Bjerstedt, Ake, Ed. (1994). Education for Peace: A Conference Report of the Peace Education Commission of the International Peace Research Association (Malta, October-November 1994). Peace Education Reports No. 13. This report presents reviews of the sessions at a recent Peace Education Commission (PEC) of the International Peace Research Association meeting in Malta. The report is divided into five parts, with the first four parts containing examples of full-length papers within different content areas while the fifth part presents abstracts of additional papers. Part 1, "Principles," includes the following papers: (1) "The Role of Peace Education in a Culture of Peace: A Social-Psychological Analysis" (Michael G. Wessells); and (2) "Nonviolence in Education" (Ian M. Harris). Part 2, "Contexts," contains the following: (1) "Exploring Peace Education in South African Settings" (Valerie Dovey); and (2) "Australian Aboriginal Constructions of Humans, Society and Nature in Relation to Peace Education" (John P. Synott). Part 3, "Conflict Resolution," includes: (1) "Conflict-Resolution Skills Can Be Taught" (Benyamin… [PDF]

Fry, Todd (1986). \Communication Education and Peace Education: A Beginning.\. Communication Education, v35 n1 p75-80 Jan. Argues that secondary communication courses are a likely and promising forum for peace education. Offers ideas for content development. (PD)…

Calleja, James; Daffern, Thomas (1992). Peace Education: Perspectives from Malta and England. Peace Education Miniprints No. 25. 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 James Calleja and Thomas Daffern. James Calleja is executive director of the Foundation for International Studies at the University of Malta and coordinator of its peace education activities. Thomas Daffern is involved in various activities related to peace studies at the Institute of Education, University of London, as a teacher and as a researcher and development officer. (Author)… [PDF]

(1991). Preparedness for the Future–Preparedness for Peace: Reports and Miniprints from the Malmo School of Education. Peace Education Miniprints No. 9. A bibliography of reports and articles dated 1958-1990 concerning peace education is presented. These publications were written mainly in European languages between 1980 and 1990; an English translation of each title is included where necessary. The project group "Preparedness for Peace," which is responsible for the bibliography, carries on research and development work on peace education and related aspects of the internationalization of school teaching. (DB)…

(1990). Is It Right for a Teacher To Be Biased–Towards Avoidance of Violence and Environmental Damage? A Conversation on "Peace Education" and "Education for Peace" in a British Context. Paul Smoker and the Project "Preparedness for Peace." Reprints and Miniprints, No. 691. As part of the efforts of Sweden's Malmo School of Education's "Preparedness for Peace" project, this document presents a conversation with Paul Smoker. Smoker is director of the Richardson Institute for Conflict and Peace Research, University of Lancaster, England. He has a long history of involvement with peace research and peace studies. Smoker discusses his own background and the sources of his involvement in the peace studies movement. He explains how he interprets the term "peace education," how schools can teach the subject, and how British schools contribute to peace education. Smoker recounts his own military school background and how his interest in peace education set him apart from school colleagues. The paper includes notes about the interviewee, including a list of selected writings. (SG)… [PDF]

Nelson, Murray (1986). Peace Education: Personal Reflections Amid a Field of Research in School Curriculum. Peace education can be introduced into the curriculum through adoption or development of appropriate materials, networking, development programs at the local level, and workshops for educators, parents, administrators and the general citizenry. A status report on the integration of peace education into the curriculum completed in 1985 by Carole Hahn indicated that nuclear education was being taught in some classrooms. Hahn reported that educators saw a need for (1) quality teacher education in teaching nuclear issues; (2) a curriculum plan appropriate to the student's level of maturity; and (3) a sensible integration of nuclear themes into traditional curricula. Lowry Hemphill examined available materials and found that U.S. history texts had little or nothing on nuclear weapons and the nuclear arms race. Many of the available materials consisted mainly of a collection of worksheets and teacher lesson plans which failed to provide enough background information for students. Two…

Stomfay-Stitz, Aline; Wheeler, Edyth (2004). Meaningful Contexts for Peace Education. Childhood Education, v80 n3 p146 Spr. Many schools throughout the United States have mandated some form of character education, peace education, or conflict resolution. The Peace Education Network hopes to encourage an exchange of ideas about what schools and teachers are doing that works and doesn't work. An article in The Washington Post (Kalita, 2003) describing a newly adopted Character Education Day at a local high school indicated that the students found the lectures and skits presented that day to have little meaning for them. This column will suggest more effective ways to make such efforts meaningful and will offer practical resources….

