Berlowitz, Marvin J. (1994). Urban Educational Reform: Focusing on Peace Education. Education and Urban Society, v27 n1 p82-95 Nov. Assesses the current educational-reform movement through an examination of the effectiveness of peace education and conflict resolution programs in urban schools. The current reform movement is seen as based on assumptions that ignore the structural crisis in the U.S. economy, use as their baseline data a standard of education excellence from a Golden Age that never existed, and ignore our nation's failure to achieve egalitarian reform. (GLR)…

Weil, Pierre (1990). The Art of Living in Peace: Towards a New Peace Consciousness. This report summarizes the peace research and curricula that have proved to cause a deep change in the attitudes and behavior of the human being. The document focuses on the last 40 years with the work of the United Nations and UNESCO. It is designed for adults and is dedicated to peace education and peace educators. There are three modules in the report. Module 1 addresses: (1) General considerations concerning the method used in this document; and (2) The method of education. Module 2 contains: (1) General introduction; (2) A fragmentary vision of peace; (3) Peace considered as an external phenomenon from man; (4) Peace as an inner state or as state of spirit; (5) A holistic vision of peace; (6) The fragmented vision of education; (7) The holistic vision of education; (8) Towards a holistic vision of peace education; (9) Bibliography notes and references; and (10) Method of education. Module 3 includes: (1) Required conditions for a peace educator; (2) The process of destruction… [PDF]

Duhon-Haynes, Gwendolyn; And Others (1996). Peace Education: Enhancing Caring Skills and Emotional Intelligence in Children. Teacher education programs are rapidly changing to ensure that pre-service teachers are well prepared to successfully conquer the critical issues they will encounter in K-12 public schools. The major issue influencing teaching and learning is school violence and the lack of a sense of peace and caring in educational institutions. The educational system provides an excellent opportunity for adults and children to explore and practice mutuality and reciprocity of respect and caring. Peace education refers to a non-authoritarian educational process that is compatible with peace and avoids all structural violence. A model for implementing Peace Education in the kindergarten through third grade curriculum as an effort to teach caring skills in elementary school is presented. The model addresses concepts related to peace and caring such as: (1) The meaning of peace and caring; (2) Peace and caring enhancing healthy families; (3) Peace and caring as a tool for positive relationships; (4)… [PDF]

Swee-Hin, Toh (1993). Education for Justice, Environmental Care and Cultural Solidarity: A Holistic Conception of Peace Education. Peace Education Miniprints No. 46. 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 to Toh Swee-Hin of the University of Alberta, Canada. A Malaysian by nationality, Toh Swee-Hin has worked with peace and development educators in many countries, including Australia, the Philippines, and Canada. He is a prolific writer and supervised a number of theses and dissertations in the fields of peace and development education. (Author)… [PDF]

Burns, Robin; Weber, Thomas (1995). Gandhi and Freire on Campus: Theory and Practice in Tertiary Peace Studies Programs. Peace Education Miniprints No. 76. Over the past 20 years, the formal study of peace at universities and colleges has become an option available to many students. The development of such peace studies programs is diverse. There are a variety of theoretical and ideological/philosophical approaches to peace. However, how to develop a course that is theory-based, and to compare different theoretical orientations, has not been explored a great deal. Taking up that challenge, this paper looks at two instructors who have been responsible for a peace studies program, one through taking on and transforming an existing interdisciplinary undergraduate course and the other through developing a peace education course within a graduate education program. The ideas that inspired each educator are presented. Paulo Freire and Mahatma Gandhi, whose work for justice and social change, are featured. This paper finds that a dialogue that develops the ideas, key concepts, analyses, and actions of Gandhi and Freire (within contemporary… [PDF]

