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_____. (Feb 1994). Peace Education. Reports and Miniprints from the Malmo School of Education, 1990- 1993. Peace Education Miniprints No. 57., 16p. The project group, "Preparedness for Peace," does research and development work on peace education and related aspects of internationalizing of school teaching. This miniprint lists 135 reports and miniprints from work published during the years 1990-1993, and includes reports and miniprints related to the work of the PEC (Peace Education Commission of the International Peace Research Association) that are published by the Malmo School of Education (Sweden). If the title is given in English only, the language of the report is English. For reports written in a Scandinavian language or in German, the title appears first in the language of the report, followed by an English translation of the title in brackets. (CK)

_____. (Feb 1991). Preparedness for the FuturePreparedness for Peace: Reports and Miniprints from the Malmo School of Education. Peace Education Miniprints No. 9., 33pp. For related documents in the series, see ED 335 249-250 and SO 021 582 and SO 521 584. A bibliography of reports and articles dated 1958-1990 concerning peace education is presented. These publications were written mainly in European languages between 1980 and 1990; an English translation of each title is included where necessary. The project group "Preparedness for Peace," which is responsible for the bibliography, carries on research and development work on peace education and related aspects of the internationalization of school teaching. (DB) ED339653

_____. (Feb 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., 17pp. Interviewer: Ake Bjerstedt. 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) ED359078

_____. (Feb 1990). Quality Education for Citizenship, Complexity, Justice and Human Liberation: Two Perspectives on Peace Education: Kathleen Kanet, James P. Keen, and the Project "Preparedness for Peace." Reprints and Miniprints, No. 687., 35pp. Interviewer: Ake Bjerstedt. This document presents portions of two interviews on topics relating to peace education. Interviewees include Sister Kathleen Kanet of the Intercommunity Center for Justice and Peace, New York, and Professor James P. Keen, director of the Governor's School of Public Issues and the Future of New Jersey. Kanet describes a series of seminars for preparing teachers to instruct students on the subject of peace and presents her general views of peace education. Keen describes his background and explains what he perceives as the meaning of the term "peace education" and how he approaches the subject. He also examines differences in approaching the subject with older and younger students. An attached appendix includes an extract from the program description of the Governor's School on Public Issues and the Future of New Jersey. (SG) ED359077

Fujita, H., & Ito, T. (Nov 1992). Peace Education in Japanese Universities. Peace Education Miniprints No. 36., 20p. This paper contends that peace education is necessary for all university students in Japan for several reasons: students are going to take leading roles in society; the world is changing rapidly; and university teachers have a social responsibility not to repeat the faults of Japanese teachers in World War II. Japanese peace education has been provided by many elementary and high school teachers since World War II. Peace education in universities expanded rapidly through the impact of the Special Session of Disarmament of the United Nations in 1978. The paper is based on three national surveys of peace education in Japanese universities. These surveys showed that multidisciplinary lectures were provided in many universities, that the contents were expanded to include structural violence, and that teachers used diverse teaching methods. (Author/DB) ED358007

Fujioka, N. (1992). The Current Situation on Teaching about World War II in Japanese Classrooms. Paper presented at the International Journal of Social Education, 6, 3, 20-40 Win 199 1992. Presents results of a questionnaire asking Japanese teachers how and what they teach about World War II. Reports that survey included broad and narrow questions on the war in Asia, Europe, and the Pacific. Concludes that Japan's postwar peace education has been a success but that more emphasis needs to be placed on cause and effect in history. (DK) EJ453678

Frydenberg, P., & Norsk utenrikspolitisk institutt. (1964). Peace-keeping, experience and evaluation; the Oslo papers. Oslo,: Norwegian Institute of International Affairs.

Freeman, N. K. (1997). Education for Peace and Caring Go Hand in Hand. Paper presented at the Dimensions of Early Childhood, 25, 4, 3-8 Fall 1997. Argues that children developat home, in school, and in the communitya repertoire of attitudes, beliefs, and behaviors that prepare them to become peaceful, cooperative, caring adults. Provides examples of instruction in caring through family life, household activities, classroom curriculum, the classroom environment, instructional techniques, extracurricular activities, and media resources. (SD) EJ554419

Franke, V. (1999). Preparing for peace: military identity, value orientations, and professional military education. Westport, Conn.: Praeger.

Francis, G. (2000). Preventing Deadly Conflict: Toward a World without War., "With contributions from Yukie Toyama and Paula Wichienkuer." Developed in cooperation with the Carnegie Commission on Preventing Deadly Conflict. Funding provided by the Center for African Studies and the Center for East Asian Studies at Stanford University. For the complete report, see SO 032 300. Page Length: 106. Although some people believed that the end of the Cold War would herald a new age of peace, the 1990s have seen more than five million people die in over 35 deadly conflicts. New technologies have made warfare ever more deadly. There is, however, a breadth of options available to prevent or control deadly conflict in the world. This curriculum module aims to introduce high school students to the tools that have been used successfully to prevent violence, and to demonstrate why it is urgent that the United States act to prevent conflict beyond its borders. Through group work and simulations, students can gain experience in analyzing deadly conflicts and prescribing strategies for preventing them. The module begins with an introduction and rationale, an overview, goals, materials and equipment needed, grade levels and subjects, social science standards, time and suggested sequence of activities, and small group roles. The three supporting lessons are: (1) "What Is 'Deadly Conflict?'" (contains 2 transparencies, 2 teacher information cards, and 6 handouts); (2) "Analyzing Conflict" (contains 2 transparencies, a teacher information card, and 11 handouts); and (3) "How Might Recent Conflicts Have Been Prevented?" (contains a teacher information card and 11 handouts). Appendixes contain an extensive glossary and a list of general references, as well as references for each lesson. (BT) ED447050

