(1999). Teaching Peace with Dr. Seuss. Kappa Delta Pi Record, v35 n3 p118-21 Spr. Educators seeking novel ways to instill conflict-resolution skills in young children should consider Dr. Seuss, whose books provide a synthesis of fantasy and reality that works for teaching values endemic to peace education. This paper discusses how students can learn peace and educators can teach peace using Dr. Seuss books, examining steps to peace that students must progress through. (SM)…
(2000). Peace Education: An Historical Overview (1843-1939). Peace Education Miniprints No. 101. Peace education has come a long way, but its history is not very well known. This text gives an historical overview, focusing on European developments from 1843-1939. Cites the London Peace Conference of 1843 and the Universal Peace Conferences as examples of bridging the principles of peace and the classroom. Glimpses are given of a number of important peace educators and activists. Early educational and psychological research is illustrated with Jean Piaget's work. The text asks these questions of the future: "How can the culture of peace become a world culture?"; "How will the educational system face up to the challenges of an ever-changing multicultural society?"; and "Is it possible to create a world citizen?" (Author)… [PDF]
(1989). Designing a Global Curriculum. Gifted Education International, v6 n2 p68-70. The paper pleads for a global curriculum which will nurture commitment to a world society. Important aspects of the global curriculum would include peace education, intercultural studies, thinking and valuing skills, world problems, ethical and moral dimensions of problems, emerging concepts in future studies, problem-solving, and communication through networking. (Author/JDD)…
(1994). Peace Education: Volunteers for UN50, Celebrating the 50th Anniversary of the United Nations, 1945-1995. This manual builds on the UNA-USA/Gainsville work to help volunteers prepare to "teach peace" during the 50th anniversary of the United Nations, and to provide educational resources for UN50. The document includes: (1) "Introduction"; (2) "Preparing for the Training"; (3) "Workshop 1: Preparing the Presentation"; (3) "Workshop 2: Practicing for Presentations"; (4) "Coordinating the Volunteers"; and (5) "Follow-up Gathering." The appendix provides handouts for training peace education volunteers for UN50. (EH)… [PDF]
(2001). Task Force Report. State of the Art of Adult Education: CONFINTEA Follow Up. [and] Workshop Reports. Convergence, v34 n2-3 p37-40,41-64. Includes task force recommendations on the role of the International Council for Adult Education in monitoring achievement of adult education objectives, qualitative and quantitative indicators, and diverse data collection methods. Eleven workshop reports discuss progress on adult education policy advocacy, documentation, health care reform, correctional education, peace education, social movements, and other topics. (SK)…
(1985). Catalog: Wilmington College Peace Resource Center. Revised Edition. A bibliography of low-cost peace education resources for individuals and organizations, this catalogue lists audio-visual materials, archival materials, and books. The audio-visual materials and the books are grouped into some or all of the following categories: atomic bombings, nuclear war, the arms race, anti-war, civil defense, peace education, non-violence, the draft and conscientious objection, nuclear power, and miscellaneous materials. The range of materials available includes slides, tapes, guides, scripts, movies, and videotapes. Each annotation gives a brief description and rental fee. A section titled \Miscellaneous Books\ has five selections, including: \The Child's Declaration of Rights and Responsibilities and The Declaration of Rights of the Child\ and \The War Prayer\ by Mark Twain. Additional non- print items, such as stationery, posters, and packets are included at the back, as is a December 1985 update of materials and a price correction list. Purchase and rental…
(2023). Security, Conflict Management, and Peacebuilding: Formal Education in Intrastate Political Agreements, 1989-2016. Harvard Educational Review, v93 n2 p173-201 Sum. In this mixed methods analysis of a dataset she developed, Giuditta Fontana explores how formal intrastate peace processes have addressed reforms of formal education since the end of the Cold War. Looking at the frequency of reforms of formal education, the context for their inclusion, and the framing of their aims, she finds that intrastate political agreements circumscribe the peacebuilding potential of education because they rarely include education as a component, their geopolitical context and broader content are not clearly associated with the inclusion of education reforms, and education reforms are primarily framed as contributing to security and conflict management rather than long-term peacebuilding. With fundamental implications for scholarship and policy, this article shows that peace agreements' focus on the promotion of negative peace rather than more ambitious positive peace is an obstacle to realizing the peacebuilding potential of education in conflict-affected… [Direct]
