Becker, James, M. (1985). Teaching about Nuclear Disarmament. Fastback 229. Background information to help educators teach about nuclear disarmament is presented. There are six sections. The first section, \Nuclear Arms Education: Avoiding the Final Catastrophe,\ discusses the national priority of preparing for war, militarism as a value, and the mushroom cloud and spaceship earth as symbols of a global age. The second section, \Nuclear Arms Education and International Understanding,\ examines peace movement issues, earlier peace education efforts, the American peace movement in the post-World War II era, and increasing support for international studies. Section III, \Nuclear Arms Control: The Issue of the Eighties,\ deals with peace studies in higher education and the major foundations that support nuclear arms studies. \Teaching about Peace, Arms Control, Disarmament, and International Understanding\ is the focus of the fourth section. The role schools should play in nuclear arms education and deciding what to teach are discussed. The fifth section… [PDF]

Mehlinger, Howard D., Ed. (1981). UNESCO Handbook for the Teaching of Social Studies. Intended for elementary and secondary teachers and for students in teacher training institutions, this book contains practical suggestions and information on ways and means of improving social studies instruction. UNESCO hopes that the book will play a part in raising the standard of social studies teaching and that it will at the same time enlarge the contribution of this important school subject to the betterment of international understanding, cooperation, and peace. There are two major parts to the book. Part I, \Planning a Social Studies Program,\ contains five chapters. These chapters present a survey of social studies around the world, discuss how academic disciplines serve as sources of knowledge for social studies, offer concrete suggestions for planning a social studies program that integrates knowledge from many fields, describe social studies programs that have as their major objective peace education, and provide a model of the curriculum development process and two…

Beuron, Thiago Antonio; Brandli, Luciana Londero; Damke, Luana In√™s; Klein, Leander Luiz; Pereira, Rudiney Soares; Veiga √Åvila, Lucas (2019). Barriers to Innovation and Sustainability in Universities: An International Comparison. International Journal of Sustainability in Higher Education, v20 n5 p805-821. Purpose: Sustainability has become a global concern to deal with complex and unprecedent survival, social, political and peace issues. Higher education institutions play a key role in this transformation. This paper aims to conduct a comparative analysis by continents of innovation and sustainability barriers in universities. The document also offers opportunities and potential actions for universities to create initiatives to minimize barriers and move towards a sustainable future. Design/methodology/approach: To carry out the study, 25 closed questions, composed of a five-point Likert scale, were applied to 283 university representatives (rectors, managers or specialists in the area of innovation and sustainability), to check the degree of application of the questionnaire. Findings: From an exploratory statistical analysis, it was found that the main barriers were lacking of planning and focus, lacking of environmental committee, lacking of applicability and continuity of actions… [Direct]

Rauch, Franz; Steiner, Regina (2006). School Development through Education for Sustainable Development in Austria. Environmental Education Research, v12 n1 p115-127 Feb. This article outlines the leading concepts which are being discussed in the current debate on education for sustainable development (ESD) in Austria, detailing their historic development and characteristic features, as well as the empirical experience gained in school development to date. These concepts are environmental education, development education/global learning and peace education. With the emergence of ESD and, notably, the launch of the United Nations Decade for ESD, these hitherto separate currents should start to converge. We will be seeing common endeavours to define ESD more concretely as a regulatory idea and to learn from one another and, in joint settings, to support cooperation, launch joint projects and also to enhance individual profiles. These endeavours should be promoted under an Austrian strategy for ESD. (Contains 1 note.)… [Direct]

