Pace, Rosemarie; Podesta, Andrea (1999). Teaching Peace with Dr. Seuss. Kappa Delta Pi Record, v35 n3 p118-21 Spr. Educators seeking novel ways to instill conflict-resolution skills in young children should consider Dr. Seuss, whose books provide a synthesis of fantasy and reality that works for teaching values endemic to peace education. This paper discusses how students can learn peace and educators can teach peace using Dr. Seuss books, examining steps to peace that students must progress through. (SM)…

Grossi, Verdiana (2000). Peace Education: An Historical Overview (1843-1939). Peace Education Miniprints No. 101. Peace education has come a long way, but its history is not very well known. This text gives an historical overview, focusing on European developments from 1843-1939. Cites the London Peace Conference of 1843 and the Universal Peace Conferences as examples of bridging the principles of peace and the classroom. Glimpses are given of a number of important peace educators and activists. Early educational and psychological research is illustrated with Jean Piaget's work. The text asks these questions of the future: "How can the culture of peace become a world culture?"; "How will the educational system face up to the challenges of an ever-changing multicultural society?"; and "Is it possible to create a world citizen?" (Author)… [PDF]

Passow, A. Harry (1989). Designing a Global Curriculum. Gifted Education International, v6 n2 p68-70. The paper pleads for a global curriculum which will nurture commitment to a world society. Important aspects of the global curriculum would include peace education, intercultural studies, thinking and valuing skills, world problems, ethical and moral dimensions of problems, emerging concepts in future studies, problem-solving, and communication through networking. (Author/JDD)…

Blythe, Sue (1994). Peace Education: Volunteers for UN50, Celebrating the 50th Anniversary of the United Nations, 1945-1995. This manual builds on the UNA-USA/Gainsville work to help volunteers prepare to "teach peace" during the 50th anniversary of the United Nations, and to provide educational resources for UN50. The document includes: (1) "Introduction"; (2) "Preparing for the Training"; (3) "Workshop 1: Preparing the Presentation"; (3) "Workshop 2: Practicing for Presentations"; (4) "Coordinating the Volunteers"; and (5) "Follow-up Gathering." The appendix provides handouts for training peace education volunteers for UN50. (EH)… [PDF]

(2001). Task Force Report. State of the Art of Adult Education: CONFINTEA Follow Up. [and] Workshop Reports. Convergence, v34 n2-3 p37-40,41-64. Includes task force recommendations on the role of the International Council for Adult Education in monitoring achievement of adult education objectives, qualitative and quantitative indicators, and diverse data collection methods. Eleven workshop reports discuss progress on adult education policy advocacy, documentation, health care reform, correctional education, peace education, social movements, and other topics. (SK)…

(1985). Catalog: Wilmington College Peace Resource Center. Revised Edition. A bibliography of low-cost peace education resources for individuals and organizations, this catalogue lists audio-visual materials, archival materials, and books. The audio-visual materials and the books are grouped into some or all of the following categories: atomic bombings, nuclear war, the arms race, anti-war, civil defense, peace education, non-violence, the draft and conscientious objection, nuclear power, and miscellaneous materials. The range of materials available includes slides, tapes, guides, scripts, movies, and videotapes. Each annotation gives a brief description and rental fee. A section titled \Miscellaneous Books\ has five selections, including: \The Child's Declaration of Rights and Responsibilities and The Declaration of Rights of the Child\ and \The War Prayer\ by Mark Twain. Additional non- print items, such as stationery, posters, and packets are included at the back, as is a December 1985 update of materials and a price correction list. Purchase and rental…