Freedman, Sarah Warshauer; Hughson, Holly; Weinstein, Harvey M. (2007). School Voices: Challenges Facing Education Systems after Identity-Based Conflicts. Education, Citizenship and Social Justice, v2 n1 p41-71. We describe our research on the role of education in the social reconstruction of countries after mass conflict. Our studies focus on the voices of those least heard in the discourse–teachers, students, administrators and parents. We examine schools in four societies that experienced profound violence, ethnic cleansing and genocide during the 1990s–Croatia, the UN-administered province of Kosovo in Serbia-Montenegro, Bosnia and Herzegovina and Rwanda. We question the assumptions that underlie current practice such as a narrow focus on emergency interventions, conflict resolution, peace education and textbook reform. Societal repair must involve a comprehensive set of interventions that recognizes the integrated nature of a society's institutions. Schools are a unique component of building a long-term future. (Contains 9 notes.)… [Direct]

Langer, Howard; Sievert, William A. (1973). The Postwar Pursuit of Peace Studies. Saturday Review: Education, 1, 4, 38-40, Apr 73. The war in Vietnam created a new curriculum on peace education. The new courses, known also as Peace Studies, take an interdisciplinary approach combining sociology, history, philosophy, morality, economics, futuristics, and political science. (DS)…

(1982). International Consultation on Peace Education with a View to Preparing a Manual for the Parents and Teachers of Pre-School Age Children: International Centre for Educational Research (Sevres, France) 17-21 May 1982. International Understanding at School, n44 p9-10. The contents of a manual for peace education, intended primarily for the parents and teachers of preschool children, is outlined. The manual outline was prepared as the result of an international meeting sponsored by the World Organization for Early Childhood Education in France in May 1982. (RM)…

Hinitz, Blythe (1995). Educating Young Children for Peace. ERS Spectrum, v13 n4 p22-27 Fall. Reviews historical and currently available literature and resources on education for peace. Peace education is enhanced by a comfortable, stress-free classroom environment and by literature-based, creative-arts, compassion-building, and conflict-resolution activities. The teacher is the key element in creating the environment and modeling prosocial behavior and peaceful attitudes. (46 references) (MLH)…

Zola, Jaye; Zola, John (1985). Peace and Nuclear War. ERIC Digest No. 21. This ERIC Digest examines the nature of peace and nuclear war education, rationales for its inclusion in public school programs, and ways to deal with the controversial nature of the topics. A distinction between peace education and nuclear war education is followed by a description of four basic themes offered as a rationale for peace and nuclear war education: peace and nuclear war education are appropriate content for developing capable, thinking, competent young adults; peace and nuclear war-related content are highly relevant in today's world; openly addressing and confronting psychological concerns of young people regarding nuclear war with information and appropriate pedagogy can help young people cope with these concerns; and by addressing peace and nuclear issues, teachers can prepare young adults for participation in the nation's democratic institutions by helping them make decisions regarding leaders and policy. Challenges for dealing with the controversial nature of… [PDF]

Bjerstedt, Ake, Ed. (1990). Perspectives on Peace Education: Interviews with Experts from Fourteen Countries. Educational Information and Debate. 89. The project group, Preparedness for Peace, at the Malmo School of Education in Sweden studies ways of helping children and young people deal constructively with questions of peace and war. As part of this work, the project collects viewpoints on the role of schools in pursuit of "peace preparedness." A number of experts with special interest and competence in areas related to peace education are interviewed. This book presents conversations with 14 individuals, representing 14 different countries and a variety of professional backgrounds. (Author)…

Bjerstedt, Ake (1993). Peace Education Approaches among Younger and Older Students in Schools. Peace Education Reports. No. 8. This report used data from an interview study with international experts to examine the extent that peace education is relevant at various ages and to look at how the age of pupils affect the design of a pedagogy for peace. The two parts of the report provided replies from 50 experts representing 22 countries. Part 1 attempts to summarize major aspects of the relationship of age level to education for peace. In several cases, the interviewees made general comments claiming that in actual fact, age differences were of considerably less importance than imagined. Some interviewees emphasized the fact that little is known in the area. Part 2 provides detailed documentation of the 50 interview answers. (CK)… [PDF]

