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Index: Peace Education

Peace Education (J-N) Abstracts

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J

_____. (June 1998). Reviews. British Journal of Educational Studies, 46(2), 214-245(242). Pat Sikes, Parents Who Teach: Stories from Home and School. David Archard (ed), Philosophy and Pluralism. Tony Townsend (ed), Restructuring and Quality: Issues for Tomorrow's Schools.Jane Pitcher and Stephen Wagg (eds), Thatcher's Children? Politics Childhood and Society in the 1980s and 1990s. David Coulby and Stephen Ward (eds), The Primary Core National Curriculum: Policy into Practice. Second Edition. C. Clark, A. Dyson, A.J. Millward and D. Skidmore, New Directions in Special Needs. Roy Lowe, Schooling and Social Change 1964-1990. Dave Evans, Harold Grassler and Jan Pouwels (eds), Human Rights and Values Education in Europe: Research in Educational Law, Curricula and Textbooks. Richard Pring and Geoffrey Walford (eds), Affirming the Comprehensive Ideal. Priscilla Chadwick, Shifting Alliances: Church and State in English Education. Robin J. Burns and Robert Aspeslagh (eds), Three Decades of Peace Education Around the World. Elaine Millard, Differently Literate. Boys, Girls and the Schooling of Literacy. Colin Lanksheer, with James Paul Gee, Michele Knobel and Chris Searle, Changing Literacies. Peter Mortimore and Viv Little (eds), Living Education (Essays in Honour of John Tomlinson). Benjamin Levin and J. Anthony Riffel, Schools and the Changing World Wendy Luttrell, Schoolsmart and Motherwise: Working Class Women's Identity and Schooling. Bonnie Macmillan, Why School Children Can't Read.

_____. (January 2001). Africa Research Bulletin: Political, Social and Cultural Series, December 1st-31st 2000 Published January 25th 2001. Africa Research Bulletin: Political, Social and Cultural Series, 37(12), 14211-14250(14240). In This IssueEritrea - EthiopiaPeace Deal 14214South AfricaDA Challenges ANC 14221SudanAl-Bashir Wins 14222Guinea BissauMane Killed 14232Senegals Hope 14236Africa - USNo Strategic Interest? 14244EducationAddress The Market 14249ContentsContinental Alignments 14214Internal Developments 14218National Security 14229Military 14242Overseas Relations 14244Social and Cultural 14247Rates 14213Index 14250

_____. (Jan 1993). Peace Education: Reports and Miniprints from the Malmo School of Education, 1990- 1992. No. 765., 13p. The project group "Preparedness for Peace" carries on research and development work on peace education and related aspects of the internationalization of school teaching. This miniprint lists reports and miniprints from this work published during the years 1990-1992. The list also includes reports and miniprints related to the work of PEC (the Peace Education Commission of the International Peace Research Association) published by the Malmo School of Education. (Author) ED358017

_____. (Jan 1990). British Perspectives on Peace Education and Its Difficulties: Conversations With Helen Collinson, Mildred Masheder, Chris Sewell, Patricia White, and The Project "Preparedness for Peace." Educational and Psychological Interactions No. 100., 41p. The project group "Preparedness for Peace," at the Malmo School of Education (Sweden), studies possible ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, the project group conducts interviews with people engaged in the problems of peace education. This publication presents conversations with four people from Great Britain Helen Collinson, Mildred Masheder, Chris Sewell, and Patricia Whitewho have all been professionally involved in activities related to peace education. (Author) ED360237

Jurek, D. M., & Velazquez, M. (1995). Teaching Peace: Alternatives to Violent Play. Paper presented at the Early Childhood News, 7, 5, 39-40 Sep-Oct 1995. To help combat the effects of violence on children and improve the quality and nature of play, early childhood teachers can: define violence by helping children become aware of the issue, help children resolve their own conflicts, create a peace place in the classroom, intervene when violent play occurs, evaluate media and toys, and educate parents about violence. (TJQ) EJ512379

Joosten, A. M. (1995). Peace and Education. Paper presented at the Theme issue topic: "World Montessori: A Vision of Human Renewal.". This reprint of a 1960 conference paper discusses the role of education in bringing about world peace, focusing on Maria Montessori's ideas for promoting peace through a student-centered, nurturing curriculum for young children. Argues that only through the eyes of children can humankind understand the necessity for peaceful coexistence. (MDM) EJ510655

Jonsberg, S. D. (2000). A Place for Every Student. Paper presented at the Theme: A Curriculum of Peace. Argues that many students are alone and afraid in high schools. Looks at two basic premises underlying the traditional way of doing school: competition and conformity, and their inherent violence. Describes how the author works with prospective English teachers in her methods class, showing them how teachers can teach a curriculum of respect and peace. (SR) EJ604743

