Heilman, Elizabeth E. (2022). Anger Is All the Rage: A Theoretical Analysis of Anger within Emotional Ecology to Foster Growth and Political Change. Teachers College Record, v124 n4 p205-234 Apr. Background and Purpose: Anger is implicated in nearly every social pathology, from war to bullying to child abuse. Yet, it is also the spark of reform for nearly every positive social movement, from civil rights to labor rights to handicapped rights. This article examines how anger has been understood and misunderstood across different discursive spaces in society, research, and education to offer a peace-promoting, emotional ecology theory of anger to foster emotional growth and political change. Research Design: This article employs theoretical research, which is a logical exploration of a system of beliefs and assumption to increase understanding, develop new theory, and explore implications. Findings: Anger is reconceptualized as a crucial emotional and political experience rooted in the emotional ecologies and histories of family, school, and society. Three distinctive features characterize it: An ethical response, an emotional response, and an action response. Five steps to… [Direct]

Aziz, Unku Abdul; Reardon, Betty A. (1991). The UNESCO Prize for Peace Education: Ten Years of Learning for Peace. Peace Education Miniprints, No. 19. The UNESCO Prize for Peace Education was established in 1981. The purpose of the award is to honor outstanding contributions to the field of peace education in its most broadly defined sense. In this paper, two members of the international jury for the prize review the recipients of the awards from 1981 to 1991, and thus demonstrate the variety of possibilities for and approaches to educating for peace. (DB)… [PDF]

Bjerstedt, Ake (1990). Peace Education: Perspectives from Brazil and India. An Interview with Anima Bose (India) and Zlmarian Jeanne Walker (Brazil). Reprints and Miniprints No. 683. As a means of studying ways to help children and young people deal constructively with questions of peace and war, Anima Bose and Zlmarian Jeanne Walker, who have worked to promote peace education in India and Brazil respectively, are interviewed. The influence of Gandhi on the concept of peace in India is emphasized. One cannot teach peace, it must be learned through practice. Peace education must include a form of apprenticeship where students go out into the real world to find out what violence is and what solutions are. Peace education is especially important in this day and time because all of society seems to be overcome by violence, even in entertainment. Peace must not be viewed as "no war." A nation with no war but with injustice, poverty, economic discrimination, and inequity cannot be said to have peace. The teacher is the most responsible person in any peace education course at any level. At the elementary level the examples of parents and teachers and… [PDF]

Bjerstedt, Ake, Ed. (1993). Peace Museums: For Peace Education? Educational Information and Debate No. 102. This booklet is intended to stimulate discussion about the potential influence of peace museums as a way to educate the public about peace. Four papers are included representing four somewhat different perspectives. The first paper, "The Environment for Peace Education: The Peace Museum Idea" (Terence Duffy), outlines the origins and the growth of the peace museum idea and discusses categories of such museums, especially the Irish Peace Museum Project. The second article, "On the Creative Principles, Message, and Thematic Content of a Peace Museum" (Peter van den Dungen), details some of the principles and content of a peace museum, presenting a general outline of 18 possible major themes. The third paper, "A Peace Museum as a Center for Peace Education: What do Japanese Students Think of Peace Museums" (Kazuyo Yamane), discusses present trends and possibilities in the peace museum field. The final essay, "Peace Museums as Potential Instruments of… [PDF]

Harris, Ian M. (1996). From World Peace to Peace in the 'Hood: Peace Education in the Modern World. Journal for a Just and Caring Education, v2 n4 p378-95 Oct. Schools are facing increasing levels of violence spawned by violent media and communities. In response, many educators employ peace education strategies to make schools safer and help students deal positively with conflict. This article summarizes these reform efforts, distinguishes among three levels of peace education, describes resources, and discusses ancillary school productivity gains. (41 references) (MLH)…

Collinge, James (1997). Peace Education through the Arts. Peace Education Miniprints, No. 89. This paper explores the role the arts can play in peace education, an area of interest that has received little attention. Peace education is usually integrated into other content areas such as social studies, history, language, or science. The booklet emphasizes the development of imagination in art education. Students can be brought to envision previously unimagined possibilities to creatively visualize preferable worlds and thus be empowered to ponder and work for alternatives to violence and war in conflict situations. (EH)… [PDF]