Kealey, Robert J., Ed.; Reck, Carleen, Ed. (1985). Directions for Justice/Peace Education in the Catholic Elementary School. This booklet is designed to help educators in Catholic schools integrate the teaching of justice and peace education into the elementary school curriculum. Chapter I deals with the nature of justice and peace education, its basis in Catholic teaching, special considerations for teachers, the need to begin such teaching in elementary schools, and the need for a global approach. Chapter II deals with implementing faculty development and includes suggestions for inservice education and faculty development resources. Chapter III is divided into two sections, one dealing with curricular approaches and the other with special opportunities. Curricular approaches include the addition of subjects, units, or lessons; the infusion method, which concentrates on student activities; and the integration approach, which includes opportunities for justice and peace activities throughout the school's activities. Special opportunities include teachable moments; awareness activities such as worship,… [PDF]

Burns, Robin; Swee-Hin, Toh (1989). Educating for Peace: The Australian Experience. Convergence: An International Journal of Adult Education, v22 n1 p61-74. The many facets of the peace education movement in Australia include (1) development education, which focuses on inequities in the global economic structure; (2) demilitarization and disarmament; and (3) conservation of the environment. (SK)…

Bjerstedt, Ake (1993). Second-Order Learning and Education for Peace: Eva Nordland and the Project "Preparedness for Peace." Peace Education Miniprints No. 54. This interview explores the views of Eva Norland, an educational researcher and peace activist. A discussion of peace education examines definitions, school contribution, age levels, teacher training, and instructional approach. Eva Norland offers her opinion on the concept of peace from environmental development, solidarity work, human rights, and disarmament perspectives. Brief background notes and a nine-item list of selected publications of Eva Nordland follow the interview. (CK)… [PDF]

Boulding, Elise (1982). The U. S. Academy of Peace. Teachers College Record, v84 n1 p192-98 Fall. Legislation proposing the establishment of a new federal academy for peace education and research is now pending before the United States Congress. The academy would provide training in conflict-resolution through nonmilitary methods. (PP)…

Osler, Audrey; Starkey, Hugh (2018). Extending the Theory and Practice of Education for Cosmopolitan Citizenship. Educational Review, v70 n1 p31-40. In 2003, citizenship education had recently been introduced to the national curriculum for England, and the model adopted was proving to be influential in a variety of settings worldwide. We sought to challenge a nationalist version of citizenship education by proposing "education for cosmopolitan citizenship" arguing for citizenship learning founded in human rights, that recognises and builds upon cosmopolitan values at all scales. Building upon David Held's theories of cosmopolitan democracy we examined research data from young people living in communities characterised by diversity. We characterised them as emergent cosmopolitan citizens, who were negotiating daily their multiple loyalties and belongings. Nearly two decades later, many people are less optimistic about the global political climate. In the face of economic difficulties, demographic change and uncertainties, some welcome authoritarian and populist leaders whose rhetoric suggests easy solutions to complex… [Direct]

Sutton, Eve (1990). Peace Education Needs You: Finding Your Niche as a Peace Educator. Educators have a responsibility to promote peace. The goals of peace education include disarmament, the prevention of war, progress toward cultural pluralism, and the development of inner peace. Concerns about peace should not be limited to the idealism of children, but must extend to the educator, a person who holds great potential to influence the lives of young people by example. Ways of bringing peace to the classroom are suggested. A list of resources concludes the document. (DB)…

Bjerstedt, Ake (1996). Six International Conferences of PEC (The Peace Education Commission). Peace Education Miniprints No. 87. This pamphlet offers an overview of five larger reports in order to facilitate the process of locating contributions originating from five peace conferences between 1990-1994. The Peace Education Commission (PEC) arranged five conferences in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary) and Valletta (Malta). A conference report for each conference was published in which the contributions are presented either in full-text or summary form. The full reports were previously published by the Malmo School of Education, University of Lund (Sweden). This guide facilitates reference to contributions in peace-related education during this time. In order to update the information, the contributions at the latest 1996 PEC conference in Brisbane (Australia) have been added, although no conference report references have been made yet. Part 1 contains an introductory description and some comments relevant to the topic. Part 2 is the guide to the pamphlet with the… [PDF]

