(1981). Report of the United States Delegation to the World Conference on the UN Decade for Women: Equality, Development and Peace (Copenhagen, Denmark, July 14-30, 1980). This report describes how the U.S. Delegation prepared for and participated in the World Conference of the UN Decade for Women. The conference dealt with the topics of equality, development, and peace. The report covers five years, beginning with U.S. participation in the International Women's Year Conference, Mexico City, 1975, and continuing through to the present. Background information, the agenda, committee reports, and conference outcomes and conclusions are discussed. The World Conference was a difficult meeting for the United States because many parts of the agenda was politicized. The conference sparked a great deal of interest among women's organizations and feminist activists in the United States. In its preparation process, the U.S. Secretariat continually explained the meaning of a government-to-government conference, i.e., that delegates are instructed and, when speaking officially, must reflect official U.S. government positions and policies. Unfortunately, there were… [PDF]
(1971). Humanistic Worldmindedness and Peace Proposal Preferences in Pacifist, ROTC, and Random Student Samples. Assuming that pacifist and ROTC allegiances are associated with differing basic orientations toward mankind and differing preferences for resolution of international conflict, the Worldmindedness Scale and the peace proposal preference procedures (developed by cooperating participants in the international survey \Images of the Year 2000\) were administered to: 1) military (R.O.T.C.), 2) avowedly pacifist, and 3) \neutral\ sample groups of the U.S. college students. Although polarity in beliefs was expected, it failed to emerge, and, instead, there was merely a difference in scale position. The pacifist students emerged as distinctly worldminded and tended to favor a socio-psychological control of aggression while the ROTC students were neutral toward worldmindedness and emphasized organization solutions toward aggression. However, a remarkably high level of agreement between groups was found regarding ways to achieve peace, the differences being matters of focus. The relationship of… [PDF]
(1979). Waging Peace: A Global Paper on Resolving Conflict. Social Education, v43 n4 p281-90 Apr. Presents background information on creative and destructive conflict between and among nations, treaty negotiations, political decision making, environmental conflicts, and research and training in conflict resolution. Suggestions for individual and group involvement are presented. (DB)…
(1987). Sprinkling Psychology Courses with Peace. Teaching of Psychology, v14 n2 p75-81 Apr. Proposes that psychology teachers help promote a more active consideration of the psychology of peace and war in the nuclear age by including the topic in their courses. Specific ways to incorporate this issue into psychology courses are offered. (Author/JDH)…
(1985). Books, Children and Peace. Social Education, v49 n6 p493-97 Sep. Early childhood books that are concerned with peace and that highlight peaceful solutions to difficult problems are described in this bibliographic essay. Books that oppose violence and stories that have a peaceful, soothing nature could become balancing factors in young children's exposure to scenes of violence and threats of war. (RM)…
(1985). Students Ponder Life without a Future as Courses on Peace and War Proliferate. Chronicle of Higher Education, v31 n10 p33-34 Nov 6. Brandeis University has 13 courses in their peace-studies program. Many other colleges are offering courses on peace and the related subject of nuclear war and arms control. Courses attempt to increase students' understanding of the issues inherent in nuclear capability, both technical and ethical. (MLW)…
(1996). The Apartheid Struggle, Curriculum Module. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This curriculum unit is designed for secondary students in twentieth-century history and peace studies. The unit contains three activities from which students gain a better understanding of the dimensions of apartheid in South Africa. The activities are entitled: (1) "Racial Separation," an activity that gives students the opportunity to identify and research three distinct levels of social separation practiced in South Africa–"petty apartheid,""urban segregation," and "grand apartheid"; (2) "Images of Defiance," an activity where students are shown samples of Soweto Day posters and are asked to design and produce their own student protest posters; and (3) "South Africa: Free at Last!" an activity where students read an article concerning the triumph and challenges of South Africa's new multiracial government and then respond to questions. (EH)… [PDF]
(1995). Peace Issues: A Humanities Curriculum for High School, 1994-1995. This curriculum focuses on peace and justice issues while emphasizing the positive of the building of relationships. Units are developmental in approach and work from "Relating to Self" to "Relating to Others" to "Relating to Community and World." A Code of Ethics is presented to guide the unit and a section on sports' ethics is aimed specifically at high school students. Topics discussed include conflict resolution and peer mediation, bias, environmental concerns, world conflict, gender issues, ageism, disabilities, the Holocaust, African American and Native American cultures, and problem solving. (EH)… [PDF]
(1971). Teaching About War, Peace, Conflict, and Change. Intercom, 13, 24-60, Mar/Apr 71. The subject indicated by the title is pursued in relation to: goals of the social studies; skills, abilities, and affective development; syllabus and subject matter; the concept approach; and values. An appendix discusses pertinent resources. (JB)…
(1972). Teaching About International Peacekeeping Procedures. Social Science Record, 9, 2, 49-55, Win 72. Models for world order studies are described. They provide inquiry into various proposals for attaining world peace and, through role playing, develop students' ability to inquire into the proposals' effectiveness. (JB)…
(1982). Teaching about Reversing the Arms Race. Teachers College Record, v84 n1 p38-49 Fall. The scarcity of college courses dealing with disarmament is noted, and educators are urged to address the question of arms limitation. Military and economic factors which limit the ability of the United States to continue the arms race are listed, and plans for reversing the arms race are discussed. (PP)…
(1979). War and Peace: Studying Conflict and Conflict Resolution. Curriculum Review, v18 n1 p67-71 Feb. This bibliographic essay surveys books, booklets, and other resources on conflicts and conflict resolution that will help raise students' awareness of the problems in both elementary and secondary classrooms. The cited materials are grouped in sections for teachers and librarians, for adult readers, and for students. (Author/SJL)…
(2002). The Ark of Hope: Carrying the Earth Charter toward United Nations. Orion Afield: Working for Nature and Community, v6 n3 p36-39 Sum. Thousands of people from 51 countries created the Earth Charter, which heralds humankind's respectful recognition of life's interdependence and our shared responsibility for the world's well-being. A Vermont group put it in an "Ark of Hope" and walked it through four states to the United Nations. Related art workshops held in Vermont schools and communities are described. (TD)…
(1995). Toward Peace: Using Literature to Aid Conflict Resolution. Childhood Education, v71 n2 p66-69 Win 1994-95. Children are exposed to violence in media and everyday life, which may promote aggression as a means to solve problems. Skills and strategies of problem solving, conflict resolution, and peace making can be learned through well-organized and frequent exposure to literature. Books that deal with misunderstanding, jealousy, playground skirmishes, peace among groups, and global peace are discussed. (TM)…
(1992). Making Peace in Violent Times: A Constructivist Approach to Conflict Resolution. Young Children, v48 n1 p4-13 Nov. Suggests actions that teachers can take to challenge the use of violence by children. Actions include providing early intervention and teaching specific skills to help children resolve conflicts. Discusses adaptation to children's developmental levels and creation of classroom contexts supportive of nonviolence. (LB)…