Fontana, Giuditta (2023). Security, Conflict Management, and Peacebuilding: Formal Education in Intrastate Political Agreements, 1989-2016. Harvard Educational Review, v93 n2 p173-201 Sum. In this mixed methods analysis of a dataset she developed, Giuditta Fontana explores how formal intrastate peace processes have addressed reforms of formal education since the end of the Cold War. Looking at the frequency of reforms of formal education, the context for their inclusion, and the framing of their aims, she finds that intrastate political agreements circumscribe the peacebuilding potential of education because they rarely include education as a component, their geopolitical context and broader content are not clearly associated with the inclusion of education reforms, and education reforms are primarily framed as contributing to security and conflict management rather than long-term peacebuilding. With fundamental implications for scholarship and policy, this article shows that peace agreements' focus on the promotion of negative peace rather than more ambitious positive peace is an obstacle to realizing the peacebuilding potential of education in conflict-affected… [Direct]

Stomfay-Stitz, Aline M. (1993). Peace Education in America, 1828-1990. Sourcebook for Education and Research. This volume chronicles peace education in the United States. The book presents a historical narrative of the curriculum, writings, and contributions of numerous individuals in education, religion, and related fields who have been involved for almost two centuries in attempts, largely unsuccessful, to introduce teaching about peace in U.S. schools. The people include educators, humanitarians, and reformers, such as Horace Mann, John Dewey, Fannie Fern Andrews, Edwin D. and Lucia Ames Mead, Jane Addams, Mortimer Adler, Albert Einstein, and Robert Havighurst, among others. The book provides over 700 citations with photographs, an extensive bibliography, and a resource directory. (RJC)…

Pirkl, Margaret; And Others (1983). An Integrated Approach to College Peace Education. Momentum, v14 n4 p30-31 Dec. Describes the College of St. Teresa's peace and justice education activities, including a weekly soup line, sponsorship of a Bread for the World chapter, student volunteer work, academic courses, pastoral team work, an Education for Peace and Justice Resource Center, Peace and Justice Days, and conferences. (LAL)…

(1973). This Year's Hottest Curriculum Topics. A Special Report. Nation's Schools, 92, 4, 49-56, Oct 73. Courses in transcendental meditation, parenthood education, peace studies, population education, and bachelor living are being taught in high schools across the country. (Author)…

Feuerverger, Grace (1998). Neve Shalom/Wahat Al-Salam: A Jewish-Arab School for Peace. Teachers College Record, v99 n4 p692-730 Sum. Using data from in-depth interviews and participant observation, the paper explores the social and psychological dimensions of a peace-education program for Jewish and Arab students in a small Israeli village. The program stressed conflict resolution and awareness of the need to live together in everyday circumstances while maintaining important cultural elements. (SM)…

Neugebauer, Roger (2000). Looking Ahead: Trends That Will Shape Early Care and Education–What's in Store for the 21st Century?. Child Care Information Exchange, n136 p7-11 Nov-Dec. Six experts in early care and education discuss trends that will shape early childhood education by 2010. Six trends with the greatest impact are brain research, public financing, universal prekindergarten, technology, diversity, and staffing issues. Other key trends include employer involvement, outcomes orientation, aging population, peace education, cooperative preschools, blended families, and "Microsoft" childcare. (KB)…

Bjerstedt, Ake (1994). Immigrant Students as a Resource, Multicultural Education, and Preparedness for Peace. Peace Education Miniprints No. 59. This report suggests that immigrants and immigrant students have been considered and discussed as problems during political discourse and in educational circles rather than devoting energy to regarding immigrant students as a resource in international and peace issues and in ethnic relations. Part 1 provides a background discussion on what can be done to enhance the view of immigrant students as resources and focuses on concepts like "preparedness for peace" and "multicultural education." Part 2 includes examples of the viewpoints of 24 experts who have been interviewed on how students who represent a variety of nationalities and cultural backgrounds in a school can aid in peace education. Part 3 offers an extensive bibliography on materials related to multicultural education. Contains over 200 references. (CK)… [PDF]

Gilstrap, Robert L.; And Others (1994). Professional Books. Childhood Education, v70 n5 p308-10. Reviews five books peace studies and conflict resolution: (1) "Voices from the Future" (Susan Goodwillie); (2) "War and Peace Literature for Children and Young Adults" (Virginia Walter); (3) "Teaching Young Children in Violent Times" (Diane Levin); (4) "Whose Language? What Power?" (Frank Smith); and (5) "Peace Education in America, 1828-1990" (Aline Stomfay-Stitz). (MDM)…