Fitzell, S. G. (1997). Free the Children Conflict Education for Strong and Peaceful Minds. Conflict Resolution Skills for Pre-K through Grade 12., 208p. Noting that teaching conflict education is not something that can be done in a set of isolated lessons in a curriculum program, this book discusses a comprehensive, developmentally appropriate approach to conflict education. The book is organized into two parts. The first part explains the basic underlying philosophy proposed in the book, and the second part discusses conflict education for specific age groups. Part One, "Conflict Education: The Process," contains one chapter: "The Five Essential Components of a Conflict Education Program." These components are modeling, relationships, conditioning, empowerment, and skills. Part Two, "Conflict Education for Different Ages," contains six chapters. Each chapter in this section discusses cognitive and moral development and offers practical approaches and techniques for dealing with conflict. In addition to these topics, each chapter addresses age-specific concerns. Chapter 2, "The Preschool/Kindergarten Child," discusses the influence of television violence. Chapter 3, "The Lower Elementary School Child," discusses the second-grader's concept of peace and the resistant child. Chapter 4, "The Upper Elementary School Child," provides a teacher's reflections on conflict education and personal growth and discusses peer relationships. Cha pter 5, "The Junior High Adolescent," discusses cliques and adolescent girls. Chapter 6, "The High School Adolescent," explores verbal bullying, relationship violence, and the Junior Reserve Officer Training Corps (JROTC). The book's appendices are: (1) "Developmental Stages and Stages of Moral Development and Their Impact on the Curriculum"; (2) "Corporal PunishmentFacts and Alternatives"; (3) "TV Violence"; and (4) "Bullying." The book concludes with an annotated bibliography that contains 43 references, a bibliography organized by subject that contains 58 references, and a listing of additional resources that includes children's books on peace, feelings, and relationship; products; organizations with peaceful goals; and Web sites. (LPP) ED424910 Available from: New Society Publishers, P.O. Box 189, Gabriola Island, British Columbia, VOR 1XO, Canada; Tel:800-567-6772 (Toll-Free), 604-247-9737; fax: 604-247- 7471; Web site: http://www.newsociety.com ($15.95, plus $3 shipping).

Fitch, T., & Marshall, J. L. (1999). The Teaching Students To Be Peacemakers Program: Program Overview and Review of the Literature. This paper provides a program overview and review of the literature on the Teaching Students to be Peacemakers Program (TSPP), which offers peer mediation and conflict resolution to students of all ages. The program features seven steps: creating a cooperative environment; teaching students the nature of conflict; teaching all students the problem solving negotiation procedure; teaching all students to mediate conflict; implementing the TSPP; refining and upgrading resolution skills; and repeating the steps yearly through grade 12. A key barrier to the program's success can be teacher commitment to the TSPP. This can be addressed by displaying administrative support, providing education on the benefits of the program, and having frequent contact with designated trainers. Peer mediation programs can be a significant part of a school's safety plan. Multiple studies have shown that involved students retain the mediation skills, teachers spend less time dealing with student conflict, and administrators can almost eliminate time spent on conflict resolution. While many programs train a few select students to serve as mediators, the TSPP trains all students to be mediators. (Contains 12 references.) (SM) ED436517

Firer, R. (Summer 1998). Curriculum Inquiry, 28(2), 195-208(114). Human rights education, as reflected in the presentation of "the others" and relations with them in forty-four history textbooks, twenty-three civics texts, and five "peace education" manuals, published in Israel from the 1950s on, are analyzed and evaluated. Attitudes toward Gentiles, Arabs, Oriental Israelis, and newcomers have improved immensely during the past half century, but nevertheless the "hidden" textbooks portray the cultural loftiness and prejudice of Israelis who are still a nation of people trapped by their own siege mentality.

Fine, E. S. (1997). Learning the Language of Peacemaking: Researching the Early Moments. Paper presented at the Canadian Children, 22, 2, 18-22 Fall 1997. Notes the "Children as Peacemakers" study, a video ethnography of peacemaking efforts in an elementary school. Includes excerpts from interviews and discussions with a grade 2 child, her mother, and her teacher concerning their experiences with "Peacemakers" approach. Notes that the "Peacemakers" approach offers expectation of change and a sense of possibility for practitioners. (LBT) EJ595667

Fidzduff, M., & Gormley, C. (September 2000). Northern Ireland: Changing perceptions of the 'other'. Development, 43(3), 62-65(64). Mari Fitzduff and Cathy Gormley argue that there are three stages in changing perceptions of the 'other'. First, the recognition that these perceptions of the 'other' actually exist. Second, the realization that the perceptions of the other are in fact perpetuated by the alienation and ghettoization of the various sides. Third, by endeavouring to deal with this sense of ghettoization by bringing the communities together through various processes to dispel the myths. They show that since 1969 in Northern Ireland the society at large, with the help of government funded ventures, has managed to successfully work through these stages with considerable effect on the development of an agreed political solution.

Feuerverger, G. (1997). An Educational Program for Peace: Jewish-Arab Conflict Resolution in Israel. Paper presented at the Theory into Practice, 36, 1, 17-25 Win 1997. Describes an encounter session at a School for Peace Workshop designed to teach peace and conflict resolution to Jewish and Palestinian adolescents in Israel. The workshop illustrates the importance of listening sensitively to the voices in conflict in order to develop valued modes of peace education and conflict resolution. (SM) EJ546686

Fernekes, W. R. (1990). Nuclear Proliferation: A Unit for Study. Paper presented at the Social Education, 54, 3, 170-72 Mar 1990. Using Argentina as a sample case study, presents a classroom unit designed to explain the implications for world peace of nuclear weapons development. Employs a policy analysis model to make an indepth examination of the values underlying all government policy decisions. Includes unit topics and procedures for the exercise. (NL) EJ409459

Fellman, G. (1998). Rambo and the Dalai Lama: the compulsion to win and its threat to human survival. Albany: State University of New York Press. Hm136.f425 1998

Felice, W. (1996). Taking suffering seriously: the importance of collective human rights. Albany: State University of New York Press. Jc571.f425 1996

Federal Council of the Churches of Christ in America. Commission on Christian Education. (1915). Selected quotations on peace and war, with especial reference to a course of lessons on international peace, a study in Christian fraternity included in this volume. New York city. 172.4 F31s Federal Council of the Churches of Christ in America. Dept. of International Justice and Goodwill., World Alliance for International Friendship through the Churches. American Section., Methodist Episcopal Church. Commission on World Peace., & Methodist Episcopal Church. Board of Education. Services of worship for world understanding and peace. New York, Chicago,: Dept. of International Justice and Goodwill of the Federal Council of the Churches of Christ in America in cooperation with the American Section of the World Alliance for International Friendship through the Churches; General Conference Commission on World Peace and Board of Education of the Methodist Episcopal Churches. 198

Federal Council of the Churches of Christ in America., Macfarland, C. S., Gulick, S. L., & Meyer, H. H. (1917). Library of Christian cooperation. New York,: Pub. for the Federal Council of the Churches of Christ in America by the Missionary Education Movement. 280.6 f31l

Falk, R. A., Johansen, R. C., & Kim, S. S. (1993). The Constitutional foundations of world peace. Albany, N.Y.: State University of New York Press. Jx1954



Günthör, R. (1976). Präliminarien und Prinzipien einer Erziehung zum Frieden., s.n.], [s.l.

