Powers, Janet M. (2007). Teaching War Literature, Teaching Peace. Journal of Peace Education, v4 n2 p181-191 Sep. This article explores literature taught in three different courses and the peace education approaches used for each, including epics in literature courses, Vietnam War literature, and literature of anger and hope. The author recommends the teaching of war literature as an essential part of a peace education curriculum. Devastating events such as the Holocaust, the Hiroshima-Nagasaki bombings and the Partition of India should be studied not only as history but also as literature, for deeper truths may emerge from metaphoric representation and descriptive details than can be provided by factual accounts…. [Direct]

Kester, Kevin (2019). Reproducing Peace? A CRT Analysis of Whiteness in the Curriculum and Teaching at a University of the UN. Teaching in Higher Education, v24 n2 p212-230. Peace and conflict studies (PACS) higher education is a blossoming field. Literature (both conceptual and conjectural) and research (theoretical and empirical) has proliferated in recent decades. This paper details case findings from an ethnographic study with university-based PACS educators completed at one University of The United Nations in 2015. The six-month ethnography involved document analysis, participant observation, and semi-structured interviews with 25 peace scholars and 108 postgraduate students. Data was thematically coded and analyzed using concepts from critical race/critical Whiteness studies. This paper outlines the study and explores the theme of Whiteness that emerged from data. Findings point toward the cultural reproduction of Whiteness in the faculty, pedagogy, and institution. The paper concludes with a discussion of implications concerning global equity and 'post-structural violence' in PACS education, as well as a call for further research into the role of… [Direct]

Montessori, Maria (2015). The Education of the Individual. NAMTA Journal, v40 n2 p15-28 Spr. Only when we look at education from birth and follow the inner development of the child from the beginning can we truly see the child's psychological progress. Montessori states that personality cannot develop fully without freedom; even the formation of healthy social life requires freedom to associate, not coercion. The early childhood level develops the will, the elementary level leads to social understanding of civilization, and the adolescent level is the gateway to social organization and the fulfillment of the personality. [Reprinted from "Education and Peace." Copyright 2007 by the Montessori-Pierson Publishing Company.]… [PDF]

Murithi, Tim (2009). An African Perspective on Peace Education: "Ubuntu" Lessons in Reconciliation. International Review of Education, v55 n2-3 p221-233 May. This essay examines the value of educating for peace. It does this through a consideration of the African cultural world-view known as "ubuntu," which highlights the essential unity of humanity and emphasises the importance of constantly referring to the principles of empathy, sharing and cooperation in efforts to resolve our common problems. The essay is not based on field research, but rather on a discussion of the issues pertaining to "ubuntu" and peace education. The discussion focuses on how Desmond Tutu utilised the principles of "ubuntu" during his leadership of the South African Truth and Reconciliation Commission. It also outlines the five stages of the peacemaking process found among "ubuntu" societies: acknowledging guilt; showing remorse and repenting; asking for and giving forgiveness; and paying compensation or reparations as a prelude to reconciliation. Potential lessons for educating for peace and reconciliation are highlighted… [Direct]

Broadfoot, Harriet; Pascal, Chris (2020). Exploring Experiences of Compassion in the Daily Rhythms of One Early Childhood Community. European Early Childhood Education Research Journal, v28 n4 p457-474. Compassion is of high global relevance, being positioned as a core global competency for sustainable lifestyles promoting well-being, global citizenship and peace, which should be fostered in education. However, as a contested concept there is a vast gap in knowledge regarding compassion in early childhood education (ECE). In response, this research explored how one Pre-School community in England experience compassion in their daily lives. Within a sociocultural framework it illuminates children's and practitioners' experiences to raise awareness of compassion's role, what conditions facilitate it, and the ways it is experienced and expressed. Fieldwork involved observation, interview and focus groups, gathering different perceptions and interpretations to produce a multi-voiced account. Thematic analysis was applied to the data, with the findings providing a provocation for embedding compassion in ECE as an approach to sustainability, shifting perspective towards needs, rights,… [Direct]