Nordland, Eva, Ed. (1994). Project for Ecological and Cooperative Education (P.E.A.C.E.). Report from the Meeting (Kornhaug, Norway, March 7-10, 1994). Peace Education Reports No. 12. The essence of peace education is to involve the students in expectations about possible changes in the direction of a cooperative and caring planet, to create attitudes through involving young and old in caring and protecting activities, and to make it possible to turn some of the caring and protecting activities into habits. These are some of the core ideas of the project for Ecological and Cooperative Education (PEACE), a cross national project with participants from Russia, Ukraine, Slovenia, Croatia, the United States, and the Scandinavian countries. This report summarizes the presentations and discussions on ecological and cooperative education at the project's meeting in Norway, in March, 1994. The report is divided into 7 parts. Part 1 focuses on human rights and security and contains three articles: (1) "Children's Rights" (Annelise Droyer); (2) "Good Neighbors, We and They" (Willard G. Jacobson; Carol W. Jacobson); and (3) "Education as Part of… [PDF]

Fujioka, Nobukatsu (1992). The Current Situation on Teaching about World War II in Japanese Classrooms. International Journal of Social Education, v6 n3 p20-40 Win 1991-92. Presents results of a questionnaire asking Japanese teachers how and what they teach about World War II. Reports that survey included broad and narrow questions on the war in Asia, Europe, and the Pacific. Concludes that Japan's postwar peace education has been a success but that more emphasis needs to be placed on cause and effect in history. (DK)…

Duffy, Terence (1993). An Environment for Peace Education: The Peace Museum Idea. Peace Education Miniprints, No. 48. Societies all over the world have museums to commemorate war and war heroes. A world-wide growth of peace museums addresses the issue of museums to celebrate peace. These museums, grounded in the activities of nationals, have a regional base but embody a larger international quest for peace education through the visual arts. The original type of peace museum is the anti-war museum. A second type is the issue-based museum such as in Hiroshima and Nagasaki that developed as a response to atomic bombs and the nuclear age. A third strand of peace museum focuses on the celebration of humanitarian work. Modern peace museums have a multi-faceted approach that encapsulates the world-wide quest for peace. These museums constitute a vital force for non-formal peace work and an opportunity for peace educators. (CK)… [PDF]

Lowry, Janice (2002). Teaching Children about Peace. Texas Child Care, v26 n2 p16-21 Fall. Describes an elementary school-wide peace education project including the use of a Peace Pole in the courtyard as a visual reminder to children and adults to consider peace in one's words and actions. Notes that developing the Peace Pole and its surrounding garden, and planning the dedication and celebration, resulted in enthusiastic cooperation from students and volunteers from families and the community. Includes tips for teaching peaceful behavior. (KB)…

Bleszynska, Krystyna M. (2008). Constructing Intercultural Education. Intercultural Education, v19 n6 p537-545 Dec. This paper examines the meta-theoretical status, basic determinants, interests, conditions and directives of theory development in contemporary intercultural education (IE). It identifies functions and main objectives of IE at the macro-, mezzo- and micro-levels of society, interdisciplinary approaches associated with the discipline, as well as its relations with other sub-disciplines of the educational sciences (i.e. international and comparative education, peace and civic education, as well as its contribution to global, European and regional education). Special attention is devoted to the analysis of national, racial-compensatory, civic and cultural borderland-oriented paradigms, as well as political and historical conditions determining the direction of IE development in particular countries. There are also distinct under-represented areas of interest in IE. In the conclusions of the paper, suggestions are offered for re-constructing IE due to the unique changes and challenges we… [Direct]