Gushee, D. P. (2000). Christians and politics beyond the culture wars: an agenda for engagement. Grand Rapids, Mich.: Baker Books. Br115.p7 c38163 2000

Guerrero, F., & Abbott, L. (Apr 1990). School Community Education Program in New York City 1988-89. Volume II. OREA Evaluation Section Report., 105pp. For related documents, see UD 027 504-507. This second volume of a four-volume evaluation of the 1988-89 New York City School Community Education Program (also known as the Umbrella Program) comprises reports evaluating nine innovative elementary school projects on social, ethnical, and environmental studies, four of which included staff development workshops. Evaluation sources included student preprogram and postprogram test outcomes, writing samples, teacher and student questionnaires, and the number of acceptances of participants into special high schools. Overall, the program was not as successful in meeting its stated objectives as in previous years. Each report contains a brief project overview, describes the research methodology, presents the findings, and provides recommendations for improvement. The following programs are evaluated: (1) The Museum Connection; (2) Peace Education Program; (3) E.C.O.L.E.Education and Camping Opportunity Through Learning Environment; (4) Urban Environmental Program for Elementary School Pupils; (5) Star Labs; (6) Wave Hill Urban Environmental Program; (7) Lenox-Hill Environmental Education Program; (8) Goddard-Riverside Environmental Education Program; and (9) Ethnic Awareness Program. Statistical data are included on 14 tables. Each report also includes examples of evaluation instruments. (FMW) ED319870

Grossi, V. (2000). Peace Education: An Historical Overview (1843-1939). Peace Education Miniprints No. 101., Revised version of a paper presented at the World Conference on Higher Education (Paris, France, October 1998). Page Length: 26. Peace education has come a long way, but its history is not very well known. This text gives an historical overview, focusing on European developments from 1843-1939. Cites the London Peace Conference of 1843 and the Universal Peace Conferences as examples of bridging the principles of peace and the classroom. Glimpses are given of a number of important peace educators and activists. Early educational and psychological research is illustrated with Jean Piaget's work. The text asks these questions of the future: "How can the culture of peace become a world culture?"; "How will the educational system face up to the challenges of an ever-changing multicultural society?"; and "Is it possible to create a world citizen?" (Author) ED445990

Grob, L., & Gordon, H. (1987). Education for peace: testimonies from the world religions. Maryknoll, NY: Orbis Books. Bl65.p4

Gregg, S. (1998). School-Based Programs To Promote Safety and Civility. AEL Policy Briefs., 15p. Information regarding school-based programs designed to promote safety and civility as well as reduce violence and disrespect toward school personnel and fellow students is provided in this document. It describes primary, secondary, and tertiary interventions. Primary interventions are defined as universally administered to all students and are designed to protect children from the risk of developing antisocial behavior. School-wide programs that teach conflict management and anger fall into this category. Some of the primary intervention programs discussed here include: "Alternatives to Gang Membership," "Child Development Project," "Collaborative Student Mediation Project," "Law-Related Education," "Peace Education Foundation," "PeaceBuilders," "Peer Mediation in Schools Program," "Project S.T.O.P.(Schools Teaching Options for Peace)," "Promoting Alternative Thinking Strategies (PATHS)," "Resolving Conflict Creatively Program," and "Responding in Peaceful and Positive Ways (RIPP): The Richmond Youth Against Violence Project." Programs that are designed for secondary interventionstrategies that target individual students known to be at risk for antisocial behaviorare also described and include: "Conflict Resolution Project," "First Steps," "Positive Adolescents Choices Training (PACT) Program," and "Self Enhancement, Inc." Some programs that combine primary and secondary interventions include "FAST Track," and "Metropolitan Area Child Study." Other types of school- based programs, such as "Educators for Social Responsibility" and "Preparing Instructional Teams to Teach Effective Citizenship Education," are also detailed. Tips for developing and implementing schoolwide programs, along with lists of considerations to be examined by policy makers, are provided. Contact information for each program is given. (MKA) ED419180

Green, J. L. (1995). The Children of the Dream: Postwar Planning for the First Camp of the Children's International Summer Villages Organization. Paper presented at the Special issue on midwestern educational history. Traces the early history of Children's International Summer Villages, developed by Doris Allen in the late 1940s to promote peace and global understanding by exposing mixed groups of 11-year olds from different countries to a month-long experience in international living. The first camp, held near Cincinnati in 1951, included a social science research component. (SV) EJ515301

Graves, N. J., Dunlop, O. J., & Torney-Purta, J. (1984). Teaching for international understanding, peace and human rights. Paris,: Unesco.

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

Goehner, T. B. P. L. (1999). Woodrow Wilson: Prophet of Peace. Teaching with Historic Places. This lesson describes President Woodrow Wilson's struggle with and his ultimate failure at achieving lasting world peace through the League of Nations. The lesson focuses on November 23, 1923, the eve of the fifth anniversary of the Armistice that concluded World War I, when a frail and ill Wilson was ready to deliver a commemorative address by radio from the library of his brick home on S Street in Washington, DC. The lesson could be used in teaching units on foreign policy, peace education, presidential history, or the history of World War I. The lesson objectives are to: articulate the ideals of world peace and world order that Wilson espoused; describe the conflict between Wilson's ideals and the Senate's policy of isolationism; and explain why the ideals of a visionary like Wilson are significant in forming the policies of the government. The lesson is divided into the following teaching activities sections: Setting the Stage: Historical Context; Locating the Site: Maps (Washington, DC, 1914; Presidential Tour, 1919); Determining the Facts: Readings (Wilson's Passion for the League of Nations; The Collision of Ideals and Policy; Wilson's Final Campaign); Visual Evidence: Images (Origin of the League of Nations; The Covenant; The Wilson House; Wilson's Library and Drawing Room; "Three Little Elephants"); Putting It All Together: Activities (Public Speaking; Current Events and Wilson's Peace; Partisan Political Cartoons); and Supplementary Resources. (BT) ED439994

Gitlin, T., & Students for a Democratic Society (U.S.). Bibliography of War/Peace Books. New York: Students for a Democratic Society.

