Miller, Ron, Ed. (1991). New Directions in Education. Selections from Holistic Education Review. This book contains a collection of 33 essays that have appeared in the first 10 issues of "Holistic Education Review." These essays are divided into five themes: Philosophical Foundations; A Global-Ecological Perspective; Rethinking Some Old Problems; New Goals for Education; and Holistic Education in Practice. Some essay titles (along with their authors) include: "Toward a Paradigm of Promise: Transformational Theory Applied to Education" (David W. Brown); "The Search for a New Educational Paradigm: The Implications of New Assumptions about Thinking and Learning,""Environmental Education as an Integrative Study," and "Holistic Education: A Search for Wholeness" (Edward T. Clark, Jr.); "Authority, Aggression, and Building Community in Alternative/Free Schools" (Dave Lehman);"The Global-Ecocentric Paradigm in Education" (Phil Gang); "Ecological Literacy: Education for the Twenty-First Century" (David W….

Tomovska, Ana (2010). Contact as a Tool for Peace Education? Reconsidering the Contact Hypothesis from the Children's Perspectives. Journal of Peace Education, v7 n2 p121-138 Sep. The contact hypothesis has arguably been the leading theoretical paradigm for educational interventions in divided societies. However most of the studies with children have been quantitative, focusing on contact outcomes and failing to take account of children's views. Therefore this paper presents the findings of a qualitative study of 10-11-year-old Protestant children from two schools in Northern Ireland. The findings reveal children's competency in engaging with exploration and explanation of broader societal factors, as well as the contact situation events. Therefore, this paper argues that broader context and children's perspectives should be considered in any contact situation so that the quality of contact can be improved and planned contact interventions can lead to positive change…. [Direct]

Hechiche, Abdelwahab (2004). The Ethics and Culture of Peace. Higher Education in Europe, v24 n4 p495-502 Dec. In this article some new challenges to existing conceptions of local and national identity are examined in the context of higher education. The role of ethics is reaffirmed, particularly in that they may have the requisite tendency to appreciate tolerance, to favour reconciliation, and to lead peoples of different or opposing views to dialogue. As we struggle to understand new transnational cultural trends, the ethical component of education-and education for peace in particular-is all the more important…. [Direct]

Shaykhutdinov, Renat (2011). Education for Peace: Protest Strategies of Ethnic Resistance Movements. Journal of Peace Education, v8 n2 p143-155. While studying the consequences of violent and non-violent protests, the current literature is mostly mute on the question of why some ethnic collectivities prefer violent political action over non-violence. This question is especially interesting as recent empirical studies reveal functional effectiveness of non-violent tactics vis-a-vis violent strategies in achieving communal goals. Why then do some groups still employ violent tactics? Drawing on the literature that connects educational level with utilization of democratic practices, I argue that ethnic groups that enjoy a higher educational status are less prone to using violent strategies choosing instead peaceful protest. I test this hypothesis using data on 238 ethnic groups in 106 states from 1945 to 2000. The results of the statistical analysis indicate that groups with higher levels of educational attainment are more likely to engage in non-violent protest. Conversely, groups that enjoy lower educational status in their… [Direct]

Satterly, Brent; Turner, George W.; Vernacchio, Al (2018). Sexual Justice Is Social Justice: An Activity to Expand Social Work Students Understanding of Sexual Rights and Injustices. Journal of Teaching in Social Work, v38 n5 p504-521. Social work education could benefit from an explicit educational framework that combines social justice and sexuality: sexual justice. However, there is a paucity of literature in social work discussing this critical issue. This article helps equip social workers to challenge social injustice through a lens of sexuality and builds a conceptual framework by examining sexual justice through pillars of social work: human dignity, community and solidarity, rights and responsibilities, priority for the poor and vulnerable, and peace. An activity providing micro and macro case discussions is presented to help infuse sexual justice into social work programs…. [Direct]