Aravi, C.; Avraamidou, L.; Evagorou, M.; Vrasidas, C.; Zembylas, M. (2007). ICT as a Tool for Environmental Education, Peace, and Reconciliation. Educational Media International, v44 n2 p129-140 Jun. In this paper we describe a project that emanates from a conception of environmental education as peace education and utilizes ICT as a tool for bringing communities together and enriching ways of communication. We present the theoretical framework of the project, the dilemmas of peace education in light of the conflict in Cyprus, and then reflect on the lessons learned from the use of technology as a tool to address issues relating to environmental education and peace. We argue that such efforts are of particular importance because they aim at legitimizing a process of ongoing interaction. Thus, issues of interpersonal friendships, general beliefs in peace, and attitude change assume an interesting role in establishing communication channels that eventually aim at acknowledging each other's collective narratives. The obstacles on the road to peace in Cyprus are numerous; however, through the critical use of ICT each community's experiences of suffering may enhance its capacity to… [Direct]

Wulf, Christoph, Ed. (1974). Handbook on Peace Education. The intention of this handbook is to report on the present situation in the international discussion on peace education and to make further development of this field possible in the peace movement. The first of the three sections contains papers which are contributions on preconditions for and the foundations of peace education, along with discussion of various concepts of the function of peace education. Part two contains a summary of examples which attempt to explain peace education in more concrete terms, both in and outside of school. In these approaches, peace research, peace education and action for peace are seen as directly related to each other, a precondition to reach their maximum effectiveness. A number of reports on efforts to put peace education into practice in various countries are found in the third part of the handbook. Included are reports on the Bad Nauheim Conference on peace education, on different implementation strategies, and on work in peace education in… [PDF]

Bjerstedt, Ake (1994). Teacher Training in Relation to Peace Education in Schools: Views Expressed by Members of the PEC Network. Peace Education Miniprints, No. 67. This study did a preliminary examination of Peace Education Commission (PEC) members' views on teacher training in relation to peace education in schools. A questionnaire was mailed to all PEC members and 75 questionnaires were returned from 33 different countries. Findings included the following: (1) teacher training is of great importance; (2) training related to peace education should be included in both basic teacher training and in-service training; (3) little is currently done in teacher training related to peace education; (4) a broad-range policy for teacher training covering several approaches to peace education received strong support from the respondents; (5) with regard to how peace education should be related to the total system of teacher education, a clear majority (60 percent) favored a combination of special courses on peace education within basic teacher training as well as promoting peace education objectives and procedures in a number of different courses in… [PDF]

Brantmeier, Edward J. (2003). Peace Pedagogy: Exposing and Integrating Peace Education in Teacher Education. This paper discusses peace education, which is "the transmission of knowledge about the requirements of, the obstacles to and possibilities for achieving and maintaining peace, training in skills for interpreting the knowledge, and development of reflective and participatory capacities for applying the knowledge to overcoming problems and achieving possibilities." The paper asserts that peace education needs exposure and further integration into teacher education discourse and practice. It begins defining peace education, explaining how the purposes and goals of peace education already align with peace theory, and suggesting how a move from implicit to explicit peace education may strengthen the overall momentum of peace pedagogy in building a culture of peace. The paper also surveys the scholarly literature pertaining to the integration of peace education into teacher education (noting that it has been excluded from mainstream teacher education rhetoric), and it reviews… [PDF]

Bjerstedt, Ake, Ed. (1991). Membership Directory of the PEC Network: Mailing Addresses of the Peace Education Commission. Peace Education Miniprints No. 21. The Peace Education Commission (PEC) was established to facilitate international cooperation among individuals interested in peace education and research related to peace education. The main ambition of PEC is to serve as a useful network for transnational information and support in the peace education area. This document provides current mailing addresses for PEC members. (Author)… [PDF]

Thelin, Bengt (1991). Peace Education: A Tentative Introduction from a Swedish Perspective. Peace Education Reports No. 2. Discussing the concept of peace education, specifically from a Swedish perspective, this paper offers a rationale for the inclusion of peace education in school curricula throughout the world. Organized into three sections, the first section presents a historical background to current peace education efforts, and focuses on developments since World War II, especially within Swedish schools. The second section seeks to define the content of peace education, and includes a discussion of the intellectual history of war, the arms industry, human rights, developing nations, psychological problems, security policy, and peace and the environment. The third section discusses how peace education is currently put into practice in Swedish schools. An appendix contains an excerpt from a paper on peace education and a 25-item list of references. (DB)… [PDF]