(1993). Peace Education in America, 1828-1990. Sourcebook for Education and Research. This volume chronicles peace education in the United States. The book presents a historical narrative of the curriculum, writings, and contributions of numerous individuals in education, religion, and related fields who have been involved for almost two centuries in attempts, largely unsuccessful, to introduce teaching about peace in U.S. schools. The people include educators, humanitarians, and reformers, such as Horace Mann, John Dewey, Fannie Fern Andrews, Edwin D. and Lucia Ames Mead, Jane Addams, Mortimer Adler, Albert Einstein, and Robert Havighurst, among others. The book provides over 700 citations with photographs, an extensive bibliography, and a resource directory. (RJC)…
(1983). An Integrated Approach to College Peace Education. Momentum, v14 n4 p30-31 Dec. Describes the College of St. Teresa's peace and justice education activities, including a weekly soup line, sponsorship of a Bread for the World chapter, student volunteer work, academic courses, pastoral team work, an Education for Peace and Justice Resource Center, Peace and Justice Days, and conferences. (LAL)…
(1973). This Year's Hottest Curriculum Topics. A Special Report. Nation's Schools, 92, 4, 49-56, Oct 73. Courses in transcendental meditation, parenthood education, peace studies, population education, and bachelor living are being taught in high schools across the country. (Author)…
(1998). Neve Shalom/Wahat Al-Salam: A Jewish-Arab School for Peace. Teachers College Record, v99 n4 p692-730 Sum. Using data from in-depth interviews and participant observation, the paper explores the social and psychological dimensions of a peace-education program for Jewish and Arab students in a small Israeli village. The program stressed conflict resolution and awareness of the need to live together in everyday circumstances while maintaining important cultural elements. (SM)…
(2000). Looking Ahead: Trends That Will Shape Early Care and Education–What's in Store for the 21st Century?. Child Care Information Exchange, n136 p7-11 Nov-Dec. Six experts in early care and education discuss trends that will shape early childhood education by 2010. Six trends with the greatest impact are brain research, public financing, universal prekindergarten, technology, diversity, and staffing issues. Other key trends include employer involvement, outcomes orientation, aging population, peace education, cooperative preschools, blended families, and "Microsoft" childcare. (KB)…
(1994). Immigrant Students as a Resource, Multicultural Education, and Preparedness for Peace. Peace Education Miniprints No. 59. This report suggests that immigrants and immigrant students have been considered and discussed as problems during political discourse and in educational circles rather than devoting energy to regarding immigrant students as a resource in international and peace issues and in ethnic relations. Part 1 provides a background discussion on what can be done to enhance the view of immigrant students as resources and focuses on concepts like "preparedness for peace" and "multicultural education." Part 2 includes examples of the viewpoints of 24 experts who have been interviewed on how students who represent a variety of nationalities and cultural backgrounds in a school can aid in peace education. Part 3 offers an extensive bibliography on materials related to multicultural education. Contains over 200 references. (CK)… [PDF]
(1994). Professional Books. Childhood Education, v70 n5 p308-10. Reviews five books peace studies and conflict resolution: (1) "Voices from the Future" (Susan Goodwillie); (2) "War and Peace Literature for Children and Young Adults" (Virginia Walter); (3) "Teaching Young Children in Violent Times" (Diane Levin); (4) "Whose Language? What Power?" (Frank Smith); and (5) "Peace Education in America, 1828-1990" (Aline Stomfay-Stitz). (MDM)…
(1994). Project for Ecological and Cooperative Education (P.E.A.C.E.). Report from the Meeting (Kornhaug, Norway, March 7-10, 1994). Peace Education Reports No. 12. The essence of peace education is to involve the students in expectations about possible changes in the direction of a cooperative and caring planet, to create attitudes through involving young and old in caring and protecting activities, and to make it possible to turn some of the caring and protecting activities into habits. These are some of the core ideas of the project for Ecological and Cooperative Education (PEACE), a cross national project with participants from Russia, Ukraine, Slovenia, Croatia, the United States, and the Scandinavian countries. This report summarizes the presentations and discussions on ecological and cooperative education at the project's meeting in Norway, in March, 1994. The report is divided into 7 parts. Part 1 focuses on human rights and security and contains three articles: (1) "Children's Rights" (Annelise Droyer); (2) "Good Neighbors, We and They" (Willard G. Jacobson; Carol W. Jacobson); and (3) "Education as Part of… [PDF]