale pour l'education. This document was produced as part of the observance of International Literacy Year, 1990. Divided into four parts, the first part, "Priorities," is a discussion of the observance and UNESCO's 1990 International Literacy Year, priorities for 1990-95 and Unesco's strategies for education. Part 2, "Regional Action in Education," describes the organization's actitivities in Africa, the Arab States, Asia and the Pacific, Europe, and Latin America and the Caribbean. "Global Action in Education," part 3, addresses UNESCO's education institutes, presents statistics on education, explores standard-setting activities, and underscores the UNESCO priorities of peace and international understanding, the environment, and sustainable development. Part 4 of the document, entitled "UNESCO and You," describes participation at the grass roots level, obtaining information on education, technical cooperation, other means of cooperation, and explains where to…
(1995). The New Faces of Europe. Secondary Education. This monograph, published as part of the project "A Secondary Education for Europe," offers some basic data on the contemporary human geography of the European continent, with a focus on central and eastern Europe. The document first describes civic issues in the teaching of geography and cartography of the new Europe. The basic pedagogical intent of the text is to show, through a set of maps, the solidarity that links or should link the nations and states of Europe. The document advocates a geographical approach that takes into account Europe in peacetime and at war, the Europe to be developed, and the Europe to which peace must be brought. It argues that the teaching of geography must be modernized, particularly in the states that are in the process of being created, and that geography must portray territory in terms of different scales–the characteristics of a given area and the ways in which it fits into greater units. The second section describes changes that have…
(1999). Offspring, 1999. Offspring, v41 n1-2 Spr-Fall. This document consists of the two 1999 issues of a magazine for parents, teachers, and others involved in cooperative nursery schools. The magazine is designed to provide a forum for views on dealing with young children, express a variety of ideas, promote the cooperative philosophy, and enhance the relationships of those involved in cooperative nursery schools. The Spring 1999 issue contains the following articles: (1) "Parents Do Matter! An Interview with Dr. Nicholas Abraham" (Lisa Mangigian); (2) "Adventures in Living" (Kate Cole); (3) "'What Do You Do?' Career Parenting in the 90s" (David Bard); (4) "Building Moral Foundations: Character Education for Children" (Karen L. Pace); (5) "Making Peace with Your Mother" (Lynn Sipher); and (6) "Understanding the TV Rating System" (Mary Margaret Crombez). The Fall 1999 issue contains the following articles: (1) "Is It My Turn to Work?" (Carole M. Grates); (2)… [PDF]
(2005). Conflict, Development and Community Participation in Education: Pakistan and Yemen. Online Submission, Internationales Asienforum v36 n3-4 p289-310. In development policy, community participation has increasingly come to be seen as a way to encourage community interest, involvement, ownership and ultimately, sustainability of projects. Education has also been affected by this discourse. The following paper examines two countries affected by conflict (Pakistan and Yemen), asking what type of community participation is possible in areas with complex conflict situations, since "community participation" demands some form of "democracy." The conflict scenario and the locus of control and power in these countries is examined in two rural areas. Finally, the paper questions what type and degree of community participation is possible in education and whether it can become a catalyst for peace, or an indirect mechanism for power elites to control decision-making. (Contains 28 footnotes.)… [PDF]
(1999). Northwest Education, 1998-1999. Northwest Education, v4 n1-4 Fall-Sum 1998-1999. Volume 4 of "Northwest Education" contains four issues. Each issue has a theme and typically consists of an opening review article on current trends and research related to the theme, followed by articles on exemplary schools or programs in the Northwest, promising practices, outstanding teachers, or suggestions for program implementation or staff development. Theme issue titles are: (1) "Succeeding at Reading: Literacy in the Early Years"; (2) "Community Building: Imagining New Models"; (3) "Learning in Peace: Schools Look Toward a Safer Future"; and (4) "Arts Education: Basic to Learning." Issues also include book reviews; availability of teacher resources; guidelines for teachers, parents, and communities; profiles of resource organizations and Web sites; letters to the editor; and practitioner commentary. (SV)… [PDF]
(2006). The Firm and Shaky Ground of Education for Sustainable Development. Journal of Geography in Higher Education, v30 n2 p351-365 Jul. This paper employs academic and parable forms to evaluate critically the strengths and weaknesses, potentials and lacunae of education for sustainable development (ESD) and other sustainability-related educations. The meteoric rise to prominence of ESD is first briefly reviewed, as is the firm ground it now stands upon as an international and national educational priority. The remainder of the paper explores the shaky ground of ESD: the field's reliance on a goal, sustainable development, which, in its by-and-large continued embrace of the growth principle, is a myopic response to the Earth condition; the field's embrace of an instrumentalist conception of nature when such a conception itself feeds unsustainability; the overly skills/training orientation of ESD and its stunted engagement with a range of key aspects of the human-nature relationship; the failure of ESD to realize its original breadth and promise in its marginalization of the voice of peace, social justice,… [Direct]
(2006). UNESCO: Bridging Three World-Systems?. European Education, v38 n3 p82-94 Fall. The history of international education is intimately connected to the competition between the United States and the Soviet Union during the second half of the twentieth century. Graduate programs established at colleges and universities in the United States were the outgrowth of a need to create cosmopolitan experts, capable of demonstrating the "superiority" of American democracy and capitalism, in response to the threat presented by "global communism." The founding of these programs and the creation of related government initiatives such as the Peace Corps did not begin until the early 1960s. However, an understanding of what took place during the early years after the creation of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) is essential to understanding the ideas and agenda behind their creation. Though intended to promote peace between the two primary world-systems–U.S. and Soviet–UNESCO quickly became an arena in which both… [Direct]