McConaghy, Tom (1986). Peace Education: A Controversial Issue?. Phi Delta Kappan, v68 n4 p248-49 Nov. Many educators have been reluctant to deal with the nuclear threat and peace education in their classrooms, viewing such topics as controversial, unprofessional, or harmful. After summarizing recent peace education events in Canadian schools, this article advocates teaching about nuclear issues in the context of justice, violence, survival, and the future of civilization. (MLH)…

Quezada, Reyes; Romo, Jaime J. (2004). Multiculturalism, Peace Education and Social Justice in Teacher Education. Multicultural Education, v11 n3 p2-11 Spr. Research indicates that there is a correlation between exposure of violence in the media and in entertainment and student behavior. Many students have been victims themselves of violent, verbal, and physical assaults. Classroom teachers and educators continue to address this issue locally in classrooms and in their schools. Amid the various questions that emerge from the need to address violence and equity issues in society, three central questions stand out: What is Peace Education? What is the role of Multicultural Education in support of Peace Education? What is the role of Teacher Education Programs in promoting multicultural education, peace education, and social justice in the curriculum? In this article, the authors examine the literature related to institutional and teacher education reform and change related to multicultural education, peace education and social justice. A transformational model of cultural competence seems to describe the particular changes that have taken… [PDF] [Direct]

Bjerstedt, Ake, Ed. (1992). Peace Education: Glimpses from the EUPRA Conference in Firenze. Peace Education Reports No. 5. This report presents the material from a workshop on peace education that was part of a conference sponsored by the European Peace Research Association (EUPRA). Two papers, "Research as a Tool for Peace Education" (Alberto L'Abate) and "Promoting Commitment to Peace and Environmental Responsibility" (Riitta Wahlstrom), are documented in part 1 of the report. The other presentations, reported in summary form in part 2, include: (1) "Goals of Peace Education According to Peace Educators: Some Notes from a Questionnaire Study of PEC Members" (Ake Bjerstedt); (2) "A National School for Teachers of Conscientious Objectors: A Project and A Curriculum" (Antonino Drago); (3) "Public Opinion on the Conflict and War in the Gulf, 1990-1991" (Philip P. Everts); (4) "Human Rights, Peace Studies, and International Education" (Jorgen Pauli Jensen); (5) "The Necessity of a Multiethnic Education for Peace and Coexistence in a Changing… [PDF]

Callender, Aaron; Harris, Ian (1995). Comparative Study of Peace Education Approaches and Their Effectiveness. NAMTA Journal, v20 n2 p133-44 Spr. Evaluated the effectiveness of peace education efforts in eight classrooms in four urban elementary schools, comparing the Montessori and Second Step approaches to peace education. Found that the Montessori approach produced the most peaceful classroom due to the democratic, student-centered, holistic nature of Montessori education. (MDM)…

Page, James S. (2004). Peace Education: Exploring Some Philosophical Foundations. International Review of Education, v50 n1 p3-15 Jan. Peace education has been recognized as an important aspect of social education for the past three decades. The critical literature as well as official documents, however, have given little attention to its philosophical foundations. This essay explores these foundations in the ethics of (1) virtue, (2) consequentialism, (3) aesthetics, (4) conservative politics and (5) care. Each of these alone composes a significant element of peace education, although ultimately its solid basis can only be established through an integrative approach encouraging a culture of peace. The more complete development and articulation of the philosophical rationale of peace education is yet to be accomplished and remains a task for the future…. [Direct]

Bjerstedt, Ake Peace Education in the 1990s. A Guide to Five Conference Reports from PEC. Peace Education Miniprints, No. 84. This bibliography lists and indexes a total of 124 papers presented during five international conferences held during the 1990s on the topic of peace education. This miniprint aims to make it easier for peace researchers and peace educators to locate conference contributions of special interest to them. The guide has been organized into three parts: (1) a complete list of papers presented in each conference report; (2) an author index with indication of country of origin; and (3) a subject index with a number of keywords or key expressions for different kinds of paper contents. The five conferences summarized are: (1) "Education for Peace in the Nineties: A Conference Report", PEC/IPRA (Peace Education Commission/International Peace Research Association), Groningen (1990); (2)"Peace Education: Glimpses from the EURPA (European Peace Research Association) Conference in Firenze" (1991); (3) "Education for Peace: A Conference Report from Kyoto" (1992); (4)… [PDF]

