(1997). Human Dignity, Decency and Integrity as the Sine Qua Non of Human Rights Education: A Proactive Conceptual and Practical Framework for Promotion of World Peace. This paper underscores the significance of personal dignity, decency, and integrity as the core values and symbionic concepts to promote human rights education. It proposes a proactive model with philosophical ramifications and practical applications proposed for educators, researchers, and mental health practitioners interested in human rights issues and global peace. The model assumes that matters relating to ethics and values rather than economic and political structures play a prominent role in causing and resolving problems at all levels: local, social, and international. The goal of the model is to inculcate moral sensitivities that are necessary for people to become responsible, genuine, and caring global citizens. The paper states that human rights actions have to become a priority, and educators have to develop new attitudes of empathy, genuineness, and respect. Major emphasis is placed on developing and enhancing critical thinking. The paper also lists some of these… [PDF]
(1982). Education as Literacy for Freedom: Implications for Latin America and the Caribbean from an Upward Bound Project. The Upward Bound Project for low income youth in Florida emphasizes humanistic education rather than education based on the capitalistic model of production, consumption, and competition. The project, which can serve as a model for education in developing countries, focuses on creating self-concepts and values to counteract those of an acquisitive society. In a free enterprise society, the economic system dictates social relations among people and the educational process. The Upward Bound project, however, focuses on the social change goals of a person's being a subject rather than an object, valuing responsibility over authority, learning through creativity, being autonomous rather than conformist, and valuing cooperation over competition and community over excessive individualism. Participants' work is not graded, authority is decentralized, financial resources are pooled, and participants tutor each other. When developing countries are influenced to restructure their systems to… [PDF]
(1970). The Minority Student on the Campus: Expectations and Possibilities. In this book the Western Interstate Commission for Higher Education (WICHE) and the Center for Research and Development of Higher Education, University of California, Berkeley, present the papers of the Twelfth Annual College and University Self-Study Institute. The purpose of institutes such as this has been to provide a forum for researchers and practitioners in higher education to discuss the major issues confronting colleges and universities and cooperatively to seek solutions to problems currently challenging the academic community. The topic for this institute was \The Minority Student on Campus: Expectations and Possibilities.\ The 20 papers presented were divided into the following 7 major groups: (1) Introduction, (2) Minority Students and the Campus Environment: Research Perspectives, (3) Minority Students and the Campus Environment: Student Perspectives, (4) Minority Students on Campus: Questions of Power and Priorities, (5) Non-Curricular Programs for Minorities, (6)…
(1996). Gaining New Insights – Building on Experience. Selected Papers from the Annual Conference of the North American Association for Environmental Education (24th, Portland, Maine, September 15-20, 1995). This document contains selected papers from the 24th annual conference of the North American Association for Environmental Education (NAAEE). Papers and reports from the NAAEE Sections and other special workshops are presented first, followed by contributed papers, and finally a section providing background information on the NAAEE. Various topics of the presentations include arts in environmental education, biodiversity monitoring, environmental communication, environmental issues, sustainable environmental education programs, urban outreach, forest service, environmental justice, evaluation, rural outreach, curriculum development, school land labs, environmental competency, environmental action, integrated curriculum, partnerships and innovations, teacher thinking and practice, weatherizing houses and alternative fuels, mentoring, growth management and land use, undergraduate environmental science, conflict resolution, peace corps, global environmental change, threatened and…
(1989). The Holocaust: Prejudice Unleashed. Young people can learn many valuable lessons from studying the Holocaust. They learn of the tragic results of apathy. They learn about tremendous acts of bravery and courage. They learn about the misuse of education by the perpetrators of the Holocaust. Teaching about the Holocaust is vital for educators committed to inspiring new generations to build a world of peace. This document is a 10-day unit that examines the following: the consequences of apathy; the chronology of the Holocaust; the culture of a people; the road to the "Final Solution"; responses to the Holocaust; and the meaning of the Holocaust in today's world. All lesson plans, content materials, classroom strategies, and student projects were assembled by Ohio teachers from their most successful teaching efforts in Holocaust education. Examples of students' poetry in response to their Holocaust studies also are included. (DB)…
(1978). A Value-Centered Approach to the Western Tradition. A general education course for sophomores at Baker University entitled "Shaping of Western Thought" is described. The goals of the university's general education program are enumerated and the ways in which this course serves those purposes are discussed. Focus in the course is on both personal and social values. Three values–love, peace, and freedom–are examined. Alternative definitions of these ideas, as they have emerged from particular historical contexts, and their manifold implications for individuals and groups are considered. The contexts in question are great cities in the Western tradition, such as Athens, Rome, Paris, London, and New York. It is hoped that students will come to appreciate the interrelationships between the ideas and attitudes that individuals and groups cherish and the natural and social environments in which they live and work. A brief evaluation of student response to the course is also provided. (Author/LBH)…
(1994). International Law and the Society of Nations: An Introduction to Public International Law in the 1990s. Cases and Materials. This casebook on international law was developed by high school students around the globe and emphasizes the important role that students can play in furthering international law education. The text provides teachers and students with a summary review of 25 major cases heard by the International Court of Justice, along with additional materials. The book supports the central role played by international law in resolving disputes affecting the maintenance of world peace and healthy environment, and the attainment of social and economic justice for all persons. This resource book offers a way to become more knowledgeable about the special role international law and the International Court of Justice have within the global community. A brief description of the roles of the International Court of Justice is provided in the introduction. (EH)… [PDF]