Mester, Cathy Sargent; Troester, Rod (1990). Peace Communication: A Survey of Current Attitudes, Curricular Practice, and Research Priorities. Western Journal of Speech Communication, v54 n3 p420-28 Sum. Surveys the current relationship between speech communication education and peace education at the college level. Addresses attitudes toward peace education, actual teaching related to peace and peacemaking, and peace research priorities. Focuses on the diverse and often contradictory attitudes held by respondents. (KEH)…

Rathenow, Hanns-Fred (1994). Project Work in Teacher Training as Part of Peace Education. Peace Education Miniprints No. 58. The project oriented work of teacher training projects on peace educations leads the participants toward a common process of learning and experiencing. The two projects in this miniprint focus on street theater activities and international workshops. Four elements characterize the project-oriented work: (1) project on university level are dependent on cooperative planning, execution, and evaluation on an interdisciplinary basis; (2) projects should refer to social problems and to the future professions of the students; (3) the results should have an impact on the social surroundings (university, school, community); and (4) project work on social and political problems in the field of education have to be a part of applied peace education. Following descriptions of the street theater and the workshop projects, a list provides six international workshops on peace education that have been organized in Denmark (1982), Great Britain (1984), the Netherlands (1986), Germany (West Berlin,… [PDF]

Bjerstedt, Ake (1994). Peace Education–How? A Discussion of Steps and Measures To Be Taken. Peace Education Reports No. 11. This document discusses and documents the answers that 50 experts representing 22 countries gave to two questions: (1) Do you think it is at all possible for schools to contribute to a "peace education"? and (2) If so, what are some to the steps and measures to be taken that you think of first? Part 1 of the report attempts to summarize some major aspects of the answers, while part 2 gives a more detailed documentation of the interview areas in this area. The interviews had the character of relatively free conversation. The usual main questions were employed, but these main questions often had a very open character, the interviewer allowed and encouraged the respondents to converse in a natural manner. The group interviewed had a multifarious and usually long experience related to peace issues and peace education. The answers to the first question are rather brief probably because the interviewees are from a group of people who were chosen because of their interest in and… [PDF]

Rice, Marion J. (1972). Peace Education and the Rule of Law. Social Science Record, 9, 2, 34-38, Win 72. Peace education is defined and curriculum design suggested, with the major objective being to implement a rule of law among nations. (JB)…

Smith, David C. (1979). Conflict Studies and Peace Education. Prospects: Quarterly Review of Education, v9 n2 p170-76. Examines the recent growth of interest in conflict studies as a dimension of peace education and explores various ways of developing workable approaches to conflict studies. (DB)…

(1990). Quality Education for Citizenship, Complexity, Justice and Human Liberation: Two Perspectives on Peace Education: Kathleen Kanet, James P. Keen, and the Project "Preparedness for Peace." Reprints and Miniprints, No. 687. This document presents portions of two interviews on topics relating to peace education. Interviewees include Sister Kathleen Kanet of the Intercommunity Center for Justice and Peace, New York, and Professor James P. Keen, director of the Governor's School of Public Issues and the Future of New Jersey. Kanet describes a series of seminars for preparing teachers to instruct students on the subject of peace and presents her general views of peace education. Keen describes his background and explains what he perceives as the meaning of the term "peace education" and how he approaches the subject. He also examines differences in approaching the subject with older and younger students. An attached appendix includes an extract from the program description of the Governor's School on Public Issues and the Future of New Jersey. (SG)… [PDF]