Bar-Tal, Daniel, Ed.; Oppenheimer, Louis, Ed.; Raviv, Amiram, Ed. (1999). How Children Understand War and Peace: A Call for International Peace Education. This book of essays offers an international perspective on how the concepts of war and peace develop in children and how, through overt teaching of conflict resolution and peacemaking skills in schools, a more peaceful world can be created. Following an introduction, the 14 essays in the book are grouped in 3 parts: (1) "Developmental Perspectives"; (2) "Socialization and Experience"; and (3) "Learning in Schools." Essays under part 1 are: (1) "Children, War, and Peace: A Review of Fifty Years of Research from the Perspective of a Balanced Concept of Peace Education" (Lennart Vriens); (2) "I Know What You Are Thinking: The Role-Taking Ability and Understanding of Peace and War" (Ilse Hakvoort, Louis Oppenheimer); (3) "The Peace Personality" (Robert C. Ziller, Dahlie S. Moriarty, Stephen T. Phillips); (4) "Toward a Positive Conception of Peace" (Orlando Lourenco). Essays under part 2 are: (5) "Cultural…

Wise, Helen D. (1973). Education for Peace – Today. Today's Education, 63, 7, 26-8, Nov-Dec 73. Describes a program outline that will turn about the philosophy of war, utilized by the United States in this century, to one of peace, wherein education will contribute to the expansion of the rights of life, liberty, and the pursuit of happiness. (Author/RK)…

Nash, Claudia Peralta; Whang, Patricia A. (2005). Reclaiming Compassion: Getting to the Heart and Soul of Teacher Education. Journal of Peace Education, v2 n1 p79-92 Mar. As professors committed to preparing educators poised to teach effectively across differences and in ways that actively resist perpetuating injustices, we have found Buddhist teachings to be nothing short of provocative in terms of expanding how we think and do our work. We offer the following in hopes of intriguing others to join us as we continue exploring the power and potential in practices enlightened by Buddhist teachings. These teachings have much to offer those committed to peace education. This is especially true if one agrees that peace in the world depends on a populace committed to achieving inner peace through practices that promote personal transformation. (Contains 1 note.)… [Direct]

Shabbas, Audrey; And Others (1991). The Arabs: Activities for the Elementary School Level. The Things that Make for Peace: Empowering Children To Value Themselves and Others. These activities for teaching elementary school students about the Arab people are designed to reflect the principles of peace education: respect for one's self, others, and for the planet. The activities are hands-on in nature and designed with the "whole child" in mind. The activities integrate movement, fine muscle and large muscle activities, and language. Among the included activities are: what do Arabs name their children; foods from Arab lands; recycled soap; shadow puppets; and fun with Arabic geometric designs. (DB)…

King, Edith W. (2000). Looking into the Lives of Children for Inspirational Peace-Building. This paper considers strategies that have been put into place for peace education around the world. The paper discusses the street children of Brazil who are being rescued from violence by individuals following the philosophy of Paulo Freire. The paper examines the impact of the Iraqi invasion on children and families in Kuwait. It concludes by recommending the works of Professor Elise Boulding, especially her book, "Children's Rights and the Wheel of Life" (1979), an important contribution to family and child studies. (BT)… [PDF]

Shatles, Diane (1992). Conflict Resolution through Children's Literature. Impact II. This document describes a teacher-developed, elementary school level program that teaches conflict resolution through children's literature. This is a whole language/peace education program in which children learn creative ways to solve conflicts by reading and writing stories about conflicts. The document opens with a reproduction of the program description as it appeared in an Impact II catalog of exemplary programs developed by New York City teachers. This is followed by a brief paper entitled "Peace Education and Conflict Resolution in the Inner City," presented by the text of a speech given by Diane Shatles, who developed the program, at an international conference on reading held in London (England) in 1986. The bulk of the document presents the program itself through descriptions of lesson plans and other materials. The lesson plans are: (1) What Is a Friend?; (2) Developing the Concept of Conflict as Being a Difficult but Normal Part of Life; and (3) Conflict…