Duffy, Terence (2000). Peace Education in a Divided Society: Creating a Culture of Peace in Northern Ireland. Prospects: Quarterly Review of Comparative Education, v30 n1 p15-29 Mar. Explores the issue of peace education in Northern Ireland in a broad sense. Examines the sectarian context of schooling in Northern Ireland, the growing number of integrated schools, peace and conflict studies in colleges, school-level curricular innovations in peace education, interschool activities, positive attitudes of youth, and the resistance of parents and teachers. (Contains 34 references.) (SV)…

Gerritsma, Henk B.; Verbaan, Daan (1991). Research and Development Related to Peace Education in the Netherlands. Views from the Polemological Institute, University of Groningen. Peace Education Miniprints No. 15. 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 war and peace. As part of this work, experts with special interests and competence in areas related to peace education are interviewed. This interview explores the views of Henk B. Gerritsma and Daan Verbaan, both of whom work at the Polemological Institute, University of Groningen, the Netherlands. Interview questions concern such issues as the definition of peace education, ways in which schools can contribute, how students can become more aware of, and more prepared for, problems of peace, and what can be done to provide better teacher training in the area of peace education. (DB)… [PDF]

Klein, Mike (2007). Peace Education and Paulo Freire's Method: Towards the Democratisation of Teaching and Learning. Convergence, v40 n1-2 p187-205. This article explores the application of Paulo Freire's methodological concerns in a contemporary, educational, non-revolutionary setting. It is focused on a Peace Educators' Workshop that meets three times annually to explore peace education in secondary schools in the United States. This treatment of Freire was developed for a day-long workshop after peace educators expressed an interest in the meaning of–and participation in–democratic processes in schools. The privileges of military recruiters in public schools emerged as an initial generative theme, and led to further insights about uncovering educational contradictions and constructing codifications as two key steps in a social change process. (Contains 5 notes and 4 figures.)… [Direct]

Bjerstedt, Ake (1995). Peace Education Books. A Selective Bibliography with a Focus on Materials in English, German, and the Scandinavian Languages. Peace Education Miniprints No. 73. This document lists 30 pages of monographs and collections of papers explicitly dealing with peace education. The major focus is on materials in English, German or the Scandinavian languages from later years. For those who are not familiar at all with this area, an asterisk (*) has been used to mark publications valuable for introduction and review of the topic of peace education. (RJC)…

Bjerstedt, Ake (1995). Controversies Connected with Peace Education. What Do They Mean and How Should They Be Dealt With? Peace Education Reports No. 15. Fifty experts with a special interest in peace education (and representing 22 different countries) were confronted with the following set of questions (as part of individual interviews): "In many countries, questions related to disarmament and peace are highly controversial. Would you anticipate any difficulties, for example with parents or other members of the community, when introducing peace education in the schools? If so, what kind of difficulties? Do you see any way out of such problems?" This report documents and discusses the answers of the experts to these questions. Most of the respondents agreed that peace education often was seen as a controversial topic in their country, and a large number of illustrations and possible counter-measures were mentioned. (Author/RJC)… [PDF]

Thelin, Bengt (1986). Peace Education: Peace-Liberty-Development-Human Rights. Service Material S 86:3. In Sweden, as in many other countries, interest and instruction concerning the conditions and prospects of peace have grown against the background of current world events. Increasing pupils' knowledge and awareness of the survival problems in the world are the keys to peace education. Most items of peace education are more or less included in the syllabi for civics, history, and religious education courses; but, responsibility for teaching the international aspects is shared among teachers of all subjects. The Swedish curriculum prescribes and supports well-planned international instruction, with particular emphasis on the conditions and prospects of peace. The content of peace education is summed up in terms of peace, liberty, development, and human rights. The task for the student is to acquire and apply an active view of knowledge. (SM)…

Thrush, Ursula (1993). Peace 101: Implementing the Vision. Montessori Life, v5 n2 p36-37 Spr. Maintains that peace education must start in the home. Discusses the teaching of peace to children of all ages and at every level and the relevance of peace education to the physical, emotional, intellectual, and spiritual being of children. "A Plan for Peace Education," a proposal approved by the Montessori Accreditation Council for Teacher Education, is attached. (SM)…

