(1992). The Current Situation on Teaching about World War II in Japanese Classrooms. International Journal of Social Education, v6 n3 p20-40 Win 1991-92. Presents results of a questionnaire asking Japanese teachers how and what they teach about World War II. Reports that survey included broad and narrow questions on the war in Asia, Europe, and the Pacific. Concludes that Japan's postwar peace education has been a success but that more emphasis needs to be placed on cause and effect in history. (DK)…
(1993). An Environment for Peace Education: The Peace Museum Idea. Peace Education Miniprints, No. 48. Societies all over the world have museums to commemorate war and war heroes. A world-wide growth of peace museums addresses the issue of museums to celebrate peace. These museums, grounded in the activities of nationals, have a regional base but embody a larger international quest for peace education through the visual arts. The original type of peace museum is the anti-war museum. A second type is the issue-based museum such as in Hiroshima and Nagasaki that developed as a response to atomic bombs and the nuclear age. A third strand of peace museum focuses on the celebration of humanitarian work. Modern peace museums have a multi-faceted approach that encapsulates the world-wide quest for peace. These museums constitute a vital force for non-formal peace work and an opportunity for peace educators. (CK)… [PDF]
(2002). Teaching Children about Peace. Texas Child Care, v26 n2 p16-21 Fall. Describes an elementary school-wide peace education project including the use of a Peace Pole in the courtyard as a visual reminder to children and adults to consider peace in one's words and actions. Notes that developing the Peace Pole and its surrounding garden, and planning the dedication and celebration, resulted in enthusiastic cooperation from students and volunteers from families and the community. Includes tips for teaching peaceful behavior. (KB)…
(2008). Constructing Intercultural Education. Intercultural Education, v19 n6 p537-545 Dec. This paper examines the meta-theoretical status, basic determinants, interests, conditions and directives of theory development in contemporary intercultural education (IE). It identifies functions and main objectives of IE at the macro-, mezzo- and micro-levels of society, interdisciplinary approaches associated with the discipline, as well as its relations with other sub-disciplines of the educational sciences (i.e. international and comparative education, peace and civic education, as well as its contribution to global, European and regional education). Special attention is devoted to the analysis of national, racial-compensatory, civic and cultural borderland-oriented paradigms, as well as political and historical conditions determining the direction of IE development in particular countries. There are also distinct under-represented areas of interest in IE. In the conclusions of the paper, suggestions are offered for re-constructing IE due to the unique changes and challenges we… [Direct]
(2005). Navigating Unchartered Waters: Peace within Hearts, Hands & Minds. Higher Education Policy, v18 n4 p341-351. This paper is motivated by a need to foster worldwide institutional collaboration and to reconsider conceptualizations of teaching, learning and researching education, encompassing a concern with human rights and a culture of peace. Education is a fundamental element in all processes that aim to build a culture of peace and human rights (UNESCO, 2000). It is more than the provision of information, it is a lifelong, value-based process of improving knowledge and action within the framework of the principles of the international instruments of human rights. My paper is underpinned by the underlying principle of Mahatma Gandhi's philosophy of non-violence, Satyagraha and Ahimsa. In this paper, I articulate that in the context of deep human crisis in the 21st century, the education of future citizens need to be redressed so that a better balance is achieved between academic excellence and human values and moral perceptions. The making of moral citizens must mean persons with "human… [Direct]
(2024). Partners in Peace: A Sketch for a Link between the Nobel Peace Prize and NCHC. Honors in Practice, v20 p173-202. In a plenary address at the 2023 NCHC annual conference in Chicago, the former Vice Chair of the Norwegian Nobel Committee issued a challenge for honors students and educators to use their voices and positions of local leadership to promote peace. The call for peace advocacy extended in Chicago resonated with the large audience, as leadership development represents a high-impact practice that many honors programs embrace. As national and international conflicts produce increasing polarization and divisiveness that seep into our campuses and local communities, the urgency for honors students to hone critical thinking and practical skills needed for citizen leadership and peacemaking magnify. Nobel Peace Prize laureates are diverse and interdisciplinary exemplars that honors educators can utilize as they seek to inspire and instruct students who strive to fulfill the Chicago challenge. Drawing content from the history and laureates of the Nobel Peace Prize, we provide two tested… [PDF]
(1984). Internationalism and Finnish Higher Education. Higher Education in Europe, v9 n2 p50-56 Apr-Jun. A 1979 report concerning Finland's proposed internationalization of its higher education system and curricula is summarized, including conclusions about such components as peace research, education for peace, and assistance to developing nations, its relationship to various disciplines, and research efforts. (MSE)…
(2004). Teaching for Tomorrow: How Can Futures Studies Contribute to Peace Education?. Journal of Peace Education, v1 n2 p165-178 Jan. There are a number of cross-curricular educational fields today that have as their focus the need to create a better world. These range from peace education and global education to education for sustainability and futures education. This paper is concerned with the first and last of these fields, and in particular the contribution that futures studies can make to the work of peace educators. Firstly, it considers the origins, principles and practice of futures studies, and secondly the application of its key ideas in futures education. Thirdly, it explores the particular importance of envisioning within this tradition and attention is drawn to ways in which the insights from futures studies can be used to underpin various notions of positive peace. (Contains 1 figure and 3 boxes.)… [Direct]
