Collinge, James (1992). Peace Education in New Zealand. Peace Education Miniprints No. 37. This paper reports that the story of peace education in New Zealand has been one of extremes. While there has been some interest in the subject for decades, it was only in the 1980s that there was any serious activity and widespread debate. In 1984, the conservative National government, which had ruled the country for 9 years, was replaced by a Labour government. An important part of the new Labour government's policy was a strong commitment to a nuclear free New Zealand. As a part of this commitment, there was a strong effort, particularly from 1984 to 1987, to introduce peace education into New Zealand schools. This efforts proved to be extremely controversial. A conservative government was elected in 1990 and the commitment to peace education from the government ended. However, regardless of the official position, peace education seems to have strong support in many quarters. (Contains 10 references.) (DB)… [PDF]

Bjerstedt, Ake (1993). The "Didactic Locus" of Peace Education: Extra-Curricular, Mono-Curricular, Cross-Curricular, or Trans-Curricular Approaches. Didakometry. No. 74. This document discusses various models of peace education. Peace education can be handled in a number of different ways in relation to the traditional "Didactic space" of schools, for example: (1) peace education can be made into a special subject, a mono-curricular approach; (2) peace related issues can be handled by means of special efforts outside of the normal system of classes, an extra-curricular or special event approach; (3) peace education can be seen as a common assignment for several or all school subjects, a cross-curricular approach; or (4) peace education may be viewed as aiming at education for peace values and nonviolent interaction with others, whereby the question of school subject attachment moves into the background, a trans- curricular approach. Interview illustrations on the possible contributions of different school subjects are presented. The document is divided into two parts. The first part is an introductory discussion on the place of peace… [PDF]

Reardon, Betty A. (1988). Comprehensive Peace Education: Educating for Global Responsibility. This book presents a comprehensive plan for instruction in the area of peace education. Chapter 1, "Personal Perspectives and General Approaches," identifies four major influences on peace education: (1) world order studies; (2) the Peace Education Commission; (2) the U.S.-based Peace Education Network; and (4) the feminist movement. Chapter 2 explores "Education for Negative Peace." The chapter defines negative and positive peace, explains why instruction in negative peace is desirable, and addresses the issue of indoctrination. Chapter 3 presents "Education for Positive Peace" and discusses global justice as the central concept of positive peace. Chapter 4, "Peace Knowledge: Content and Context," is a discussion of the sources of peace knowledge. The chapter offers a conceptual framework and a curricular outline for the "University for Peace," an international institution based in Costa Rica. Chapter 5 offers "The Fundamental…

Jones, Tricia S. (2006). Combining Conflict Resolution Education and Human Rights Education: Thoughts for School-Based Peace Education. Journal of Peace Education, v3 n2 p187-208 Sep. Peace education embraces a wide range of programs and initiatives. Two of those subfields, human rights education and conflict resolution education, are often considered too different in goals, models and content to be seen as partners in the same educational effort. A review of recent literature confirms that few conflict resolution education programs include a strong human rights emphasis. And many human rights education programs contain little in the way of conflict resolution education. In this article, I suggest that these types of peace education may be more productively combined than originally thought, especially in school-based and youth-based programs in the United States. (Contains 1 figure and 2 tables.)… [Direct]

Bjerstedt, Ake (1994). The Meaning of "Peace Education": Associations, Emphases, and Sub-categories. Peace Education Reports No. 9. Included in an interview with 50 experts who have a special interest in peace education and represent 22 countries, this report documents and discusses answers to the question: "What do you think of first when you hear the words 'peace education'?" Part 1 of the report presents a summary of some of the major aspects of the answers related to the meaning of the term peace education. Part 2 gives a more detailed documentation of the interview answers regarding the question. The reactions vary and testify to the fact that peace education is a changeable field in an early stage of development. The responses show a strong tendency to take up a discussion of possible sub-categories within the field using more specific labels. (CK)… [PDF]