Dzurenda, Michelle (2022). Leadership Development in Education for Sustainable Development: Evaluation of Higher Education Students in Sustainable Development Programs. ProQuest LLC, Ph.D. Dissertation, Coastal Carolina University. The United Nations Department of Economic and Social Affairs (UN DESA) has been working decades towards reaching Sustainable Development Goals (SDGs) to create peace and prosperity for people and the planet. The 2030 Agenda was created as an urgent call to action, a global partnership, and a comprehensive plan to work towards the 17 SDGs. For this study, the focus is on Goal 4- quality education and the impact of leadership on Education for Sustainable Development (ESD). Leadership on ESD has been a more recent topic and under researched. By making advancements in leadership on ESD there will be positive global impacts on the urgent need to achieve all 17 goals by 2030. Higher Education Institutions (HEIs) have been implementing ESD programs in effort towards achieving SDG goals. The purpose of this mixed methods integrated analysis is to evaluate the leadership development of 40 higher education students across four different ESD programs at Coastal Carolina University. Leadership… [Direct]

Lane-Garon, Pamela S.; Vierra, Tekla; Ybarra-Merlo, Monica; Zajac, Joe Dee (2005). Mediators and Mentors: Partners in Conflict Resolution and Peace Education. Journal of Peace Education, v2 n2 p183-193 Sep. It is the view of these authors that children learn to be peacebuilders in the context of relationships where, if fortunate, they experience guided practice in interpersonal skill development around conflict. "Mediator Mentors", the program described in this article, is a school-university partnership in which Teacher-Education Candidates, Peace and Conflict Studies interns and classroom teachers had as their overall objective improvement of the learning climate through peer mediation program implementation. Social-emotional variables like empathy and perspective-taking were considered measurable outcomes, Analysis of pre-to-post change scores revealed that mediators demonstrated significantly higher gains on measures of social-cognitive development F (3,67) = 19.26, p. less than 0.000 when compared to non-mediators. Although mediators and non-mediators (N = 70) scored no differently at pretest, the difference was highly significant at posttest. Students serving their… [Direct]

Bloch, Nadine (2016). Education and Training in Nonviolent Resistance. Special Report 394. United States Institute of Peace This report highlights key strategic functions and outcomes of education and training in nonviolent civil resistance movements around the world. Funded by the United States Institute of Peace (USIP), it draws on findings from research,trainer and participant interviews, and the author's experience with nonviolent civil movements…. [PDF]

Salkowski, Claire J. (1994). Peacemaking: Establishing the Potential for a Peaceful Society by Achieving Community in the Elementary Classroom. Montessori Life, v6 n1 p32-39 Win. Noting Montessori's belief that establishing peace is the work of education, describes facets of the Montessori classroom community, including safety, inclusiveness, work plans, class meetings, community service projects, realism, classroom economy, contemplation, peaceful resolution of conflict, group problem solving, mediation, the spirit and joy of community, cooking and sharing meals, camping, and commitment. (TJQ)…

Isihara, Paul; Ndkezi, Richard; Townsend, Edwin; Tully, Kevin (2019). Math for the Benefit of Society: A New MATLAB-Based Gen-Ed Course. PRIMUS, v29 n3-4 p358-374. Responding to a call for national reform of mathematical education, as well as a college-wide revision of general education (GE) requirements, we describe a new entry-level, GE course focused on the humanitarian utility of mathematics. This includes a detailed overview of how we taught the course using a Humanitarian MATLAB Lab Manual developed collaboratively with undergraduate students within an applied math program. A "PRIMUS" edition of this manual with complete MATLAB materials for a GE course is included as an Appendix for interested readers. A variety of social justice issues including peace-building after modern civil wars, continued cancer risk after Chernobyl, gang reduction, various dimensions of human trafficking, the use of a tractor and herbicide in subsistence farming, equitable resource distribution during the Syrian refugee crisis, and access to HIV vaccines are included in this special edition of the manual…. [Direct]

Hung, Ruyu (2020). Ethics of Memory: Forgetfulness and Forgiveness in the Traumatic Place. Educational Philosophy and Theory, v52 n13 p1364-1374. Human beings tend to forget, especially when they suffer; they hope to overcome the pain of trauma to live a peaceful and happy life. The futurist attitude that can be articulated as 'Move towards the future and let bygones be bygones' may be related to injustice and social crisis. The aim of this paper is to explore the ethics of memory and forgetting regarding the place. This paper addresses three observations about memory and forgetting in current Taiwan and unearths the hidden connection with an 'unsolved' traumatic event in history. As the author examines, the unsolvedness is profoundly impacting people's liability to forget and thereby causes the societal crisis, and the 'Ghost Island' is tabbed. Based on the above, the author claims the significance of the education of just memory and the implying ethics of memory — which is the very key to bring the wounded to peace, restoration, and forgiveness and to expel and pacify the spectre of the island…. [Direct]

