_____. (1995). Peace Issues: A Humanities Curriculum for High School, 1994-1995., 208pp. Developed by a Committee of Granite City High School Teachers. This curriculum focuses on peace and justice issues while emphasizing the positive of the building of relationships. Units are developmental in approach and work from "Relating to Self" to "Relating to Others" to "Relating to Community and World." A Code of Ethics is presented to guide the unit and a section on sports' ethics is aimed specifically at high school students. Topics discussed include conflict resolution and peer mediation, bias, environmental concerns, world conflict, gender issues, ageism, disabilities, the Holocaust, African American and Native American cultures, and problem solving. (EH) ED418901 Available from: Illinois State Board of Education, Division of Secondary Education, 100 N. First Street, N-242, Springfield, IL 62777-0001.
Argyris, P., & And, O. (Apr 1994). Improving Conflict Resolution Skills of Primary Students through Curriculum Adaptation and Teacher Interventions., 83pp. M.A. Thesis, Saint Xavier University. This report describes a program for improving social and conflict resolution skills of primary students in three middle class suburban schools located in a northwest suburb of Chicago, Illinois. This program was recognized by teaching staff who found students lacking in social skills, problem solving strategies and the ability to solve conflicts. Teacher observation and teacher/student surveys confirmed the problem. Analysis of the probable cause data revealed that students demonstrate inappropriate (negative) skills for resolving their own conflicts, and that this lack of skill may come from socioeconomic background, exposure to violence, poor family relations, poor self-esteem and a lack of knowledge of alternative solutions. A combination of solution strategies suggested by research, teacher experience and collegial support resulted in the following interventions: (1) provide lessons on self-esteem; (2) utilize conflict resolution techniques through literature and role playing; and (3) adapt the life skills unit. The outcome of this Action Research Project was that students exhibited an increase in their ability to recognize and resolve conflict by utilizing appropriate resolution strategies. (Author) ED374377
Coghlan, R. (2000). The Teaching of Anti-Violence Strategies within the English Curriculum. Paper presented at the Theme: A Curriculum of Peace. Argues that the English classroom is a fitting place to integrate anti-violence teaching into the academic curriculum. Describes how English teachers can teach conflict resolution strategies, instill respect for cultural diversity, provide an atmosphere for cooperative learning while acknowledging controversy, and heighten empathy and respect by integrating violence prevention strategies into the content of the English curriculum. (SR) EJ604752
Collinge, J. (Nov 1993). Peace Education across the Curriculum: Some Perspectives from New Zealand. Peace Education Miniprints No. 52., 24p. This paper argues that issues of peace and war and related environmental and social questions ought to form part of the curriculum of a truly democratic education system. The aim of these studies is not to indoctrinate young people into predetermined positions with respect to controversial questions, but, quite the opposite, to help them develop into independently thinking and questioning adults. An emphasis is placed on the skills students should develop in peace education, such as the principles of presenting a well-considered argument, concern for evidence and logic, and an awareness of bias. One model put forward is Paolo Freire's education for critical consciousness through the study of generative themes. Controversial issues such as those dealt with in peace education should not be limited to older students. Even quite complex issues, such as nuclear weapons, are of concern to young children and should be dealt with at a level appropriate to their development. This is true even in early childhood education, where the desire of some children to play war games could be the basis for political and social education. The second part of the paper looked at curriculum developments in New Zealand education, in which, even though there is no official support for peace education, there is scope within the new curriculum for concerned teachers to deal with peace issues. Learning peace, however, is more than just curriculum development; it is concerned with the process of education as much as with content. Contains 26 references. (DK) ED370869