Jones, P. W. (1 June 1998). Globalisation and Internationalism: democratic prospects for world education. Comparative Education, 34(2), 143-155(113). The logic of globalisation contrasts markedly with that of internationalism. The latter, with its intrinsically democratic foundation, looks to a world ordered by structures supportive of that functionalism which is embedded in accountability. Globalisation, by contrast, implies few logical imperatives in favour of accountability, but rather looks to the pursuit of interest on the global level through the operation of unfettered capitalism. Implications for the sustaining of multilateral post-war arrangements are explored and analysed particularly in terms of war, its causes and its prevention. The notion of peace as human rights in action leads to the consideration of multilateral agenda in education, and the stances in a globalising world of the key multilaterals in education-UNICEF, UNESCO and the World Bank-with conclusions put forward concerning their relative grounding in the logic of internationalism or, alternatively, in the logic of globalisation.

Johnson, C. E., & Templeton, R. A. (1998). Promoting Peace in a Place Called School., 21pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 1998). To find ways to reduce, violence in schools, the subtle environmental aspects in a school that had integrated peace activities in the curriculum as a means of promoting positive changes in behavior were investigated. The results are presented here. At Peaceable Magnet School 42 kindergarten through eighth grade teachers were trained in peer mediation, and peace activities were initiated in the school. Afterwards, a task group was formed to immerse the whole school in violence prevention by integrating peace activities as a part of the ongoing curriculum. Researchers then compared what the teachers believed were vital factors in developing a peaceful school environment to the school environment in which they actually taught. Although the school had been focusing on peace for a year and teachers and students reported improved behavior, the teachers perceived a lack of support, and they believed that serious concerns still existed. Teacher were reluctant to involve parents as partners due to student behavior problems and from a fear of being blamed. The resounding theme resulting from the research was the grave concern that teachers still had about student behavior even after concentrated efforts to promote peace. (RJM) ED422648

Johnson, M. L. (1998). Trends in Peace Education. ERIC Digest. This ERIC Digest reviews the development and current status of peace education in the United States. After briefly surveying the peace education movement from its origins with a small group of educators in New England in the 1800s through its stigmatization as being anti-American during periods of hot and cold war, the Digest devotes more attention to recent trends of the 1980s and 1990s. During this period, peace education has taken on a number of forms, including conflict resolution aiming at reducing youth violence, anti-nuclear education, and role playing games, cultural exchanges, and other programs to promote global awareness. Most recently, e-mail and the World Wide Web have been used to promote the exchange of information and ideas. The Digest includes a list of online resources for peace education and a 10-item bibliography of references and ERIC resources. (MLJ) ED417123

Johnson, D. M. (1986). Justice and peace education: models for college and university faculty. Maryknoll, N.Y.: Orbis Books. Bx1753

Jeffries, R. B., & Harris, I. M. (1998). Cooling the Climate Using Peace Education in an Urban Middle School. Paper presented at the Middle School Journal, 30, 2, 56-64 Nov 1998. Details implementation of a peace education program in a Milwaukee, Wisconsin, middle school in order to help students understand the nature of violence and to stress the potential of nonviolence in solving problems caused by conflict. Considers including peace efforts in the curriculum, learning and practicing nonviolence, and the effects of the program on academic achievement and student attitudes. (JPB) EJ618588

Jeffries, R. B., & Harris, I. M. (1996). Peace Education: Cooling the Climate of Schools., 31pp. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996). This paper discusses peace education curriculum in the Milwaukee (Wisconsin) Public School district. The peace education promotion has been in existence for 10 years and was created in response to rising levels of violence. Specifically examined are the uses of peace education at Fritsche Middle School, a school that has proven the positive effects of using peace education in reform efforts and has exhibited a high level of peace education practice in the school. The paper explores the perceptions of eight school personnel about the formal peace education/conflict resolution efforts that occur at this school and the impact these efforts have upon the climate of the school and the creation of a peaceful learning environment. The research also involved 18 students with varying degrees of interest and participation in the school's conflict resolution program. It explores students' activities that directly counteract violence in the school and examines the extension of these peacemaking endeavors into the students' home and community lives. The paper concludes by identifying aspects of peace education that are in need of improvement in schools, even those as successful as Fritsche, and discusses how these problems inhibit the effectiveness of conflict resolution programs and peace education endeavors. Contains 45 references. (EH) ED407304

Japan. Gaimush*o. (1932). The present condition of China, with reference to circumstances affecting international relations and the good understanding between nations upon which peace depends. [n.p.]. Ds775

Janicki, K. (1991). Applying Linguistics for Peace Education. Paper presented at the International Journal of Applied Linguistics, 1, 2 p164-73 1991. Examines the concept of essentialismthat meaning resides "in words" rather than being assigned to themand suggests that essentialism as a philosophy leads to intolerance, conceit, and eventually war. A few sources of essentialism are identified and skepticism is voiced about the possibility of educating against essentialism in the near future. (JL) EJ435968