Hanna Reho; Oleksandra Reho (2023). The Role of the Zakarpattia Institute of Postgraduate Pedagogical Education in Adult Education during Martial Law: A Case Study from Ukraine. Journal of Educational Sciences, v24 n2(48) p108-124. In the context of martial law in Ukraine, the educational sector has faced unprecedented challenges, particularly in the realm of preschool education. This paper presents a case study of the Zakarpattia Institute of Postgraduate Pedagogical Education and its rapid response to transform its curriculum to support preschool educators in these trying times. Through a comprehensive review of the curriculum changes, the study documents how the Institute has tailored its educational offerings to foster peace, cultivate a culture of peace and tolerance, and empower educators with critical thinking skills necessary for decision-making in crisis conditions. The paper explores the significant shifts in teaching strategies, content delivery, and psychological support mechanisms that have been implemented to address the pressing needs of educators. These adaptations are crucial not only for immediate conflict resolution but also for the long-term objective of building a peaceful society. By… [PDF]

Bjerstedt, Ake, Ed. (1991). Psychological Aspects of Peace/War Issues: A Selective Bibliography. Peace Education Miniprints No. 16. Teachers can be more effective and efficient as peace educators, if they know about the typical conceptions and other psychological prerequisites of their students. In addition, psychological components are important in most conflict and war situations. This bibliography provides examples of publications containing studies or discussion related to psychological aspects of war and peace and of peace education. Among the themes touched upon are psychological aspects of violent conflict resolution, psychological principles underlying effective responses to war threats, psychological effects of war and peace, and the empowerment of individuals and groups to become more involved in and effective at peace-promoting activities. Many of the studies of the 1980s dealt with reactions to the nuclear war threat. The major focus of the bibliography is on materials written in English from recent years, with additional drawn from German and Scandinavian publications. Six of the more basic…

Beitz, Charles R., Ed.; And Others (1973). Peace Studies: College Courses on Peace and World Order. The publication describes 30 college courses on peace and world order. The purpose is to provide a shared conception of the substantive concerns of peace studies, of the methodological tools available for peace research, and of the potential role of peace education in the formation of a more normative social science worldview. Courses described treat one of the following seven topics: (1) Conflict, Revolution, and Peace; (2) World Order; (3) World Politics; (4) The Third World: Perspectives on Development and Justice; (5) Looking Toward the Future; (6) Social Criticism and Individual Change; and (7) the United States Context. Bibliographies of resource materials are included with each course description. (Author/RM)… [PDF]

Woolman, David C. (1992). International Development of Peace Studies and Education, 1960-1990. This paper focuses on two aspects of the development of international approaches in peace studies: one concern is to examine the conceptual evolution of global thinking about social conflict and peace, while the other is to investigate the origins, goals, and work of international institutions which conduct research and education related to world problems of conflict resolution and peace. The paper is divided into sections on: (1) "Origins"; (2) "Conceptual Development"; (3) "Critical Perspectives"; (4) "Applied Peace Studies"; (5) "Peace Education"; and (6) "Future Directions." The paper concludes that the international development and structure of peace studies have reflected the emergence of a global culture and awareness after World War II, associated with the shrinkage of distance brought about by the revolution in communications and transportation. Contains 37 notes. ((BT))… [PDF]

Hadjisky, Maryellen G., Comp. (1973). Peace Education in the Primary Grades: The Young World Citizen. A Bibliography and Sample Activities, K-3. This annotated bibliography of print and nonprint materials and sample classroom activities for use at levels K-3 is intended to help teachers find creative ways to implement practical programs in peace education for young children. The periodicals, books, audiovisuals, records, and games cited in the bibliography date from the 1960's and 1970's and include resources for the teacher. The bibliography, which comprises the major portion of the publication, is divided into the following three sections: (1) The Young Citizen in Family and School, (2) The Young Citizen in Community and Country, and (3) The Young Citizen in Our World. Instructions for the following classroom activities are included: (1) Understanding Aggression, (2) Color Discrimination, (3) Visitors to the Classroom, and (4) A World Holiday. (Author/RM)… [PDF]