Dagan, M., & Al-Aarj, S. (1998). Proposed Curriculum, Written by: The Peace Education Forum for Palestinian and Israeli Educators., Supported by "People to People Program.". This booklet is the result of more than one year of meetings from 1997 to 1998 between 16 Palestinian and Jewish Israeli educators from both formal and informal educational systems. The establishment of this forum was supported by the "People to People Program" whose main goal is to enhance dialogue and relations between Palestinians and Israelis based on equality and reciprocity. The booklet documents long discussions of difficult issues, of insights from those discussions, and of the will and commitment of all the participants to educate for peace and dialogue in both societies. The booklet includes the description of the group process, activities on four different subjects, and the impressions of some of the participants. The proposed activities in the booklet represent just the first draft. The group will continue to meet and to use the proposed activities in their schools. After getting feedback from the students about the activities, the educators will work to improve them. (BT) ED434066
Gorrell, N. (2000). Teaching Empathy through Ecphrastic Poetry: Entering a Curriculum of Peace. Paper presented at the Theme: A Curriculum of Peace. Argues that any curriculum of peace must have at its core the teaching (not preaching) of empathy. Recommends ecphrastic poetry (poetic response to works of art) as a teaching tool for empathy, and discusses how the author uses one particular poem written in response to a World War II photograph to stimulate student writing response and discussion. (SR) EJ604744
Hudson, D. L. (1991). Develop and Implement a Peace Education Curriculum for Elementary School Students through a Planned Program of Instruction., 271pp. Ed.D. Practicum, Nova University. This practicum was designed to provide K-6 grade children with peace making tools. The curriculum was piloted in a public school for one year. The goal was to teach children how to make peace with themselves and with others. The writer used a combination of strategies in the curriculum to meet the needs of the children; provided self-esteem lessons; utilized conflict resolution techniques, including a new approach to group consultation; utilized parent participation/moral education lessons designed to involve the family; and emphasized social skill training. The results of the practicum were encouraging. Analysis of the data revealed that the children showed significant gains in the areas of social skills, self-esteem, and conflict resolution skills. Teachers indicated that most of the children did learn how to make peace with themselves and with others. (Author) ED347112
Lieber, C. M. (1994). Making Choices about Conflict, Security, and Peacemaking Part I: Personal Perspectives. A High School Conflict Resolution Curriculum. Field Test Version., 424pp. Part 2 projected for 1995 publication. This document presents a variety of materials for classroom use to address the issues of conflict, security, and peacemaking. Designed for high school, the lessons are presented from a personal perspective and intended for several learning environments, including: (1) integration into traditional courses; (2) self-contained one to two week units; (3) interdisciplinary units in the humanities; (4) a year's thematic focus; (5) a learning strategy approach; (6) a skill-centered approach; (7) schoolwide conflict resolution programs; and (8) conferences, schoolwide projects, and special events. The topics featured are: (1) "Introduction"; (2) "Security in Your Life" (8 activities); (3) "Dealing with Differences" (12 activities); (4) "Exploring the Nature of Conflict" (11 activities); (5) "Resolving Interpersonal Conflict" (11 activities); (6) "Dealing with Anger and Violence" (13 activities); (7) "Perspectives on War and Peacemaking" (14 activities); and (8) "Tools for Participation, Decision Making, and Problem Solving." Primary documents also are included, as are complete lesson plan procedures. (EH) ED381427
Long, J. (1993). Ruffing Montessori School Peace Curriculum: An Informal Narrative. Paper presented at the Thematic Issue: Reinventing Montessori. Describes a curriculum for eighth graders that involves students' narratives of personal conflict experiences, study of a book on the methods and rules of war, characterizations of individuals involved with war, expression of a personal vision of peace, and composition of a mission statement concerning their work in the curriculum. (PAM) EJ465902
Nelson, G. L. (2000). Warriors with Words: Toward a Post-Columbine Writing Curriculum. Paper presented at the Theme: A Curriculum of Peace. Argues that teachers of writing can readily become forces for peace in our schools and, by extension, in society at large. Argues that returning to personal story at the center of the writing curriculum, accompanied by deep listening, will promote peace and well-being, voice and sense of self, and respect and caring as well as powerful literacy in English classrooms. (SR) EJ604745
