(2022). Anger Is All the Rage: A Theoretical Analysis of Anger within Emotional Ecology to Foster Growth and Political Change. Teachers College Record, v124 n4 p205-234 Apr. Background and Purpose: Anger is implicated in nearly every social pathology, from war to bullying to child abuse. Yet, it is also the spark of reform for nearly every positive social movement, from civil rights to labor rights to handicapped rights. This article examines how anger has been understood and misunderstood across different discursive spaces in society, research, and education to offer a peace-promoting, emotional ecology theory of anger to foster emotional growth and political change. Research Design: This article employs theoretical research, which is a logical exploration of a system of beliefs and assumption to increase understanding, develop new theory, and explore implications. Findings: Anger is reconceptualized as a crucial emotional and political experience rooted in the emotional ecologies and histories of family, school, and society. Three distinctive features characterize it: An ethical response, an emotional response, and an action response. Five steps to… [Direct]
(1991). The UNESCO Prize for Peace Education: Ten Years of Learning for Peace. Peace Education Miniprints, No. 19. The UNESCO Prize for Peace Education was established in 1981. The purpose of the award is to honor outstanding contributions to the field of peace education in its most broadly defined sense. In this paper, two members of the international jury for the prize review the recipients of the awards from 1981 to 1991, and thus demonstrate the variety of possibilities for and approaches to educating for peace. (DB)… [PDF]
(1990). Peace Education: Perspectives from Brazil and India. An Interview with Anima Bose (India) and Zlmarian Jeanne Walker (Brazil). Reprints and Miniprints No. 683. As a means of studying ways to help children and young people deal constructively with questions of peace and war, Anima Bose and Zlmarian Jeanne Walker, who have worked to promote peace education in India and Brazil respectively, are interviewed. The influence of Gandhi on the concept of peace in India is emphasized. One cannot teach peace, it must be learned through practice. Peace education must include a form of apprenticeship where students go out into the real world to find out what violence is and what solutions are. Peace education is especially important in this day and time because all of society seems to be overcome by violence, even in entertainment. Peace must not be viewed as "no war." A nation with no war but with injustice, poverty, economic discrimination, and inequity cannot be said to have peace. The teacher is the most responsible person in any peace education course at any level. At the elementary level the examples of parents and teachers and… [PDF]
(1993). Peace Museums: For Peace Education? Educational Information and Debate No. 102. This booklet is intended to stimulate discussion about the potential influence of peace museums as a way to educate the public about peace. Four papers are included representing four somewhat different perspectives. The first paper, "The Environment for Peace Education: The Peace Museum Idea" (Terence Duffy), outlines the origins and the growth of the peace museum idea and discusses categories of such museums, especially the Irish Peace Museum Project. The second article, "On the Creative Principles, Message, and Thematic Content of a Peace Museum" (Peter van den Dungen), details some of the principles and content of a peace museum, presenting a general outline of 18 possible major themes. The third paper, "A Peace Museum as a Center for Peace Education: What do Japanese Students Think of Peace Museums" (Kazuyo Yamane), discusses present trends and possibilities in the peace museum field. The final essay, "Peace Museums as Potential Instruments of… [PDF]
(1996). From World Peace to Peace in the 'Hood: Peace Education in the Modern World. Journal for a Just and Caring Education, v2 n4 p378-95 Oct. Schools are facing increasing levels of violence spawned by violent media and communities. In response, many educators employ peace education strategies to make schools safer and help students deal positively with conflict. This article summarizes these reform efforts, distinguishes among three levels of peace education, describes resources, and discusses ancillary school productivity gains. (41 references) (MLH)…
(1997). Peace Education through the Arts. Peace Education Miniprints, No. 89. This paper explores the role the arts can play in peace education, an area of interest that has received little attention. Peace education is usually integrated into other content areas such as social studies, history, language, or science. The booklet emphasizes the development of imagination in art education. Students can be brought to envision previously unimagined possibilities to creatively visualize preferable worlds and thus be empowered to ponder and work for alternatives to violence and war in conflict situations. (EH)… [PDF]
(2000). Peace Education in a Divided Society: Creating a Culture of Peace in Northern Ireland. Prospects: Quarterly Review of Comparative Education, v30 n1 p15-29 Mar. Explores the issue of peace education in Northern Ireland in a broad sense. Examines the sectarian context of schooling in Northern Ireland, the growing number of integrated schools, peace and conflict studies in colleges, school-level curricular innovations in peace education, interschool activities, positive attitudes of youth, and the resistance of parents and teachers. (Contains 34 references.) (SV)…