Machila, Margaret M. C.; Wangoola, Paul (1988). Seminar on African Perspectives and Issues on Peace Education and Action in Africa: A Report from a Seminar Held in Conjunction with the Meeting of the Adult Education Association of Zambia (Lusaka, Zambia, October 3-7, 1988). This report presents the proceedings of a seminar that brought together almost 30 intellectuals, artists, and development activists from eight African countries and Canada to identify the obstacles to peace in Africa and develop strategies to overcome them. One of the other purposes of the seminar was to develop elements of curriculum and instructional materials for peace education and action plans for selected target groups of adults and other special groups. The report features seminar objectives; the seminar process; an introduction of the participants; organizations and methods of work; on your mark; an introduction of the African Association for Literacy and Adult Education; an introduction to the Adult Education Association of Zambia; the official opening of the seminar; Dr. Sets'abi's vote of thanks; an overview of the basic Working Document; the concept of peace; militarism; violence; peace; liberation education and training for peace education; content of peace education;… [PDF]

Hinitz, Blythe (1994). Peace Education for Children: Research on Resources. Peace education is and will continue to be a goal of early childhood educators around the world. A variety of definitions of peace and peace education can be found in the literature. A plethora of resources has become available during the past decade for those wishing to teach peace in educational settings for young children. The literature is replete with statements and examples regarding the necessity of peace education for the child's optimal social-emotional development. However, the literature dealing with peace education for infants and toddlers is severely limited. Three recent articles provide concrete examples of appropriate peace education practices for infants and toddlers. The classroom setting for 3- to 6-year-olds should offer space, materials, and opportunities for harmonious and interactive play. Planned program or curriculum activities can also enhance the peaceful classroom. Children's literature can be a powerful vehicle for strengthening communication skills and… [PDF]

Duffy, Gavin (2009). Promoting Adult Learning in Public Places: Two Asian Case Studies of Adult Learning about Peace through Museums and Peace Architecture. Adult Learner: The Irish Journal of Adult and Community Education, p29-43. This paper explores an area of adult learning that has received little attention of late, the terrain of public education through museums and civic architecture. The goal of promoting adult learning in public places e.g. through the work of museums has become commonplace in countries seeking to encourage adult learning about peace. This invariably entails a "hands on" approach to peace education through a process of consultation and dialogue with the concerned communities. These aims are particularly important when the municipality is looking at issues of peace, as in the case of the two Asian case studies discussed in this article with societies recovering from a post-conflict situation. These case studies will have especial interest for adult educators in Ireland. In the International Year of Reconciliation in 2009 the Consultative Group on the Past had published its recommendations, including a Commission for Victims and Survivors for Northern Ireland (CVSNI). This paper… [PDF] [Direct]

Harris, Ian M. (1993). Peace Education: A Modern Educational Reform. Peace education as an educational reform originally responded to international threats of violence and wars. Since the end of the Cold War, peace education has directed its efforts to many different aspects of violence that plague both teachers and students. This paper reports on the efforts of one school district in Milwaukee, Wisconsin to respond to escalating violence in students' lives by teaching peace education. Peer mediation, courses on nonviolence, environmental awareness, curricula based on teaching respect, anger management, and violence prevention have been initiated to help students deal with the problems of violence in their lives. Two endnotes are included and 39 references are attached. (Author)… [PDF]