Bjerstedt, Ake (1992). Peace Education around the World at the Beginning of the 1990s: Some Data from Questionnaires to Ministries of Education and Members of the Peace Education Commission. Peace Education Miniprints No. 32. Two questionnaire studies on the status of peace education in different countries or regions are presented in this paper. One of the studies approached school authorities–ministries of education or similar offices. This study involved analyses of the responses received from 125 geographical units in 1991-92 as well as the responses from a special "comparison group" of 100 areas that were surveyed in both 1985-86 and in 1991-92. The other study collected views from a group of educators and researchers with a special interest in peace education–members of the Peace Education Commission. It was observed, among other things, that to date many countries do not have any recommendations on peace education in their official school texts. Nevertheless, there was a substantial minority of countries where such recommendations existed. While there are developments that give peace educators hope for the future, there are many indications that it is still difficult to get peace… [PDF]

Langager, Mark (2009). Elements of War and Peace in History Education in the US and Japan: A Case Study Comparison. Journal of Peace Education, v6 n1 p119-136 Mar. History praxis can transform perceptions of the "other" by reshaping ideas about events transpiring between groups. Nevertheless, peace education research has rarely examined history teaching. This article addresses the potential for teaching peace through history teaching. After laying out a conceptual framework for understanding the importance of teaching peaceful values in history, as well as providing a background of history teaching in the US and Japan, an analysis is given of qualitative interviews with junior high school teachers regarding history teaching in Japan and the US. Findings revealed teachers in both countries feel expected to teach mostly historical facts, find it difficult to give satisfactory coverage to events in which their country engaged in immoral acts, and are expected to teach a curriculum generally favourable to the national state. The countries differed in that American students are presented with extensive coverage of their country's activity… [Direct]

Glowinski, Jessica; Harris, Ian M.; Perleberg, Nancy (1998). Factors That Promote Implementation of Peace Education Training. Peace Education Miniprints No. 94. This study surveyed 31 professional educators who have taken a peace education course to see what factors influence their use of skills and knowledge acquired in this class. The main hypothesis of this study is that theoretical knowledge is not enough to motivate teachers to become peace educators. Respondents indicated that knowledge of subject matter was important but not as important as feelings of urgency about violence. Religious faith, past peace education success, and school climate helped peace education efforts. Responses to a questionnaire used in this study indicate the wide variety of approaches to peace education: (1) 58% were dealing with diversity; (2) 54% were teaching about peace; (3) 50% were helping their students cope with violence; (4) 35% were advocating violence prevention; and (5) 23% were working with a peer mediation program. Contains 7 tables and 31 references. (Author/LB)… [PDF]

Thelin, Bengt (1988). Peace Education: Peace–Liberty–Development–Human Rights. Western European Education, v20 n3 p76-94 Fall. Presents a Swedish booklet which addresses the reasons for highlighting peace education. Examines the current content and syllabi, and presents suggestions for organizing peace education, with reference to the concepts of knowledge, feeling, and action. Stresses the importance of teaching international affairs in the compulsory and upper-secondary school curricula. (GEA)…

Danesh, H. B. (2006). Towards an Integrative Theory of Peace Education. Journal of Peace Education, v3 n1 p55-78 Mar. This paper proposes the integrative theory of peace (ITP) and briefly outlines the education for peace curriculum (EFP) developed on the basis of this theory. ITP is based on the concept that peace is, at once, a psychological, social, political, ethical and spiritual state with its expressions in intrapersonal, interpersonal, intergroup, international, and global areas of human life. The theory holds that all human states of being, including peace, are shaped by our worldview–our view of reality, human nature, purpose of life and human relationships. Four prerequisites for effective peace education–unity-based worldview, culture of healing, culture of peace and peace-oriented curriculum–are discussed. The paper supports the conceptual elements of the ITP by drawing from the existing body of research on peace education and the EFP experience in Bosnia and Herzegovina (BiH) where, since 2000, some 112 BiH schools with almost 80,000 students, along with their parents and teachers,… [Direct]

Zuber, Robert, Ed. (1994). Journeys in Peace Education: Critical Reflection and Personal Witness. Peace Education Reports No. 14. These essays attempt to chronicle the work of six authors in peace education as they reflect on the processes and important persons leading them to commit to peace education. They also examine those obstacles, successes and failures encountered trying to make these commitments concrete and substantial. The essays in this volume include: (1) "Paper Shoes and Leather Souls" (Tena Montague, Canada); (2) "Remembering the Future: Journey towards Wholeness" (David Hicks, United Kingdom); (3) "The Bamboo Sways but Never Breaks: A Personal Journey in Peace Education" (Virginia Floresca-Cawagas, The Philippines); (4) "Peace Education in Context: Personal Reflections" (Robin Burns, Australia); (5) "Transcending Boundaries: The Yin and Yang of Educating for Peace" (Toh Swee-Hin, Canada); and (6) "Reflections from the Margins" (Robert Zuber, United States). (EH)… [PDF]