Bjerstedt, Ake (1990). Education for Global Perspectives and Non-Violent Relations: A Selective Bibliography. Educational Document No. 100 = Undervisning for icke-valdsrelationer: Exemplifierande bibliografi. Pedagogisk dokumentation Nr. 100. This document presents a selective bibliography on education for global perspectives and nonviolent relations. The major emphasis is on recent books, reports, and articles in English or in the Scandinavian languages. The document groups the literature in seven content categories and presents introductory comments both in English and in Swedish. Items include: (1) examples of monograpahs and collections of papers explicitly dealing with peace education; (2) examples of shorter items explicitly addressing peace education; (3) examples of study materials or study guides on peace education; (4) books and articles dealing with such related topics as international understanding or global perspectives in schools; (5) examples of publications dealing with psychological aspects of war, peace, etc.; (6) examples of items dealing more generally with global survival; and (7) examples of Malmo School of Education research and development project reports on peace education topics. (SG)…

Okamoto, Mitsuo; Rowinski, Bogdan (1991). Peace Education: Perspectives from Japan and Poland. Peace Education Miniprints No. 22. The project groups "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. These interviews explore the views of Mitsuo Okamoto and Bogdan Rowinski. Mitsuo Okamoto is professor of peace studies at Hiroshima Shudo University and president of the Peace Studies Association of Japan. Bogdan Rowinski has been attached to a Youth Problems Research Institute in Warsaw, working with questions related to peace education, including beliefs about the future and attitudes to war and peace among young people. (Author)… [PDF]

Lauter, Paul, Comp. (1965). Teaching About Peace Issues. A Peace Education Kit. Various aspects of peace education are dealt with in this study kit which includes papers, talks, outlines for courses, reports on seminars, conferences and discussions, plans for workshops, classes, books, programs, information on resources available, and reading lists. The resource manual is arranged under the various headings of overviews, courses in pschology, sociology, humanities and education, sciences, interdisciplinary courses, public or adult education courses, total program for peace study, recent professional periodical references and follow up report. The scope is broad and covers areas relating to peace education such as international relations, disarmament, social problems, conflict, non-violence, culture, war prevention, ethnics, world problems, world peace, world politics and law. (SJM)…

Chinen, Marjorie; Elmeski, Mohammed (2016). Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peace Building. Society for Research on Educational Effectiveness American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with… [PDF]

Ben-Nun, Merav (2009). Respect, Recognition and Reconciliation: Emerging Models of Integrated Education in Regions of Conflict. ProQuest LLC, Ph.D. Dissertation, New York University. A comparative case study of integrated schools in two regions of conflict, this study addresses the potential and limitations of education to promote individual and societal processes of change and peace building. In modern societies, education is expected to play a central function in socializing young generations into their culture and the dominant societal narrative. In regions of conflict, this is most often done in segregated school systems that keep students from conflicting communities apart and ignorant of each other, education thus contributing to negative stereotypes and ongoing hostilities. Integrated schools in Northern Ireland and Israel challenge the conventional educational systems in these regions. By bringing conflicting communities – Catholic and Protestant in Northern Ireland, and Arab and Jewish in Israel – together into a school to study and work, integrated schools intend to raise an awareness of the other communities' narratives and aspirations and to promote… [Direct]

McFarland, Sonnie (1999). Nurturing the Peace Flower: A Model for the Science of Peace. Montessori Life, v11 n1 p31-35 Win. Describes the "Flower of Peace" model for peace education as embedded in the Montessori educational approach, focusing on self-awareness, community awareness, cultural awareness, and environmental awareness. Maintains that the adult is the single most important factor in educating children for peace. Includes resources for peace education. (KB)…

