(2005). Teaching Peace in Fearful Times. Alliance for Childhood This brief statement advocates educating children for peace rather than violence, addressing the marketing of toys for violent play which have become more popular since the terrorist attacks in 2001. The statement is an introduction to a related publication, \Ten Steps for Peace Education.\… [PDF]
(1984). Youth and Peace. Prospects: Quarterly Review of Education, v14 n2 p223-30. The complex and dynamic relationship of youth and peace is examined, educational priorities regarding peace education of youth are discussed, and characterisitcs of youth movements for peace and disarmament are described. Peace is one of the main priorities expressed by the themes of International Youth Year 1985. (RM)…
(2003). Education of Minorities and Peace Education in Pluralistic Societies. This collection of papers provides an international perspective on minorities and peace and on the relationship between these two issues in education. The 14 papers are: (1) "Education of Minorities: Problems, Promises, and Prospects–An International Perspective" (Yaacov Iram); (2) "Cultural Recognition or Social Redistribution: Predicaments of Minority Education" (Gita Setiner-Khamsi); (3) "Multiculturalism and Civic Education in a Globalizing Economy" (Martin Carnoy); (4) "What Should Be the Foundations of Peace Education?" (Chadwick F. Alger); (5) "Education for Peace: Concepts, Contexts, and Challenges" (Lennart Vriens); (6) "Can Educational Improvement Equalize Minority Economic Opportunities? The Case of the United States" (Martin Carnoy); (7) "Cultural and Religious Minority Education in France: Limits to Diversity and Equality" (Leslie Limage); (8) "Recognizing and Educating Religious Minorities in…
(2011). Character and Moral Education: A Reader. Peter Lang New York Against a formidable national discourse that emphasizes academic standardization, accountability, and high-stakes testing in educational policy, "Character and Moral Education: A Reader" seeks to re-introduce and revive the moral mission of education in public conversation and practices in America's schools. With contributions from a prominent array of scholars and practitioners, the book critically analyzes moral education, broadly defined as both an academic field that attempts to develop moral human beings, and as a principled discourse aimed at creating ethical educational policies and practices. With theoretical rigor and practical wisdom, this volume offers diverse and cutting-edge scholarship on character and moral education in 21st-century schools. This timely and important book will appeal to all those concerned with both the ethical well-being of today's students, and the school's responsibility to prepare individuals to lead moral lives in the future. This book… [Direct]
(2005). Essential Components of Peace Education. Theory Into Practice, v44 n4 p280-292. Peace education is a key for establishing a consensual peace and maintaining it over time. There are 5 essential elements in building a lasting peace through education. First, a public education system must be established that has compulsory attendance for all children and youth, integrated so students from previously conflicting groups interact with one another 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 must be taught the constructive controversy procedure to ensure they know how to make difficult decisions and engage in political discourse. Fourth, students must be taught how to engage in integrative negotiations and peer mediation to resolve their conflicts with each other… [Direct]
(1989). Designing a Global Curriculum. Gifted Child Today (GCT), v12 n3 p24-25 May-Jun. The article provides a rationale for providing gifted students with a global curriculum with such components as: peace education, cross cultural studies, thinking skills, human problems, ethics, emerging concepts, future studies, networking with students from other nations, and active problem solving. (DB)…
(1996). What Have Peace Education Commission Papers Dealt with in the 1990s? Comments on a Guide to Five Conference Reports. Reprints and Miniprints, No. 857. Five international conferences were held during the 1990s by the Peace Education Commission, a semi-independent subgroup of the International Peace Research Association. The conferences were held in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary), and Valletta (Malta). This document is a brief commentary on the topics covered by the 124 papers presented at these conferences. Nineteen specific papers are mentioned in the commentary. (EH)… [PDF]
(2008). Nurturing Relationships and Honouring Responsibilities: A Pacific Perspective. International Review of Education, v54 n3-4 p459-473 Jul. This essay contributes a Pacific Islands perspective to the global discussion of "Living Together: Education and Intercultural Dialogue". Through poetry and prose, this essay traces the impact of the Tongan concept of "vaa" (values/valued relationships) on learning and language. By invoking UNESCO's mandate to build peace through education, the concept of "vaa" is shown to be a key to promoting peace. The challenges and prospects of nurturing peace through international cooperation in education are discussed with examples drawn from the Pacific. Specifically, Tonga's social and linguistic histories provide avenues for interpreting Pacific educational ideals in relation to Western concepts of knowing and learning. Reflection on cultural literacy in the Pacific context raises deeper questions about the role of educators when working interculturally. Lessons to be learned include the oft-quoted maxim that educators must first learn about their own culture… [Direct]