Wenden, Anita L. (2007). Educating for a Critically Literate Civil Society: Incorporating the Linguistic Perspective into Peace Education. Journal of Peace Education, v4 n2 p163-180 Sep. Despite the multifaceted role language plays in promoting direct and indirect violence, activities that would develop the linguistic knowledge and critical language skills for understanding how discourse shapes individual and group beliefs and prompts social action are conspicuously absent from peace education. This article aims to address this absence. It will present a framework for promoting critical language awareness, discuss its relevance to the preparation of critically literate citizens and suggest ways of incorporating it into programmes and curricula that educate for peace. (Contains 6 figures and 8 notes.)… [Direct]

Cooling, Trevor (2014). Review Article: Facing Two Ways? Reflections on Recent Research on Religious Schools. Journal of Beliefs & Values, v35 n1 p123-126. In this article, author Trevor Cooling presents a review of three books that disseminate recent research on religious schools. The first, "Leadership and Religious Schools: International Perspectives and Challenges," edited by Michael T. Buchanan, is an edited volume of essays about leadership in religious schools. Editor Michael Buchanan explains that the collection has been put together "to encourage leaders and potential leaders in religious schools to think more critically and broadly about their role as leaders." There are eleven chapters, each of which is focused on a topic of interest to the author in question. The topics covered in the chapters are varied, and move from globalisation to issues relating to human identity, a human-rights based curriculum, peace education, loneliness, leading through service, secularity, and finally to the educational thought of Fethullah Gulen. The second book,"Fragmented Catholicity and Social Cohesion: Faith Schools… [Direct]

(1991). Education for World Citizenship: Peace Learning, Empowerment into Action, and Transnational Networks. Elise Boulding and The Project "Preparedness for Peace." Peace Education Miniprints No. 10. An interview with Elise Boulding, a U.S. sociologist, concerning her views on peace education is presented. Dr. Boulding has undertaken numerous transnational and comparative studies on conflict and peace, development, family life, and women in society. She has taught at the University of Colorado and Dartmouth College and, at the time this interview was conducted, was Secretary General of the International Peace Research Association. In this interview, Dr. Boulding responds to questions about (among other topics) the concept of peace education, efforts towards peace education in the United States, and the role of the teacher in peace education. (DB)…

Reardon, Betty (1978). Disarmament and Peace Education. Prospects: Quarterly Review of Education, v8 n4 p395-405. Questions of disarmament and the legitimacy of the nation-state system should be the core of peace education and should comprise a major aspect of citizenship education. The approach to peace education should be cognitive and affective, intellectual and political, and should be initiated in the early elementary years. (Author/KC)…

Hagglund, Solveig (1996). Developing Concepts of Peace and War: Aspects of Gender and Culture. Peabody Journal of Education, v71 n3 p29-41. Presents a broad discussion on developing concepts of peace education, noting the importance of including peace education in children's education. Examines peace education and assumptions about child development, the child as creator of a better world, the child and the group (in the classroom and in society), peace education for life, and the influence of gender and culture. (SM)…

Nelson, Linden (1994). Peace Education, Conflict Resolution, and Outcomes of Instruction. Peace Education Miniprints No. 60. An interview with Linden Nelson presents his views on peace education and conflict resolution. Nelson, a professor of Psychology at California Polytechnic State University, has a long term interest in research on cooperation, competition, and conflict resolution and in the promotion of instruction about conflict and peace. Nelson answers 13 questions regarding his perspective on Peace education issues. He summarizes his primary concerns with school and peace education as assessing outcomes of instruction, identifying the basic processes of critical thinking and problem solving as educational objectives, and teaching conflict resolution principles that generalize from interpersonal to international. (CK)… [PDF]