Brock-Utne, Birgit (1996). The Challenges for Peace Educators at the End of a Millennium. International Journal of Peace Studies, v1 n1 p37-55 Jan. Analyzes two questions: challenges for peace educators and goals of peace education at the end of the millennium. Discusses the meaning and content of peace education and methods of teaching peace studies. Argues for increased multicultural awareness, envisionment of peaceful alternatives to present society, and increased racial and gender equality. (DSK)…

Kupermintz, Haggai; Salomon, Gavriel (2005). Lessons to Be Learned From Research on Peace Education in the Context of Intractable Conflict. Theory Into Practice, v44 n4 p293-302. Recent research on peace education entails important practical lessons about educational work in regions of intractable conflict. Peace education in this context must deal with collective narratives and deeply rooted historical memories and societal beliefs. Research findings from a series of studies with Israeli and Palestinian students and teachers demonstrate the challenges of attaining durable and worthwhile effects through educational activities: short-term benefits may erode over time, ongoing violence and hostility may block attempts to understand the opponent's perspective, and power and status asymmetries may dictate incompatible agendas or prohibit a mutual common ground for constructive interaction. At the same time, these studies offer several promising directions to enhance the potential of carefully designed peace education programs. Such programs are likely to foster participants' ability to acknowledge the adversary's collective narrative, engage in constructive… [Direct]

Bjerstedt, Ake, Ed. (1991). Articles on Peace Education: A Selective Bibliography. Peace Education Miniprints No. 14. This miniprint lists examples of journal articles and chapters in edited books explicitly dealing with peace education. The major focus is on materials in English, German, and the Scandinavian languages from recent years. (Author)…

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1996). Integration of Peace Education into Multicultural Education/Global Education. This paper presents the view that prevailing resentment against new immigrants and other ethnic minorities has clarified for many educators the need for teaching all students skills to resolve conflicts and reduce violence in schools. The paper advocates that peace education be integrated with multicultural education as a way for students to learn these skills, and elaborates on a multidisciplinary approach to the integration of peace education, including links to psychology and political science. On the premise that a long-term approach to developing peacemakers and conflict resolvers is necessary, as less than half of short-term violence prevention programs have claimed to reduce violence, the paper presents an action plan which includes several approaches: (1) integration of human rights education into the social studies curriculum; (2) enhancement of classroom management/discipline systems that blend cultural diversity with peace education and conflict resolution; and (3)… [PDF]

Vaideanu, George (1986). The Promotion of Peace Education in Higher Education Curricula. Higher Education in Europe, v11 n1 p86-94. Education for peace and international cooperation cannot be confined to a single discipline, but should be interdisciplinary and central to the university curriculum. Although UNESCO has begun development of a pedagogy of peace, other international organizations focusing on peace education need coordination to be effective. (MSE)…

Bjerstedt, Ake (1994). Peace-Related Education in Schools – Then and Now. Fifty Experts Look Back on Their Own School and Evaluate the Present Situation in Their Country. Educational and Psychological Interactions No. 117. The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies various prerequisites for peace education in school and various possibilities of carrying out peace-related activities at different school levels. A broad goal is to increase knowledge of possible ways of helping children and young people to deal constructively with the issues of peace and war. As a part of that work, viewpoints are collected via interviews with people who have worked with peace education issues theoretically and practically. In this report, answers related to the "then and now" aspect of peace-related education in schools are dealt with. On the one hand, were there some aspects in the interviewees' old schools that might be considered attempts at peace education? On the other hand, do they believe that schools in their own country, as they know them today, contribute to peace education? Answers to these questions from 50 experts representing 22… [PDF]

Bogart, Louise; Slaughter, Helen (2001). Peace Education in Two Elementary Classrooms with Diverse Students. This paper describes a case study in which two teachers attempted to bring peace education to their classrooms. To date, the most prevalent approaches to peace education center on a curriculum or a program. The two teachers rejected such curricula and programs in favor of an approach that emphasized the importance of the environment in developing and nurturing positive behaviors and preventing negative ones, predicated on the assumption that "children learn what they live." Their approach to peace education was through an environment focused on relationships, i.e., how people interact with one another and with nature. The teachers in this study were overt in their efforts to deal with power relationships within their classrooms. Hierarchical structures were adjusted to give children a real and on-going voice, time structures were altered to provide children with choice, and grouping was heterogeneous to take advantage of the cultural diversity that existed in both… [PDF]

