(1994). Peace Education: Perspectives from Costa Rica and Japan. Peace Education Miniprints No. 62. This publication explores the views of two present members of the International Peace Research Association: Abelardo Brenes and Takehiko Ito. Brenes and Ito answer 13 questions related to peace education issues in their individual interviews. Abelardo Brenes is a professor at the University of Costa Rica and a consultant to the University for Peace, and has coordinated the Central American Program for the Promotion of Human Rights and Peace Education. Takehiko Ito is an associate professor at Wako University in Tokyo (Japan), chairperson of the Committee on Research of Peace and Disarmament Education of the Japanese Scientists Association, and secretary of Japanese Psychologists for Peace. (Author/CK)… [PDF]
(1991). Using the Language of Justice and Peace: Integrating Peace Education into EFL Curriculum. The integration of peace education into the English-as-a-Foreign-Language (EFL) and English-as-a-Second-Language (ESL) curriculum is discussed. Peace education is designed to break the negative chain of violence in interpersonal and international relations, and offers learners humanistic approaches to difficult questions that may leave individuals feeling powerless over their lives. Three interconnected areas of peace education are noted: personal peace; peace in the human family; and peace with nature. These three areas are discussed, and approaches to curriculum development to incorporate them are described. Methods for adapting authentic materials for instructional use are also discussed, with specific suggestions for vocabulary enhancement and instruction of young learners. It is proposed that the instructor must have clear objectives and anticipate learner reactions and, optimally, network with other teachers to integrate the topic and critical thinking about it into other… [PDF]
(2016). Fleeing through the Globalised Education System: The Role of Violence and Conflict in International Student Migration. Globalisation, Societies and Education, v14 n3 p390-402. This article connects directly to the globalisation of both education and conflict, and attends to the intersection between these phenomena, by focusing on conflict-induced student migration, an area, which has until recently been neglected in studies of higher education and migration, and peace and conflict research. The focus is on the very intersection of these research traditions in trying to understand how increasing globalised student migration is intertwined with the internationalisation of higher education and violent conflicts. The research on which this article is based was carried out at Malm√∂ University, Sweden. The focus is on mapping the linkages between violent conflicts and student migration, using a mixed methods design…. [Direct]
(2010). A Crossroads: History Textbooks and Curricula in Israel. Journal of Peace Education, v7 n1 p1-14 Mar. In Israel, changes in history teaching and the publication of new history textbooks in recent years triggered a stormy public controversy that went far beyond the content of the books themselves. The disputes over how history should be taught revealed the state of transition that had characterized Israeli society since the beginning of the 1990s. The perennial controversies over the history curriculum are actually a culture war over the "space of collective memory". This space is a battleground because it is here that the perception of normative identity and society's future image begin. There are many signs that Israel is beginning to turn away from the unifying memory imposed by the canonical Jewish-Zionist narrative when the State of Israel was first established as a sovereign entity; but, as the state celebrates its sixty-first anniversary, no other solid, bonding set of narratives has yet been constructed to take its place. This article seeks to show that… [Direct]
(2006). Peace Education for Consensual Peace: The Essential Role of Conflict Resolution. Journal of Peace Education, v3 n2 p147-174 Sep. Peace education is a key for establishing and maintaining a consensual peace. Creating an effective peace education program involves five steps. First, a public education system must be established with compulsory attendance; all children and youth should attend so that students from the previously conflicting groups interact and have the opportunity to build positive relationships with each other. Second, a sense of mutuality and common fate needs to be established that highlights mutual goals, the \just\ distribution of benefits from achieving the goals, and a common identity. In schools, this is primarily done through the use of cooperative learning. Third, students should be taught the constructive controversy procedure to ensure they know how to make difficult decisions and engage in political discourse. Fourth, students should be taught how to engage in integrative negotiations and peer mediation to resolve their conflicts with each other constructively. Finally, civic values… [Direct]
(2014). Radical Democratic Education as Response to Two World Wars and a Contribution to World Peace: The Inspirational Work of Alex Bloom. FORUM: for promoting 3-19 comprehensive education, v56 n3 p513-527. A key contributor to the 1948 New Education Fellowship "The Teacher and World Peace" submission to UNESCO, Alex Bloom is one of the most remarkable pioneers of radical democratic education of the twentieth century. In many important respects, Bloom's internationally renowned work from 1945-55 at St George-in-the-East Secondary Modern School in the East End of London can be seen as an iconic example of education for peace. Wounded in World War I, a teacher and then head teacher between the two World Wars and during World War II, this article explores key aspects of his commitment to a form of democratic education that was both a response to two great conflagrations of the twentieth century and a contribution to the possibility of less destructive ways of living and learning together in the future…. [Direct]
(1992). Education for Peace. Peace Education Miniprints No. 28. Education for peace is a process that must begin in the childhood of students and continue for the rest of their lives. Education for peace also is concerned with addressing the conditions that nurture violence and war and with seeking ways to change those conditions. Among the major themes of current peace education efforts are the aftermath of the Cold War, including the still existing threat of nuclear war; the North-South issue, including the southern hemisphere's deepening impoverishment; the problems posed by pollution and destruction of the environment; and the obstacles to the spread of human rights and social justice. Peace education also can be understood as a social learning process, including the development of individual skills such as empathy, and competence in communication. Thirteen items are suggested for further reading. (DB)… [PDF]