Reardon, Betty A. (1999). Peace Education: A Review and Projection. Peace Education Reports No. 17. This report presents reflections on the substance, evolution, and future of peace education. Within an area of common purposes, a broad range of varying approaches are noted. The report discusses, for example: conflict resolution training, disarmament education, education for the prevention of war, environmental education, global education, human rights education, multicultural education, nuclear education, and world-order studies. The report finds that peace education, always marginal in the past in relation to mainstream education, now faces less resistance than earlier and that the culture of peace concept steadily gains currency. Outlines recommendations for future work with peace education. Contains 41 notes and a 55-item selected bibliography. (BT)… [PDF]

Wessels, Michael G. (1994). The Role of Peace Education in a Culture of Peace: A Social-Psychological Analysis. Peace Education Miniprints No. 65. This paper analyzes the role of peace education in the creation of a culture of peace from the standpoint of social psychology. To meet the current challenges to peace, it is necessary to develop programs of research, education, and intervention that are as systemic and multidimensional as violence itself. The United Nations Educational, Scientific, and Cultural Organization's (UNESCO) nascent culture of peace program offers promise in this regard. UNESCO's program is an integrated approach to peace building and post-conflict reconstruction. Peace education programs that support a culture of peace should embody these five major principles: (1) to produce systemic change, peace education must be integrated across a variety of social levels; (2) cooperative orientations are essential components of the psychological substrate for a culture of peace; (3) cooperation on superordinate goals shared by groups and individuals in conflict provides one of the best means of reducing and… [PDF]

Koylu, Mustafa (2004). Peace Education: An Islamic Approach. Journal of Peace Education, v1 n1 p59-76 Mar. One of the most important, crucial and urgent issues which concerns not just one nation or one religion or ideology, but is a concern of all peoples of the world, is education for peace and justice. The destiny and future of humanity depends on these two concepts: peace and justice. However, it seems that many countries today, including Muslim countries, do not give the necessary importance to this subject. This article deals with education for peace and justice in Islam. It includes the definition and historical development of peace education. It analyses the concepts of war and peace that are the basic contents of peace education in light of contemporary world conditions. Finally it discusses the possibility of peace education in the world in general and in Muslim countries in particular, and the contribution of Islam to this issue…. [Direct]

Becka, Jack (1976). Peace Education in Canada?–A Survey. Peace Research, 8, 2, 1-13, Apr 76. A discussion about the meaning of peace education is followed by report of a 1975 survey in Canada for organizations and individuals working with, degree of involvement in, and interest in peace education. Order journal from Canadian Peace Research Institute, 119 Thomas Street, Oakville, Ontario, Canada. (ND)…

Aspeslagh, Robert; Vriens, Lennart (1985). Peace Education as Alternating between the Person and the Structure. History and Social Science Teacher, v20 n3-4 p11-19 Spr. Educators in the Netherlands conceive of peace education as alternating between the transformation or improvement of the individual and the transformation of structures within which people act. Peace education aims at raising people's consciousness that they are responsible for peace. (RM)…

Mantynen, Heimo (1978). Is Peace Education Just a Piece of Education?. Adult Education in Finland, v15 n4 p25-39. Education and training are primarily responsible for war and peace, states the author in discussing fallacies in the concept of peace education to promote nonviolence and tolerance. Noting that school competitiveness, as well as adult hypocrisy, promotes crime and violence, he considers challenges to peace education. (MF)…

Sommerfelt, Ole Henning; Vambheim, Vidar (2008). "The Dream of the Good"–A Peace Education Project Exploring the Potential to Educate for Peace at an Individual Level. Journal of Peace Education, v5 n1 p79-95 Mar. Numerous educational efforts have been tried in order to address problems of conflicts and violence at various levels of society. These efforts have been effective to various degrees. This article investigates the effectiveness of the Swedish-based peace education project "The dream of the good" (DODG), through its use of mind/body-oriented methods, to develop non-violent attitudes and behaviour (peacefulness) in individual students. This investigation is integrated into a wider discussion of whether didactic programmes may be planned and implemented to effect such changes. The article first discusses assumptions related to the development of students' peacefulness, and how effective existing peace programmes are towards this end. Following a presentation of DODG, mechanisms of aggression and peaceful development are reviewed theoretically, with particular reference to mind/body-oriented methods, from the perspectives of behavioural science and Buddhist philosophy. Finally,… [Direct]