Halpert, Jane A.; And Others (1990). Evaluation of a Peace Education Program: Results, Problems, and Needs. One approach of the peace movement has been the development of peace education course in schools and universities. This paper is an evaluation of the effects of one such course on the beliefs and attitudes of students. Two evaluations were done, one in the spring of 1988 and one in the winter of 1990. University students enrolled in a course titled, "National Security: Its Science and Technology," were assessed before and after the term and compared to a control group of students. Differences were found between the 1988 and 1990 groups of students, possibly due to the shift in world power positions. The primary effect of the course was to increase students' cognitive differentiation among related issues such as nuclear weapons, nuclear power, war, and SDI (Strategic Defense Initiative). Significant patterns of differences also were found between male and female students. A 7-item list of references is included. (Author/DB)…

Adelore, Omobola; Majaro-Majesty, Henry (2008). Literacy Teaching Method and Peace Building in Multi-Ethnic Communities of Nigeria. Australian Journal of Adult Learning, v48 n1 p162-187. The challenge of peace building in Nigeria is increasing as communities continue to show adversary tendencies. This is happening even after many third party conflict transformation efforts have been expended to resolve and set a conducive climate for stakeholders to sustain peace. Some peace building assessment projects have indicated that the peace building process is not fully realised, which justifies exploring the place of literacy education in peace building. Since illiteracy has been identified as one major factor which promotes conflict and violence in Nigeria's multiethnic communities, the importance of functional literacy is further stressed. In this paper, a review of some adult education teaching theories is undertaken, and a model for literacy functionality–a transformative teaching paradigm for peace building called "cemento-conscio education"–is developed. (Contains 1 figure.)… [PDF]

(1990). Education for Peace and Mutual Understanding: A Perspective from the Soviet Union: Valentina Mitina and the Project "Preparedness for Peace." Reprints and Miniprints, No. 689. As part of an effort by the project group "Preparedness for Peace", this publication presents a conversation with Dr. Valentina Mitina of the Research Institute of General Pedagogy, USSR Academy of Pedagogical Sciences. Dr. Mitina, a senior researcher specializing in comparative education, is also an activist in nongovernmental organizations. Mitina offers her definition and views of peace education and explains what role the Soviet Union can play in the field. She explores the terms "disarmament education" and "education for international understanding" and the difficulties of introducing peace studies into a curriculum. The document includes notes about Mitina and presents an appendix that describes the Soviet committee of the movement "Educators for Peace and Mutual Understanding." (SG)… [PDF]

Duckworth, Cheryl (2006). Teaching Peace: A Dialogue on the Montessori Method. Journal of Peace Education, v3 n1 p39-53 Mar. Most educators are familiar with the principles of one of the founding mothers of peace education, Maria Montessori. Bringing an utterly fresh vision to notions of childhood and education, she re-imagined the classroom as one in which children would explore and discover their own interests and passions. With regard to conflict resolution, she specifically stated that such an education made the continuation of man's seemingly endless cycle of war and poverty more likely to continue: further, she argued that if education truly could develop ethically and socially conscious men and women, whose moral sense had been developed as fully as their ability to read and write, mankind could begin hoping for a more peaceful world. The following profiles of international Montessori schools should help clarify the processes an educational philosophy goes through when it is adopted by another culture–essential knowledge as education becomes increasingly global–as well as the contributions of… [Direct]

Hooghoff, J. W. H. (1988). New Developments in the Field of Peace Education. The subject of peace education has shifted in the direction of global education and away from the traditional goal of building peace to include concerns for developing nations. Opportunities for political and social studies at school have widened in the past 20 years and Dutch society has shown increased interest in world politics. Measures taken have been to produce teaching materials to reflect this, and curriculum development has gone forward but it lacks a basic program in the existing curriculum. There is an absence of in-service training and international studies is not part of the curricula of the social sciences. Among new trends is action basic education for 4-15 year olds to develop students capable of coping critically and creatively with social and political problems. In 1994 a new basic education law for 12-15 year olds takes effect with compulsory foreign language, geography, and history in the curriculum and all pupils will reach same minimal knowledge and skills…