Stomfay-Stitz, Aline; Wheeler, Edyth (2007). Ten Years of Working Together for Peace: Hope Is Our Message. Childhood Education, v83 n3 p162-F Spr. As the authors began to think about this issue's Peace Education/Conflict Resolution column, they realized that their network has been going for 10 years. Their goal has been to bring together professionals in their field to learn from one another and carry the wisdom of each other into their practice on behalf of a more peaceful world. Hearing from many of the people about their experiences and resources, the authors hope that they are meeting their goals. This issue's column also gives them an opportunity to look at what has happened over the past 10 years in the lives of children and families, in their own lives, and in their schools, communities, and the world. In this column they continue to report on peace efforts that reflect a growing sense of otherness. (Contains 4 online resources.)…

Charnofsky, Norene M. (1987). Global Education Resource List. Global education refers to efforts to cultivate in young people a perspective of the world which emphasizes the interconnections among cultures, species, and the planet, and this bibliography was designed to help educators bring about this understanding. Curriculum guides for world citizenship, materials containing learning activities for peace education, and a resource book to enhance understanding of the world economic situation are offered here. Materials for teaching the cultures of other lands, world economic development, and map skills, as well as resources pertaining to peace education stories for young children and pen pals for peace activities are described. Atlases, charts, and maps of humanity's march toward peace are among the available activities. Materials appropriate for educational levels from kindergarten through the secondary grades are featured. Addresses for ordering materials are included. (SM)… [PDF]

(1983). News of Projects in Associated Schools. International Understanding at School, v45 p23-33. Brief descriptions of school projects undertaken by countries participating in Unesco's Associated Schools Projects are provided. Project topics vary and include international education, environmental education, peace education, community aid, children's rights, world problems, and human rights. (RM)…

Gross, Richard E. (1975). Social Studies Imperatives in the Next Decade. Social Studies Review, 14, 4, 16-23, Spr 75. Socio-civic elements basic to society are the imperative for a social studies program emphasizing process skills, human understanding, cultural goals, population problems, environmental protection, peace education, political responsiveness, interdisciplinary approaches, futures, and globalism. (Author/ND)…

Ali Altikula√ß (2024). Thought of War and Literacy of Peace: A Comparison between US and Turkey. International Journal of Education and Literacy Studies, v12 n2 p172-180. The main purpose of this research is to comparatively examine the views of social studies teacher candidates in Turkey and the USA towards war and peace, and to reveal the similarities and differences. In parallel with the increasing violence and wars in the world, literacy of peace has become a concept that attracts more and more attention. Each country includes war and peace issues in its curriculum in different ways. Literacy of peace has become one of the basic elements of citizenship education in democratic societies. Social studies is one of the most powerful components of citizenship education. In the social studies course, while trying to raise patriotic individuals by teaching about the wars of the past, they are also trying to raise democratic citizens who have gained peace awareness. The research is a descriptive study in which quantitative and qualitative research methods are used together. As a quantitative data collection tool, The Attitude Inventory Regarding Peace and… [PDF]

(1992). Enemy Images, Developmental Psychology, And Peace Education. Peace Education Miniprints No. 29. Petra Hesse and the Project "Preparedness for Peace.". An interview on peace education with Petra Hesse, of the Center for Psychological Studies in the Nuclear Age (Cambridge, Massachusetts), is presented. The Center for Psychological Studies in the Nuclear Age was founded out of a concern about children's fears of the future and the risks of nuclear war. Petra Hesse coordinates a research project on children's and adolescents' images of the enemy and is interested in an integration of education for media literacy for multicultural awareness and for creative conflict resolution. (Author)… [PDF]