Gilstrap, R. L., & And, O. (1994). Professional Books. Paper presented at the Annual Theme Issue: Creating Safer Environments for Children in the Home, School, and Community. Reviews five books peace studies and conflict resolution: (1) "Voices from the Future" (Susan Goodwillie); (2) "War and Peace Literature for Children and Young Adults" (Virginia Walter); (3) "Teaching Young Children in Violent Times" (Diane Levin); (4) "Whose Language? What Power?" (Frank Smith); and (5) "Peace Education in America, 1828-1990" (Aline Stomfay-Stitz). (MDM) EJ488459

Gill, D. (2000). Giving Peace a Chance: Gandhi and King in the English Classroom. Paper presented at the Theme: A Curriculum of Peace. Describes how one high school English teacher developed and taught a unit that would give students the opportunity to see how violence and nonviolence affects their lives. Notes the unit involves discussing the lives and careers of Mahatma Gandhi and Martin Luther King, Jr., viewing film clips and film, reading, writing in journals, and writing a bill of rights for students. (SR) EJ604750

Giere, U. (1997). Adult Learning in a World at Risk: Emerging Policies and Strategies. Expectations and Prospects for the 21st Century As Voiced by Respondents to a 1996 UNESCO Questionnaire in Preparation for the Fifth International Conference on Adult Education (CONFINTEA V). CONFINTEA Background Document., 38p. Emerging adult education policies and strategies were studied through a survey of United Nations Educational, Scientific, and Cultural Organization (UNESCO) member states, nongovernmental organizations (NGOs), and social partners. Questionnaires were returned by 93 countries and 12 NGOs. The study focused on the following: social change and its impact on adult education since 1985; adult education around the world; trends in adult learning around the world; formal and nonformal adult basic education; adult literacy; adult learning and the technological revolution; vocational training for adults; education toward a culture of peace; education for a democratic, civil society; education and the all-round development of all individuals; formulation of a broader vision of adult learning; integration of adult learning into the lifelong learning system; the changing role of the state, universities, and NGOs; the strengthening of cooperative structures; new ways of financing adult education; and UNESCO's role in the future of adult learning. Despite differences in individual respondents' opinions regarding how adult education goals should be prioritized and reached, there was general consensus that adult learning must be integrated into the lifelong learning system and no longer viewed only as a second chance for disadvantaged individuals, a means of reaching the unreached, or tool to provide skills to the unskilled. (MN) ED410375

Ghosn, I. K. (1996). You CAN Teach a Sneetch Peace Education with Dr. Seuss. This lesson plan, for grades 4 to 6 and up, incorporates the Dr. Seuss story about Sneetches to teach children about sources of prejudice. The lesson also can be used to incorporate writing in the social studies. Six writing prompts are included. (EH) ED413262

Gerritsma, H. B., & Verbaan, D. (Apr 1991). Research and Development Related to Peace Education in the Netherlands. Views from the Polemological Institute, University of Groningen. Peace Education Miniprints No. 15., 19p. The project group, "Preparedness for Peace," at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of war and peace. As part of this work, experts with special interests and competence in areas related to peace education are interviewed. This interview explores the views of Henk B. Gerritsma and Daan Verbaan, both of whom work at the Polemological Institute, University of Groningen, the Netherlands. Interview questions concern such issues as the definition of peace education, ways in which schools can contribute, how students can become more aware of, and more prepared for, problems of peace, and what can be done to provide better teacher training in the area of peace education. (DB) ED351209

Gerlach, J. M., Ed. (2000). The International Assembly. Paper presented at the Theme: A Curriculum of Peace. Looks at the missions and goals of the International Assembly of the National Council of Teachers of English, a global multicultural network promoting communication and cooperation for international exchange of teaching practices, literature, literacy, curriculum development, and research in English. Suggests some criteria to look at when developing an international curriculum. (SR) EJ604760

Gärtner, H., Hyde-Price, A. G. V., & Reiter, E. (2001). Europe's new security challenges. Boulder, Colo.: Lynne Rienner Publishers.

Gärtner, H., Hyde-Price, A. G. V., & Reiter, E. (2001). Europe's new security challenges. Boulder, Colo.: Lynne Rienner Publishers. Ua646.e9447 2001 355/.03304

Gallagher, M. B., & Institute for Education in Peace and Justice. (1976). Educating for peace and justice: a manual for teachers ( 5th ed.). St. Louis: Institute for Education in Peace & Justice. Jc578



Hutchinson, F. P. (1996). Educating for the 21st Century: Beyond Racist, Sexist, and Ecologically Violent Futures. Paper presented at the Peabody Journal of Education, 71, 3, 42-62 1996. 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)

Hutchinson, F. (1996). Building Alternatives to Violence. Are There Needs and Opportunities for Teachers and Teacher Educators To Be Practical Futurists? Peace Education Miniprints No. 85., 20p. This paper argues the importance of not only understanding how "cultural editing" may limit our images and those of our children for creating non-violent futures, but also of the need for quality responses by teachers and teacher educators to such editing. Cultural editing is a term futurists use to describe processes both within formal and non-formal education that are likely to restrict imagination about social alternatives, including alternatives to violence, and to hamper action competence or skills in non-violent democratic participation. Drawing upon new research in schools, a strong case is presented for an explicit futures dimension in the school curriculum and for a re-conceptualization of "literacy" to include more optimal forms such as skills of social imagination and action competence in the non-violent resolution of conflict. A number of working principles are advanced relating to active listening to young people's voices on the future, applied foresight, and empowerment. (Contains 29 references.) (EH) ED416130

Hunter, K. W., & Mack, T. C. (1996). International rights and responsibilities for the future. Westport, Conn.: Praeger. K3240.6.i54 1996

Hunt, G. (January 97). Moral Crisis, Professionals and Ethical Education. Nursing Ethics, 4(1), 29-38(10). Western civilization has probably reached an impasse, expressed as a crisis on all fronts: economic, technological, environmental and political. This is experienced on the cultural level as a moral crisis or an ethical deficit. Somehow, the means we have always assumed as being adequate to the task of achieving human welfare, health and peace, are failing us. Have we lost sight of the primacy of human ends? Governments still push for economic growth and technological advances, but many are now asking: economic growth for what, technology for what? Health care and nursing are caught up in the same inversion of human priorities. Professionals, such as nurses and midwives, need to take on social responsibilities and a collective civic voice, and play their part in a moral regeneration of society. This involves carrying civic rights and duties into the workplace.

