n/a (2005). Teaching Peace in Fearful Times. Alliance for Childhood This brief statement advocates educating children for peace rather than violence, addressing the marketing of toys for violent play which have become more popular since the terrorist attacks in 2001. The statement is an introduction to a related publication, \Ten Steps for Peace Education.\… [PDF]

Barliba, Dan Mihai (1984). Youth and Peace. Prospects: Quarterly Review of Education, v14 n2 p223-30. The complex and dynamic relationship of youth and peace is examined, educational priorities regarding peace education of youth are discussed, and characterisitcs of youth movements for peace and disarmament are described. Peace is one of the main priorities expressed by the themes of International Youth Year 1985. (RM)…

Iram, Yaacov, Ed.; Wahrman, Hillel, Ed. (2003). Education of Minorities and Peace Education in Pluralistic Societies. This collection of papers provides an international perspective on minorities and peace and on the relationship between these two issues in education. The 14 papers are: (1) "Education of Minorities: Problems, Promises, and Prospects–An International Perspective" (Yaacov Iram); (2) "Cultural Recognition or Social Redistribution: Predicaments of Minority Education" (Gita Setiner-Khamsi); (3) "Multiculturalism and Civic Education in a Globalizing Economy" (Martin Carnoy); (4) "What Should Be the Foundations of Peace Education?" (Chadwick F. Alger); (5) "Education for Peace: Concepts, Contexts, and Challenges" (Lennart Vriens); (6) "Can Educational Improvement Equalize Minority Economic Opportunities? The Case of the United States" (Martin Carnoy); (7) "Cultural and Religious Minority Education in France: Limits to Diversity and Equality" (Leslie Limage); (8) "Recognizing and Educating Religious Minorities in…

DeVitis, Joseph L., Ed.; Yu, Tianlong, Ed. (2011). Character and Moral Education: A Reader. Peter Lang New York Against a formidable national discourse that emphasizes academic standardization, accountability, and high-stakes testing in educational policy, "Character and Moral Education: A Reader" seeks to re-introduce and revive the moral mission of education in public conversation and practices in America's schools. With contributions from a prominent array of scholars and practitioners, the book critically analyzes moral education, broadly defined as both an academic field that attempts to develop moral human beings, and as a principled discourse aimed at creating ethical educational policies and practices. With theoretical rigor and practical wisdom, this volume offers diverse and cutting-edge scholarship on character and moral education in 21st-century schools. This timely and important book will appeal to all those concerned with both the ethical well-being of today's students, and the school's responsibility to prepare individuals to lead moral lives in the future. This book… [Direct]

Johnson, David W.; Johnson, Roger T. (2005). Essential Components of Peace Education. Theory Into Practice, v44 n4 p280-292. Peace education is a key for establishing a consensual peace and maintaining it over time. There are 5 essential elements in building a lasting peace through education. First, a public education system must be established that has compulsory attendance for all children and youth, integrated so students from previously conflicting groups interact with one another 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 must be taught the constructive controversy procedure to ensure they know how to make difficult decisions and engage in political discourse. Fourth, students must be taught how to engage in integrative negotiations and peer mediation to resolve their conflicts with each other… [Direct]

Passow, A. Harry (1989). Designing a Global Curriculum. Gifted Child Today (GCT), v12 n3 p24-25 May-Jun. The article provides a rationale for providing gifted students with a global curriculum with such components as: peace education, cross cultural studies, thinking skills, human problems, ethics, emerging concepts, future studies, networking with students from other nations, and active problem solving. (DB)…

Bjerstedt, Ake (1996). What Have Peace Education Commission Papers Dealt with in the 1990s? Comments on a Guide to Five Conference Reports. Reprints and Miniprints, No. 857. Five international conferences were held during the 1990s by the Peace Education Commission, a semi-independent subgroup of the International Peace Research Association. The conferences were held in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary), and Valletta (Malta). This document is a brief commentary on the topics covered by the 124 papers presented at these conferences. Nineteen specific papers are mentioned in the commentary. (EH)… [PDF]

Thaman, Konai Helu (2008). Nurturing Relationships and Honouring Responsibilities: A Pacific Perspective. International Review of Education, v54 n3-4 p459-473 Jul. This essay contributes a Pacific Islands perspective to the global discussion of "Living Together: Education and Intercultural Dialogue". Through poetry and prose, this essay traces the impact of the Tongan concept of "vaa" (values/valued relationships) on learning and language. By invoking UNESCO's mandate to build peace through education, the concept of "vaa" is shown to be a key to promoting peace. The challenges and prospects of nurturing peace through international cooperation in education are discussed with examples drawn from the Pacific. Specifically, Tonga's social and linguistic histories provide avenues for interpreting Pacific educational ideals in relation to Western concepts of knowing and learning. Reflection on cultural literacy in the Pacific context raises deeper questions about the role of educators when working interculturally. Lessons to be learned include the oft-quoted maxim that educators must first learn about their own culture… [Direct]

