(1993). Peace Education: Perspectives from Germany and Israel. Interviews with Haim Gordon (Israel) and Christoph Wulf (Germany). Peace Education Miniprints No. 44. The project group "Preparedness for Peace" at the Lund University Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interests in competence in areas related to peace education are interviewed. This publication explores the views of Haim Gordon from Ben-Gurion University of the Negev, Israel, and Christoph Wulf from Freie Universitat, Berlin, Germany. Haim Gordon has worked with Jews and Arabs on education for peace in accordance with the philosophy of Martin Buber. Christoph Wulf is one of the founders of the Peace Education Commission and the editor of early handbooks on peace education in German and English (1973-74). (Author)… [PDF]
(1994). Teacher Training and Peace Education. Peace Education Miniprints No. 55. The issue of what needs to be done in teacher training in order to prepare future teachers more adequately for the area of peace education provides a variety of responses from an interview study involving 50 international experts representing 22 countries. Part 1 discusses the question and summarizes the major aspects of the theme of teacher training and peace education. Part 2 gives a detailed documentation of the interview responses. (Author/CK)… [PDF]
(1990). Education for Peace as Liberation vs. Indoctrination: Do We, in Fact, Need Some "Unbalanced Teaching" To Achieve a "Balanced Learning?" An interview with Hilary Lipkin and Richard Yarwood. Reprints and Miniprints No. 693. As part of Sweden's Malmo School of Education's "Preparedness for Peace" project, this paper presents interviews with Hilary Lipkin and Richard Yarwood. Lipkin has served as national coordinator for "Teachers for Peace" and Yarwood ran the Peace Education Project at the Peace Pledge Union in London (England). Both of the interviewees discuss their interpretations of the term "peace education", and such related terms as "disarmament education" and "education for peace." They discuss differences between peace education for older and younger children and examine how schools can contribute to peace education. The document also includes notes about Richard Yarwood and lists some of his publications. (SG)… [PDF]
(1996). Education, Psychology, and Social Science: Common Pathways for Teaching Peace. This paper explores the contributions of several disciplines of the social sciences to peace education and peace psychology and focuses on positive gains in several aspects of peace education and conflict resolution witnessed by the researcher in over 10 years of work. The paper contains the following sections: (1) Introduction; (2) "Definitions and Historic Perspectives on Peace Education"; (3) "Contributions from Psychology"; (4) "Contributions from Anthropology"; (5) "Contributions from Political Science"; (6) "Contributions from Sociology and Social Work"; and (7) "Peace Education in Action–The Voices of Teachers, Children, and Young People." The paper maintains that a multidisciplinary approach to peace education should be the common goal for the new century. Contains 65 references. (EH)… [PDF]
(1996). Early Tendencies of Peace Education in Sweden. Peabody Journal of Education, v71 n3 p95-110. Examines the history of peace education in Sweden, beginning with the 1870s, when the continental peace movement started taking hold in Sweden, and moving through the 20th century as various resolutions and initiatives supporting peace education began. A characteristic of the movement was deep confidence in education as an effective instrument for preventing war and safeguarding peace. (SM)…
(2013). Promoting Peace and Culture in Nigerian Higher Institutions through the Use of Music Education. Educational Research and Reviews, v8 n12 p800-805 Jun. Tracing the history of education in Nigerian higher Institutions presents series of student's unrest, riots, cultism, and violence, vandalisation of school's properties in reaction to inadequacies and neglect of certain vital elements needed for the smooth running of educational programmes. Music as an art that attracts students of all ages and levels is a cultural ingredient that can be used to create a calm and quiet state that is free from conflict and violence. This paper examined the concept of peace culture and music education. It also highlighted the roles that music education can play in promoting peace culture in the higher education institutions in Nigeria. The significance of this paper is to justify the efficacy of music in reducing violence in higher institutions in Nigeria and to enlighten the populace on the humanistic and aesthetic quality of music education. This will educate and sensitize curriculum planners towards inclusion of music education in all levels of… [Direct]
(1990). Studying Peace in Elementary Schools: Laying a Foundation for the "Peaceable Kingdom.". Theory and Research in Social Education, v18 n2 p169-73 Spr. Examines peace education at the elementary school level, stressing the need to include interpersonal and international relations when teaching peace. Suggests peace education can lead children to prosocial behavior. Sees peace as a positive of being. Urges the infusion of peace education throughout the elementary social studies curriculum. (CH)…