(1991). Research and Development Related to Peace Education in the Netherlands. Views from the Polemological Institute, University of Groningen. Peace Education Miniprints No. 15. The project group, "Preparedness for Peace," at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of war and peace. As part of this work, experts with special interests and competence in areas related to peace education are interviewed. This interview explores the views of Henk B. Gerritsma and Daan Verbaan, both of whom work at the Polemological Institute, University of Groningen, the Netherlands. Interview questions concern such issues as the definition of peace education, ways in which schools can contribute, how students can become more aware of, and more prepared for, problems of peace, and what can be done to provide better teacher training in the area of peace education. (DB)… [PDF]
(2007). Peace Education and Paulo Freire's Method: Towards the Democratisation of Teaching and Learning. Convergence, v40 n1-2 p187-205. This article explores the application of Paulo Freire's methodological concerns in a contemporary, educational, non-revolutionary setting. It is focused on a Peace Educators' Workshop that meets three times annually to explore peace education in secondary schools in the United States. This treatment of Freire was developed for a day-long workshop after peace educators expressed an interest in the meaning of–and participation in–democratic processes in schools. The privileges of military recruiters in public schools emerged as an initial generative theme, and led to further insights about uncovering educational contradictions and constructing codifications as two key steps in a social change process. (Contains 5 notes and 4 figures.)… [Direct]
(1995). Peace Education Books. A Selective Bibliography with a Focus on Materials in English, German, and the Scandinavian Languages. Peace Education Miniprints No. 73. This document lists 30 pages of monographs and collections of papers explicitly dealing with peace education. The major focus is on materials in English, German or the Scandinavian languages from later years. For those who are not familiar at all with this area, an asterisk (*) has been used to mark publications valuable for introduction and review of the topic of peace education. (RJC)…
(1995). Controversies Connected with Peace Education. What Do They Mean and How Should They Be Dealt With? Peace Education Reports No. 15. Fifty experts with a special interest in peace education (and representing 22 different countries) were confronted with the following set of questions (as part of individual interviews): "In many countries, questions related to disarmament and peace are highly controversial. Would you anticipate any difficulties, for example with parents or other members of the community, when introducing peace education in the schools? If so, what kind of difficulties? Do you see any way out of such problems?" This report documents and discusses the answers of the experts to these questions. Most of the respondents agreed that peace education often was seen as a controversial topic in their country, and a large number of illustrations and possible counter-measures were mentioned. (Author/RJC)… [PDF]
(1986). Peace Education: Peace-Liberty-Development-Human Rights. Service Material S 86:3. In Sweden, as in many other countries, interest and instruction concerning the conditions and prospects of peace have grown against the background of current world events. Increasing pupils' knowledge and awareness of the survival problems in the world are the keys to peace education. Most items of peace education are more or less included in the syllabi for civics, history, and religious education courses; but, responsibility for teaching the international aspects is shared among teachers of all subjects. The Swedish curriculum prescribes and supports well-planned international instruction, with particular emphasis on the conditions and prospects of peace. The content of peace education is summed up in terms of peace, liberty, development, and human rights. The task for the student is to acquire and apply an active view of knowledge. (SM)…
(1993). Peace 101: Implementing the Vision. Montessori Life, v5 n2 p36-37 Spr. Maintains that peace education must start in the home. Discusses the teaching of peace to children of all ages and at every level and the relevance of peace education to the physical, emotional, intellectual, and spiritual being of children. "A Plan for Peace Education," a proposal approved by the Montessori Accreditation Council for Teacher Education, is attached. (SM)…
(1994). Early Tendencies of Peace Education in Sweden. Peace Education Miniprints No. 69. Early tendencies of peace education in Sweden are discussed in this document. The time span is from the second part of the 19th century to the beginning of World War II. Peace education put special emphasis on exposing the contradiction between religious and history education. Religious education preached love and reconciliatory spirit, while history education in Sweden, as elsewhere, was nationalistic and ethnocentric. To "cleanse" history education from chauvinism and from glorifying war was a strong concern of early peace educators. (RJC)… [PDF]
(1994). Education beyond Fatalism and Hate: Some Principles and Procedures in Peace-Related Educational Efforts. Educational Information and Debate 103. This small book presents six articles from the journal "Peace, Environment and Education," published by the Peace Education Commission. The articles have been chosen to give a broad range of illustrations of principles and procedures in peace-related education efforts in the 1990s. The contents are as follows: (1) "Education beyond Hate" (Morton Deutsch); (2) "Education beyond Fatalism and Impoverished Social Imagination: Are We Actively Listening to Young People's Voices on the Future?" (Francis P. Hutchinson); (3) "Peace Education across the Curriculum: Some Perspectives from New Zealand" (James Collinge); (4) "The Teaching of Conflict Resolution and Nonviolence in Australian Schools: A Context for Peace Education" (Max Lawson); (5) "Peace Education in Teacher Training: Some Examples" (Hanns-Fred Rathenow); and (6) "Conflict-Mitigation: Philosophy and Methodology" (Jan Oberg). (EH)… [PDF]