(1948). Fundamental Education. Bulletin, 1948, No. 13. Office of Education, Federal Security Agency UNESCO is the abbreviation commonly used for the United Nations Educational, Scientific, and Cultural organization, of which 42 countries are now members. The purpose of Unesco, as set forth in its Constitution, is \to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice. Thus, at the request of the Commission's Committee on Program Assignments, a Panel on Fundamental Education was constituted in 1947 under the chairmanship of the Commissioner of Education. This panel is composed of specialists in many fields concerned with fundamental education, who are broadly representative of various public and private agencies and associations throughout the country. With the purpose of stimulating world-wide efforts to wipe out illiteracy as a first step in raising standards of living and establishing a democratic foundation for international understanding, Unesco is including a…
(1995). What Education for What Citizenship?. Educational Innovation and Information, n82 May. The International Project \What Education for What Citizenship?\, covering about 40 countries, is the first project ever conceived on such a scale and having a truly cross-cultural character. This publication discusses methods used to address some major questions related to increasing the relevance and efficiency of citizenship education. Discussion throughout is placed in the context of two major universalizing global trends: (1) the generalization of the free market economy, together with policies aimed at fast development; and (2) political transitions towards the establishment of democratic regimes. After describing the activities of the project and the need for citizenship education, a framework for building the concept of citizenship and the nature of citizenship education is presented. Four main content dimensions of citizenship education are reviewed: human rights, democracy, development, and peace. Five main criteria to approach citizenship education are identified:… [PDF]
(1995). Hear Our Voices. A Resource Directory of Immigrant and Refugee Women's Projects. This directory includes listings of advocacy, economic development, organizing, legal assistance, social services, research, job training, and education programs for immigrant and refugee women. It is not a comprehensive listing of all such projects, but it is a select listing of groups which responded to a questionnaire produced by the Nationwide Women's Program a special unit of the American Friends Service Committee (AFSC), a Quaker peace and social justice organization. The first section presents 67 project profiles, describing the efforts of a variety of organizations. Eighteen immigration-related projects of the AFSC are described in the next section. Additional sections list: (1) 7 resource publications from the AFSC; (2) 12 legal resources; (3) 12 national and international organizational resources; (4) 4 published directories; (5) 11 reports and guides; and (6) 14 select articles. (SLD)…
(1981). Remote Areas Development Manual. Appropriate Technologies for Development. Reprint No. R-36. This manual, developed for use by Peace Corps volunteers, attempts to help development counselors to understand the needs of remote-area groups and to provide for those needs through effective self-help projects. The projects covered are those that can solve most effectively, on the village level, the most pressing problems. The manual is written in as nontechnical language as possible and provides background information and step-by-step directions for many projects, illustrated with line drawings. Topics covered by the manual are agronomy, horticulture, entomology, animal husbandry, veterinary medicine, agriculture, home industries, self-help engineering (making tools and equipment), and measurements and conversations. In addition, a background information section is provided for the counselor, dealing with cultural anthropology, sociology, education, and the effects of climate on plant and animal growth. (KC)… [PDF]
(1985). Teaching about Developing Nations: The Role of Food and Hunger. This 7-unit curriculum guide presents a factual basis for understanding the global implications of hunger and poverty in developing countries and their effects on political stability and peace, economic and development productivity, and the well-being of families. The philosophy, rationale and objectives of the International Service Association for Health, Inc. are given, followed by a description of development education. The topics of the units are: "Personal Nutrition"; "Facts about Hunger"; "Haiti: A Developing Nation"; "Water, Water Everywhere"; "Follow-Up"; "Resources"; and "Evaluator." Each unit contains a combination of the following elements: readings, pre-test, activities, charts, simulation games, maps, graphs, puzzles, discussion guides, research activities, resource lists, audio-visual guides, post-test, student ratings, and teacher evaluations. (TRS)…
(1968). Navajo: A Century of Progress, 1868-1968. The year 1968 marks the 100th anniversary of the signing of the Treaty of Peace between the Navajo tribe and the U.S. Government. The treaty, signed by 29 Navajo headmen and 10 officers of the U.S. Army on June 1, 1968, brought to an end a tragic period of suffering, hardship, deprivation, and exile at the Bosque Redondo, New Mexico. During the intervening century, the Navajo people have witnessed a substantial population increase and have undergone drastic and far-reaching changes in their economy, self-government, social status, education, and living conditions. The photographs, with accompanying text, capture a century of progress (1868-1968) for the Navajo Tribe. The contents include Dinneh: The People; A Time for Suffering; The Treaty; Exodus; A New Beginning; and A Time for Living. (FF)…
(1969). Military Aerospace. Aerospace Education II. The book tries to put the Air Force in the correct perspective according to its role and the necessity for national defense. The three areas covered are strategic offence, strategic defense, and general purpose. The first chapter describes the national policies and objectives and emphasizes the role of the Air Force in peace and war. The second chapter describes the organization of the strategic offense program. The third chapter deals with the need for combat tasks of defense. The fourth chapter is entitled \Tactical Air Forces\ and describes the general purpose operations of the Air Force. The last two chapters emphasize the relationship of three defense forces and organizations necessary for further development in research, education, and training programs. The book is to be used only for the Air Force ROTC program. (PS)… [PDF]
(1999). Dialogue of Cultures: The Israeli Experience. The future of the Israeli society, like the future of all democratic, multicultural societies, will be determined by the ability to maintain a meaningful dialogue among its diverse groups: Jews and Arabs, immigrants from diverse cultures and socio-economic strata. This paper presents and analyzes an educational program to promote understanding and to advance meaningful acceptance and peaceful coexistence as an end result of a continuous dialogue among students of diverse cultures. The paper discusses how the dialogue among diverse cultures may take two forms, tolerance and pluralism. It describes the Israeli society's social cleavages and pluralistic composition, with many divisions in its Jewish majority and the Palestinian minority. The paper outlines the educational program (at Bar-Ilan University) known as Education for Human Values, Tolerance, and Peace. (BT)… [PDF]