(1994). The Pedagogy of Peace as a Central Element in Peace Studies: A Critical Review and an Outlook on the Future. Peace Education Miniprints No. 63. This document discusses peace education not as a subject but as part of the teaching of various academic subjects depending on the extent to which they lend themselves to this. The intention is to produce educational situations where young people can develop skills in the art of peace and a peaceful approach to conflict resolution. The pedagogy of peace is understood here as the sum of scholarly and scientific thinking on the nature of peace education and the way it should be organized. The pedagogy of peace is an interdisciplinary branch of science using a broad range of methods, including observation, description, and analysis of peace-educational processes and interrogation of participants with regard to their motives. There is a strong need for intensified peace-pedagogical research efforts and for documentation and coordination of work in this field. This report reflects an approach in three stages: (1) a discussion of the structure of peace education; (2) an interpretation of… [PDF]
(1991). Peace Education and the Development of Teaching Materials for Peace and Justice in Ireland. Paul Rogers, Maura Ward and The Project "Preparedness for Peace.". A combined interview with two educators active in peace education in Ireland, North and South, is presented in this document. Maura Ward and Paul Rogers work within the Joint Peace Education Programme of the Irish Commission for Justice and Peace and the Irish Council of Churches. In the interview, Ward and Rogers each discuss their experiences, both in training sessions for teaching staff on peace education and in the development of teaching materials on peace and justice for use in primary and post-primary schools. (DB)…
(1985). Relating Peace Education and Social Studies in an Age of Insecurity. History and Social Science Teacher, v20 n3-4 p8-10 Spr. In the theme of insecurity there is a potential for peace education to address social education. Insecurity underpins the arms race and lies at the root of the growing cycle of violence. Peace education must help students understand the forms of structural injustices that preserve inequities and breed violence. (RM)…
(1990). Peace Education, Social Responsibility, and Social Transformation. Peace Education Miniprints No. 3. Interviews with two educators who have been involved in peace education are the focus of this document. The interviews were conducted by a representative of the project group, "Preparedness for Peace," of Malmo, Sweden. This project studies ways of helping children and young people deal constructively with questions of peace and war. Susan Alexander, of the United States, who has been executive director of Educators for Social Responsibility (ESR), and Celina Garcia, of Costa Rica, who has been executive secretary of The Peace Education Commission of the International Peace Research Association (PEC), are the interviewees. Among the topics, each is asked about her views on peace education in general, specific efforts being made in her country or organization, and the role of teachers as peace educators. (DB)…
(1996). Exploring Peace Education in South African Settings. Peabody Journal of Education, v71 n3 p128-50. In exploring peace education in South Africa, the paper reviews a research report on the subject, focusing on the needs of children and youth and on the range of programmatic and research initiatives already working in this field. Summarizes three issues: recommended policy guidelines related to peace education for South-African children, cautionary thoughts, and research directions. (SM)…
(1999). Peace Education and Conflict Resolution through the Expressive Arts in Early Childhood Education and Teacher Education. Several modes of expressive arts may be especially appropriate for peace education and conflict resolution instruction in early childhood and teacher education classrooms. This paper explores the integration of the concepts and processes of peace education and conflict resolution through an examination of current research and professional development publications, as well as observations made in selected U.S. early education and teacher education classrooms. The paper focuses on the role of the dramatic and language arts in fostering peace education and conflict resolution. With regard to early education, the paper is informed by several sources, including literature on brain-based learning and multiple intelligences. Also discussed is the effective use of reflective listening, reading and storytelling, journal writing, creative drama, dramatic play, and problem-solving techniques. The report concludes that peace education strategies developed through appropriate dramatic and puppet… [PDF]
(1993). A Popular Version of Yash Tandon's Militarism and Peace Education in Africa. This book is a briefer, simpler popular edition of "Militarism and Peace Education in Africa." It is intended to interest the African peoples in the problems of peace and allow them to discuss and debate the issues of militarism and peace for Africa and to suggest solutions. It is also intended to interest leading organizations and people working at the grassroots level in urban and rural areas in problems of militarism and peace education. The first two chapters show how, in former times, militarism was brought to Africa by the Europeans through slave trade and colonialism. Chapter 3 shows how militarism continued after independence under neocolonialism in these forms: state terrorism, militarism based on ethnic nationality/conflicts, militarism resulting from "pastoralist conflicts," militarism resulting from cultural and religious conflicts, and militarism based on ideological conflicts. Chapter 4 explores how militarism is still connected to the exploitation… [PDF]
(1985). Peace Education and the Schools: What Can We Learn from History?. History and Social Science Teacher, v20 n3-4 p33-41 Spr. A history of peace education is presented. To be effective, peace education must focus on a specific goal, avoid the temptation to become all things to all people, and retain a critical edge. It must not become so engrossed in classroom questions that it ignores the need for political action. (RM)…