Duss, Leslie Smith; Joseph, Pamela Bolotin (2009). Teaching a Pedagogy of Peace: A Study of Peace Educators in United States Schools in the Aftermath of September 11. Journal of Peace Education, v6 n2 p189-207 Sep. This qualitative study, based on in-depth semi-structured interviews, depicts practices of seven peace educators in public elementary and secondary classrooms in the United States during the time of the terrorist attacks on 11 September 2001 through the US engagement in war in Afghanistan and Iraq. Focusing on individual perceptions of practice and classroom experiences, the participants described how, despite teaching at a time in which terrorism and war had become national preoccupations, they taught a pedagogy of peace that included recognition and rejection of violence, understanding of differences through dialogue, critical awareness of injustice and social justice, and imaginative understanding of peace. The study discloses a multitude of examples of both peacemaking and peacebuilding in their teaching and development of classroom cultures but a lack of emphasis on anti-war curriculum. It also reveals the teachers' motivations for teaching peace education, theoretical… [Direct]

Stokes, Helga (2002). Education for Conflict–Education for Peace. This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a… [PDF]

Bjerstedt, Ake, Ed. (1994). Education for Peace: A Conference Report from Budapest. Peace Education Reports No. 10. Eight papers and nine summaries of papers present themes and discussions addressed during the European Peace Research Association (EUPRA) conference in Budapest (Hungary) in 1993. Following an introduction with overview information regarding the conference, the first three sections present eight papers on areas studies, peace museums, concepts, and methods: (1) "Peace Education Across the Curriculum: Some Perspectives from New Zealand" (James Collinge); (2) "Peace Education in Lithuania: Experiences and Problems" (Algis Krupavicius); (3) "The Teaching of Conflict Resolution and Nonviolence in Australian Schools: A Context for Peace Education" (Max Lawson); (4) "The Role of Peace Museums in Peace Education: A New Terrain for Peace Educators" (Terence Duffy); (5) "A Peace Museum as a Center for Peace Education: What do Japanese Students Think of Peace Museums?" (Kazuyo Yamane); (6) "'An Agenda for Peace' and the Role of Peace… [PDF]

Carson, Terrance R., Ed.; Gideonse, Hendrik D., Ed. (1987). Peace Education and the Task for Peace Educators. A World Council for Curriculum and Instruction Monograph. The development of informed citizens who are dedicated to maintaining the public good through wise action is the goal of peace education. Ten articles in this document discuss the various issues surrounding peace education. The first two articles, by Ken Osborne and Nigel Young, set an historical and conceptual framework for the field of peace education. Robin Burns speaks of the challenge that peace education presents for conventional school organizations and curriculum. Virginia Cawagas writes of the recent events in the Philippines and of the role played by educators in bringing about political change. Jaime Diaz analyzes peace education in the context of both direct and structural violence. Birgit Brock-Utne directs the reader's attention to the historical and contemporary problems of structural violence experienced by women. Two articles by Mildred Masheder and Lennart Vriens focus on the world of children, and encourages parents and elementary school teachers to focus on peace…

Bjerstedt, Ake, Ed. (1990). Introducing the PEC Network: Mailing Addresses of the Peace Education Commission. Peace Education Miniprints No. 1. The Peace Education Commission (PEC) was established to facilitate international cooperation among individuals interested in peace education and research related to the field. The major ambition of PEC is to serve as a useful network for transnational information and support in the peace education area. This document gives current mailing addresses for a core group of PEC members. (DB)…

Bjerstedt, Ake (1988). Peace Education in Different Countries. Peace Education and Debate. 81. An attempt was made via an international questionnaire to procure information about the current situation and debate surrounding peace education in different countries. After a presentation of the questionnaire's background and composition, some general characteristic features from the response are shown. Then, a more concrete picture of the status of peace education in different countries is given through a series of illustrative responses from letters and documents. It is observed, among other things, that many countries do not have any recommendations on peace education in their official texts for schools. On the other hand, active work on this topic has begun in several countries, so it is now possible to talk about an increasing official recognition and legalization of peace education. It is often seen as a controversial topic, and the lack of research-based knowledge is quite marked. There seems to be a need to spell out more concretely the various educational goals of peace…