(1996). Malmo Peace Education Abstracts. Abstracts of Selected English-Language Reports Published 1992-1996 by the Malmo School of Education. Peace Education Miniprints No. 86. This pamphlet presents brief abstracts of selected English language reports and papers from the activities of the project group "Preparedness for Peace." For several years this project has carried out research and development work on peace education and related issues. The tasks have also included editorial work and publishing related to PEC (The Peace Education Commission of the International Peace Research Association). These abstracts, arranged alphabetically, are a result of this work from 1992-1996. (EH)… [PDF]
(1984). Peace Education: Icelandic Perspective. Social Studies Journal, v13 p47-56 Spr. Movements for peace are gaining strength and popularity in many countries. The aims and goals of peace education in Iceland are discussed. (RM)…
(1990). Stop and Think! Dialogue, Critical Thinking Skills and Creative Conflict Resolution in Peace Education. Peace Education Miniprints No. 5. An interview on peace education with Tom Roderick (interviewer: Ate Bjerstedt) of Educators for Social Responsibility is presented in this document. Educators for Social Responsibility is a national teachers' organization in the United States that offers programs and curricula that are intended to help young people become engaged in the world. The interview discussed Tom Roderick's background, the activities of Educators for Social Responsibility, and his thoughts on a number of areas that concern peace education. (DB)… [PDF]
(1991). The Measurement of Psychological Constructs in Peace Education. Peace education research typically is designed to evaluate the effects of a single lesson or a group of lessons (unit) on some attitudinal or learning outcomes. The current research was designed to evaluate a set of procedures for identifying a mix of peace education lessons that desirably impact on students. Three curriculum consultants were employed to review and rate more than 300 commercially available lessons in terms of the expected impact of each lesson on four psychological constructs: ethnocentrism, political efficacy, conflict resolution skills, and prosocial orientation. Subsequently, the most highly rated lessons for each construct were assembled into four curricula (units) and then field tested with a sample of 1,398 eighth through twelfth grade students. Students were assigned to one of the curriculum groups or to a no-curriculum control group. Measures of the four psychological constructs were administered in a pre-posttest fashion. Critical thinking, political… [PDF]
(2003). Developing Preparedness for Peace: Objectives, Methods, Difficulties and Possibilities in Peace-Related Education. Peace Education Reports. Educators at the Malmo School of Education (Sweden) have carried out a series of studies within the area of school and peace. As an informal umbrella heading for the project group conducting such studies the term "Preparedness for Peace" has been used. The overriding aim of the group's work has been to increase knowledge (in a broad sense) about hindrances and possibilities in the school's work with global survival issues. This overview report collects notes about the work of the project group and the process they have been involved in. The report also presents some of the group's views on possible and fruitful ways of dealing with conflict and peace education that have resulted from the group's work (the product). It is divided into nine sections: (1) "Introduction"; (2) "What Is Preparedness for Peace? A Discussion about the Ambitions and Specific Objectives of Peace Education"; (3) "What Can We Do in School to Promote a Preparedness for… [PDF]
(1993). Peace Education: Reports and Miniprints from the Malmo School of Education, 1990-1992. No. 765. The project group "Preparedness for Peace" carries on research and development work on peace education and related aspects of the internationalization of school teaching. This miniprint lists reports and miniprints from this work published during the years 1990-1992. The list also includes reports and miniprints related to the work of PEC (the Peace Education Commission of the International Peace Research Association) published by the Malmo School of Education. (Author)…
(1992). Education for Global Survival: Reflections Based on Some Swedish Experiences and Examples. Peace Education Miniprints, No. 33. This document which reviews peace education as the subject was presented in Sweden in the later 1980s. The paper argues for a stronger commitment to peace education and approaching the subject from the perspectives of the unique, the absurd, and the relevant. The contemporary era is unique in that humanity now possesses the means to reify apocalyptic myths about the end of the world. Absurdity is identifiable in the gross social inequalities that exist in the world. What is relevant, even central, to education is the future of humanity and the world. Peace education in Sweden sheds light on workable models and strategies. The Swedish National Board of Education (NBE) highlighted curricular areas in which such concepts as human rights and peace have a strong position. The NBE also published service material on peace education and cooperated with international peace organizations. It is unclear what programs will survive the NBE's replacement by the National Agency for Education…. [PDF]
(1982). Militarization, Security, and Peace Education: A Guide for Concerned Citizens. This guide provides a general introduction to the field of peace education, especially the problems of peace and security. Two purposes are to provide a deeper knowledge of the issues and to provide materials, documentation, and information about additional resources and organizations to aid in implementing a peace education program in the community. The guide is organized into an introduction, four study sessions, and one action-planning session. The introduction includes guidelines for organizing and conducting a study/action group. Information provided for each of the four study sessions includes a description of objectives and content to be covered in the session, a brief background reading and dilemmas, recommended readings, and questions to stimulate review, discussion, and action. Topics of the sessions are: Human Security: The Basis of a Peace System; National Security: The Dilemmas of the War System; Peace Education; Tools for Global Community Buildup; and The Goals of…