(1987). Learning the Skills of Peacemaking. An Activity Guide for Elementary Age Children on Communicating, Cooperating, Resolving Conflict. This guide discusses bringing the skills of peacemaking to life for children. It focuses on four major components: accepting self and others; communicating effectively; resolving conflicts; and understanding intercultural differences. Peacemaking skills are presented in three stages with each stage integrating lessons in these four concept areas. Stage I is \Peace Begins with Me,\ Stage II is \Integrating Peacemaking,\ and Stage III is \Exploring Our Roots and Interconnectedness.\ Each stage is multi-graded. This guide uses many methods to teach peacemaking skills, such as playacting; creative writing; story-reading; music; the arts; and classroom discussion. After an introduction, sections on using the guide and the Win/Win guidelines are presented. There are 56 lessons in all, covering such topics as: (1) defining conflict resolution; (2) the basic needs of people; (3) \peace starts with me\; (4) connecting to the world around us; (5) being different is OK; (6) different flags of…
(1985). Sino-American Relations after Normalization: Toward the Second Decade. Foreign Policy Association Headline Series, No. 276. One in a series of booklets whose purpose is to stimulate greater interest in and more effective understanding of world affairs among American citizens, this six-chapter booklet traces the development toward improved relations between China and the United States. The chapters include: "Toward a New Consensus: 1978-1986"; "Strategic Triangle: The Impact of Sino-Soviet Relations"; "The Taiwan Issue"; "Economic Relations"; "China's Reform Process"; and "The Future of the Relationship." The "Talking It Over" section offers questions for students and discussion groups. A suggested reading list for classroom or community use concludes the booklet. (TRS)…
(1983). Peacebook: A Resource Guide for Peace Studies at U.C. Berkeley, 1982-83 [and] 1983-84. A series of essays and lists of resource materials as well as courses relevant to peace studies at the University of California Berkeley are presented in the two guides. Topics of the 1982-83 guide include the undergraduate major in Peace and Conflict Studies (PACS), a proposed curriculum, core courses, concentration area courses (social systems, culture and ideology, and natural environment) and the graduate program in PACS with a focus on global economy, ecology, technology and society, development in the Third World, international relations, social systems and social justice, health care, media, and values, beliefs, and human nature. The essays, written by Berkeley faculty, students, and members of the Peace Studies Project, describe the work toward a peace studies curriculum, a plan for peace institutes, and careers in peace. The 1983-84 guide contains the approved PACS program description, curriculum, and requirements and an update on the Peace Studies Project. Essays examine…
(1989). U.S. Policies in Third World: An Economic Perspective. In order for genuine world peace to have a chance, communications professionals must consider a certain genre of communication–largely nonverbal and at a macroscopic level. There can be no lasting world peace where there is no world-wide principle of economic justice. The people of the industrialized power structures (seats of multinational corporations and centers of applied technology) have a moral obligation to seek means to protect a rapidly deteriorating world environment, to insure greater economic justice, and to lay a foundation for a just and lasting world order. This message must become grist for communication scholars and be the focus of classroom interactions. (Eleven references are attached.) (Author/MS)… [PDF]
(1972). Man's Changing Values and a World Culture–New Directions and New Emphases for Educational Programs. A Report on the 1971 Phi Delta Kappa Conference on World Education (Glassboro, New Jersey, May 8, 1971). Proceedings of the 1971 Phi Delta Kappa Conference on World Education are contained in this volume. Attendees of the one-day conference consisted of university, college, and public school faculty members, students, and community representatives in Eastern Pennsylvania and New Jersey. Also a number of individuals representing other countries were present. Specific objectives of the conference were to: 1) examine the value of our changing world; 2) recognize the growing need for a world culture; 3) see how our changing values help or hinder a world culture; and 4) try to find new directions for existing educational programs. In achieving its objectives, the conference concluded that there are many indications of a world culture; a world educational program can affect the entire value system of mankind; and there is a need for a world culture and an urgency of finding solutions to pressing problems. In addition to preliminaries and overview, the keynote address and five panel… [PDF]