Gervais, Marie (2004). The Baha'i Curriculum for Peace Education. Journal of Peace Education, v1 n2 p205-224 Jan. Although efforts to teach peaceful attitudes and behaviors have been documented in many countries, those very institutions centrally concerned with education have proven themselves ineffective in educating citizens to better learn to live together. This paper addresses peace education from the perspective of the Baha'i faith, which has concerned itself with peace education since its inception in the early 1800s. A description of peaceful behaviors is presented within an international overview of peace education generally. This leads to an overview of Baha'i peace program principles and practice within formal and informal settings. Comparisons with other peace education programs in both secular and religious contexts are provided, along with a general critique of all peace education attempts. Suggestions for addressing program weaknesses according to Baha'i guidelines for building unity are proposed as possible descriptors and assessment tools for peaceful behavior. (Contains 1 note.)… [Direct]

Prasad, Surya Nath (1998). Development of Peace Education in India (Since Independence). Peace Education Miniprints No. 95. The development of peace education in India is discussed in this booklet. Although India has made many contributions to the theory and practice of peace work (the non-violent movement led by Mahatma Gandhi), peace education in the form of university courses or special curricula for schools is seldom encountered. However, signs of interest in peace education are evident in the peace research centres, in departments of Gandhian Thought, and in similar institutes that have been organized over recent decades. Brief descriptions of these institutes are given. Books and journals from India and relevant to peace education also are presented. Contains 19 references. (Author/LB)… [PDF]

Hutchinson, Frank; Lawson, Max (1992). Peace Education in Australia: The Legacy of the 1980s. Peace Education Miniprints No. 27. After a brief introduction to the historical background of the peace education movement in Australia, this paper surveys major events concerning peace education in Australia in the 1980s. Peace education efforts in Australia have experienced successes as well as setbacks, and that the fate of such efforts often is at least in part, related to national and local political forces. (DB)… [PDF]

Stomfay-Stitz, Aline M. (1994). Peace Education for Children: Historical Perspectives. This research paper addresses the development of peace education initiatives through exploring primary sources, photographs, essays, prayers and writings of children from 1828 until the present. There has been a "hidden history" of peace education that chronicles humanitarian and education efforts but has not been clearly documented. Critical turning points in peace education history are identified with explanations as to their success or failure. An infusion or integration of peace studies into the teacher education programs, both preservice and inservice, and a part of undergraduate and graduate programs is advocated. "Voices from the Past for Peace…and Peace Education," which has excerpts of writings related to the topic from 1847 to 1991, is included. (EH)… [PDF]

Kaye, Sylvia Blanche; Ngidi, Lucia Zithobile (2022). Reducing School Violence: A Peace Education Project in Kwazulu-Natal, South Africa. South African Journal of Education, v42 n2 Artcle 1989 May. Violence occurring in South African schools takes various forms and is a concern for all stakeholders. All forms of violence have negative effects, i.e. physical and psychological, educational damage and societal breakdown. The overall aim of the study reported on here was to explore the nature, causes and consequences of school violence, and then to design an effective intervention strategy to reduce it. In this study we used action research methodology in which stakeholders were empowered to interrupt the occurrence of violence, stop the spread of violence and change group/community norms regarding violence. This strategy of violence reduction was tested at 1 school in Umlazi, in the KwaZulu-Natal province of South Africa, in 4 stages: initial data collection, formation of an action team, design and implementation of a strategy, and evaluation of its efficacy. The action team was composed of teachers, community members, parents and learners who developed a strategy entitled, We… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1998). Peace Education in the Early Childhood/Elementary Education Classroom: Setting the Agenda for a Humane World. Peace Education is now considered by many as a viable curriculum that could be integrated into many school programs. This paper identifies and clarifies the role that peace education can play in the creation of a humane, nonviolent learning environment; highlights recent research on brain-based learning that holds significance for the inclusion of peace education in the curriculum, especially with integration of the arts and humanities; and demonstrates and invites participation in workshop activities that enhance the quest for a peaceful school and classroom. The paper maintains that peace education can enfold integrated, brain-based, multisensory learning, and a problem-solving approach. Integration of the arts and humanities in peace education can be a form of art therapy for children living in violent communities. The paper further maintains that peace education ensures enhanced citizenship skills for a new century. Appended to the paper are lists of: resources for brain-based… [PDF]

Bjerstedt, Ake (1995). Peace Education: A World Perspective for the 1990s. This booklet reports on an international survey of the ministries of education of several countries, conducted in cooperation with the National Board of Education in Sweden. The study sought to assess the status of peace education in various countries in the mid-1980s and again in 1991-92. The questionnaire concentrated on three questions: (1) whether the country had official recommendations for schools that teaching should include questions of peace or "peace education"; (2) whether there were instructional materials for school pupils or manuals for teachers dealing explicitly with peace education; and (3) whether there were recent public discussions on the topic of peace education. Although peace education has emerged as a recognized topic for consideration, the researcher concludes that much remains to be done about instructional materials and planning. (EH)… [PDF]