Buckalew, M. W., Ed. (1979). Peace Education: Opening the Classroom Door. Opening Education for Children and Youth, v6 n3 Spring. This collection of articles on peace education includes course descriptions, examples of student writing, lists of resources and class activities, research on children's and adolescents' thinking about peace, and essays on humanistic education and research trends in peace studies. The various articles are directed at differing age levels, ranging from preschool to adults. \Peace Education: The Challenge of our Times\ provides a general description of the teaching goals and activities of an elementary teacher and a high school teacher, and includes samples of student work and student evaluation of the course. \Global Education\ describes a preschool and kindergarten curriculum focused on the customs and traditions of foreign countries. \Creative Ways to Encourage Group-Building\ describes group activities used in workshops with children aged 7 through 13 to foster cooperation, communication, affirmation, and conflict resolution. \Let's Listen To Our Children and Youth\ describes the…

Daniel, Marie-France; Doudin, Pierre-Andre; Pons, Francisco (2006). Children's Representations of Violence: Impacts of Cognitive Stimulation of a Philosophical Nature. Journal of Peace Education, v3 n2 p209-234 Sep. The ultimate goal of peace education is \to minimise and eventually eliminate various forms of violence through consciousness raising, vision, and action\ (Brantmeier, E. (2003) Peace Pedagogy: exposing and integrating peace education in teacher education. Paper presented at the \Association for Teacher Educators\ meeting, p. 6). Our position is that we should invest in peace education and prevention of violence by helping preschool children develop cognitive competencies. One of the aspects of cognitive development explored in this text regards children's social representations (SR) of violence. Indeed, a number of psychologists have demonstrated that SR serve to regulate behaviors in relation to social norms, and that a change in a person's SR influences her or his judgments and actions. This study consists of descriptions of children's SR of violence, verifying whether these SR are stable or dynamic at the ages of five and six years, and whether children are or are not stimulated… [Direct]

Pickens, Jeffrey (2009). Socio-Emotional Programme Promotes Positive Behaviour in Preschoolers. Child Care in Practice, v15 n4 p261-278 Oct. This study evaluated an early childhood socio-emotional programme aimed at promoting preschooler's social skills and reducing behaviour problems. The Peace Education Foundation (PEF) socio-emotional development programme was provided in English and Spanish to preschool teachers, parents and children in Miami, Florida. The programme instructs teachers and parents how to use activities and "I-Care Rules and Language" to encourage empathy and fair play, express feelings, avoid conflict, manage anger and interact more positively with others. Teachers and parents of preschoolers participated in PEF's "Creating Caring Children" and "Peacemaking Skills for Little Kids" training. The Preschool and Kindergarten Behaviour Scale (PKBS-2) was used to assess 246 preschoolers' behaviour changes over time at preschools participating in the PEF programme, compared with 50 children from a matched group that did not receive the programme. Children's PKBS-2 scores showed… [Direct]

Bretherton, Diane; Weston, Jane; Zbar, Vic (2005). School-Based Peace Building in Sierra Leone. Theory Into Practice, v44 n4 p355-362. This article describes the development of a peace education project, including the Peace Education Kit, in schools in Sierra Leone. The program, initiated by the World Bank, has involved working partnerships between local and international agencies and provides a case study of how schools can work with the community to contribute to a national peace-building effort. The project is based in peace theory and the materials developed are integrated into the school curriculum. The approach taken is one of capacity building-working with teachers, workers from nongovernment organizations (NGOs), and mentors. Some of the issues that affect peace education in a postconflict situation, including trauma and religion, are discussed…. [Direct]