Lawson, Max (1993). The Teaching of Conflict Resolution and Nonviolence in Australian Schools: A Context for Peace Education. Peace Education Miniprints No. 53. This paper is concerned with placing conflict resolution and nonviolent alternatives firmly at the center of peace education. A brief review of theoretical tendencies in peace education in Australia is offered, and how this is consonant with, and different from, what is actually taught in Australian schools. Some discussion also is given about the teaching of conflict resolution and nonviolent alternatives in schools in various Australian states. It could be argued that the practice of peace education in Australian schools in some ways has gone ahead of theory. Five emphases of peace education as set out in a 1984 account (Rachel Sharp) are: (1) peace through strength; (2) conflict mediation and resolution; (3) personal peace; (4) world order; and (5) the abolition of power relationships. The paper suggests that Australian educational authorities are now turning to peace education as violence in Australia is on an increasing spiral. Backlash against the Aboriginal population of… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1997). Cyberspace: A New Frontier for Peace Education. This paper explores four dimensions of telecommunications as resources for peace education: (1) advocacy for special issues or concerns as a social action component; (2) enhancement for teaching peace education and conflict resolution; (3) links in cyberspace as an added dimension for partnerships and collaborative projects; and (4) expansion of expertise through technology and collegial contacts in other global centers. Evidence collected from several disciplines in a global search for projects, processes, and products could offer a blueprint for action for those in peace education. Survey results are shared on the attitudes of 50 peace educators throughout the world on the potential of telecommunications. (EH)… [PDF]

Harris, Ian M. (2004). Peace Education Theory. Journal of Peace Education, v1 n1 p5-20 Mar. During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and 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. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education. (Contains 1 note.)… [Direct]

Armstrong, Melinda; And Others (1993). Peace Education, Multicultural Issues, and Conflict Resolution. Three Perspectives from Members of COPRED's Working Group on Primary/Secondary Peace Education. Peace Education Miniprints No. 42. The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interest and competence in areas related to peace education are interviewed. This publication explores the views of Melinda Armstrong, Ann Hardt and Priscilla Prutzman, all three of whom are active participants in the Consortium on Peace Research, Education and Development's Working Group on Primary/Secondary Peace Education. (Author)… [PDF]

Eikenberry, Gary (1976). Peace Education: The Role of Educators in Shaping the Future. Social Science Record, 23, 2, 7, Win 76. In order to challenge educators interested in building a more humane future, the author makes five \outrageous\ statements. He comments on doomsday talk, self-alienation, violence, apathy, and the educator's role in peace education. An address to write to for information on peace education workshops is provided. (Author/RM)…

Bjerstedt, Ake, Ed. (1993). Peace Education: Perspectives from Germany and Israel. Interviews with Haim Gordon (Israel) and Christoph Wulf (Germany). Peace Education Miniprints No. 44. The project group "Preparedness for Peace" at the Lund University Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interests in competence in areas related to peace education are interviewed. This publication explores the views of Haim Gordon from Ben-Gurion University of the Negev, Israel, and Christoph Wulf from Freie Universitat, Berlin, Germany. Haim Gordon has worked with Jews and Arabs on education for peace in accordance with the philosophy of Martin Buber. Christoph Wulf is one of the founders of the Peace Education Commission and the editor of early handbooks on peace education in German and English (1973-74). (Author)… [PDF]

Bjerstedt, Ake (1994). Teacher Training and Peace Education. Peace Education Miniprints No. 55. The issue of what needs to be done in teacher training in order to prepare future teachers more adequately for the area of peace education provides a variety of responses from an interview study involving 50 international experts representing 22 countries. Part 1 discusses the question and summarizes the major aspects of the theme of teacher training and peace education. Part 2 gives a detailed documentation of the interview responses. (Author/CK)… [PDF]

Bjerstedt, Ake (1990). Education for Peace as Liberation vs. Indoctrination: Do We, in Fact, Need Some "Unbalanced Teaching" To Achieve a "Balanced Learning?" An interview with Hilary Lipkin and Richard Yarwood. Reprints and Miniprints No. 693. As part of Sweden's Malmo School of Education's "Preparedness for Peace" project, this paper presents interviews with Hilary Lipkin and Richard Yarwood. Lipkin has served as national coordinator for "Teachers for Peace" and Yarwood ran the Peace Education Project at the Peace Pledge Union in London (England). Both of the interviewees discuss their interpretations of the term "peace education", and such related terms as "disarmament education" and "education for peace." They discuss differences between peace education for older and younger children and examine how schools can contribute to peace education. The document also includes notes about Richard Yarwood and lists some of his publications. (SG)… [PDF]