Engstrom, Craig (2009). Promoting Peace, yet Sustaining Conflict? A Fantasy-Theme Analysis of Seeds of Peace Publications. Journal of Peace Education, v6 n1 p19-35 Mar. Seeds of Peace is a nongovernmental organization that annually brings together children from the Middle East and various other regions of conflict for a summer camp experience in the woods of Maine, USA. It also operates coexistence centers throughout the world. Founded in 1993, the organization has gained worldwide acclaim for its peace education programs. This fantasy-theme rhetorical analysis explains Seeds of Peace's rhetorical vision using Ernest Bormann's symbolic convergence theory. The analysis suggests that the rhetorical vision constituted by organizational stakeholders and promoted in marketing and promotional publications by Seeds of Peace project peace as something achievable only in the future. The result is an organization that seeks to bring peace to the world, but potentially participates in sustaining conflict in the present. This article considers the ways in which peace institutes and nongovernmental organizations can unknowingly participate, rhetorically, in… [Direct]

Osborne, Ken (1987). Implementing Peace Education. Learning (Canada), v4 n4 p18-20. The author discusses the attitudes among Canadian teachers concerning the teaching of peace education in the public schools. He points out that while 5 to 10 percent are either strongly for or against peace education, the large majority are uncommitted. (CH)…

Fujita, Hideo; Ito, Takehiko (1992). Peace Education in Japanese Universities. Peace Education Miniprints No. 36. This paper contends that peace education is necessary for all university students in Japan for several reasons: students are going to take leading roles in society; the world is changing rapidly; and university teachers have a social responsibility not to repeat the faults of Japanese teachers in World War II. Japanese peace education has been provided by many elementary and high school teachers since World War II. Peace education in universities expanded rapidly through the impact of the Special Session of Disarmament of the United Nations in 1978. The paper is based on three national surveys of peace education in Japanese universities. These surveys showed that multidisciplinary lectures were provided in many universities, that the contents were expanded to include structural violence, and that teachers used diverse teaching methods. (Author/DB)… [PDF]

Bowen, Glenn A., Ed.; Finley, Laura L., Ed. (2021). Experiential Learning in Higher Education: Issues, Ideas, and Challenges for Promoting Peace and Justice. Peace Education. IAP – Information Age Publishing, Inc. This edited volume focuses on best practices in experiential learning. Chapters address service-learning, community-based research, international efforts and other experiential methods, highlighting innovative approaches, successes, and issues of concern. Further, the book also demonstrates the interdisciplinary nature of experiential education, with authors hailing from psychology, sociology, education, social work, nursing, business and more. This timely and thorough volume will be useful to educators who are already involved in experiential education as well as those who are interested in the pedagogy and practice…. [Direct]

Tibbitts, Felisa (2014). Human Rights Education Here and Now: U.S. Practices and International Processes. Journal of International Social Studies, v4 n2 p129-134. Felisa Tibbitts has spent the better part of her professional life in the field of human rights education. She remarks here that earlier in her career, as a U.S. national, she had been steeped in the language of civic education and peace education, but had not come across the term "human rights" and didn't initially understand (beyond a reference to the United Nations in social studies classes) how these standards and the United Nations could have any bearing on curriculum and classroom practices. She has since come to understand and vigorously promote the unique place that human rights education (HRE) can play within a larger field of educational approaches that seeks to promote the human dignity of all members of the school community. Human rights are focused on the concept of justice and, by extension, the protection of those who are marginalized and abused. Human rights organizations familiar to us monitor such conditions. Teaching about human rights content alone,… [PDF]

King, Ursula (2007). Religious Education and Peace: An Overview and Response. British Journal of Religious Education, v29 n1 p115-124 Jan. This article provides some concluding reflections on religious education and peace-making in different countries in East and West (Indonesia, Korea, Japan, Israel, Spain, Germany, USA), as discussed in the previous papers of this volume. I mention the changed nature of modern forms of violence and war, so that peace is no longer just an option in the contemporary world, but must be an imperative if the global community is to flourish. Reference is made to the Declaration Toward a Global Ethic (1993) and the Earth Charter (2000) as helpful instruments for developing peace education. The religions of the world possess considerable seeds for peace-making which religious education can use as resources for overcoming violence and promoting a culture of peace…. [Direct]