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

Howarth, D. R., & Norval, A. J. (1998). South Africa in transition: new theoretical perspectives. New York: St. Martin's Press. Dt1974.s73 1998

Horowitz, S. V., & Boardman, S. K. (1995). The Role of Mediation and Conflict Resolution in Creating Safe Learning Environments. Paper presented at the Special issue: "Safe Schools Through a Comprehensive, Effective, and Positive Strategy: An International Perspective," edited by Miguel A. Gutierrez and Carlos H. Lepiz. The need for solutions to youth violence has engendered inappropriate uses of conflict-resolution and peer-mediation programs. A research review indicates that reducing aggression and violence requires schoolwide change in conflict attitudes and behavior and concurrent, intensive programs targeting specific problems of particularly aggressive children. (31 references) (MLH) EJ513320

Hoover Institution on War Revolution and Peace., & Moussavi, F. (1982). Guide to the Hanna Collection and related archival materials at the Hoover Institution on War, Revolution, and Peace on the role of education in twentieth century society. Stanford, Calif.: Hoover Institution Press.

Holtzman, W. H., & University of Texas. (1966). The Peace Corps in Brazil; an evaluation of the Sao Francisco Valley project. Austin,: International Office University of Texas.

Holmes, M. L. (2000). Get Real: Violence in Popular Culture and in English Class. Paper presented at the Theme: A Curriculum of Peace. Argues that English teachers should open classroom doors to the world's violence in order to examine, interpret, and reduce it, focusing critical inquiry on the subject of violence. Describes how, in the author's English classroom, the study of violence in popular culture compels critical inquiry as students research what they know about violence in popular culture. (SR) EJ604756

Hirschfield, Y., & Roling, S. (September 2000). The Oslo Process and the People-to-People Strategy. Development, 43(3), 23-28(26). Yair Hirschfeld and Sharon Roling look at the people-to-people strategy efforts to achieve peace between Israel and Palestine.

Hinton, H. L., & United States. General Accounting Office. (1998). Drug control observations on U.S. counternarcotics activities: statement of Henry L. Hinton, Jr., Assistant Comptroller General, National Security and International Affairs Division, before the Subcommittee on Western Hemisphere, Peace Corps, Narcotics, and Terrorism, Committee on Foreign Relations; and the Caucus on International Narcotics Control, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office. Ga 1.5/2:t-nsiad-98-249

Hinkle, W. G., Ed., & Henry, S., Ed. (2000). School Violence. Paper presented at the Annals of the American Academy of Political and Social Science, 567 Jan 2000. This volume presents papers from a 1998 conference on school violence in Valparaiso, Indiana. The papers include: "What is School Violence? An Integrated Definition" (Stuart Henry); "Violence in Schools: Rage against a Broken World" (J. Scott Staples); "Listening to What the Streets Say: Vengeance as Ideology?" (Ralph Cintron); "School Violence: Gangs and a Culture of Fear" (Douglas E. Thompkins); "Drugs in Schools: Myths and Realities" (Peter J. Venturelli); "The Effects of School Climate on School Disorder" (Wayne N. Welsh); "School Tracking and Student Violence" (Lissa J. Yogan); "Poverty, Inequality, and Youth Violence" (Ronald C. Kramer); "The Status of School Discipline and Violence" (A. Troy Adams); "Educating for Peace" (Hal Pepinsky); "Creating Peaceable Schools" (Susan L. Caulfield); "Reconciliations: Prevention of and Recovery from School Violence" (Jane Nicholson); and "Juvenile Corrections in Indiana" (Edward L. Cohn and William G. Hinkle). (SM) ED439177

Hinitz, B. F., & Stomfay-Stitz, A. M. (November 21, 1998). Peace Education in the Early Childhood/Elementary Education Classroom: Setting the Agenda for a Humane World., Paper presented at the Annual Conference of the National Council for the Social Studies (Anaheim, CA, November 21, 1998). Peace Education is now considered by many as a viable curriculum that could be integrated into many school programs. This paper identifies and clarifies the role that peace education can play in the creation of a humane, nonviolent learning environment; highlights recent research on brain-based learning that holds significance for the inclusion of peace education in the curriculum, especially with integration of the arts and humanities; and demonstrates and invites participation in workshop activities that enhance the quest for a peaceful school and classroom. The paper maintains that peace education can enfold integrated, brain-based, multisensory learning, and a problem-solving approach. Integration of the arts and humanities in peace education can be a form of art therapy for children living in violent communities. The paper further maintains that peace education ensures enhanced citizenship skills for a new century. Appended to the paper are lists of: resources for brain-based learning; books and curriculum guides for peace education/conflict resolution/violence prevention/human rights/global education; and online resources. (KB) ED433104

Hinitz, B. F., & Stomfay-Stitz, A. M. (February 26, 1999). Peace Education and Conflict Resolution through the Expressive Arts in Early Childhood Education and Teacher Education., Paper presented at the Annual conference of the Eastern Educational Research Association (Hilton Head, SC, February 26, 1999). Several modes of expressive arts may be especially appropriate for peace education and conflict resolution instruction in early childhood and teacher education classrooms. This paper explores the integration of the concepts and processes of peace education and conflict resolution through an examination of current research and professional development publications, as well as observations made in selected U.S. early education and teacher education classrooms. The paper focuses on the role of the dramatic and language arts in fostering peace education and conflict resolution. With regard to early education, the paper is informed by several sources, including literature on brain-based learning and multiple intelligences. Also discussed is the effective use of reflective listening, reading and storytelling, journal writing, creative drama, dramatic play, and problem-solving techniques. The report concludes that peace education strategies developed through appropriate dramatic and puppet play and other language and communication experiences can counteract the violent images depicted in the media and many children's toys. Language and literacy experiences can foster peace education and conflict resolution and play an important role in early childhood teacher education. (Contains 54 references.) (KB) ED433105