Webster, R. Scott (2011). Must Dewey and Kierkegaard's Inquiry for World Peace Be Violent?. Educational Philosophy and Theory, v43 n5 p521-533 Jul. Amongst the many aims of education, surely the pursuit of global peace must be one of the most significant. The mandate of UNESCO is to pursue world peace through education by primarily promoting collaboration. The sort of collaboration that UNESCO endorses involves democratic dialogue, where various persons from differing backgrounds can come together, listen, negotiate and discuss possible ways in which peace might be pursued. While this sort of democratic dialogue with its associated free intellectual inquiry is more readily acceptable for issues dealing with problems in the realm of physical nature, it is not so easily tolerated in the realm of ethics and values. Indeed inquiry into the realm of ethics by Kierkegaard has been described by Levinas to be a form of violence. Similarly John Dewey's work has been included in a list of the ten most harmful books by some conservatives in the United States because he promoted inquiry into morals and religion. Dewey argued against the… [Direct]

Feuerverger, Grace (1997). An Educational Program for Peace: Jewish-Arab Conflict Resolution in Israel. Theory into Practice, v36 n1 p17-25 Win. Describes an encounter session at a School for Peace Workshop designed to teach peace and conflict resolution to Jewish and Palestinian adolescents in Israel. The workshop illustrates the importance of listening sensitively to the voices in conflict in order to develop valued modes of peace education and conflict resolution. (SM)…

Tephly, Joan (1985). Young Children's Understanding of War and Peace. Early Child Development and Care, v20 n4 p271-85. Prekindergarten, kindergarten, and first-grade children were asked eight questions to assess their understandings and attitudes about war and peace. An attitude of rejection of war existed at these ages, increasing with age and stronger for females. Implications of this study for peace education curricula are discussed. (Author/DST)…

Salomon, Gavriel; Shechter, Hava (2005). Does Vicarious Experience of Suffering Affect Empathy for an Adversary? The Effects of Israelis' Visits to Auschwitz on Their Empathy for Palestinians. Journal of Peace Education, v2 n2 p125-138 Sep. Empathy for the adversary is part of peace education. Does the vicarious experience of suffering affect empathy towards the suffering of an adversary? Specifically, does the visit of Israeli youth to Auschwitz affect their empathy toward the Palestinians? Three hundred and nine high school students participated in the study: One half went on the journey, while the other, comparable half, served as a control group. Findings tended to support the hypotheses. The journey increased empathy among participants with initially more positive attitudes toward the Palestinians but it also decreased empathy among those with initially more negative ones. The choice of nationalistic lessons about the holocaust affected feelings of pride and identification with the victims but not empathy. The choice of universalistic lessons affected feelings of fear and helplessness and contributed to increased empathy. Conclusions are drawn pertaining to peace education programs aiming at increasing empathy… [Direct]

Bjerstedt, Ake (1997). Monographs and Paper Collections on Peace Education: With a Focus on the Last 25 Years. Peace Education Miniprints, No. 90. This bibliography lists examples of journal articles and chapters in edited books dealing with peace education. The major focus of the bibliography is on materials from the last 25 years and are in English, German, and the Scandinavian languages. Titles of articles in the bibliography are given in the original language. If the original language is English, French, or German, no translations are provided, but in the case of other original languages, a translation of the title into English is added in square brackets. The bibliography contains over 600 citations. (Author/LB)…

Bjerstedt, Ake (1998). Articles on Peace Education. A Selective Bibliography with a Focus on the Last 25 Years. Peace Education Miniprints No. 91. This bibliography lists examples of journal articles and chapters in edited books dealing with peace education; some separate prints of article size also are included. The major focus of the bibliography is on materials in English, German, and the Scandinavian languages from the last 25 years. Titles of articles are given in the original language if the original language is English, French, or German, no translations are provided, but in the case of other original languages, a translation of the title into English is added in square brackets. The bibliography contains over 600 citations. (BT)…