Narsee, Sheila (2005). Navigating Unchartered Waters: Peace within Hearts, Hands & Minds. Higher Education Policy, v18 n4 p341-351. This paper is motivated by a need to foster worldwide institutional collaboration and to reconsider conceptualizations of teaching, learning and researching education, encompassing a concern with human rights and a culture of peace. Education is a fundamental element in all processes that aim to build a culture of peace and human rights (UNESCO, 2000). It is more than the provision of information, it is a lifelong, value-based process of improving knowledge and action within the framework of the principles of the international instruments of human rights. My paper is underpinned by the underlying principle of Mahatma Gandhi's philosophy of non-violence, Satyagraha and Ahimsa. In this paper, I articulate that in the context of deep human crisis in the 21st century, the education of future citizens need to be redressed so that a better balance is achieved between academic excellence and human values and moral perceptions. The making of moral citizens must mean persons with "human… [Direct]

Henrik Syse; Kevin W. Dean (2024). Partners in Peace: A Sketch for a Link between the Nobel Peace Prize and NCHC. Honors in Practice, v20 p173-202. In a plenary address at the 2023 NCHC annual conference in Chicago, the former Vice Chair of the Norwegian Nobel Committee issued a challenge for honors students and educators to use their voices and positions of local leadership to promote peace. The call for peace advocacy extended in Chicago resonated with the large audience, as leadership development represents a high-impact practice that many honors programs embrace. As national and international conflicts produce increasing polarization and divisiveness that seep into our campuses and local communities, the urgency for honors students to hone critical thinking and practical skills needed for citizen leadership and peacemaking magnify. Nobel Peace Prize laureates are diverse and interdisciplinary exemplars that honors educators can utilize as they seek to inspire and instruct students who strive to fulfill the Chicago challenge. Drawing content from the history and laureates of the Nobel Peace Prize, we provide two tested… [PDF]

Kyllonen, Timo (1984). Internationalism and Finnish Higher Education. Higher Education in Europe, v9 n2 p50-56 Apr-Jun. A 1979 report concerning Finland's proposed internationalization of its higher education system and curricula is summarized, including conclusions about such components as peace research, education for peace, and assistance to developing nations, its relationship to various disciplines, and research efforts. (MSE)…

Hicks, David (2004). Teaching for Tomorrow: How Can Futures Studies Contribute to Peace Education?. Journal of Peace Education, v1 n2 p165-178 Jan. There are a number of cross-curricular educational fields today that have as their focus the need to create a better world. These range from peace education and global education to education for sustainability and futures education. This paper is concerned with the first and last of these fields, and in particular the contribution that futures studies can make to the work of peace educators. Firstly, it considers the origins, principles and practice of futures studies, and secondly the application of its key ideas in futures education. Thirdly, it explores the particular importance of envisioning within this tradition and attention is drawn to ways in which the insights from futures studies can be used to underpin various notions of positive peace. (Contains 1 figure and 3 boxes.)… [Direct]

Basma Hajir; Kevin Kester; Nomisha Kurian (2024). Protecting and Supporting Children and Women Affected by Gender-Based Violence: The Role of Education in Survivor Wellbeing. Journal of Peace Education, v21 n3 p285-312. Given the well-documented toll of gender-based violence on the wellbeing of women and girls, schools and universities can be key sites of advocacy and prevention. Peace educators have identified tackling gender-based violence as a priority for the field. Yet, two gaps persist. Firstly, the lived experiences of female survivors outside Europe and North America remain little understood in research. Secondly, the severe structural barriers female survivors face risk being overlooked in overly individualistic conceptualisations of wellbeing that neglect the social context. We argue that both these geographical and conceptual gaps can be addressed by considering voices from the Global South and closely contextualising children and women's experiences. We thereby utilise qualitative data from South Asia and the Middle East, combining the social-ecological model with Galtung's framework of direct, structural and cultural violence to contextualise the emotions and experiences of female… [Direct]