Hinitz, B. (Apr 1994). Peace Education for Children: Research on Resources., 24pp. Paper presented at the Annual American Educational Research Association (New Orleans, LA, April 4-8, 1994). Peace education is and will continue to be a goal of early childhood educators around the world. A variety of definitions of peace and peace education can be found in the literature. A plethora of resources has become available during the past decade for those wishing to teach peace in educational settings for young children. The literature is replete with statements and examples regarding the necessity of peace education for the child's optimal social-emotional development. However, the literature dealing with peace education for infants and toddlers is severely limited. Three recent articles provide concrete examples of appropriate peace education practices for infants and toddlers. The classroom setting for 3- to 6-year-olds should offer space, materials, and opportunities for harmonious and interactive play. Planned program or curriculum activities can also enhance the peaceful classroom. Children's literature can be a powerful vehicle for strengthening communication skills and teaching peaceful conflict resolution. Therefore, books used with children should be screened and evaluated beforehand to determine the values they convey about peace and conflict. Some books can provide information that children can use to solve their own problems of dealing with anger. Writing books can also be a wonderful experience for primary level children. Some items in the peace literature are more appropriate for primary level and older children; many of the concepts in these books are at an adult level, and must be adapted to the children's cognitive and affective developmental levels. Others books are designed specifically for adults. For example, Maria Montessori's work, "Peace and Education," puts forth many concepts that still hold true today, including the observation that, to set about a sane, spiritual rebuilding of the human race, we must go back to the child. (A 150-item bibliography lists adult and children's resources on peace education.) (AS) ED375973

Hinitz, B. F., & Stomfay-Stitz, A. M. (1997). Cyberspace: A New Frontier for Peace Education., 25pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). This paper explores four dimensions of telecommunications as resources for peace education: (1) advocacy for special issues or concerns as a social action component; (2) enhancement for teaching peace education and conflict resolution; (3) links in cyberspace as an added dimension for partnerships and collaborative projects; and (4) expansion of expertise through technology and collegial contacts in other global centers. Evidence collected from several disciplines in a global search for projects, processes, and products could offer a blueprint for action for those in peace education. Survey results are shared on the attitudes of 50 peace educators throughout the world on the potential of telecommunications. (EH) ED420606

Hinitz, B. (1995). Educating Young Children for Peace. Paper presented at the ERS Spectrum, 13, 4, 22-27 Fall 1995. Reviews historical and currently available literature and resources on education for peace. Peace education is enhanced by a comfortable, stress-free classroom environment and by literature-based, creative-arts, compassion-building, and conflict-resolution activities. The teacher is the key element in creating the environment and modeling prosocial behavior and peaceful attitudes. (46 references) (MLH) EJ517760

Hicks, D. (1988). Education for peace: issues, principles, and practice in the classroom. London ; New York: Routledge. Jx1904.5.e378 1988

Hicks, D. (1988). Education for peace: issues, principles adn practice in the classroom. New York, NY: Routledge.

Heater, D. B. (1984). Peace through education: the contribution of the Council for Education in World Citizenship. London ; Philadelphia: Falmer Press. Jx1904.5.h43 1984

Hayes, M. D., Wheatley, G. F., & National Defense University. Directorate of Advanced Concepts Technologies and Information Strategies. (1996). Interagency and political-military dimensions of peace operations Haiti, a case study. Washington, D.C.: Directorate of Advanced Concepts Technologies and Information Strategies Institute for National Strategic Studies National Defense University. D 5.413:p 31 F1928.2

Hayes, M. D., Wheatley, G. F., & National Defense University. Directorate of Advanced Concepts Technologies and Information Strategies. (1996). Interagency and political-military dimensions of peace operations: Haiti, a case study. Washington, D.C.: Directorate of Advanced Concepts Technologies and Information Strategies Institute for National Strategic Studies National Defense University: For sale by the U.S. G.P.O. Supt. of Docs. F1928.2.i68 1996 972.9407/3 D 5.413:p 31

Harris, I. M. ([1991). The Challenge of Peace Education: Do Our Efforts Make a Difference?, 32pp. Paper presented at the Annual Meeting of the American Educational Research Association (72nd, Chicago, IL, April 3-7, 1991). The findings of a study that examined the impact of peace studies courses at the college and university level upon students is reported. The study involved 260 undergraduate students at 3 midwestern universities. At the beginning of each course, students filled out a questionnaire; at the end of the course, students were given identical questionnaires to see how their attitudes, beliefs, and levels of activity had changed during the semester. One year later students were mailed a third identical questionnaire to see what further changes had taken place. A control group also was used so that a comparison of responses between the groups would indicate whether or not the change could be attributed to the influence of a peace studies course. Analyses of the results of the study do not support a major hypothesis of the study, that students taking a peace studies course would have significant changes in attitude in a more peaceful direction than students in a control groups. However, the study does show that as a result of taking a peace studies course, one in five students do something to promote peace. (DB) ED339669

Harris, I. M. (Dec 1994). International Peace Research Association Meets in Malta. Peace Education Miniprints No. 70. From October 30, 1994 to November 4, 1994 the International Peace Research Association held its 15th general conference in Malta. Over 200 delegates from 40 different countries attended the week long gathering whose theme was "International Conflicts: The Role of Peace Research and Education." The conference featured plenary sessions in the morning followed by working sessions where the participants could focus on specific peace related concerns by taking part in various commissions. This report gives an overview of the conference. (RJC) ED386400

Harris, I. M. (2001). Challenges for Peace Educators at the Beginning of the Twenty-First Century., Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Page Length: 24. This paper provides a description of the history and advancements made in peace education during the past century. By the end of the 20th century, 200 colleges in the United States had peace studies programs and approximately 1 in 10 of the public schools had conflict resolution programs. The paper focuses on four challenges faced by peace educators today, including: (1) how to replace a military culture with a nonviolent culture; (2) how to convince policymakers and educators to put resources into supporting peace education; (3) how to produce research that demonstrates the value of teaching young people how to behave peacefully; and (4) how to develop peace building strategies in schools. At the beginning of the 21st century, peace education is being used to challenge stereotypes where there is a long history of humiliation, victimization, and ethnic, racial, and religious hatred. Peace educators concerned with violent behavior of youth use violence prevention strategies to help students learn how to avoid weapons, bullying, crime, and drugs. Peace educators need to help convince legislators, school boards, administrators, and general citizens to put resources into peace-building approaches to violence prevention. (Contains 43 references.) (JDM) ED451449