(2011). Must Dewey and Kierkegaard's Inquiry for World Peace Be Violent?. Educational Philosophy and Theory, v43 n5 p521-533 Jul. Amongst the many aims of education, surely the pursuit of global peace must be one of the most significant. The mandate of UNESCO is to pursue world peace through education by primarily promoting collaboration. The sort of collaboration that UNESCO endorses involves democratic dialogue, where various persons from differing backgrounds can come together, listen, negotiate and discuss possible ways in which peace might be pursued. While this sort of democratic dialogue with its associated free intellectual inquiry is more readily acceptable for issues dealing with problems in the realm of physical nature, it is not so easily tolerated in the realm of ethics and values. Indeed inquiry into the realm of ethics by Kierkegaard has been described by Levinas to be a form of violence. Similarly John Dewey's work has been included in a list of the ten most harmful books by some conservatives in the United States because he promoted inquiry into morals and religion. Dewey argued against the… [Direct]
(1997). An Educational Program for Peace: Jewish-Arab Conflict Resolution in Israel. Theory into Practice, v36 n1 p17-25 Win. Describes an encounter session at a School for Peace Workshop designed to teach peace and conflict resolution to Jewish and Palestinian adolescents in Israel. The workshop illustrates the importance of listening sensitively to the voices in conflict in order to develop valued modes of peace education and conflict resolution. (SM)…
(1985). Young Children's Understanding of War and Peace. Early Child Development and Care, v20 n4 p271-85. Prekindergarten, kindergarten, and first-grade children were asked eight questions to assess their understandings and attitudes about war and peace. An attitude of rejection of war existed at these ages, increasing with age and stronger for females. Implications of this study for peace education curricula are discussed. (Author/DST)…
(2005). Does Vicarious Experience of Suffering Affect Empathy for an Adversary? The Effects of Israelis' Visits to Auschwitz on Their Empathy for Palestinians. Journal of Peace Education, v2 n2 p125-138 Sep. Empathy for the adversary is part of peace education. Does the vicarious experience of suffering affect empathy towards the suffering of an adversary? Specifically, does the visit of Israeli youth to Auschwitz affect their empathy toward the Palestinians? Three hundred and nine high school students participated in the study: One half went on the journey, while the other, comparable half, served as a control group. Findings tended to support the hypotheses. The journey increased empathy among participants with initially more positive attitudes toward the Palestinians but it also decreased empathy among those with initially more negative ones. The choice of nationalistic lessons about the holocaust affected feelings of pride and identification with the victims but not empathy. The choice of universalistic lessons affected feelings of fear and helplessness and contributed to increased empathy. Conclusions are drawn pertaining to peace education programs aiming at increasing empathy… [Direct]
(1997). Monographs and Paper Collections on Peace Education: With a Focus on the Last 25 Years. Peace Education Miniprints, No. 90. This bibliography lists examples of journal articles and chapters in edited books dealing with peace education. The major focus of the bibliography is on materials from the last 25 years and are in English, German, and the Scandinavian languages. Titles of articles in the bibliography are given in the original language. If the original language is English, French, or German, no translations are provided, but in the case of other original languages, a translation of the title into English is added in square brackets. The bibliography contains over 600 citations. (Author/LB)…
(1998). Articles on Peace Education. A Selective Bibliography with a Focus on the Last 25 Years. Peace Education Miniprints No. 91. This bibliography lists examples of journal articles and chapters in edited books dealing with peace education; some separate prints of article size also are included. The major focus of the bibliography is on materials in English, German, and the Scandinavian languages from the last 25 years. Titles of articles are given in the original language if the original language is English, French, or German, no translations are provided, but in the case of other original languages, a translation of the title into English is added in square brackets. The bibliography contains over 600 citations. (BT)…
(1995). Improving the Social Skills of Kindergarten Students in Their Multicultural Setting through a Peacemaking Program. A project to improve the social skills of kindergarten children in a multicultural setting by a simple peace education program was implemented. Noting that kindergarten children did not exhibit good social skills and were not able to solve conflicts in a peaceful manner, the project was designed to incorporate and increase group problem solving, cooperative learning, peacemaking language skills, and parent participation. The results showed that 15 out of the 20 kindergarten students solved verbal conflicts peacefully, accepted others into their play, and collaborated and shared with each other. The results also indicated that involving the home, school, and the community in the peace education program resulted in opportunities for students to improve their social skills. Three appendices on student checklists for verbal solving of conflicts, acceptance of other children, and collaborating and sharing are included. Contains 23 references. (AP)… [PDF]