Leonard, Kathleen M. (1995). Improving the Social Skills of Kindergarten Students in Their Multicultural Setting through a Peacemaking Program. A project to improve the social skills of kindergarten children in a multicultural setting by a simple peace education program was implemented. Noting that kindergarten children did not exhibit good social skills and were not able to solve conflicts in a peaceful manner, the project was designed to incorporate and increase group problem solving, cooperative learning, peacemaking language skills, and parent participation. The results showed that 15 out of the 20 kindergarten students solved verbal conflicts peacefully, accepted others into their play, and collaborated and shared with each other. The results also indicated that involving the home, school, and the community in the peace education program resulted in opportunities for students to improve their social skills. Three appendices on student checklists for verbal solving of conflicts, acceptance of other children, and collaborating and sharing are included. Contains 23 references. (AP)… [PDF]

Abrams, Irwin (1995). Postage Stamps and Peace Education: The Nobel Peace Prize. Peace Education Miniprints No. 79. This paper suggests how peace stamps can be used to further understanding of the movement for world peace. In this effort the Nobel Peace Prize, the most prestigious award in the world for peacemaking, is used as a focus. In the prizes from 1901 to the present, the Norwegian Nobel committees have recognized the major paths to peace. This variety is considered in portraying a number of laureates. In referring to prize winners, the volume distinguishes between what have been called negative peace and positive peace and what the document terms "fundamental peace." The paper also presents additional suggestions for the use of stamp collections to illustrate other subjects relevant to peace education. (EH)… [PDF]

Glass, Kimberly Huselid (1982). Peace–In and Out of Our Homes: A Report on a Workshop. Teachers College Record, v84 n1 p232-39 Fall. Four workshop sessions for adults on peace education and family life are described. The workshops deal with: (1) the history of the family; (2) violence inside and outside the home; (3) daily life and social values; and (4) questions about the larger meaning of life. (PP)…

La Farge, Phyllis (1988). Nuclear Teaching: Propaganda or Problem Solving?. Bulletin of the Atomic Scientists, v44 n6 p14-20 Jul-Aug. Describes how nuclear education has evolved into nuclear age education in an attempt to prepare young people to respond responsibly to world problems. Explains how positive and preventive emphases toward social issues have helped the growing acceptance of nuclear age and peace education. Discusses some remaining problems. (RT)…

Elias, John L.; Schuette, Dorothy (1983). What Will Parents Say about Teaching the Pastoral?. Momentum, v14 n4 p34-36 Dec. Proposes strategies for communication between home and school concerning the Catholic bishops' message about war and peace. Suggests the formation of a task force to identify the values to be attained through peace education, assess community attitudes about these values, and recommend guidelines for in-school and home-oriented educational programs. (LAL)…

Stidsen, Catherine Berry (1993). Conscientization of the Middle Class: A Teacher's Commentary. Social Studies, v84 n3 p131-32 May-Jun. Reports on a year-long effort by one teacher to raise the global consciousness of students in a Canadian secondary school. Describes activities related to peace education, environmental education, and refugees. Asserts that the impact of the effort on the school persisted even after the participating students graduated. (CFR)…

Jackson, Chris; Kirman, Joseph M. (2000). The Use of Postage Stamps To Teach Social Studies Topics. Social Studies, v91 n4 p187-90 Jul-Aug. Discusses how postage stamps can be used to teach social studies, including ideas for units on national culture, the history of technology, and peace education. Explains how teachers can obtain stamps and discusses stamp terminology. Considers classroom strategies and includes an appendix of Internet resources about postage stamps. (CMK)…

Altbach, Philip G.; de Wit, Hans (2015). Internationalization and Global Tension: Lessons From History. Journal of Studies in International Education, v19 n1 p4-10 Feb. Increasing political and military tension in several parts of the world will inevitably affect international higher education. Nationalist, religious, and ideological conflicts challenge the original ideas of international cooperation and exchange in higher education as promoters of peace and mutual understanding and of global engagement. Since the end of the Cold War, we have not seen this type of tension and turmoil on such a scale. What lessons can we learn from the past in how to act and react in this new environment? In the 20th century, politics and international ideological struggles dominated the world. Academic cooperation and exchange have been critical in maintaining connections between nations and have paved the way for further contacts. Even though we should be realistic that international cooperation and exchange are not a guarantee of peace and mutual understanding, they certainly keep communication open and dialogue active. Will the increasingly widespread conflicts… [Direct]

Greiner, Rosmarie (1984). Peace Education: A Bibliography Focusing on Young Children. Second Edition. Organized around six components, this bibliography lists over 190 field-tested resources about peace education for young children. A short description introduces each of the following components: self-awareness, awareness of others, conflict resolution, love of nature, global awareness, and imagination. Although the bibliography includes some materials published as early as 1954, most were published in the 1970's and 1980's. Author, publisher, publication date, intended age audience, and a brief annotation are provided for each title. Appendices list books for children ages 6-12, books for adults, and curriculum resources. (LH)…