Johnson, Marcia L. (1998). Trends in Peace Education. ERIC Digest. This ERIC Digest reviews the development and current status of peace education in the United States. After briefly surveying the peace education movement from its origins with a small group of educators in New England in the 1800s through its stigmatization as being anti-American during periods of hot and cold war, the Digest devotes more attention to recent trends of the 1980s and 1990s. During this period, peace education has taken on a number of forms, including conflict resolution aiming at reducing youth violence, anti-nuclear education, and role playing games, cultural exchanges, and other programs to promote global awareness. Most recently, e-mail and the World Wide Web have been used to promote the exchange of information and ideas. The Digest includes a list of online resources for peace education and a 10-item bibliography of references and ERIC resources. (MLJ)… [PDF]

Howlett, Charles F. (1987). John Dewey and Nicholas Murray Butler: Contrasting Conceptions of Peace Education in the Twenties. Educational Theory, v37 n4 p445-61 Fall. In the period between the First and Second World Wars, the American popular desire for peace was reflected in a number of peace education efforts. The peace education views of John Dewey and Nicholas Murray Butler are compared. (MT)…

Pitiyanuwat, Somwung (1983). Teacher Education Curriculum for the 21st Century: Peace Education Program. The spirit of human rights and the desire for peace should be an integral part of the educational curriculum at all levels. If teaching for peace and human rights is to be convincing and effective, however, teachers must be trained who are motivated and aware of the issues. Faculty of Chulalongkorn University, a leading teacher education institution in Thailand, have conceptualized a program to help make teachers aware of values and ideology they can personally convey in their teaching, and of multiple implications, which contribute to objectivity in their teaching. Peace education is a minor field of study for the bachelors degree in education. This minor consists of courses including: introduction to peace science, peace education, conflict management, and a practicum in peace education. The courses and a model for student teaching and clinical experience in peace education are described. (SP)… [PDF]

Kimuyu, Muinde; Olando, Clement O. (2019). Community Based Financial Practices for Proliferation of Access to Higher Education in Kenya's Asal Regions: A Pointer to Enhancing Peace in the Region. Universal Journal of Educational Research, v7 n2 p609-623. Adequate and quality higher education is important for enhancing peace in most countries as well as among neighbouring communities. However, financial barriers deny Kenyan ASAL communities from accessing higher levels of education, limiting their access to the education necessary for enjoy benefits associated with education such as; employment, adequate incomes and earnings, respectable social status and assured economic security. Limited access to education instead escalates the poverty levels and encourages competition for scarce resources across the vulnerable communities. Prolonged competition for rare resources fuels disputes and conflicts between these communities, threatening peaceful coexistence amongst communities in these area. There is therefore the need for adoption of immediate financial strategies to bridge the gap between basic education and access to higher education for peace to prevail. The present study was, as a result, conducted to provide recommendations for… [PDF]

Willers, Jack Conrad (1984). The International Politics of Peace Education: The Conflict between Deterrence and Disarmament. The main impetus for peace education is the arms race, which places peace education in the conflict between conservatives advocating increased nuclear deterrence and liberals supporting nuclear disarmament. In the United States, education for peace is still in its infancy. Other developed nations, such as the Scandinavian countries and to a lesser degree Great Britain, have allocated more resources to peace education. Britain's experiences with this subject foreshadow future conflicts in the United States. There, conservatives have claimed that peace studies serve as a smokescreen for unilateral disarmament and left-wing politics and that peace studies are unsuitable for schools because they lack intellectual rigor and substance, are too complex for students to grasp, encourage prejudice, and attempt to manipulate the ideologies of young people, and that the results of such studies cannot be measured by standardized tests. These objections can be countered. For example, peace…

Burns, Robin (1981). Development Education and Peace Education: From Conflict to Co-Operation. UNICEF Development Education Paper No. 22. Parallels between three main approaches to development education and peace education are pointed out in this discussion. Specifically examined are informational, community action, and "qualitative" approaches to development education and correspondences in the growth of peace education. The document also describes organizational forms of development education and peace education as well as activities undertaken within institutions of formal education at primary, secondary, and higher education levels. Topics discussed include the role of professional associations, both national and international, and the separation of issues in the United Nations system. It is concluded that, whereas both educational concerns have common goals, hopes, and methods, development and peace education are separate activities competing for time, attention, and resources. Their integration is viewed as desirable and possible. (RH)…