Bjerstedt, Ake, Ed. (1992). The PEC Network 1992: Directory of the Peace Education Commission. Peace Education Miniprints, No. 34. The Peace Education Commission (PEC) of the International Peace Research Association (IPRA) was established to facilitate international cooperation among individuals interested in peace education and research related to peace education. It operates via a council and an executive secretary (at present located in Sweden). The main ambition of PEC is to serve as a useful network for transnational information and support in the peace education area. Two instruments are basic in such network activities: a newsletter service and a current address list. The present miniprint gives current mailing addresses. Included in the list are addresses for 1992-94 PEC council members, former executive secretaries, the present executive secretary, and other members from around the world. (SG)…

Higgins, Michael Leo, Ed.; Johnson, Judith Ann, Ed. (2009). Creating a Global Culture of Peace: Strategies for Curriculum Development and Implementation. World Council for Curriculum and Instruction, Papers presented at the 13th World Conference of the World Council for Curriculum and Instruction (Antalya, Turkey, September 2-7, 2008). The essays in this volume have been selected from papers presented at the 13th World Conference of the World Council for Curriculum and Instruction. The first WCCI Conference held in England in 1974, was followed by conferences in Turkey, the Philippines, Canada, Japan, the Netherlands, Egypt, India, Thailand, Spain, Australia, and again, the Philippines. The theme of the 13th World Conference, held in Antalya, Turkey was "Creating a Global Culture of Peace: Strategies for Curriculum, Development and Implementation". The nineteen papers in this volume are written by authors from nine different countries. Essays one through four are keynote addresses. The nineteen articles in this collection are: (1) Alliance of Civilizations for a Global Culture of Peace (Mehmet Aydin); (2) Education for a Culture of Peace in a Globalised World–Strategies for Curriculum Development and Implementation (Birgit Brock-Utne); (3) Sustainable Entrepreneurship and Intercultural Enlightenment:…

Kauppinen, Heta (1991). Peace Education in Art: Study of Conflict and Harmony. Strategies for organizing and sequencing peace education programs in art education are explored. First, the concept of peace and the development of peace education are examined. The affirmation of peace as life, justice, and freedom contains four areas of study for art education: (1) human relations; (2) cultural diversity; (3) the environment; and (4) global awareness. Nordic Paradise, a peace education program organized by Nordic art educators, utilizes these four areas. The project was based on the principle that pictures are language. Students examined art works that represented human relations, the environment, war, political situations, social issues, and other relevant subject matter. The linking of art with other subject areas, such as history and science, makes in-depth study of aspects of peace possible. Peace education is a life long process and art education should take an active and leading role in organizing peace education programs. (KM)…

Bjerstedt, Ake, Ed. (1992). Education for Peace: A Conference Report from Kyoto. Peace Education Reports No. 6. Conference sessions of the Peace Education Commission (PEC), a transnational network of people interested in peace education and research related to peace education, are reported in this document. Following an introductory overview of the conference as a whole, the report is divided into four parts. The first part contains three area studies; that is, papers reporting on developments related to peace education in special geographical areas. The second part includes three comparative studies, in which comparisons are made between various countries or between different time periods. The third part contains seven papers covering such topics as linguistic rights, lifelong education, nonviolence, and the World Bank. While the first three parts of the report contain full papers (or substantial extracts of papers), the fourth part presents 19 papers in brief abstract or summary form. The titles and authors of the papers included in the first three parts of the report are: Peace Education… [PDF]

Harris, Ian M. (2002). Peace Education Theory. During the 20th century, there was a growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse, domestic violence, and a corresponding growth in the field of peace education where educators from early child care to adult use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. Peace education has five main postulates: (1) it explains the roots of violence; (2) it teaches alternatives to violence; (3) it adjusts to cover different forms of violence; (4) peace is a process that varies according to context; and (5) conflict is omnipresent. This paper traces the evolution of peace education theory from its roots in religious traditions of love, compassion, charity, and tolerance to modern theories based on reducing the threats of interpersonal and environmental violence. This brief review of some main contributors to peace education theory gives rise to… [PDF]