Seiter, David M. (1989). Report from ERIC/CHESS: Curricula on Human Rights and Civil Liberties. Moral Education Forum, v14 n2 p25-27 Sum. Describes nine entries from the ERIC database that deal with civil liberties. Topics include the teaching of the morality of citizenship, censorship in schools, classroom research in the humanities, development of human-rights laws in the international community, and the addition of peace education to the curriculum. (KO)…

Nesbitt, Donna (1998). Hiroshima: A City with Peace as Its Purpose. Social Studies and the Young Learner, v10 n3 p21-23 Jan-Feb. Employs a summary of the story "Sadako and the Thousand Paper Cranes" by Eleanor Coerr as an introduction to the city of Hiroshima's (Japan) quest for world peace, peace education, and strong opposition to nuclear warfare. Discusses various symbols of peace, such as paper cranes in Japanese culture, and offers five teaching activities. (CMK)…

Rosenberg, Linda (2001). Resolving Conflicts in a Troubled Land. American School Board Journal, v188 n8 p38-40 Aug. Growing out of Northern Ireland's 1980s Peace Education Project (aimed at breaking down Protestant/Catholic barriers), the Education for Mutual Understanding initiative focuses first on helping schoolchildren deal with everyday conflicts in their lives. EMU uses conflict resolution and peer mediation to help schools organize into learning communities. (MLH)…

Chung, Kimberly; Darling, Brianna; Thorp, Laurie (2014). Engaged Learning and Peace Corps Service in Tanzania: An Autoethnography. Journal of Higher Education Outreach and Engagement, v18 n4 p17-38. The Peace Corps Masters International program offers students the opportunity to combine their Peace Corps service with their master's education. This article demonstrates how classroom learning strengthened the author's Peace Corps service in Tanzania, which in turn strengthened her master's thesis. Peace Corps supports an approach to community development that situates Volunteers closely with people in power, but this makes it difficult for them to gain the participation of the poor and marginalized. How can one strike a balance between effectiveness and cultural appropriateness? As an outsider, how do one's relationships with community members affect project processes and outcomes? This autoethnography investigates the first author's learning experience in undertaking community development in Tanzania's southern highlands. Although the conclusions are specific to the case reported here, the learning process applies to others who are beginning to contemplate how they might enter a… [PDF]

Tillman, Yvonne R. (1995). Improving Social Skills in Second Graders through the Implementation of a Peace Education/Conflict Resolution Skills Curriculum. To increase the social skills of second graders, a 32-week peace education curriculum was taught. All 135 students were from the same ethnically diverse suburban school located in a mostly upper-middle class neighborhood. Pre-curriculum observations, interviews, and teacher questionnaires demonstrated that students did not show proper respect for teachers, adult personnel, peers, and themselves; the main problems cited were fighting, unresolved disputes, and unacceptable language. The curriculum was used to teach children to solve problems peacefully through the use of activities such as role playing; modeling; reading, writing and publishing stories with conflict and peace themes; brainstorming; doing art projects with peace themes; and group discussion. Examples of lessons taught include: the value of trust, recognition of each individual's uniqueness, personality traits, and classroom rules. Evaluation results suggest that, after the curriculum was used, 80% of students learned… [PDF]

Harris, Simon; Lewer, Nick (2005). Post-Graduate Peace Education in Sri Lanka. Journal of Peace Education, v2 n2 p109-124 Sep. This paper summarises the rationale, development, content, and delivery of a Post Graduate Diploma in Conflict Resolution and Peace Preparedness in Sri Lanka, a country that has experienced a violent and protracted social conflict over the last 25 years. It also describes the methodology which is being used to measure the peace impact of the programme. Difficulties encountered and lessons learned are discussed, and some early indicators of the programmes effectiveness evaluated. It is clear that the impact of such a programme cannot be fully measured in the short term, since peace education should be seen as a process whereby knowledge and skills gained can be both utilised in the short term and reflected upon in the long term…. [Direct]

Reardon, Betty (1984). International Education and Teacher Preparation. Higher Education in Europe, v9 n2 p34-39 Apr-Jun. The focus of teacher education around the world remains narrowly national and may foster negative attitudes toward other countries and societies. Little attention is paid to peace education, global problems, or international issues in teacher education curricula, although the recognition of the importance of teacher preparation to international understanding is increasing. (MSE)…