Thelin, Bengt (1994). Early Tendencies of Peace Education in Sweden. Peace Education Miniprints No. 69. Early tendencies of peace education in Sweden are discussed in this document. The time span is from the second part of the 19th century to the beginning of World War II. Peace education put special emphasis on exposing the contradiction between religious and history education. Religious education preached love and reconciliatory spirit, while history education in Sweden, as elsewhere, was nationalistic and ethnocentric. To "cleanse" history education from chauvinism and from glorifying war was a strong concern of early peace educators. (RJC)… [PDF]

Bjerstedt, Ake, Ed. (1994). Education beyond Fatalism and Hate: Some Principles and Procedures in Peace-Related Educational Efforts. Educational Information and Debate 103. This small book presents six articles from the journal "Peace, Environment and Education," published by the Peace Education Commission. The articles have been chosen to give a broad range of illustrations of principles and procedures in peace-related education efforts in the 1990s. The contents are as follows: (1) "Education beyond Hate" (Morton Deutsch); (2) "Education beyond Fatalism and Impoverished Social Imagination: Are We Actively Listening to Young People's Voices on the Future?" (Francis P. Hutchinson); (3) "Peace Education across the Curriculum: Some Perspectives from New Zealand" (James Collinge); (4) "The Teaching of Conflict Resolution and Nonviolence in Australian Schools: A Context for Peace Education" (Max Lawson); (5) "Peace Education in Teacher Training: Some Examples" (Hanns-Fred Rathenow); and (6) "Conflict-Mitigation: Philosophy and Methodology" (Jan Oberg). (EH)… [PDF]

Brenes, Abelardo; Ito, Takehiko (1994). Peace Education: Perspectives from Costa Rica and Japan. Peace Education Miniprints No. 62. This publication explores the views of two present members of the International Peace Research Association: Abelardo Brenes and Takehiko Ito. Brenes and Ito answer 13 questions related to peace education issues in their individual interviews. Abelardo Brenes is a professor at the University of Costa Rica and a consultant to the University for Peace, and has coordinated the Central American Program for the Promotion of Human Rights and Peace Education. Takehiko Ito is an associate professor at Wako University in Tokyo (Japan), chairperson of the Committee on Research of Peace and Disarmament Education of the Japanese Scientists Association, and secretary of Japanese Psychologists for Peace. (Author/CK)… [PDF]

Renner, Christopher E. (1991). Using the Language of Justice and Peace: Integrating Peace Education into EFL Curriculum. The integration of peace education into the English-as-a-Foreign-Language (EFL) and English-as-a-Second-Language (ESL) curriculum is discussed. Peace education is designed to break the negative chain of violence in interpersonal and international relations, and offers learners humanistic approaches to difficult questions that may leave individuals feeling powerless over their lives. Three interconnected areas of peace education are noted: personal peace; peace in the human family; and peace with nature. These three areas are discussed, and approaches to curriculum development to incorporate them are described. Methods for adapting authentic materials for instructional use are also discussed, with specific suggestions for vocabulary enhancement and instruction of young learners. It is proposed that the instructor must have clear objectives and anticipate learner reactions and, optimally, network with other teachers to integrate the topic and critical thinking about it into other… [PDF]

Kirkegaard, Ane Marie √òrb√∏; Nat-George, Sisse Mari-Louise Wulff (2016). Fleeing through the Globalised Education System: The Role of Violence and Conflict in International Student Migration. Globalisation, Societies and Education, v14 n3 p390-402. This article connects directly to the globalisation of both education and conflict, and attends to the intersection between these phenomena, by focusing on conflict-induced student migration, an area, which has until recently been neglected in studies of higher education and migration, and peace and conflict research. The focus is on the very intersection of these research traditions in trying to understand how increasing globalised student migration is intertwined with the internationalisation of higher education and violent conflicts. The research on which this article is based was carried out at Malm√∂ University, Sweden. The focus is on mapping the linkages between violent conflicts and student migration, using a mixed methods design…. [Direct]