Aspeslagh, Robert, Ed.; Burns, Robin J., Ed. (1996). Three Decades of Peace Education around the World: An Anthology. Garland Reference Library of Social Science, Volume 600. Reference Books in International Education, Volume 24. The Peace Education Commission (PEC) of the International Peace Research Association (IPRA) has been the forum for peace educators to come together, to exchange and to share ideas, materials and experiences over three decades. This book draws from key papers from different areas and times of peace education work to show the richness of ideas and practice and its many sources worldwide. Editors' notes in the chapter offer updates for materials that may have been printed some time ago. The book is divided into five parts with 22 chapters. Part 1, "Peace Education in Comparative Perspective," offers: (1) "Peace Education and the Comparative Study of Education" (Robin J. Burns, Robert Aspeslagh); and (2) "Approaching Peace through Education: Background, Concepts and Theoretical Issues" (Robert Aspeslagh, Robin J. Burns). Part 2, "Developing Education for Peace: Concepts and Issues," continues with: (3) "A Global Strategy for Communication and…

Yamane, Kazuyo (1993). A Peace Museum as a Center for Peace Education: What Do Japanese Students Think of Peace Museums? Peace Education Miniprints No. 50. This paper discusses present trends and possibilities in the peace museum field. The document is based on a collection of written opinions of Japanese students on peace museums, visits to peace museums in other countries, and a position on a peace museum and center for peace education in Japan. Peace museums throughout the world show that they can play a role as centers for peace education, not only in the community but also in its schools. It should be important to promote visitors' active participation in peace museums and to foster critical and creative thinking for the future. National peace museums are desirable, but it is also important to have community-based peace museums to interact with schools. The opinions of Japanese students about peace museums were directly affected by whether the responding student had actually visited a peace museum. Those who had not tended to have unfavorable or apathetic attitudes toward peace museums. Those who had visited such museums had a far… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1995). Integration/Infusion of Peace Education into Early Childhood Education Programs. This paper provides techniques and resources for integrating peace education into early childhood education programs. After discussing the history of peace education in the United States and its role in an increasingly diverse society, the paper provides curriculum ideas and best practices for use in early childhood peace education. The need to employ developmentally appropriate practices which emphasize self-awareness, awareness of others, conflict resolution, problem solving, global awareness, and an appreciation of the arts and sciences is stressed. Specific suggestions for preschool children, primary grade students, and parent involvement are included. The paper also discusses the development and implementation of an action plan to integrate peace education into the curriculum. A discussion of books, journals, electronic resources, and national organizations that can play a part in the development of a peace education curriculum is included. An appendix contains a 52-item… [PDF]

Bjerstedt, Ake, Ed. (1990). Peace, Environment and Education. Didakometry and Sociometry, v22 n1-2 spec iss Autumn. This special issue contains five sections. In the first part, "Papers," one full-length paper (Lennart Vriens) and a selection of paper summaries from a recent international conference on peace education are included. The second part, "People and Perspectives," presents an interview with Tom Roderick of the U.S. organization, Educators for Social Responsibility. The third part, "Places," reports on two major conferences (Groningen I and Groningen II) on peace education. The fourth part, "Publications", is an annotated bibliography of some recent publications (basic books, dissertations, journals, and additional information) related to peace education. The final section, Postscripts, presents information about archives, a selected listing of conferences, organizations that collect peace education materials, and a description of the UNESCO Peace Education Prize Ceremony for 1990. (DB)…

Bjerstedt, Ake (1991). The Difficulties of Peace Education. Peace Education Miniprints No. 17. Many teachers feel uncertain when given the task of teaching peace education because of the relative novelty and controversial character of this field. This document examines some of the difficulties and obstacles involved in peace education. First, various views of society, the school, and the change process are reviewed in relation to peace education efforts. Then, more specific barriers are discussed, using examples from the Malmo School of Education project, "Preparedness for Peace." Finally, certain measures aimed at coming to terms with the difficulties are outlined. A 22-item list of references is included. (Author/DB)…

Harris, Ian M. (2003). Peace Education Evaluation. Peace education refers to formal school-based and informal community education programs that teach about the dangers of violence and alternatives to violence. This paper explains some problems associated with the evaluation of peace education programs. These problems include analyzing the multifaceted causes of violence and the complexities of strategies geared to reduce violence. Difficulties in constructing rigorous followup studies with participants in peace education programs make it hard to determine if graduates of those programs transfer their learning to the real world and act in ways that contribute to the creation of peaceful cultures. Peace educators should avoid extravagant claims that their efforts stop violence. The effectiveness of peace education cannot be judged by whether it brings peace to the world, but rather by the effect it has on students thought patterns, attitudes, behaviors, values, and knowledge stock. (Contains 45 references.) (Author/SLD)… [PDF]