(1982). Disarmament Education as World Order Inquiry. Teachers College Record, v84 n1 p137-51 Fall. Disarmament education has been exposed to wider public attention because of the launching of the World Disarmament Campaign, an education effort intended to involve the world's citizens in thinking about disarmament. Factors important to this movement are discussed. (CJ)…
(1998). The Look of Peace: A Day with Friends Forever. Zip Lines: The Voice for Adventure Education, n37 p31-35 Fall. Friends Forever brings together teenagers from hostile factions in divided countries such as Northern Ireland or Israel. Among other activities, the program sponsors three-week adventure experiences for the teenagers at the University of New Hampshire's Brown Center. The experiences of one group of Israeli and Arab youth are described. (SV)…
(1988). Resource Exchange: Linking Local School Communities through Peace & Global Studies. This paper describes methods and a pilot program for developing coalitions that support global education at the local school system level. Guidelines are suggested for using international exchange students as resource persons in the classroom and for ways to show hospitality to international visitors. An attached student handout describes exchange problems in terms of stereotyping, inaccurate information, over simplification, and cultural bias. Drawings and photographs are included. (JHP)…
(1971). Training for Nonviolent Action for High School Students: A Handbook. The handbook for secondary students advocates nonviolent action, not passivity nor retaliation toward injustices. Emphasis is upon helping students to understand nonviolent action; to be familiar with training information on courses, time requirements, problems, costs, and procedures; and to deal with direct objectives toward peaceful social action. To stimulate thinking, the major portion of the handbook is in the form of questions of interest to students and teachers, and responses which were written by people previously involved in direct non-violent action. Resources and a bibliography for those interested in training for non-violent action are included. An appendix contains a model for fifteen hour weekend course, a list to check before acting, ideas for integrating social change into the curriculum, a copy of an official Selective Service memorandum, a bibliography of films, and ideas on street theater. (SJM)… [PDF]
(1972). Futures Conditional. The readings presented here are designed to help the reader perceive the future more vividly. Part one of the book suggests the various ways in which the future can be seen; it includes science fiction and the views of various analysts as to what the future holds. Part two collects printed materials about the future from various sources, including cartoons, advertisements, photographs, and poems. The third part sets out a number of ways in which the reader can participate in imagining the future: the final section contains \some basic tools for future imagining\–an article by Abraham Maslow, a bibliography of \futurology\ books, a directory of organizations that do research about the future. (JY)…
(1988). The Peace Movement: An Exercise in Micro-Macro Linkages. International Social Science Journal, v40 n3 p377-82 Aug. Contends that the basic assumption of the peace movement is the abuse of military power by the state. Argues that the peace movement is most effective through linkages with cultural, political, and economic forces in society. (BSR)…
(2000). Preventing Deadly Conflict: Toward a World without War. Although some people believed that the end of the Cold War would herald a new age of peace, the 1990s have seen more than five million people die in over 35 deadly conflicts. New technologies have made warfare ever more deadly. There is, however, a breadth of options available to prevent or control deadly conflict in the world. This curriculum module aims to introduce high school students to the tools that have been used successfully to prevent violence, and to demonstrate why it is urgent that the United States act to prevent conflict beyond its borders. Through group work and simulations, students can gain experience in analyzing deadly conflicts and prescribing strategies for preventing them. The module begins with an introduction and rationale, an overview, goals, materials and equipment needed, grade levels and subjects, social science standards, time and suggested sequence of activities, and small group roles. The three supporting lessons are: (1) "What Is 'Deadly…
(1973). Teaching Procedures for Discussion of Which Way World Peace: Gradualism or Drastic System Change?. Social Education, 37, 7, 619, Nov 73. Ideas are suggested as to how teachers can help students deal intelligently with questions of value in the classroom. Steps to use in approaching the conflicting issues related to promotion of world peace are outlined. (KM)…
(1974). An Interdisciplinary Approach to War-Peace Studies. English Journal, 63, 2, 64-66, Feb 74. Presents a partial list of objectives and a few of the successful activities of an interdisciplinary course, \Man Between War and Peace.\ (TO)…
(1971). Roundup. Intercom, 13, 1, 2-18, Jan-Feb 71. This consists of several topical selections: World Affairs. General; Arms Control and Disarmament; International Organizations; Regional Problems and how they relate to World Stability; Air, Trade and Development; and Ethics and War. Each section covers organizational activity and resources. (JB)…
(1989). Estimating the U.S. and Soviet Strategic Threat. Political Science Teacher, v2 n1 p11-12 Win. Presents a method for actively engaging students in the learning process when dealing with the problem of nuclear war and peace. The program forces the student to formulate and defend an intelligence estimate which they have produced either individually or collectively. Describes in detail the concept of a national intelligence estimate. (KO)…
(1991). The Centre for Peace Studies: 1980-89. Westminster Studies in Education, v14 p37-49. Reports the nine-year history of the Centre for Peace Studies. Identifies the aims of the project. Discusses the extent of interest in, and reactions to, the center. Describes "World Studies 8-13," a curriculum program of the center that continued under the direction of the World Studies Trust after the center ceased to exist. (SG)…
(1993). Social Revolutionary Learning: The New Social Movements as Learning Sites. Adult Education Quarterly, v43 n3 p152-64 Spr. New social movements–ecological, peace, feminist, and personal autonomy–share several basic principles: ecology, social responsibility, grass-roots democracy, and nonviolence. The realization of their visions may require the greatest mobilization of imagination and learning potential yet known. (SK)…
(2000). Teaching Empathy through Ecphrastic Poetry: Entering a Curriculum of Peace. English Journal, v89 n5 p32-41 May. Argues that any curriculum of peace must have at its core the teaching (not preaching) of empathy. Recommends ecphrastic poetry (poetic response to works of art) as a teaching tool for empathy, and discusses how the author uses one particular poem written in response to a World War II photograph to stimulate student writing response and discussion. (SR)…
(2004). Islamization or Secularization? Educational Reform and the Search for Peace in the Southern Philippines. Current Issues in Comparative Education, V7 n1 p30-38 Dec. Since 2001 many observers of education in the Muslim world have expressed concerns about the radicalizing influence of madrasahs. These critiques often assume that the ichotomization of sacred and secular common to civic society in the West is a necessary ingredient of any educational reforms designed to prevent the spread of religious extremism in the Muslim world. This essay critically examines this secularization thesis through an analysis of current educational reforms in the southern Philippines, where local officials have initiated efforts to Islamize education in the context of a decades-long secessionist movement…. [PDF]