Yogev, Esther (2010). A Crossroads: History Textbooks and Curricula in Israel. Journal of Peace Education, v7 n1 p1-14 Mar. In Israel, changes in history teaching and the publication of new history textbooks in recent years triggered a stormy public controversy that went far beyond the content of the books themselves. The disputes over how history should be taught revealed the state of transition that had characterized Israeli society since the beginning of the 1990s. The perennial controversies over the history curriculum are actually a culture war over the "space of collective memory". This space is a battleground because it is here that the perception of normative identity and society's future image begin. There are many signs that Israel is beginning to turn away from the unifying memory imposed by the canonical Jewish-Zionist narrative when the State of Israel was first established as a sovereign entity; but, as the state celebrates its sixty-first anniversary, no other solid, bonding set of narratives has yet been constructed to take its place. This article seeks to show that… [Direct]

Johnson, David W.; Johnson, Roger T. (2006). Peace Education for Consensual Peace: The Essential Role of Conflict Resolution. Journal of Peace Education, v3 n2 p147-174 Sep. Peace education is a key for establishing and maintaining a consensual peace. Creating an effective peace education program involves five steps. First, a public education system must be established with compulsory attendance; all children and youth should attend so that students from the previously conflicting groups interact and have the opportunity to build positive relationships with each other. Second, a sense of mutuality and common fate needs to be established that highlights mutual goals, the \just\ distribution of benefits from achieving the goals, and a common identity. In schools, this is primarily done through the use of cooperative learning. Third, students should be taught the constructive controversy procedure to ensure they know how to make difficult decisions and engage in political discourse. Fourth, students should be taught how to engage in integrative negotiations and peer mediation to resolve their conflicts with each other constructively. Finally, civic values… [Direct]

Fielding, Michael (2014). Radical Democratic Education as Response to Two World Wars and a Contribution to World Peace: The Inspirational Work of Alex Bloom. FORUM: for promoting 3-19 comprehensive education, v56 n3 p513-527. A key contributor to the 1948 New Education Fellowship "The Teacher and World Peace" submission to UNESCO, Alex Bloom is one of the most remarkable pioneers of radical democratic education of the twentieth century. In many important respects, Bloom's internationally renowned work from 1945-55 at St George-in-the-East Secondary Modern School in the East End of London can be seen as an iconic example of education for peace. Wounded in World War I, a teacher and then head teacher between the two World Wars and during World War II, this article explores key aspects of his commitment to a form of democratic education that was both a response to two great conflagrations of the twentieth century and a contribution to the possibility of less destructive ways of living and learning together in the future…. [Direct]

Wulf, Christoph (1992). Education for Peace. Peace Education Miniprints No. 28. Education for peace is a process that must begin in the childhood of students and continue for the rest of their lives. Education for peace also is concerned with addressing the conditions that nurture violence and war and with seeking ways to change those conditions. Among the major themes of current peace education efforts are the aftermath of the Cold War, including the still existing threat of nuclear war; the North-South issue, including the southern hemisphere's deepening impoverishment; the problems posed by pollution and destruction of the environment; and the obstacles to the spread of human rights and social justice. Peace education also can be understood as a social learning process, including the development of individual skills such as empathy, and competence in communication. Thirteen items are suggested for further reading. (DB)… [PDF]

(1996). Malmo Peace Education Abstracts. Abstracts of Selected English-Language Reports Published 1992-1996 by the Malmo School of Education. Peace Education Miniprints No. 86. This pamphlet presents brief abstracts of selected English language reports and papers from the activities of the project group "Preparedness for Peace." For several years this project has carried out research and development work on peace education and related issues. The tasks have also included editorial work and publishing related to PEC (The Peace Education Commission of the International Peace Research Association). These abstracts, arranged alphabetically, are a result of this work from 1992-1996. (EH)… [PDF]

Parlett, Anna Lynn; And Others (1984). Peace Education: Icelandic Perspective. Social Studies Journal, v13 p47-56 Spr. Movements for peace are gaining strength and popularity in many countries. The aims and goals of peace education in Iceland are discussed. (RM)…