Altinay-Aksal, Fahriye; Altinay-Gazi, Zehra; Chang, Maiga; Dervis, Huseyin; Kayimbasioglu, Dervis; Kinshuk; Sasi, Sabri (2017). Technology Enhanced Instruction: An Example of English Language Learning in the Context of Peace. EURASIA Journal of Mathematics, Science & Technology Education, v13 n6 p1605-1614 Jun. Early childhood quality education is a cornerstone in educational development. Many countries have started to develop their own preschool educational system in accordance with the European Union Standards, where learning English language and using technology are prerequisites. In this research, the peace context was used as a mediator for learning the English language. The study aimed to reveal the impact of learning through technology in the English language. It was conducted on five-year-old children (n = 18) in one class where the English language was the core subject. The acquisition of knowledge depended on in-class gamification activities and home activities. Each participant received an educational DVD to use at home that included all the materials for learning, such as words, songs, videos, and short films about peace in English. All materials were selected in according with the "fair use policy" for educational purposes. The research process included an initial… [Direct]

(1984). International Congress on the Occasion of the Thirtieth Anniversary of the Associated Schools Project. (Sofia, Bulgaria, September 12-16, 1983). Final Report. This report of the Proceedings of an international congress to mark the 30th anniversary of the Associated Schools Project of UNESCO is divided into seven sections. Section I, an introduction, outlines the background of the congress and initial proceedings: the opening address, election of officers, presentation of the program and rules of procedure, appointment of Commission officers, and inaugural ceremony. Section II summarizes five papers that described the activities of the Associated Schools Project in Belgium, Japan, Zambia, Hungary, and Costa Rica. Section III outlines the role of the Associated Schools Project in implementing the 1974 recommendations concerning education for international understanding, cooperation and peace, and peace and education relating to human rights and fundamental freedoms. A round table discussion on the Interregional Experimental Project on the Study of Contemporary World Problems is summarized in section IV. Section V outlines conference…

Ali, Shafqat; Ullah, Safia Rahmat (2021). Education for Sustainable Development Incorporation through Social Studies Curriculum: A Phenomenological Approach. Bulletin of Education and Research, v43 n1 p201-219 Apr. In a world with 7 billion people and limited natural resources, humans have to use them (social, economic & environmental) without destroying them for future generations. The leading aim of the paper was to explore the phenomena of Education for Sustainable Development (ESD) and the role of the social studies curriculum. The paradigm of the research was interpretivism, and phenomenological design was used. The semi-structured interviews protocol was used to collect data. Five participants (Experts of social studies curriculum PCTB) were selected using the purposive sampling technique. Data were analyzed using NVivo12, and thematic analysis was conducted using open, axial, and selective coding. Five themes ("people," "planet," "prosperity," "peace," and "partnership") were selected during the qualitative data analysis process. It was evaluated that the social studies curriculum designed by Punjab Textbook Board incorporated the… [PDF]

G√ºng√∂r, Samet; Hareket, Erdem (2023). Have the European Union Guidelines Been a Driving Force in the Inclusion of Children's Rights into the German "Sachunterricht" Course Curriculum?. International Journal of Education and Literacy Studies, v11 n3 p10-20. It is observed that efforts are made to benefit from the perspective of the Universal Convention on the Rights of the Child and to undertake the protection and promotion of children's rights more effectively in countries that are members of the European Union/membership process with the European Union Agreement (Lisbon Treaty) which came into force in 2009. In this direction, the European Union Guidelines on the Promotion and Protection of Children's Rights were published to guide the EU member countries and their countries in the process of membership in their work on children's rights. So, the research purposed primarily to examine the status of children's rights in the official "Sachunterricht" course curriculum used in the German education system in line with the EU Guidelines. In the research, a holistic multiple-state pattern was adopted from the qualitative research approach patterns. In the process of obtaining research data, the document review method was used. The… [PDF]