Harris, I. M., Glowinski, J., & Perleberg, N. (1998). Factors That Promote Implementation of Peace Education Training. Peace Education Miniprints No. 94. This study surveyed 31 professional educators who have taken a peace education course to see what factors influence their use of skills and knowledge acquired in this class. The main hypothesis of this study is that theoretical knowledge is not enough to motivate teachers to become peace educators. Respondents indicated that knowledge of subject matter was important but not as important as feelings of urgency about violence. Religious faith, past peace education success, and school climate helped peace education efforts. Responses to a questionnaire used in this study indicate the wide variety of approaches to peace education: (1) 58% were dealing with diversity; (2) 54% were teaching about peace; (3) 50% were helping their students cope with violence; (4) 35% were advocating violence prevention; and (5) 23% were working with a peer mediation program. Contains 7 tables and 31 references. (Author/LB) ED429898

Harris, I. M., Rank, C., & Fisk, L. J. (1997). Peace Studies in the West. Peace Education Reports No. 16., 48p. Peace studies explores organized non-violence and violence; their relationships to society, behavior, and consciousness; and ways of working toward a just and harmonious world community. Noting a fairly rapid growth in peace studies courses on college and university campuses during the last half of the 20th century, this report provides a description of the form, special structures, and programs of peace studies in colleges and universities in Western Europe and North America. The document describes a rich array of peace studies programs and course offerings, especially those that focus on conflict resolution. These programs rely heavily on voluntary efforts by dedicated individuals and have had too little, long term, institutional funding. A 48-item reference list concludes the report. (EH) ED421394 Available from: Department of Educational and Psychological Research, School of Education Malmo, Lund University, Box 23501, S-200 45 Malmo, Sweden.

Harris, I. M. (1996). Peace Education in an Urban School District in the United States. Paper presented at the Peabody Journal of Education, 71, 3, 63-83 1996. Presents a case study of efforts by teachers in a large urban school district in Wisconsin to address problems of student violence by using peace-education strategies, describing district-wide initiatives, summarizing curricular reforms at the elementary and secondary levels, and explaining how urban teachers are teaching alternative dispute-resolution techniques. (SM) EJ582881

Harris, I. M. (1996). From World Peace to Peace in the 'Hood: Peace Education in the Modern World. Paper presented at the Journal for a Just and Caring Education, 2, 4, 378-95 Oct 1996. Schools are facing increasing levels of violence spawned by violent media and communities. In response, many educators employ peace education strategies to make schools safer and help students deal positively with conflict. This article summarizes these reform efforts, distinguishes among three levels of peace education, describes resources, and discusses ancillary school productivity gains. (41 references) (MLH) EJ532313

Harris, I., & Callender, A. (1995). Comparative Study of Peace Education Approaches and Their Effectiveness. Paper presented at the Theme issue topic: "The Montessori Learning Community: Future Challenges.". Evaluated the effectiveness of peace education efforts in eight classrooms in four urban elementary schools, comparing the Montessori and Second Step approaches to peace education. Found that the Montessori approach produced the most peaceful classroom due to the democratic, student-centered, holistic nature of Montessori education. (MDM) EJ508823

Harris, I. M. (1993). Peace Education: A Modern Educational Reform., 36pp. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). Peace education as an educational reform originally responded to international threats of violence and wars. Since the end of the Cold War, peace education has directed its efforts to many different aspects of violence that plague both teachers and students. This paper reports on the efforts of one school district in Milwaukee, Wisconsin to respond to escalating violence in students' lives by teaching peace education. Peer mediation, courses on nonviolence, environmental awareness, curricula based on teaching respect, anger management, and violence prevention have been initiated to help students deal with the problems of violence in their lives. Two endnotes are included and 39 references are attached. (Author) ED362458

Harris, I. M. (1990). Peace Studies in the United States at the University and College Level., 28p. The number of peace studies programs on campuses in the United States has grown dramatically since the first such program was begun in 1948. At the beginning of the 1990s, the world is experiencing a renaissance in peace related activities that include tearing down the Iron Curtain, nonviolent revolutions in Europe's East Bloc and the Philippines, citizen diplomacy, arms reduction, and peer mediation in the schools. Peace studies attempt to analyze these developments, providing a historical foundation and a theoretical understanding of how these efforts contribute to the cessation of violence. This paper describes 13 peace and conflict resolution programs in the United States at the beginning of the 1990s. A table that indicates the most frequently chosen books by peace educators is included. (DB) ED322046

Harik, R. M. (1993). Thinking about Our Future: War, Society, and the Environment. A Series of Lesson Plans., 130p. This packet of 11 lesson plans is designed to help high school social studies classes examine socio-political issues facing the post-Cold War world. Though its multi-disciplinary approach touches upon a number of current topics, the packet's particular focus is on the wide-ranging impact of war and militarism on the planet's growing ecological crises. The lessons have been designed to introduce students to the background information they need to intelligenly analyze today's international news, as well as to encourage students to ask critical, normative questions such as "what is the meaning of 'security' in today's world?" and "what is the role of the citizen in fostering environmental consciousness?" A basic premise running throughout the lessons is that new, globally-oriented thinking must take the place of the old, narrowly defined nation-state system if humanity is going to overcome the environmental crisis facing it. Thus, in addition to lessons such as "Re-thinking 'Security' in the "'New World Order'" and "Weapons Conflict Resolution at the Personal, Social, and International Level," there is also a strong focus on nuclear proliferation as a paradigm of the special dangers of violent confrontation in the modern age. The lessons offer a variety of activities and strategies to encourage an active and constructive engagement with these issues, in particular role-playing, cooperative learning formats, and journaling. A resource list at the end of the packet describes currently available fiction, non-fiction, videos, journals, and organizations relevant to the issues at hand. (RMH) ED360252



Harber, C. (1996). Educational Violence and Education for Peace in Africa. Paper presented at the Peabody Journal of Education, 71, 3, 151-69 1996. Examines the violent context in which many African schools have existed (war, violent military oppression, and resistance). Explores the context of structural violence (debt, economic decline, and poverty) and its effects on education and argues that schools themselves have often been violent places, though recent democratic political developments are beginning to have positive effects on the nature of education. (SM)

Hanlon, J. (1996). Peace without profit: how the IMF blocks rebuilding in Mozambique. Oxford Portsmouth, N.H.: James Currey ; Heinemann.