Laughlin, Margaret A. (1985). An Emerging Institution: The University for Peace in Costa Rica. Discussion Paper Series, No. 73. A new United Nations college, the University for Peace in Costa Rica, is discussed. After providing a brief historical sketch on peace efforts since the Ancient Greeks, the objectives of the United Nations University are identified. The University for Peace is a new international university that is part of the United Nations University network, a decentralized system of affiliated institutions. Costa Rican President Rodrigo Carazo proposed the establishment of the university to the United Nations, which took into consideration the recommendations of United Nations-affiliated bodies, as well as the comments of 10 nations. The following long-range goals for the university were suggested by the United Nations presidential commission: to seek solutions to psychosocial and natural problems that provoke tension, violence, and war in the world; and to contribute content and forms that may be useful in achieving world peace through education, knowledge, and research. Seven topics for…

(1987). Seminario Regional para el Desarrollo de Materiales Educativos para la Paz (San Jose, Costa Rica, 27-31 de octubre de 1986). Informe Final (Regional Seminar for the Development of Educational Materials on the Theme of Peace–San Jose, Costa Rica, October 27-31, 1986. Final Report). In conjunction with United Nations Educational, Scientific, and Cultural Organization's 40th anniversary, 1986 was named the International Year of Peace. During 1986, UNESCO selected the theme "peace" as an education project to be undertaken in Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, Guatemala, Honduras, Mexico, and Venezuela. The development of educational materials that would seek to emphasize new methods of teaching about peace, while emphasizing each country's economic, social, political, and cultural uniqueness, was stressed. Materials were produced by each country and a conference was convened to: (1) investigate, develop, apply, and evaluate the suggested materials and teaching methods; (2) improve teachers' knowledge and skills in relation to peace activities; and (3) stimulate peace awareness through specific daily activities. Results of the peace projects indicate an increased awareness of and interest in peace education and a desire to…

Bjerstedt, Ake (1990). Towards a Rationale and a Didactics of Peace Education: Progress Notes (1990) on the Project "Preparedness for Peace" in Sweden. Peace Education Miniprints No. 6. The aims and tasks of a set of research and development studies carried out at the Malmo School of Education at Lund University in Sweden, under the umbrella term "Preparedness for peace," are outlined. The general aim of the studies was to increase knowledge of possible ways of helping children and young people at school to deal constructively with questions of war and peace. The work involved a variety of tasks, for example: (1) an inventory and analysis of experiences of peace education in different countries; (2) studies of conceptions (peace, war, enemy images) among children and young people; (3) a collection and analysis of viewpoints on the role of schools in pursuit of "preparedness for peace"; (4) documentation and experiments focusing on practical ways in which schools can organize peace-oriented activities; and (5) publication of brief information pamphlets from the project work that might be used to stimulate discussion and to generate ideas among…

Galtung, Johan (1982). Schooling, Education and the Future. A series of discussions on the present and possible future of education in Sweden is presented. The major themes covered are: the boredom of school; school and the life-cycle; the problem of examinations; a comparison of schooling and eating; a pupil centered school; experimental schools in Sicily and Oslo; the university; distinctions among the terms "learning,""education," and "schooling"; and peace education. An interview focusing on future consciousness and the school which was conducted for the Preparedness for the Future Project of the Malmo School of Education is also included. (RM)…

Haavelsrud, Magnus, Ed. (1976). Education for Peace: Reflection and Action. Proceedings of the World Conference of the World Council for Curriculum and Instruction (First, University of Keele, September 1974). This book contains 30 articles from 20 countries dealing with the substantive and methodological aspects of peace education, from early childhood to the university level and out of school. The articles comprise the Proceedings of the First World Conference of the World Council for Curriculum and Instruction held at the University of Keele, Great Britain, in September 1974. Addresses of welcome and greetings are provided in Section one. Section two discusses issues facing mankind such as the population problem, mass poverty, environmental overload, and human rights. The contributions which education can make toward peace and social justice are emphasized. Section three describes ten action projects in Colombia, England, India, Japan, Kenya, Nigeria, Norway, and the United States. Section four contains 11 articles on the parameters of education for peace. Discussions of the following are included: the myth of equality of educational opportunity in the United States; the…