(1990). Stop and Think! Dialogue, Critical Thinking Skills and Creative Conflict Resolution in Peace Education. Peace Education Miniprints No. 5. An interview on peace education with Tom Roderick (interviewer: Ate Bjerstedt) of Educators for Social Responsibility is presented in this document. Educators for Social Responsibility is a national teachers' organization in the United States that offers programs and curricula that are intended to help young people become engaged in the world. The interview discussed Tom Roderick's background, the activities of Educators for Social Responsibility, and his thoughts on a number of areas that concern peace education. (DB)… [PDF]

Christie, Daniel J. (1991). The Measurement of Psychological Constructs in Peace Education. Peace education research typically is designed to evaluate the effects of a single lesson or a group of lessons (unit) on some attitudinal or learning outcomes. The current research was designed to evaluate a set of procedures for identifying a mix of peace education lessons that desirably impact on students. Three curriculum consultants were employed to review and rate more than 300 commercially available lessons in terms of the expected impact of each lesson on four psychological constructs: ethnocentrism, political efficacy, conflict resolution skills, and prosocial orientation. Subsequently, the most highly rated lessons for each construct were assembled into four curricula (units) and then field tested with a sample of 1,398 eighth through twelfth grade students. Students were assigned to one of the curriculum groups or to a no-curriculum control group. Measures of the four psychological constructs were administered in a pre-posttest fashion. Critical thinking, political… [PDF]

Bjerstedt, Ake (2003). Developing Preparedness for Peace: Objectives, Methods, Difficulties and Possibilities in Peace-Related Education. Peace Education Reports. Educators at the Malmo School of Education (Sweden) have carried out a series of studies within the area of school and peace. As an informal umbrella heading for the project group conducting such studies the term "Preparedness for Peace" has been used. The overriding aim of the group's work has been to increase knowledge (in a broad sense) about hindrances and possibilities in the school's work with global survival issues. This overview report collects notes about the work of the project group and the process they have been involved in. The report also presents some of the group's views on possible and fruitful ways of dealing with conflict and peace education that have resulted from the group's work (the product). It is divided into nine sections: (1) "Introduction"; (2) "What Is Preparedness for Peace? A Discussion about the Ambitions and Specific Objectives of Peace Education"; (3) "What Can We Do in School to Promote a Preparedness for… [PDF]

(1993). Peace Education: Reports and Miniprints from the Malmo School of Education, 1990-1992. No. 765. The project group "Preparedness for Peace" carries on research and development work on peace education and related aspects of the internationalization of school teaching. This miniprint lists reports and miniprints from this work published during the years 1990-1992. The list also includes reports and miniprints related to the work of PEC (the Peace Education Commission of the International Peace Research Association) published by the Malmo School of Education. (Author)…

Thelin, Bengt (1992). Education for Global Survival: Reflections Based on Some Swedish Experiences and Examples. Peace Education Miniprints, No. 33. This document which reviews peace education as the subject was presented in Sweden in the later 1980s. The paper argues for a stronger commitment to peace education and approaching the subject from the perspectives of the unique, the absurd, and the relevant. The contemporary era is unique in that humanity now possesses the means to reify apocalyptic myths about the end of the world. Absurdity is identifiable in the gross social inequalities that exist in the world. What is relevant, even central, to education is the future of humanity and the world. Peace education in Sweden sheds light on workable models and strategies. The Swedish National Board of Education (NBE) highlighted curricular areas in which such concepts as human rights and peace have a strong position. The NBE also published service material on peace education and cooperated with international peace organizations. It is unclear what programs will survive the NBE's replacement by the National Agency for Education…. [PDF]

Reardon, Betty (1982). Militarization, Security, and Peace Education: A Guide for Concerned Citizens. This guide provides a general introduction to the field of peace education, especially the problems of peace and security. Two purposes are to provide a deeper knowledge of the issues and to provide materials, documentation, and information about additional resources and organizations to aid in implementing a peace education program in the community. The guide is organized into an introduction, four study sessions, and one action-planning session. The introduction includes guidelines for organizing and conducting a study/action group. Information provided for each of the four study sessions includes a description of objectives and content to be covered in the session, a brief background reading and dilemmas, recommended readings, and questions to stimulate review, discussion, and action. Topics of the sessions are: Human Security: The Basis of a Peace System; National Security: The Dilemmas of the War System; Peace Education; Tools for Global Community Buildup; and The Goals of…