(1986). West European and American Public Opinion on Peace, Defence, and Arms Control in a Cross-National Perspective. International Social Science Journal, v38 n4 p589-600. Summarizes public opinion on perceived threats to peace, the means considered most effective to preserve and strengthen peace, and attitudes toward military resistance, nuclear weapons, and defense spending. The data presented span several years and are often reported for individual West European nations. (JDH)…
(1985). Hope Means Commitment. History and Social Science Teacher, v20 n3-4 p42-44 Spr. Adults, especially parents and teachers, must show willingness to take responsibility for the world and thus generate firm faith in students, a hope and faith that life is worth living and the world is worth saving. Such hope and faith call for life commitment and work. (RM)…
(1984). The Responsibilities of the Scientist in International Understanding, Co-Operation, Peace, and Human Rights. Higher Education in Europe, v9 n2 p26-33 Apr-Jun. A discussion of the responsibility of scientists as repositories of knowledge, as educators, and as citizens outlines some concerns of the scientific community for problems of peace and disarmament. It is noted that a recent common awareness of a common responsibility for society is evident in the intensity of scientific contacts. (MSE)…
(1999). The Teaching Students To Be Peacemakers Program: Program Overview and Review of the Literature. This paper provides a program overview and review of the literature on the Teaching Students to be Peacemakers Program (TSPP), which offers peer mediation and conflict resolution to students of all ages. The program features seven steps: creating a cooperative environment; teaching students the nature of conflict; teaching all students the problem solving negotiation procedure; teaching all students to mediate conflict; implementing the TSPP; refining and upgrading resolution skills; and repeating the steps yearly through grade 12. A key barrier to the program's success can be teacher commitment to the TSPP. This can be addressed by displaying administrative support, providing education on the benefits of the program, and having frequent contact with designated trainers. Peer mediation programs can be a significant part of a school's safety plan. Multiple studies have shown that involved students retain the mediation skills, teachers spend less time dealing with student conflict,… [PDF]
(1974). A Case of Peace Studies in Secondary Schools. Social Studies Journal, 3, 1, 50-52, Spr 74. The theoretical and practical issues involved in teaching peace studies are debated and modes of action suggested for the classroom teacher. (Author/KM)…
(1971). Roundup. Intercom, 13, 2-21, Mar/Apr 71. A brief review of the world affairs field and what Americans are thinking, writing, and doing about them. Many items are appropriate for teacher and classroom use. (Author)…
(1983). A Break in the Silence: Raising Nuclear Issues in the Schools. Social Education, v47 n7 p501-03,56 Nov-Dec. To educate students about nuclear war, Educators for Social Responsibility sponsored a "Day of Dialogue" in schools October 25, 1982. What some teachers did in their classrooms on this day is described. Also discussed is what social studies courses need to do to help students become peacemakers. (RM)…
(1982). Education as a Five-Letter Word. Teachers College Record, v84 n1 p102-14 Fall. Educational practices should strive to avert the catastrophe of nuclear warfare by communicating a sense of the reality and accessibility of peace. Educators must be responsible to all mankind for the values they hold and teach. Humanization should be the goal of curriculum development. (PP)…
(1982). Activist Educators. Teachers College Record, v84 n1 p199-209 Fall. This article summarizes educational activities of various sorts undertaken by antinuclear groups across the nation. Activists were interviewed to determine their motivations, aims, and hopes, and the work of scientific and medical activist groups, the nuclear freeze movement, religious groups, and educational organizations is noted. (PP)…
(1980). From Toledo to Trieste–Renewing Our Commitment. Bulletin of the Atomic Scientists, v36 n7 p35-38 Sep. Briefly reviews past endeavors at achieving international communication among scientists. Describes present accomplishments of the International Centre for Theoretical Physics. Makes appeals for scientific and technological development to the development countries, to the international community, and to representations of the OPEC countries. (CS)…