Bjerstedt, Ake, Ed. (1993). The PEC Network 1993. Directory of the Peace Education Commission. Peace Education Miniprints, No. 47. This extensive list of the council members of the Peace Education Commission (PEC) from 1992-1994 gives mailing addresses and some telephone and fax numbers to enable direct contact with network members. The Peace Education Commission (PEC) facilitates international cooperation among individuals interested in peace education and research related to peace education. Operating via a Council and an Executive Secretary, the main ambition of PEC is to serve as a useful network for transnational information and the support of the peace education field through a newsletter service and an updated address list. (CK)… [PDF]

Bjerstedt, Ake (1992). Peace Education and Traditional School Subjects. Peace Education Miniprints No. 30. Part 1 of this paper explores four approaches for introducing peace education into the curriculum. The four approaches are: (1) peace education can be made into a special subject; (2) peace-related issues can be handled outside of the normal system of classes; (3) peace education can be seen as a common assignment for all, or several, school subjects; and (4) peace education may be viewed as aiming at education for peace values and non-violent interaction with others, moving the question of school subject attachment into the background. Part 2 of the paper illustrates these models of peace education with excerpts from interviews with peace educators from around the world. (DB)… [PDF]

Bretherton, Di; Tyler, Melissa Conley (2006). Peace Education in Higher Education: Using Internships to Promote Peace. Journal of Peace Education, v3 n2 p127-145 Sep. This paper discusses the role of praxis in peace education at the university level. An internship program is described as an example of how a program that integrates theory and practice might be implemented within a university context. Analysis of the program points to the potential of practical programs for maximizing student learning but also highlights the problems that arise from the lack of isomorphism between the disciplinary organization of a university and the holistic and applied goals of peace education. (Contains 1 note.)… [Direct]

Gur-Ze'ev, Ilan (2001). Philosophy of Peace Education in a Postmodern Era. Educational Theory, v51 n3 p315-36 Sum. Argues that peace education is actually part of the reality it attempts to change, noting problems in distinguishing between peace and violence, and arguing that justifications common in discussions of peace education serve certain acts of violence, and peace education is itself a manifestation of such violence. The paper examines possibilities for an alternative to current trends in peace education. (SM)…

Zembylas, Michalinos (2007). The Politics of Trauma: Empathy, Reconciliation and Peace Education. Journal of Peace Education, v4 n2 p207-224 Sep. In this article I examine ways in which educators can use discourses of empathy and reconciliation to problematise the prevailing conflictive ethos in their curriculum and pedagogy. The ideals of empathy and reconciliation are examined through the lens of \emotion\; the emotional effects of trauma narratives raise a question that has been largely ignored in the peace education literature. Can (and should) educators work to contribute toward the goal of reconciliation when conflict and trauma have a social and political manifestation that is larger than the sum of traumatised students and teachers? If so, how is this possible–politically, pedagogically and emotionally? I discuss how it might be useful to consider the contribution of the notions of empathy and reconciliation to make educators and students aware that they are falling prey to the hegemonic power of trauma narratives. I also suggest that discourses of empathy and reconciliation in curriculum and pedagogy are critical… [Direct]

Bjerstedt, Ake (1993). The Peace Education Commission: Some Notes on Policy and Publication Activities. Peace Education Miniprints No. 40. The Peace Education Commission (PEC) is a subgroup of the International Peace Research Association, established to facilitate international cooperation among individuals interested in peace education and research related to peace education. This brief report gives some information on this group and its history, focusing especially on the period 1990-1992. Lists of the peace education reports and miniprints published by the PEC during the period are included. (Author/LBG)… [PDF]

Myers-Bowman, Karen S.; Myers-Walls, Judith A.; Walker, Kathleen (2008). Supporting Young Children's Efforts toward Peacemaking: Recommendations for Early Childhood Educators. Early Childhood Education Journal, v35 n4 p377-382 Feb. Early childhood educators are in a unique position to provide peace education to young children and have been called to do so by their professional organizations. This article is intended to support early childhood educators in these endeavors by providing an overview of young children's conceptions of peace, war, and peacemaking strategies. In addition, a theoretical framework for assessing young children's conceptions of peacemaking is presented and recommendations for encouraging young children in their peacemaking efforts are suggested…. [Direct]