Ludwig, Jeffrey (2021). An Experiment in Active Learning: The Effects of Teams. International Journal of Educational Methodology, v7 n2 p353-360. In modern times, the importance of education cannot be overstated. Beyond the acquisition of knowledge, perhaps the most important aim of education may be the development of character in individuals, including vitality, courage, sensitiveness, and intelligence, from which our society may experience increased prosperity, peace, and freedom. In this paper we address the daunting challenge of achieving successful, widespread, and inclusive university education. How do we enliven and engage the students in our classrooms? How can we help each and every student in the class self-actualize and reach the highest potential for learning? Active learning is one well-established and potent solution for accelerating the accumulation of knowledge. In this paper, an experiment in active learning utilizing team-based adaptive online quizzes in an introductory math finance course involving 378 undergraduate students over two years is conducted to explore the potency of this active learning… [PDF]

Marien, Michael (1971). Futures Documentation Projects Worldwide: Provisional Annotated Listing, August 10, 1971. Working Draft. This annotated, worldwide listing of 42 individuals and organizations represents an initial attempt to define ongoing futures documentation activity in its broadest sense. Due to the limited resources available, the list is incomplete, and descriptions of projects sketchy. As additions and changes appear in quantity, notices will be published in the World Future Society Bulletin. Annotations include mention of publications and reports already completed by the author or organization, as well as ongoing activities and future plans. Scope of the listing covers both general futures groups, such as the World Future Society, and special topics, such as education, peace research, technological change, and world resources. Subject, source nation, and individual name indices to the listing are provided. (Author/JLB)… [PDF]

(1995). International Conference on Education, 44th Session (Geneva, Switzerland, October 3-8, 1994). Final Report. This document presents the final report of the International Conference on Education, attended by 128 Member States of the United Nations Educational, Scientific, and Cultural Organization, as well as representatives from 9 inter-governmental organizations (INGOs), 36 international non-governmental organizations (INGOs) and one foundation. A total of 736 participants were in attendance. Divided into three parts, part 1, \Summary of the Plenary Discussions,\ contains: (1) Opening Ceremony; (2) Major Debate 1: Towards a Culture of Peace, Human Rights and Democracy through Education for All; (3) Major Debate 2: Presentation by Region of the General Theme of the ICE; (4) Major Debate 3: Educating for Mutual Understanding and Tolerance; (5) Major Debate 4: Education for the Twenty-First Century; and (6) Closing Ceremony. Part 2 is entitled \Work of the Committee of Governmental Experts.\ Part 3, \Documents Issued by the Conference,\ contains: (1) Declaration of the 44th Session of the… [PDF]

Bae, Jaehan (2020). Contemporary Art Practices in Preservice Teacher Education: Using Conflict Kitchen in a College Art Methods Course. Art Education, v73 n1 p38-45. In this article, Jaehan Bae describes one of the assignments he created for an art methods course for education majors (preK-8). In it, Bae asked preservice teachers to research the food as well as other aspects of a culture of their choice. Through this assignment, he hoped the preservice teachers would "explore art and the world through multiple senses/lenses and develop democratic behavior as an engaged citizen, and recognize international connections through art and contribute to world peace" (Bolin & Hoskings, 2015, p. 42). In this article, Bae describes the assignment and its implementation, including some of the resulting research and analyses generated by the preservice teachers in his class. He also offers suggestions for other art educators who might wish to implement a similar project with education majors to achieve similar goals. The primary external resource for this assignment was a project known as Conflict Kitchen. Conflict Kitchen (2010-2017)… [Direct]

Dasli, Maria (2019). UNESCO Guidelines on Intercultural Education: A Deconstructive Reading. Pedagogy, Culture and Society, v27 n2 p215-232. This paper undertakes a deconstructive reading of the principles on intercultural education, as introduced and discussed by UNESCO in a document published in 2006. It proceeds from the argument that while these principles have attracted considerable empirical attention, much less is known about the basic ideological assumptions that UNESCO makes in the process of articulating each one of them in turn. With reference points drawn from Derrida's 1976 deconstruction strategy, the deconstructive reading reveals how the organisation, in spite of its major claims, actually erases difference through recommendations that seek to promote social cohesion and peace. That is, even though the UNESCO document supports throughout the right to be different, self and other still run the risk of becoming one and the same should they endorse the guiding principles proposed. The paper concludes with the broader implications that can be drawn from this reading to help continue discussions about… [Direct]