Stomfay-Stitz, Aline M. (1996). Education, Psychology, and Social Science: Common Pathways for Teaching Peace. This paper explores the contributions of several disciplines of the social sciences to peace education and peace psychology and focuses on positive gains in several aspects of peace education and conflict resolution witnessed by the researcher in over 10 years of work. The paper contains the following sections: (1) Introduction; (2) "Definitions and Historic Perspectives on Peace Education"; (3) "Contributions from Psychology"; (4) "Contributions from Anthropology"; (5) "Contributions from Political Science"; (6) "Contributions from Sociology and Social Work"; and (7) "Peace Education in Action–The Voices of Teachers, Children, and Young People." The paper maintains that a multidisciplinary approach to peace education should be the common goal for the new century. Contains 65 references. (EH)… [PDF]

Thelin, Bengt (1996). Early Tendencies of Peace Education in Sweden. Peabody Journal of Education, v71 n3 p95-110. Examines the history of peace education in Sweden, beginning with the 1870s, when the continental peace movement started taking hold in Sweden, and moving through the 20th century as various resolutions and initiatives supporting peace education began. A characteristic of the movement was deep confidence in education as an effective instrument for preventing war and safeguarding peace. (SM)…

Ekwueme, L. U.; Odunuga, A. F.; Ogunrinade, D. O. A. (2013). Promoting Peace and Culture in Nigerian Higher Institutions through the Use of Music Education. Educational Research and Reviews, v8 n12 p800-805 Jun. Tracing the history of education in Nigerian higher Institutions presents series of student's unrest, riots, cultism, and violence, vandalisation of school's properties in reaction to inadequacies and neglect of certain vital elements needed for the smooth running of educational programmes. Music as an art that attracts students of all ages and levels is a cultural ingredient that can be used to create a calm and quiet state that is free from conflict and violence. This paper examined the concept of peace culture and music education. It also highlighted the roles that music education can play in promoting peace culture in the higher education institutions in Nigeria. The significance of this paper is to justify the efficacy of music in reducing violence in higher institutions in Nigeria and to enlighten the populace on the humanistic and aesthetic quality of music education. This will educate and sensitize curriculum planners towards inclusion of music education in all levels of… [Direct]

Tabachnick, B. Robert (1990). Studying Peace in Elementary Schools: Laying a Foundation for the "Peaceable Kingdom.". Theory and Research in Social Education, v18 n2 p169-73 Spr. Examines peace education at the elementary school level, stressing the need to include interpersonal and international relations when teaching peace. Suggests peace education can lead children to prosocial behavior. Sees peace as a positive of being. Urges the infusion of peace education throughout the elementary social studies curriculum. (CH)…

Rohrs, Hermann (1994). The Pedagogy of Peace as a Central Element in Peace Studies: A Critical Review and an Outlook on the Future. Peace Education Miniprints No. 63. This document discusses peace education not as a subject but as part of the teaching of various academic subjects depending on the extent to which they lend themselves to this. The intention is to produce educational situations where young people can develop skills in the art of peace and a peaceful approach to conflict resolution. The pedagogy of peace is understood here as the sum of scholarly and scientific thinking on the nature of peace education and the way it should be organized. The pedagogy of peace is an interdisciplinary branch of science using a broad range of methods, including observation, description, and analysis of peace-educational processes and interrogation of participants with regard to their motives. There is a strong need for intensified peace-pedagogical research efforts and for documentation and coordination of work in this field. This report reflects an approach in three stages: (1) a discussion of the structure of peace education; (2) an interpretation of… [PDF]