Olsen, K., Norwood, M. S., Shafer, G., Grenier, R. S., Brosnahan, E., & Kennedy, M. (2000). What Novel, Short Story, of Poem Would You Recommend for Inclusion in a "Curriculum of Peace"? Paper presented at the Theme: A Curriculum of Peace. Offers recommendations from six different English teachers of novels, short stories, or poems that they recommend or have used successfully in the classroom to discuss issues and dilemmas of peace. (SR) EJ604742
Rees, L. W. (2000). A Thousand Cranes: A Curriculum of Peace. Paper presented at the Theme: A Curriculum of Peace. Relates the author's experiences as a teacher with a high school student, a soft-spoken Japanese young woman, who taught the author and her fellow high school students much about understanding, forgiveness, and peace. (SR) EJ604754
Renner, C. E. (Jun 1991). Using the Language of Justice and Peace: Integrating Peace Education into EFL Curriculum., 16pp. Paper presented at the International Conference of Teachers for Peace (4th, Paris, France, June 1991). The integration of peace education into the English-as-a-Foreign-Language (EFL) and English-as-a-Second-Language (ESL) curriculum is discussed. Peace education is designed to break the negative chain of violence in interpersonal and international relations, and offers learners humanistic approaches to difficult questions that may leave individuals feeling powerless over their lives. Three interconnected areas of peace education are noted: personal peace; peace in the human family; and peace with nature. These three areas are discussed, and approaches to curriculum development to incorporate them are described. Methods for adapting authentic materials for instructional use are also discussed, with specific suggestions for vocabulary enhancement and instruction of young learners. It is proposed that the instructor must have clear objectives and anticipate learner reactions and, optimally, network with other teachers to integrate the topic and critical thinking about it into other subject areas. It is concluded that peace education in the context of EFL/ESL instruction can be effective and dynamic, providing motivation for intercultural communication, a dimension of social consciousness within the curriculum, and potential for interconnecting disciplines and addressing complex issues. A substantial bibliography and a list of instructional materials and resources are appended. (MSE) ED375610
Rogers, P. (Nov 1991). Education for Peace in the ClassroomCurriculum Development Strategies and Materials: A Case Study from Ireland. Peace Education Miniprints No. 24., 19pp. For related miniprint, see ED 358 006. This paper describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during the past 13 years. Peace education is concerned primarily with a positive approach to peacemaking and the development of people who internalize a positive vision of peace, have a real sense of justice, personal and social, and who are sensitized and helped to cope with the various social manifestations of violence and conflict in their own lives and the wider world. The document examines the educational rationale of this project in the context of the two educational systems operating in Ireland. The process by which the materials are produced fall under six headings: (1) teacher workshops; (2) writing phase; (3) piloting phase; (4) editing and rewriting; (5) dissemination; and (6) evaluation. The document outlines some of the issues facing the development of peace education in Ireland in the next decade. Some of these are learning from past experiences, avoiding raising expectations that are not fulfilled, appreciating the difficulties of implementation of curriculum innovation in a climate of financial cutbacks, understanding past inconsistencies in policy in this area, giving adequate resources to agencies that are supportive to schools, and appreciating the greater emphasis in society on competitiveness and a strong utilitarian thrust. One important issue for future development is an understanding that much of the theory of peace, for example in areas of conflict resolution and human rights education and nonviolence, has yet to be translated into concrete programs for school use. (DK) ED369693
Speirs, R. (1994). Decreasing Suspensions in Grades Nine through Twelve through the Implementation of a Peace Curriculum., 78pp. Ed.D Practicum, Nova University. This practicum was designed because out of school suspensions as a disciplinary procedure were not effective in changing students' behaviors. The students felt angry and rejected by the teachers, and they did not feel part of the school culture. The practicum offered a peace curriculum designed to be used in content academic areas, small groups, and with mentors. The study involved a peace curriculum that included problem-solving activities that encouraged students to develop alternatives to oppositional, defiant, and disruptive behaviors. The peace curriculum offered students the opportunity