Juliet Jordan Lowery (2024). Through the Voices of 12 Sister Scholars: Their Ascension to Senior Level Positions in the Higher Education C-Suite. ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University. This study examines the ascension of women of color (WOC) to senior leadership roles in the higher education C-suite (senior-level executives in an organization). WOC earn 16% of PhDs and only 2% of senior leadership positions at higher education institutions. Increasingly, the higher education pipeline has diverse women ready and capable of stepping into senior leadership roles at colleges and universities. Despite WOC's presence in college and university roles that would traditionally advance to senior leadership, they lag representation beyond midmanagement and lack access and opportunity to advance to the C-suite. This research is a means to raise the visibility of WOC in higher education leadership and amplify their experiences through the identification, collection, and analysis of their voices. The question is, Are women of color the catalyst to disrupt or decolonize the intersectional oppression of the higher education C-suite? Through the intersecting lenses of critical race… [Direct]

Milian, Madeline; Walker, Dana (2019). Bridges to Bilingualism: Teachers' Roles in Promoting Indigenous Languages in Guatemala. FIRE: Forum for International Research in Education, v5 n3 p105-128. The Peace Accords of 1996 sought to bring significant changes for Indigenous people of Guatemala by promoting new educational opportunities centering on the recognition that culture and language are critical components of education. Bilingual intercultural programs have been created and attention to the detrimental effects of language loss and cultural identity have gained attention as Guatemala portrays itself to the rest of the world as a proud multiethnic and multilingual nation. As teachers are essential in the implementation of educational programs, this study explores the perspectives of 13 Indigenous bilingual teachers from multiple communities, and their role in implementing programs that promote bilingualism, biliteracy, and intercultural education in their respective communities. Teachers proudly accepted the responsibility of bridging school and home languages and recognized that educational progress had taken place, but expressed the need for continued improvements, as… [PDF]

Aydin, Hasan (2013). Educational Reform in Nigeria: The Case of Multicultural Education for Peace, Love, and Tolerance. South African Journal of Education, v33 n1 Article 611 Feb. The cohesion of our multicultural societies depends on mutual understanding, engaging proactively in co-operation between different communities and respecting one another. This paper deals with the educational philosophy of a well-known Turkish Islamic scholar, Fethullah G√ºlen and its application to schools in Nigeria. G√ºlen-inspired schools in Nigeria are peace islands in the ocean of violence, and promote love, greater empathy, tolerance and peace in a society deeply divided along ethnic, religious, tribal and geographical lines. Following G√ºlen's example, the schools promote respect for other cultures and the trains of thought of various well-known scholars. Students, throughout their education, learn to appreciate other faiths, ethnicities and cultures, as well as their own. This article reports on a 2010 qualitative field study conducted at the Nigerian Turkish International Colleges (NTICs) in Abuja, Nigeria. In this qualitative inquiry, the researchers used observations, in-… [PDF]

Cooper, Geoff; Quinn, Trevor (2001). Geoff Cooper Talks to Trevor Quinn. Horizons, n13 p26-27 Spr. Interview with Trevor Quinn, head of Ardnabannon Outdoor Education Centre, Northern Ireland, discusses the center's history and association with the local education authority; courses provided to schools, college students, teachers, community groups, and businesses; the role of outdoor education in promoting peace and cultural understanding; and cross-agency initiatives relating access to the outdoors to tourism and economic development. (SV)…

Goulah, Jason, Ed.; Nu√±ez, Isabel, Ed. (2021). Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context. Teachers College Press Students, parents, and educators are increasingly frustrated, demoralized, burned out, and discontented with education and schooling today. At no time has it been more necessary to revitalize hope in the promise of education or to reestablish joy in teaching and learning. In this timely and inspirational volume, authors from diverse disciplines consider and affirm the many places across curriculum and context where hope and joy are or can be strong and vibrant. Grounded in the life-affirming ideals of renowned education philosopher and school founder Daisaku Ikeda, "Hope and Joy in Education" will reenergize educational research, theory, and practice. Featuring contributions from such luminaries as Theodorea Regina Berry, Cynthia B. Dillard, Walter S. Gershon, M. Francyne Huckaby, John Lupinacci, and Anita Patterson, this book reminds readers that the classroom is still a magical space, brimming with the brilliant and creative energy of young people. "Hope and Joy in… [Direct]