Blumberg, Herbert H. (1993). Perception and Misperception of Others: Social-Cognition Implications for Peace Education. Educational and Psychological Interactions. No. 115. This document discusses person perception or social cognition, as it affects relationships between people and nations. An important part of living together in harmony is for people to be able to perceive each other accurately, for individuals to understand one another's values, customs, goals, and resources. The need for accurate and sympathetic understanding among parties is true at the international and intercultural levels as well as interpersonally. Topics in social cognition that may be adapted for peace education include: (1) the nature and use of categories; (2) dimensional analysis of social interaction; (3) cognitive consistency; (4) prototypes and stereotypes; and (5) two-stage theories of inference-making. Additional topics, considered briefly, are: attributional analysis, biases in attributions, heuristics, and implicit personality theory. For each topic, an exercise relevant to peace education is described. Better understanding of the principles of social cognition and… [PDF]

Michlowski, Aida A. (1999). From Conflict to Congruence. Kappa Delta Pi Record, v35 n3 p108-11 Spr. Conflict resolution has moved into the classroom. Peaceful conflict resolution includes negotiation, peer mediation, and arbitration. Data on conflict-resolution programs have turned up interesting objectives and outcomes. Curriculum approaches include classroom discipline, peace education, multicultural perspective, and just community. Teaching conflict resolution must be developmental and sequential. Strategies include role playing, storytelling, game playing, humor, and mnemonics and metaphors. (SM)…

Jones, Nathan B.; Silva, Tony (1998). Comments on Tony Silva's "On the Ethical Treatment of ESL Writers": A Defense of Using Themes and Topics to Teach ESL/EFL Writing [and] The Author Responds… TESOL Quarterly, v32 n2 p338-51 Sum. Comments on a previously published article on the ethical treatment of English-as-a-Second-Language (ESL) writers, disagreeing with the author's view that it is inappropriate for ESL/EFL teachers to focus on themes such as peace education or conflict resolution in their writing classes. The author of the article being critiqued then responds to these comments. (Author/VWL)…

Chick, Angela; Gillespie, Catherine Wilson (2001). Fussbusters: Using Peers To Mediate Conflict Resolution in a Head Start Classroom. Childhood Education, v77 n4 p192-95 Sum. Discusses conflict as a normal part of young children's social development. Examines the teacher's role in children's conflict, classroom conflict outcomes, and the use of peer mediation programs and peace education in elementary and secondary schools. Describes the impact of the Fussbuster Program on Head Start children with high levels of conflict and on the children acting as mediators. (KB)…

McGinnis, James; And Others (1984). Educating for Peace and Justice. Volume II: Global Dimensions. Seventh Edition. This document, a handbook for teaching peace education, is for use as part of a carefully planned strategy to achieve both the substantive and normative goals of peace education. Objectives include knowledge of the causes of violence and injustice and the possibilities of transcending them and attitudes favoring the behavioral and structural changes such transcendence will require. The handbook provides a counterbalance to most mainstream curricula that assume the inevitability of most political violence and irreversibility of much social injustice. Both peace and justice are attainable goals, according to the handbook, as long as people develop peace related skills and knowledge and faith in the ability to enact change. New to the latest edition of the handbook are: (1) extensive case studies; (2) numerous stories about individuals, particularly young people; (3) expanded action suggestions; (4) an expanded peace section; (5) multiple perspectives on issues raised; and (6) the… [PDF]

Bjerstedt, Ake (1995). "Schooling for Peace": Notes on a Project for Developing Teaching Materials in Sweden. Peace Education Miniprints No. 81. This booklet reports on a project for the development of teachers' manuals and students' workbooks for Swedish schools on peace education. The work resulted in five separate teachers' manuals and three students' workbooks for different educational levels. "Schooling for Peace" is seen as an ambitious effort in an area where the lack of teaching materials has been emphasized. A series of reports and miniprints dealing with the task has been published in Swedish. Some aspects of this work are emphasized in this booklet, using mainly texts and examples for the upper secondary school for illustration. (EH)… [PDF]