to participate in class discussion without the fear of failure. By preventing behaviors that emerged when students became frustrated because they did not know how to control their behaviors, the peace curriculum offered students the opportunity to develop fair and just attitudes. Analysis of the data revealed that out of 292 students referred for discipline, more than 83 students received an alternative form of discipline rather than out of school discipline or suspension. The cumulative number of out-of-school suspensions received by exceptional education students was reduced. The number of classroom teachers implementing behavior strategies in their classrooms increased because of the introduction of the peace curriculum. Nine appendices conclude the paper: (1) discipline system student listing; (2) teacher survey; (3) disciplinary referral form; (4) student assistance team response form; (5) lessons for mentors; (6) lessons for small groups; (7) content specific lessons for the classroom teacher; (8) mentor survey; and (9) rules for small group instruction. Contains 38 references. (Author/DK) ED378090
Webster-Doyle, T., & Russ, A. (1993). War: What Is It Good For? Peace Education in the Classroom: A School Curriculum., 302p. This unit of materials focuses on understanding conflict, individually and in the social extreme of war. The unit's purpose is to examine the underlying primary factors that create conflict in relationships and explore alternatives for resolution. The 20 lessons include: (1) "The Beginner's Eye"; (2) "Discovering the Wise Master"; (3) "Our Old Brain: Its Fight for Survival"; (4) "I Am What I Think"; (5) "Survival Begins in my Mind"; (6) "Do I Fight or Do I Run?"; (7) "I'll Join a Group "; (8) "My Group Knows Best "; (9) "The Enemy: Someone Who's Different"; (10) "The Hero: Someone We Want to Be"; (11) "The Bully: A Person with Problems"; (12) "Fear: The Only Enemy We Have"; (13) "Respect: The Act the Conquers Fear"; (14) "The Real Source of Power"; (15) "Does Your Brain Know Who You Are?"; (16) "The Military Is a Way of Life"; (17) "Can Peace Be a Way of Life?"; (18) "The Challenge: Going Beyond Conflict"; (19) "Our New Brain: It Wants a Peaceful World"; and (20) "Peace Can Happen in an Instant." The lessons are designed to provide procedures and materials needed, along with suggestions for additional activities to supplement the presentation. Lessons allow flexibility for individual settings. (EH) ED424185 Available from: Atrium Society Publications, P.O. Box 816, Middlebury, VT 05753; Tel: 802- 388-0922.
Wilkes, S. (1996). The Apartheid Struggle, Curriculum Module. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa)., 11pp. Some materials may not photocopy well. This curriculum unit is designed for secondary students in twentieth-century history and peace studies. The unit contains three activities from which students gain a better understanding of the dimensions of apartheid in South Africa. The activities are entitled: (1) "Racial Separation," an activity that gives students the opportunity to identify and research three distinct levels of social separation practiced in South Africa"petty apartheid," "urban segregation," and "grand apartheid"; (2) "Images of Defiance," an activity where students are shown samples of Soweto Day posters and are asked to design and produce their own student protest posters; and (3) "South Africa: Free at Last " an activity where students read an article concerning the triumph and challenges of South Africa's new multiracial government and then respond to questions. (EH) ED415165
Zeiger, S. (January 2000). Teaching Peace: Lessons from a Peace Studies Curriculum of the Progressive Era. Peace & Change, 25(1), 52-70(18). The historical roots of peace education as a school reform movement can be traced to the progressive era in the United States. This essay offers a content analysis of the first comprehensive peace education curriculum, published in 1914 by the American School Peace League, under the direction of Fannie Fern Andrews. Examining the curriculum raises fundamental questions about the teachers role in social change; it also reveals ideological tensions within the peace movement of the World War I period.
Bush Pushes for Afghan Education
By CHRISTOPHER NEWTON
Associated Press Writer
MARCH 16, 10:07 ET
Originally: http://wire.ap.org/?SLUG=BUSH%2dAFGHAN%2dEDUCATION
Possible can be found at: http://story.news.yahoo.com/news?tmpl=story&cid=514&u=/ap/20020316/ap_on_go_pr_wh/bush_afghan_education_1
WASHINGTON (AP) President Bush says that when hundreds of girls in Afghanistan set foot in a classroom for the first time this month, many will find notebooks, pencils, crayons and soccer balls purchased with money from American children.
In his weekly radio address Saturday, Bush told listeners that $4.5 million has been raised by U.S. children to support education in Afghanistan.