Savolainen, Kaisa; Torney-Purta, Judith (2011). Modes of Discourse about Education, Peace and Human Rights in the 1974 UNESCO Recommendation. Prospects: Quarterly Review of Comparative Education, v41 n4 p581-596 Dec. How do culturally, politically, and economically different actors define education in the UNESCO 1974 \Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms?\ This exploration of the document aims to increase understanding of the work of organizations such as UNESCO, as well as stimulating new attention to the area of education for international understanding, peace, and human rights. The text of the \Recommendation\ is analysed discursively, and five repertoires are identified: instruction, principled, factual, stand-taking, and adjusting, as well as a wider discourse of rationality. Repertoires construct positions for the speaker, here the General Conference of UNESCO, and for those to whom the Recommendation is addressed (member states). The adjusting discourse, in which member states are given opportunities to define alternative modes of implementation, is especially important…. [Direct]

McCorkle, William (2021). Expanding beyond World War II to Encourage Peace Education and Deconstruct Militarism. Journal of Peace Education, v18 n3 p239-259. How individuals interpret the justifications for historical war can have a large effect on how they see modern warfare. In the social studies classroom, particularly in the U.S. context, so much of what educators focus on in regard to war are the events of World War II. This focus on the Second World War is understandable. However, it could also be dangerous in the pursuit of more peaceful and diplomatic solutions in the world today as it creates a narrative that war is justified, necessary, and a path towards a more just world. In the social studies classroom, educators should move the frame of war outside of the purview of World War II, as World War II in many ways is the anomaly of U.S. conflicts. If they can do this in the history course, they may be able to show students the times when war is often futile and counterproductive. Educators can use the frameworks of war such as the American Revolution, the War of 1812, the Mexican-American War, World War I, Vietnam, and the more… [Direct]

Mahrouse, Gada (2006). (Re)Producing a Peaceful Canadian Citizenry: A Lesson on the Free Trade of the Americas Quebec City Summit Protests. Canadian Journal of Education, v29 n2 p436-453. In this article, I argue that despite common assumptions that peace education efforts achieve social change, it is often a normalizing, nation-building project that obscures hierarchies of power. Focussing on a lesson from a popular peace education program currently used in Canadian schools, I have analyzed the convergences between peace and citizenship education and consider the implications of pedagogies that encourage peace as a personal choice and responsibility. I call for an approach to peace education that promotes critical thinking on how knowledge is produced. (Contains 8 notes.)… [PDF] [Direct]

Henke, Elizabeth (2017). Moral Development: From Cosmic Education to Adolescent Action. NAMTA Journal, v42 n3 p31-41 Sum. "The most essential component to offering the children an education for peace is the emphasis on that which unites us." With this focus, Elizabeth Henke presents a picture of how Montessori students progressively develop a sense of moral, civic, and social responsibility. The foundation is set during the elementary years when children gain an understanding of the interconnectedness of all life and the commonalities between all people through Cosmic Education. The morality developed in elementary is refined during adolescence and is aided by coursework that is focused on current ethical issues and opportunities to participate in their school, local, and global communities. As they begin to place themselves into the world by thinking of themselves as citizens of their community and components of culture, their work for the betterment of that world gains relevance. [This talk was presented at the NAMTA Adolescent Workshop at the AMI/ USA Refresher Course, February 17-20, 2017… [PDF]

(1990). Peace Education, World Studies, Global Futures. David Hicks and the Project "Preparedness for Peace." Peace Education Miniprints No. 7. This document contains an interview with David Hicks, an educator in England active in promoting the practice of peace education. (The interviewer was Ake Bjerstedt.) Peace education is described as a process that seeks to promote students' autonomy; foster debate and dialogue between students and teachers; and help young people to understand some of the origins of conflicts and various concepts of peace. The current state of peace education in schools in England, existing peace education projects, what teachers can do to teach peace, how teachers should be trained, and perceptions and misperceptions of peace education and related terms are among the topics discussed. (DB)…