Lessing, Clemens; And Others (1984). Peace and Security Education in the Federal Republic of Germany. Three Essays. Three essays related to peace and security education in the Federal Republic of Germany (FRG) are presented. The first essay, "An Example of Controversial Themes in Education: Peace and Security," by Clemens Lessing, uses a 1980 controversial discussion of the Committee of the Cultural Ministry as an example of controversial themes in education. In this discussion, controversy between ministries in various lands in the FRG arose over a proposal that there should be more basic instruction in the schools concerning the duty of the federal government for defense and the necessity of service in the military to assure or defend the peace. One view emphasizes training for decision making and careful weighing of arguments, while another emphasizes the importance of learning controversial views about security and defense politics, encouraging students to draw a unified opinion from controversy. The second essay, "Analysis of Schoolbooks: Peace and Security," by Falk…

Aspeslagh, Robert (1992). Tragic Pages: How the GDR, FRG and Japan Processed Their War History–Lessons for Education for Peace. Peace Education Miniprints No. 39. This document describes the ways in which Japan and the German nations have taught the history of World War II. According to the document, the former German Democratic Republic (GDR) took a pro-communist and anti-fascist approach to the subject. At the same time, the Western Allies pressured the Federal Republic of Germany (FRG) to institute a political education system designed to prevent the Germans from starting anew on the track toward fascism. In recent years, the FRG took greater responsibility for the War, and the mass media were instrumental in bringing information to the German public. Japanese teaching about the War downplays the nation's aggression in Asia and the Pacific and emphasizes the atomic bombings of Hiroshima and Nagasaki by the United States. The document argues that there is a continued need for peace education concerning World War II, but there is also a need to avoid negative politicization of the issue. Eighteen endnotes are included along with 47… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1998). Integration of Peace Education Conflict Resolution with the Arts and Humanities: A New Agenda for a New Century. This paper discusses the integration of peace education into early childhood education through the arts and humanities curricula, considering several pedagogical developments which indicate a more favorable climate for this integration, including: (1) aesthetic literacy programs, including peace museums and the role of children's literature; (2) neuroscience developments such as whole brain learning which recognizes the importance of infant and early childhood development; (3) interdisciplinary experiences within an integrated curriculum framework; (4) social/affective education beginning with early childhood; (5) ecological and social responsibility as an expression of the integration of learning in science and social studies; (6) technological literacy; (7) cultural contexts for learning; and (8) spiritual and philosophical hopes for humanity expressed as goals for the new century. The paper argues that these new insights hold the promise of addressing humanity's most perplexing… [PDF]

Nass, Marcia; Nass, Max (1993). Songs for Peacemakers: Conflict Resolution. Handbook. This teacher's guide was designed as part of a kit that includes a video tape and sound cassette recording, but may be adapted for independent use. The resource is based on the premise that teaching conflict resolution is becoming a necessity in an increasingly violent world, and that using music to teach peace education is successful with young children. This guide presents 12 lesson plans based on 12 original songs. Ideas for interdisciplinary activities, games, role-playing and brainstorming exercises, writing activities, take home assignments, and tips for teachers are included. Reproducible activity masters and song lyric sheets are included. (MM)…

Walker, Gregg B. (1989). Peace Communication Research and Scholarship Opportunities in Related Disciplines and Forums. A number of academic and professional organizations offer peace communication scholars opportunities for cross-disciplinary dialogue. These include the: Consortium of Peace Research, Education, and Development (COPRED); Peace Studies Association; International Peace Research Association; Peace Science Society (International); International Studies Association; and International Association of Conflict Management. In addition to academic organizations, specialized conferences which may interest peace communication researchers are regularly listed in the "COPRED Peace Chronicle." A variety of academic journals appear receptive to interdisciplinary peace studies work, including peace communication scholarship. These include: "Peace and Change", a Journal of Peace Research, Norway's"Journal of Peace Research" and "Bulletin of Peace Proposals,""International Journal on World Peace,""International Studies…