``America's children have been extremely generous in helping the children of Afghanistan,'' Bush said.
Bush began a national campaign to raise money for Afghan children during a speech in October, asking each American child to earn $1 and send it to the White House.
Since the war in Afghanistan began, the United States has also sent more than four million textbooks, written in the Afghan languages of Pashto and Dari.
Before year's end, the United States will have sent almost 10 million textbooks to Afghan children, Bush said.
``These textbooks will teach tolerance and respect for human dignity, instead of indoctrinating students with fanaticism and bigotry,'' Bush said.
Bush said working for a better educated Afghanistan will provide youngsters with ``an alternative to bitterness, resentment and hatred.''
When schools reopen in Afghanistan in the coming weeks, women and girls will be allowed into the classroom for the first time in years.
Educating girls will lead to a more stable Afghanistan, Bush said.
``Under the Taliban regime, educating women was a criminal act, Bush said. ``Under the new government of a liberated Afghanistan, educating all children is a national priority. And America, along with its coalition partners, is actively helping in that effort.''
Afghanistan's education system has been suffering since the Soviet invasion in the early 1980s, and it nearly ceased functioning altogether in the mid-1990s under Taliban rule.
The Taliban forbade girls under 9 to attend school, and boys' schooling was often limited to Islamic teachings.
The nation's new curriculum is temporary but includes subjects such as math, science, Islamic studies, friendship and awareness of land mines, said Nazar Muhammad Karyab, adviser to the Afghan Education Ministry who is in Peshawar to supervise printing.
Education | http://www.unamn.org/prod03.htm The UNA-MN Education Committee is working to + United Nations works toward peace, they also learn + school districts, teachers, curriculum developers, and student +
http://www.cde.ca.gov/character/peace.htm have learned. The high school curriculum includes pre and post + 2000 Copyright California Department of Education You are at: http + cde.ca.gov/character/peace.htm +.
IanHarris | http://www.copri.dk/ipra/harris.htm Training That Would Promote Peace." Teacher Education Quarterly, Volume 16 + An Undergraduate Community Education Curriculum for Community Development +
http://www.csulb.edu/~acaproj/iec/curriculum.html of Internationalized and Interdisciplinary Curriculum at Other Campuses + international development education throughout the + for International Peace Studies http +
United Nations Cyberschoolbus | http://www.un.org/Pubs/CyberSchoolBus/ COMMUNITY, Discussions +. Events. Days of the Year Commemorate special days and anniversaries such as Human Rights Day, Peace Day and more + + Gallery +. Description: Project ideas, lesson plans, discussion areas, links, etc. Category: Society> Government> Multilateral> United Nations> Education
Untitled | http://www.interisland.net/systems/ige.html served the institute of Global Education (and its earlier names + has extensive experience in curriculum development and program + of Radio for Peace International +.
Days after September 11, 2001
http://www.press.uchicago.edu/News/daysafter.html
The University of Chicago Press offers, at this site, a series of essays, "Reflections by our authors in the aftermath." Among the seven essays are "Metaphors of Terror" by George Lakoff, "Islam Has Been Hijacked, And Only Muslims Can Save It" by Jonathan Rauch, and "An Arab American Internment?" by Eric L. Muller. The perspectives here are varied, and the essays are thoughtful meditations, some poetic others analytical. The site opens with a brief passage: "At the moment of catastrophe we fall silent. Language fails. The words come back; understanding takes much longer. As we return to normal-or to the state of heightened alertness we now call normal-we return to the task of explicating a world which seems suddenly to have become inexplicable." And in that spirit, Charles Bernstein asks in his essay "Report from Liberty Street," "The question isn't is art up to this but what else is art for?" [TK]
From The Scout Report, Copyright Internet Scout Project 1994-2001.
http://scout.cs.wisc.edu/
Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the University of Wisconsin-Madison, or the National Science Foundation.