Harris, Ian M.; Jeffries, Rhonda B. (1996). Peace Education: Cooling the Climate of Schools. This paper discusses peace education curriculum in the Milwaukee (Wisconsin) Public School district. The peace education promotion has been in existence for 10 years and was created in response to rising levels of violence. Specifically examined are the uses of peace education at Fritsche Middle School, a school that has proven the positive effects of using peace education in reform efforts and has exhibited a high level of peace education practice in the school. The paper explores the perceptions of eight school personnel about the formal peace education/conflict resolution efforts that occur at this school and the impact these efforts have upon the climate of the school and the creation of a peaceful learning environment. The research also involved 18 students with varying degrees of interest and participation in the school's conflict resolution program. It explores students' activities that directly counteract violence in the school and examines the extension of these peacemaking… [PDF]

Vriens, Lennart (1990). Peace Education in the Nineties: A Reappraisal of Values and Options. Peace Education Miniprints No. 4. Current efforts towards peace education in Europe and the potential barriers to those efforts need to be understood in the context of the political history of the continent and prior discussion on peace education itself. Beginning with a brief overview of the political situation in Europe at the beginning of the 1990s, some concepts of peace education that emerged in the Netherlands after World War II and their impact on the discussion of peace education are surveyed. Finally, the main challenges for peace education in the 1990s are presented: technology and informatization, ecology, social justice, religion, inhumane philosophies, and the New Age Movement. A 24-item reference list is included. (DB)…

Prakash, Madhu Suri (1990). War and Peace: Education for Survival, Sustainability, and Flourishing. American Journal of Education, v98 n3 p278-98 May. Discusses competing conceptions of culture and prescriptions for education concerning war and peace. Reviews following books: London's "Armageddon in the Classroom: An Examination of Nuclear Education"; Reardon's "Comprehensive Peace Education: Education for Global Responsibility"; Reardon's "Education for Global Responsibility: Teacher Designed Curricula for Peace Education, K-12"; and "Perspectives on Nuclear War and Peace Education," edited by Ehrlich. (JS)…

Wintersteiner, Werner (2004). The "Old Europe" and the New Tasks for Peace Education. Journal of Peace Education, v1 n1 p89-102 Mar. This paper discusses the European dimension of peace education. The argument is that a united Europe has also an impact on peace education. A peaceful Europe has to become the common task for peace educators all over Europe. This is the aim of the EURED peace education network whose work is here explained. EURED plans to provide in-service teacher training in peace education for teachers from the whole continent. A first pilot course might start in summer 2004. (Contains 9 notes.)… [Direct]

Bjerstedt, Ake (1991). Peace Education: A Selective Bibliography. Peace Education Reports No. 3. This bibliography on peace education focuses on books, reports, and articles written in English, German, and the Scandinavian languages. The listed materials are organized into seven categories: (1) monographs and collections of papers explicitly dealing with peace education; (2) articles explicitly dealing with peace education; (3) study materials or study guides for peace education; (4) publications on internationalization, international understanding, global perspectives in school, etc.; (5) psychological aspects of peace/war issues; (6) more general references dealing with global survival, including military and ecological threats, peace research, peace work, etc.; and (7) "Preparedness for Peace–Preparedness for the Future": reports and miniprints from the Malmo School of Education. (DB)…

Vesa, Unto (1978). The Contribution of Peace Research to Peace Education. Adult Education in Finland, v15 n4 p7-16. Reviews the United Nations' recommendations for international peace education to cover the problems of war and peace, human rights and development, and cultural and environmental issues, all of which are involved in peace research. Relates peace research to peace education and provides a "teaching packages" plan for peace education. (MF)…

Bjerstedt, Ake, Ed. (1993). Visions of Peace Education: Interviews with the Five Former Executive Secretaries of the Peace Education Commission. Educational Information Debate 99. The Peace Education Commission (PEC), a subgroup of the IPRA (The International Peace Research Association), was established to facilitate international cooperation among individuals interested in peace education and research related to peace education. PEC is coordinated by a Council and an Executive Secretary (at present Ake Bjerstedt). The full list of former Executive Secretaries of PEC contains five persons who have served in the following order: Christoph Wulf (Germany), Magnus Haavelsrud (Norway), Robert Aspeslagh (the Netherlands), Robin Burns (Australia), and Celina Garcia (Costa Rica). The present Executive Secretary interviewed these five "predecessors" about their opinions on peace education. Present PEC members and other people interested in peace education should finding the publication interesting and stimulating. (Author/DB)… [PDF]