(1991). Peace Education and the Development of Teaching Materials for Peace and Justice in Ireland. Paul Rogers, Maura Ward and The Project "Preparedness for Peace.". A combined interview with two educators active in peace education in Ireland, North and South, is presented in this document. Maura Ward and Paul Rogers work within the Joint Peace Education Programme of the Irish Commission for Justice and Peace and the Irish Council of Churches. In the interview, Ward and Rogers each discuss their experiences, both in training sessions for teaching staff on peace education and in the development of teaching materials on peace and justice for use in primary and post-primary schools. (DB)…

Carson, Terry (1985). Relating Peace Education and Social Studies in an Age of Insecurity. History and Social Science Teacher, v20 n3-4 p8-10 Spr. In the theme of insecurity there is a potential for peace education to address social education. Insecurity underpins the arms race and lies at the root of the growing cycle of violence. Peace education must help students understand the forms of structural injustices that preserve inequities and breed violence. (RM)…

Alexander, Susan; Garcia, Celina (1990). Peace Education, Social Responsibility, and Social Transformation. Peace Education Miniprints No. 3. Interviews with two educators who have been involved in peace education are the focus of this document. The interviews were conducted by a representative of the project group, "Preparedness for Peace," of Malmo, Sweden. This project studies ways of helping children and young people deal constructively with questions of peace and war. Susan Alexander, of the United States, who has been executive director of Educators for Social Responsibility (ESR), and Celina Garcia, of Costa Rica, who has been executive secretary of The Peace Education Commission of the International Peace Research Association (PEC), are the interviewees. Among the topics, each is asked about her views on peace education in general, specific efforts being made in her country or organization, and the role of teachers as peace educators. (DB)…

Dovey, Valerie (1996). Exploring Peace Education in South African Settings. Peabody Journal of Education, v71 n3 p128-50. In exploring peace education in South Africa, the paper reviews a research report on the subject, focusing on the needs of children and youth and on the range of programmatic and research initiatives already working in this field. Summarizes three issues: recommended policy guidelines related to peace education for South-African children, cautionary thoughts, and research directions. (SM)…

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1999). Peace Education and Conflict Resolution through the Expressive Arts in Early Childhood Education and Teacher Education. Several modes of expressive arts may be especially appropriate for peace education and conflict resolution instruction in early childhood and teacher education classrooms. This paper explores the integration of the concepts and processes of peace education and conflict resolution through an examination of current research and professional development publications, as well as observations made in selected U.S. early education and teacher education classrooms. The paper focuses on the role of the dramatic and language arts in fostering peace education and conflict resolution. With regard to early education, the paper is informed by several sources, including literature on brain-based learning and multiple intelligences. Also discussed is the effective use of reflective listening, reading and storytelling, journal writing, creative drama, dramatic play, and problem-solving techniques. The report concludes that peace education strategies developed through appropriate dramatic and puppet… [PDF]

Kisembo, Paul (1993). A Popular Version of Yash Tandon's Militarism and Peace Education in Africa. This book is a briefer, simpler popular edition of "Militarism and Peace Education in Africa." It is intended to interest the African peoples in the problems of peace and allow them to discuss and debate the issues of militarism and peace for Africa and to suggest solutions. It is also intended to interest leading organizations and people working at the grassroots level in urban and rural areas in problems of militarism and peace education. The first two chapters show how, in former times, militarism was brought to Africa by the Europeans through slave trade and colonialism. Chapter 3 shows how militarism continued after independence under neocolonialism in these forms: state terrorism, militarism based on ethnic nationality/conflicts, militarism resulting from "pastoralist conflicts," militarism resulting from cultural and religious conflicts, and militarism based on ideological conflicts. Chapter 4 explores how militarism is still connected to the exploitation… [PDF]

Osborne, Ken (1985). Peace Education and the Schools: What Can We Learn from History?. History and Social Science Teacher, v20 n3-4 p33-41 Spr. A history of peace education is presented. To be effective, peace education must focus on a specific goal, avoid the temptation to become all things to all people, and retain a critical edge. It must not become so engrossed in classroom questions that it ignores the need for political action. (RM)…