Hammond, M., & Collins, R. (1993). One world, one earth: educating children for social responsibility. Gabriola Island, B.C.: New Society Publishers.

Halliday, T. C., & Janowitz, M. (1992). Sociology and its publics: the forms and fates of disciplinary organization. Chicago: University of Chicago Press. Hm22.u5 s574 1992

Hall, B. L., Rosenberg, D. G., & Dei, G. J. S. (2000). Indigenous knowledges in global contexts: multiple readings of our world. Toronto ; Buffalo: OISE/UT book published in association with University of Toronto Press. Gn476



Hammond, M., & Collins, R. (1993). One World, One Earth: Educating Children for Social Responsibility., 150pp. Published in both hardcover and paperback editions; the paperback is cataloged here. This book is designed to help teachers, environmental educators, and parents teach children and adolescents about social responsibility. It focuses on helping children talk about and understand peace as well as issues related to the environment, human rights, development, the international community, and social justice. It seeks to promote cooperation, solidarity, and security by combating ideas that promote war, violence, nuclear weapons, child abuse, sexism, racism, and environmental destruction. Included in five chapters is a selection of: (1) learning activities and discussion starters; (2) detailed lesson plans; (3) tips for using visual materials; (4) songs; (5) simulation games; and (6) suggestions for working in different settings. Five appendixes provide an annotated list of books and educational materials, lists of relevant organizations, songs, ideas for experimenting with poetry writing, and simulation games. (MDM)

Halpert, J. A., & And, O. (1990). Evaluation of a Peace Education Program: Results, Problems, and Needs., 7pp. Paper presented at the Annual Convention of the American Psychological Association (98th, Boston, MA, August 11, 1990). 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) ED339665

Hagglund, S. (1996). Developing Concepts of Peace and War: Aspects of Gender and Culture. Paper presented at the Peabody Journal of Education, 71, 3, 29-41 1996. Presents a broad discussion on developing concepts of peace education, noting the importance of including peace education in children's education. Examines peace education and assumptions about child development, the child as creator of a better world, the child and the group (in the classroom and in society), peace education for life, and the influence of gender and culture. (SM) EJ582879



_____. (1994). 1994International Year of the Family., 19p. The United Nations General Assembly has proclaimed 1994 as International Year of the Family with the theme, "Family: Resources and Responsibilities in a Changing World." Objectives for the year include increasing awareness of family issues among governments and the private sector, highlighting the importance of families, increasing understanding of their problems, promoting knowledge of the economic and social processes affecting families, and focusing attention upon the rights and responsibilities of all family members. This document presents the following materials for schools to celebrate the year of the family: (1) suggestions for how schools can plan to be involved in The Year of the Family; (2) Year of the Family logos; (3) a proclamation form from the state superintendent; (4) a quiz to test the knowledge about issues facing the American family; (5) ideas for teaching children about different cultures; (6) a worksheet on family issues and concerns; (7) suggestions for creating hunger awareness; (8) tips for creating a family history; (9) parenting principles to teach about using money wisely; (10) some do's and don'ts for grandparents; and (11) a reference list on global awareness, family communication, peace education, and grandparenting. (WP)

_____. (1991). International Understanding at School. Bulletin No. 59-60 1991., 53p. International understanding and peace through school education is a basic aim of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the Associated Schools Project. The feature articles in this bulletin issue discuss declarations and statements relevant to the promotion of peace and projects for international education. The Seville Statement proposes a clarification of major scientific misconceptions to provide a solid base for education towards international understanding. The Yamoussokro Declaration defines the positive content of peace, identifies promising fields for peace, and outlines a program for peace. The Montevideo Declaration reaffirms the importance of democracy and recommends states and relevant organizations commit to promoting democracy. The Paris Statement discusses international assistance in the fields of education and training in non-racial, democratic, post-apartheid South Africa. The four other articles discuss international education projects on the promotion of peace, literacy, and the environment. The special events section focuses on events in Belarus, Chad, Germany, Greece, Togo, and Venezuela and issues surrounding international education at school. The section on new initiative provides an overview on the national coordinator of the Associated Schools Project, on World AIDS Day, and text to illustrate the absurdity of some conflicts. Twenty-seven countries report activities in associated schools. Descriptions of 12 publications related to international education follow the report. (CK) ED369718

Iyer, P. (1997). Tropical classical: essays from several directions ( 1st ed.). New York: Alfred A. Knopf ; Distributed by Random House. Ps3559.y47 t76 1997

Iram, Y. (1999). Dialogue of Cultures: The Israeli Experience., Paper presented at the Annual Conference of the Comparative and International Education Society (43rd, Toronto, Ontario, Canada, April 14-18, 1999). Page Length: 11. The future of the Israeli society, like the future of all democratic, multicultural societies, will be determined by the ability to maintain a meaningful dialogue among its diverse groups: Jews and Arabs, immigrants from diverse cultures and socio-economic strata. This paper presents and analyzes an educational program to promote understanding and to advance meaningful acceptance and peaceful coexistence as an end result of a continuous dialogue among students of diverse cultures. The paper discusses how the dialogue among diverse cultures may take two forms, tolerance and pluralism. It describes the Israeli society's social cleavages and pluralistic composition, with many divisions in its Jewish majority and the Palestinian minority. The paper outlines the educational program (at Bar-Ilan University) known as Education for Human Values, Tolerance, and Peace. (BT) ED443744

International Studies Institute of the Philippines., & United Nations Information Center (Philippines). (1988). Education for peace: a roundtable discussion. Quezon City: International Studies Institute of the Philippines.

International Commission to Enquire into the Causes and Conduct of the Balkan Wars., & Carnegie Endowment for International Peace. Division of Intercourse and Education. (1914). Enquête dans les Balkans; rapport présenté aux directeurs de la Dotation par les membres de la Commission d'enquête. Paris: Centre européen de la Dotation Carnegie [etc.]. Dr46

Inkel, M. (1993). Celebrating African-American Traditions: Justice and Peace Education. Paper presented at the Momentum, 24, 4, 71-72 Nov-Dec 1993. Suggests Kwanzaa activities for family members, students, teachers, and/or children related to the African tradition of Nguzo Saba (the Seven Principles): Umoja (unity), Kujichagulia (self-determination), Ujima (collective work and responsibility), Ujamma (cooperative economics), Nia (purpose), Kuumba (creativity), and Imani (faith). (AC) EJ474744

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