(2024). Protecting and Supporting Children and Women Affected by Gender-Based Violence: The Role of Education in Survivor Wellbeing. Journal of Peace Education, v21 n3 p285-312. Given the well-documented toll of gender-based violence on the wellbeing of women and girls, schools and universities can be key sites of advocacy and prevention. Peace educators have identified tackling gender-based violence as a priority for the field. Yet, two gaps persist. Firstly, the lived experiences of female survivors outside Europe and North America remain little understood in research. Secondly, the severe structural barriers female survivors face risk being overlooked in overly individualistic conceptualisations of wellbeing that neglect the social context. We argue that both these geographical and conceptual gaps can be addressed by considering voices from the Global South and closely contextualising children and women's experiences. We thereby utilise qualitative data from South Asia and the Middle East, combining the social-ecological model with Galtung's framework of direct, structural and cultural violence to contextualise the emotions and experiences of female… [Direct]
(1993). Perception and Misperception of Others: Social-Cognition Implications for Peace Education. Educational and Psychological Interactions. No. 115. This document discusses person perception or social cognition, as it affects relationships between people and nations. An important part of living together in harmony is for people to be able to perceive each other accurately, for individuals to understand one another's values, customs, goals, and resources. The need for accurate and sympathetic understanding among parties is true at the international and intercultural levels as well as interpersonally. Topics in social cognition that may be adapted for peace education include: (1) the nature and use of categories; (2) dimensional analysis of social interaction; (3) cognitive consistency; (4) prototypes and stereotypes; and (5) two-stage theories of inference-making. Additional topics, considered briefly, are: attributional analysis, biases in attributions, heuristics, and implicit personality theory. For each topic, an exercise relevant to peace education is described. Better understanding of the principles of social cognition and… [PDF]
(1999). From Conflict to Congruence. Kappa Delta Pi Record, v35 n3 p108-11 Spr. Conflict resolution has moved into the classroom. Peaceful conflict resolution includes negotiation, peer mediation, and arbitration. Data on conflict-resolution programs have turned up interesting objectives and outcomes. Curriculum approaches include classroom discipline, peace education, multicultural perspective, and just community. Teaching conflict resolution must be developmental and sequential. Strategies include role playing, storytelling, game playing, humor, and mnemonics and metaphors. (SM)…
(1998). Comments on Tony Silva's "On the Ethical Treatment of ESL Writers": A Defense of Using Themes and Topics to Teach ESL/EFL Writing [and] The Author Responds… TESOL Quarterly, v32 n2 p338-51 Sum. Comments on a previously published article on the ethical treatment of English-as-a-Second-Language (ESL) writers, disagreeing with the author's view that it is inappropriate for ESL/EFL teachers to focus on themes such as peace education or conflict resolution in their writing classes. The author of the article being critiqued then responds to these comments. (Author/VWL)…
(2001). Fussbusters: Using Peers To Mediate Conflict Resolution in a Head Start Classroom. Childhood Education, v77 n4 p192-95 Sum. Discusses conflict as a normal part of young children's social development. Examines the teacher's role in children's conflict, classroom conflict outcomes, and the use of peer mediation programs and peace education in elementary and secondary schools. Describes the impact of the Fussbuster Program on Head Start children with high levels of conflict and on the children acting as mediators. (KB)…
(1984). Educating for Peace and Justice. Volume II: Global Dimensions. Seventh Edition. This document, a handbook for teaching peace education, is for use as part of a carefully planned strategy to achieve both the substantive and normative goals of peace education. Objectives include knowledge of the causes of violence and injustice and the possibilities of transcending them and attitudes favoring the behavioral and structural changes such transcendence will require. The handbook provides a counterbalance to most mainstream curricula that assume the inevitability of most political violence and irreversibility of much social injustice. Both peace and justice are attainable goals, according to the handbook, as long as people develop peace related skills and knowledge and faith in the ability to enact change. New to the latest edition of the handbook are: (1) extensive case studies; (2) numerous stories about individuals, particularly young people; (3) expanded action suggestions; (4) an expanded peace section; (5) multiple perspectives on issues raised; and (6) the… [PDF]
(1995). "Schooling for Peace": Notes on a Project for Developing Teaching Materials in Sweden. Peace Education Miniprints No. 81. This booklet reports on a project for the development of teachers' manuals and students' workbooks for Swedish schools on peace education. The work resulted in five separate teachers' manuals and three students' workbooks for different educational levels. "Schooling for Peace" is seen as an ambitious effort in an area where the lack of teaching materials has been emphasized. A series of reports and miniprints dealing with the task has been published in Swedish. Some aspects of this work are emphasized in this booklet, using mainly texts and examples for the upper secondary school for illustration. (EH)… [PDF]