http://www.nara.gov/education/cc/peace.html group presented the most feasible plan +. the public law in this lesson as a model +. URL: http://www.nara.gov/education/cc/peace.html
Language Arts | http://www.csun.edu/~vceed009/languagearts.html Corps: World Wise Schools. Peace Corps through its + a collection of global education lesson plans for + English classes. Another lesson plan source is the + Description: Links to lesson plans, textbook publishers' resources, and creative writing. Category: Arts> Education> Language Arts
Lesson Plans | http://www.csun.edu/~hcedu013/plans.html also find a lesson plan, background notes, and discussion questions. Global Education Lesson Plans. The lessons, developed by the Peace Corps for students in + Description: Links to both lesson plans and strategies for teaching social science, history, and government. Category: Reference> Education> +> Teaching Resources> Elementary> Social Studies
Not Just for Kids! A Thanksgiving Lesson Plan | http://www.night.net/thanksgiving/lesson-plan.html mind, the Highline Indian Education program designed these + groups of people. A peace and friendship agreement was + night.net/thanksgiving/lesson-plan.html. Description: Native American educator addresses common misconceptions about the Pilgrims and offers suggestions + Category: Society> Holidays> Thanksgiving> Classroom
Teaching Resources - Lesson Plans - Education Resources | http://www.academicinfo.net/edteach.html order to promote peace through understanding and + US Dept. of Education. US News Classroom Sections include: Lesson Plan Library ; Teacher's Guide + Description: Extensive list of links to indexes and general aids such as new teacher advice, lesson plans, and + Category: Reference> Education> Educators> K through 12> Teaching Resources
The Great Peace Give-Away is a way to use the power of your personal and professional networks to change the world, one 'peace' at a time.
If you've enjoyed The Peace Book, please consider sharing it with others in your life, giving the one gift that people truly hunger for, the gift of peace.
The Peace Book cannot be bought in any store; it can only be given away. Sponsors like yourself can order boxes of The Peace Book to distribute to your family, friends, and colleagues, paying only the basic cost of the book ($3 each, or $90 for a box of 30 books) plus shipping and handling (and 5% sales tax in the State of Vermont).
The assumption behind The Peace Book and The Great Peace Give-Away is that if we put the same basic principles and tools in the hands of enough people, we can lay the groundwork for widespread action that arises from shared experience--i.e., a culture shift. We have seen this in the environmental community; now we can make it happen for a culture of peace as well.
The Story of The Great Peace Give-Away A few years ago, I was running a 3-day dialogue between Israeli and Palestinian women in the Middle East. I began the program by asking, "Why are you here?" This was a particularly important question in the circumstances, since the women who had chosen to attend such a ground-breaking event were risking condemnation and worse from their neighbors and community by meeting in this way with 'the enemy.'
One woman replied, "I'm here because I know there has to be a better way." I did a rough calculation the woman's age, and answered, "But how can you know about a better way? This life of fear and hatred, struggle and conflict, is all you've ever known; it's what your parents knew, and the only life your children have experienced." The woman put her hand over her heart and patted firmly. "Because I know," she answered. "I just know."
I realized she was saying, "in my heart, I know there is a better way." In our hearts, we all know that peace is possible. We all know that the seed of peace exists inside us, encoded in our soul, like DNA. It is a seed lying at the core of our being, that we can awaken at any time, and plant in our lives and in the world.
Fast forward to January 2000. I was traveling around the country on a book tour, promoting my newest book, The Courage for Peace. I noticed that the people coming to my talks represented a quiet, unheralded shift in our society. These people would not have shown up for a talk on peacebuilding ten, even five years before. But now they are involved in a variety of related activities--peer mediation in the schools, college programs in peace and conflict studies, non-violent conflict resolution programs in prisons, alternative dispute resolution in the courts, divorce and family mediation efforts, human rights witness programs or citizen diplomacy initiatives abroad. In short, I noticed that a large and growing number of people are involved in finding that better way--a way to bring peace and non-violence into our lives at every level.