Hutchinson, Francis P. (1996). Educating for the 21st Century: Beyond Racist, Sexist, and Ecologically Violent Futures. Peabody Journal of Education, v71 n3 p42-62. Discusses resources of hope in educating for the 21st century, arguing the importance of active listening to children's voices and resistance to fatalistic fallacies regarding negative trends. The discussion examines principles from critical futurism and contemporary movements of educational innovation (including peace, multicultural, nonsexist, and environmental education) and discusses how schools are sites of possibility for encouraging alternatives to violence. (SM)…

(1972). Ways and Means of Teaching About World Order. These newsletters are a regular feature of the edition of the Progress Report sent to teachers, and further, supplement the World Law Fund's catalog of publications. Issues provide teachers with professional information on materials and techniques for teaching about world order. Typical inclusions present sample lesson plans and unit descriptions, announce new curriculum materials and innovative teaching techniques, and list resources on organizations, documents, selected bibliographies, and resource centers dealing with topics relating to teaching about world order. The eight issues, all dealing generally with world order, focus on foreign relations, peace, futurism, international education, racism, economic development, human rights, arms policy, and war. Those interested in receiving the mailings should request that their name be placed on the mailing list. (SJM)… [PDF]

Freeman, Robert E. (1971). Defining Concepts in the War/Peace Field: A Task for Academics and Curriculum Developers Alike. An Occasional Paper. Advocates of the new social studies have long urged the use of concepts as the basic building blocks in social studies. The question of what concepts and definitions of them should be taught is a matter of agreement among qualified judges. As qualified judges in the international relations-war/peace international education field, we can determine the concepts to which students should be exposed. Such a determination will undoubtedly be picked up by curriculum writers and teachers. We have attempted to take up the task of defining and choosing concepts, generalizations, and a rationale for them in the Diablo Valley Education Project. We have asked: What are the crucial concepts which must be taught if students are to be better prepared to participate in the democratic process, to the end of helping build the institutions of peace? Our initial answer to this is that they should include conflict, change, obligation and authority, power, interdependence, institutions, identity and role,… [PDF]

Alajmi, Maadi Mahdi (2021). The Role of the College of Education at Kuwait University in Countering Violent Extremism among Students. Journal of Social Studies Education Research, v12 n3 p204-224. This study aims to identify the forms of violent extremism among students of the College of Education at Kuwait University and specify the causes that drive youth towards it. This study used a cross-sectional design to which MANOVA analysis was used to analyze data. Sample of this study included 192 faculty members and 426 students of Kuwait University. Three indexed questionnaires searching the forms of violent extremism, causes and the role of faculty members to counter violent extremism were used to collect data. The analysis was addressed descriptively to see the indexes of violent extremism and their statistical impacts on the attributes in terms of occupation, gender, age, and experience to counter violent experiences. Results show that violent extremism among students occurred due to political, social, economic, and cultural aspects. This study has also determined the role of education in countering violent extremism and decreasing its prevalence among youth. One of the most… [PDF]

(1982). Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume II: Training Program for Teacher Trainers (Group A). Final Report. The goal of the teacher/university education component of the Peace Corps Liberia Education Training Program is to provide trainees with experiential and theoretical learnings that would be useful to them as inservice teacher trainers or university educators for the Ministry of Education, Republic of Liberia. To achieve this goal, training focuses on: (1) acquainting and familiarizing trainees with Liberia-specific information about roles, functions, and organizational structures; (2) instruction in generic teacher training, providing a cursory treatment of several teaching-learning models and approaches to the supervision of inservice and preservice teachers; (3) instruction in cognitive learning theory, emphasizing that cognitive styles are "culture bound" and that the recognition of differences in learning styles is essential to the adaptation and development of curriculum materials; and (4) instruction in workshop planning, implementation, and evaluation. Multiple…