Calleja, James, Ed. (1995). International Education and the University. This collection of 15 essays discusses the integration of international education into higher education, focusing on the role of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and specific international education programs and activities at various institutions. Essays include: (1) "UNESCO's Approaches to Prompting International Education at the Level of Higher Education" (Dumitru Chitoran and Janusz Symonides); (2) "UNESCO Associated Universities Project" (Bernd Hamm); (3) "International Education: A Common Direction for Our Future" (James Calleja); (4) "An Institutional Framework for International Education" (Marlene Saliba); (5) "Peace Education: A World Perspective for the 1990s" (Ake Bjerstedt); (6) "Peace Studies in the United States at the University and College Levels" (Ian M. Harris); (7) "International Education and Higher Education in Brazil" (Brazilian National Commission…

Bouwsma, Maria, Ed.; Dubock, Linda, Ed.; Munstermann, Ulrich, Ed.; Rot, Karen, Ed.; Williams, David L., Ed. (2001). The Voice of THIMUN Youth: Action Papers of the Annual Session (1st, The Hague, Netherlands, January 21-26, 2001). This document contains action paper reports from an international youth assembly that was held to enable young people from around the world to discuss a variety of social and economic issues and develop a common vision and plan of action. The report by the Committee on Youth Employment and Education examines the current state of education, its impact on employment, vocational education, and needed support systems. The report by the Committee on Water and Life discusses strategies for increasing awareness of the need to protect water resources and possible policy solutions to critical environmental problems. The report by the Committee on Peace and Justice considers the following topics: the need for formal and informal peace education; potential peace education programs; and possible roles for teachers and the media in peace education. The report by the Committee on Health and Social Development explores possible strategies for preventing and controlling HIV/AIDS, drug abuse, and… [PDF]

Adibe, Nasrine, Ed.; Stone, Frank A., Ed. (1976). Proceedings of an International Conference on Expanding Dimensions of World Education (Hacettepe University, Ankara, Turkey, June 21-24, 1976). Educators, politicians, and members of international organizations shared concerns, ideas, and experiences in the area of expanding dimensions of world education at this international conference. Three major topics focused on illuminating global concerns and potentialities. Topic I, education for development, was discussed by eight authors whose subjects ranged from science and vocational instruction to presentation of a model for university entrance in developing countries. Topic II focused on multicultural education. Nine participants discussed subjects such as racial attitudes, children's perceptions of international relationships, cultural pluralism, and the women's movement in world education. Education for world peace and justice, the third topic area, was discussed by four conference participants. Discussion focused on a systems approach to conflict management, conflict resolution, the value of peace studies, and practical applications of peace education. Workshop reports and… [PDF]

Kevin Kester; Nicki Gerstner; Rira Seo (2024). Prefigurative Pedagogies for Working toward Peace and Justice in Changing Times: Insights from Korea. Journal of Peace Education, v21 n1 p108-133. This study examines the contribution of university educators toward prefiguratively creating tomorrow today in the higher education classroom. Educators often teach for peace and social justice through a variety of normative pedagogical frameworks. Yet, this linkage of pedagogy and prefigurative politics in university classrooms is frequently under-examined. Moreover, such research has not yet been conducted within the context of Korea. Hence, this paper investigates — through a qualitative case study methodology — the varied approaches to pedagogy for social change in Korean universities today, including but not limited to: (a) democratic pedagogy, (b) critical pedagogy, (c) peace and social justice pedagogy, and (d) decolonial pedagogy. The paper examines these intersectional pedagogies through the lens of prefigurative politics, which is understood as a form of praxis that attempts to (re)construct through education a more just society. Findings indicate challenges and… [Direct]

Fava, Viviane; Gorki, Maxime (1986). Draw Me a Picture of Peace–From the School to the Community. International Understanding at School, spec suppl n1 p23-26. Offers a broad array of activity ideas derived from the peace education program of the Gorki Nursery School in Nanterre, France. Includes activities about human rights that focus on topics such as freedom, a healthy environment, peace, and the right to be different. (JDH)…