I had the thought that we are now, as a society, about issues of peace and conflict resolution, where we were thirty years ago about the environment. That is, we are just waking up, in increasing numbers, to the realization that peace is an issue of great importance in our lives and in the world, and that we--individually and collectively--can do something about it.
hought of the ocean. The movement for a culture of peace is small and relatively quiet now, like gentle swells in the wide sea. But off in the not-too-distant horizon larger waves are coming, waves of great power that can reach well beyond the normal tideline and bring new ways of being together on this one planet we all call home. I saw the possibility to create a vehicle--a ship, if you will--in which to ride those waves, and help them gently to shore.
that moment The Peace Book was born, and the understanding that it is not for sale; it can only be given away. Peace is a gift we give ourselves and those we care about. It is not a commodity; it is a way of life. The act of giving the gift of peace is an act of putting our hands over our hearts and affirming our commitment to find--and share--that 'better way.' Return to top
How Does The Great Peace Give-Away Work? The power of the wave for change lies in our networks.
Our personal networks: our family and friends, our faith community, our social groups.
Our community networks: our schools, prisons, youth and senior centers, local government agencies, civic and community organizations, colleges and universities, our places for shopping, recreation, sports, and entertainment Our business and organizational networks: our customers or clients, employees or members, vendors, shareholders, stakeholders, boards of directors, professional associations Return to top
What Else Should I Know About The Great Peace Give-Away? Although this program is focused on building a culture of peace in the United States, it can also become an international initiative. Licenses for translating and adapting The Peace Book for other languages and cultures, and for distributing them in other countries, are available through PeaceTech.
Also, please note that the years 2001-2010 are designated by the United Nations as the UN Decade of the Culture of Peace and Nonviolence for the Children of the World. The Great Peace Give-Away is PeaceTech's contribution to this global effort.
ConfEngl | http://www.auth.gr/basoped/conferen.htm In the frame of the intercultural or multicultural education and the pedagogy of peace extending through the whole fabric of school life and playing its part +
english1 | http://www.auth.gr/basoped/whorwe.htm the Balkan Society in Pedagogy and Education, to + Balkan perspective in education may constitute an enduring force for peace, progress, educational, scientific +
IanHarris | http://www.copri.dk/ipra/harris.htm pp. 51-55. "Principles of Peace Pedagogy." Peace and Change, Vol. 15 + Training That Would Promote Peace." Teacher Education Quarterly, Volume 16, Number 3 +
Organizations | http://www.ccsp.ucsb.edu/ccorgs.htm Consortium on Peace Research, Education and Development (COPRED + emerging and existing peace studies programs. The + of curriculum and pedagogy, new research and +
Peace & Conflict Studies | http://www.tcnj.edu/~psm/pcs/ of peace, green politics, critical pedagogy, conflict resolution, etc. However, we + who are interested in peace research and education. It also attempts to + Description: Discusses various issues in peace research and conflict analysis. Category: News> Current Events> Global Politics and War> Military and Defense Issues
pedbad1 | http://www.uni.lodz.pl/ulan/pedbad1.htm trends in the 20th century pedagogy; teacher in theory and practice + Mloda Polska" - two interwar decades; education for peace; school journals in interwar +
Tampere | http://www.copri.dk/ipra/pec2000.htm resistance and recognition which the Peace Education Commission will have to address more + regulation and of building a pedagogy of hope beyond the +
Untitled | http://www.homeplanet.org/peaceedu.htm questions one can facilitate the shift to peace education +. be applied to bring a proposed educational pedagogy forth without promoting a cultural bias +
Untitled | http://www.transcend.org/CV-HAAVE.HTM education in terms of peace, development, democracy and + unavoidable that critical education needs attention as + to a "free market pedagogy". The rationale for +
Perspectives from the Social Sciences (After September 11)
perspectives from the social sciences
A Website Hosted by the Social Science Research Council
Terrorist attacks on and since September 11th have stimulated public soul-searching, military and diplomatic responses, and efforts to reform public policy. Both the attacks and responses to them have raised a host of questions about social organization, basic social institutions, how people mobilize amid crises, and how differences of culture and politics shape conflict and cooperation.
This website features an extraordinary and still-expanding collection of essays by leading social scientists from around the country and the world. These are efforts by social scientists to bring theoretical and empirical knowledge to bear on the events of Sept. 11, their precursors, and what comes after.