Jackson, O. R. (1992). Dignity and solidarity: an introduction to peace and justice education. Chicago, Ill.: Loyola University Press.
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Kuroda, Y., University of California Berkeley. Survey Research Center., & Inter-university Consortium for Political and Social Research. (1963). Psychological constructs of international images a Japanese community study, 1963 [data file ( logical records) +]. Ann Arbor, Mich.: Inter-university Consortium for Political and Social Research [distributor]. This study was conducted during the summer of 1963 in Yoshitkawa-Machi, Japan. The sample includes two groups: a general population random sample of 287 registered voters and a group of 28 community leaders. The study includes a number of demographic variables: the respondents' sex, age, marital status, education, income, and occupation. Interest in the local community and degree of participation in local affairs are explored, as is the respondents' involvement in the political life of their community. Respondents were asked to react to certain world leaders and their countries - Japan, United States, Russia, and Communist China - and to abstract ideas such as peace and war by rating them on a series of descriptive scales. Another major portion of the study ascertains respondent self-evaluation, sociability, personal ideological orientation, and political efficacy. Inter-university Consortium for Political and Social Research [distributor]

Kupidura, E., Ed., & Kupidura, P., Ed. (1993). Subject/Author Index 1968-1992. Paper presented at the Convergence, spec iss, 1-181 1993. This 25-year index contains annotations of feature articles by subject and by author. Representative subjects include basic education, development education, empowerment, human rights, lifelong education, peace education, popular education, rural development, social/political action, technological advancement, and transformative research. Articles in English, French, Spanish, and Russian are included. (SK) EJ458773

Kukathas, C. (2001). Education and citizenship in diverse societies. International Journal of Educational Research, 35(3), 319-330(312). The question of the state's role in the control of sponsorship of education is addressed in the light of liberal political principles designed to keep peace and enforce toleration in culturally diverse societies. Some contemporary, self-described liberal philosophers argue for a much more substantial educational role for the state than liberal principles will really allow. Brian Barry's argument for that role assumes that the state can prescribe answers to controversial questions regarding the truth and the good life in which a truly liberal state would take no interest. Stephen Macedo is more accommodating to religious diversity than Barry, but his argument fails because of his rashly optimistic view of the state's effectiveness in promoting civic virtue and the possibility of reconciling that role with fundamental liberal values. Liberal regimes do not depend on civic education, even under conditions of diversity. Their life-blood is toleration and dissent rather than the widespread diffusion of civic virtue.

Kreidler, W. J., & Whittall, S. T. (1999). Early Childhood Adventures in Peacemaking: A Conflict Resolution Activity Guide for Early Childhood Educators. Second Edition., Project funded by AT&T Family Care Development Fund, a joint project of AT&T/Lucent Technologies, the Communication Workers of America and the International Brotherhood of Electrical Workers. Produced with Nan Doty, Rebecca Johns, Claudia Logan, Laura Parker Roerden, Cheryl Raner, and Carol Wintle. Also funded by the Lippincott Foundation of the Peace Development Fund. Page Length: 401. This early childhood curriculum (ages 3-6) uses games, music, art, drama, and storytelling to teach young children effective, nonviolent ways to resolve conflicts and provides caregivers with tools for helping young children develop key conflict resolution skills. Following an introductory chapter, Chapter 2 provides guidance in assessing the needs of an early childhood program and provides strategies for implementing the Peaceable Program. Chapters 3 through 9 focus on the five key themes of the Peaceable Program: communication, cooperation, expressing emotions and managing anger, appreciating diversity, and conflict resolution. Each of these chapters reviews the developmental issues involved in the area; provides guidance in setting goals for children, identifying needed skills, and assessing progress; and includes tips and troubleshooting strategies. Chapters 10 through 15 detail classroom activities using music, puppets, storytelling, and parachute play. Chapter 16 includes ways to involve parents in building a Peaceable Program, and includes letters for parents and reproducible tip sheets with suggested activities to support the classroom program. (KB) ED447958

Kreidler, W. J. (1990). Elementary Perspectives 1: Teaching Concepts of Peace and Conflict., 273p. Designed for educators of children in kindergarten through grade six, this resource guide provides activities related to the concepts of peace and conflict. The activities are not, for the most part, sequenced and can be used singly to introduce concepts or to supplement other lessons. The activities also can be grouped into a unit of study, and each activity contains the grade levels from kindergarten to grade 6, objectives, the subject area it fits, materials needed, instructions, discussion questions, suggestions for additional work, and handouts when required. Each chapter contains a basic concept and poses several questions related to that concept: (1) the meaning of peace; (2) peace and community building; (3) peace and conflict; (4) peace and diversity; (5) peace and enemies; and (6) visions of peace. Appendix A provides guidelines for discussing controversial issues with elementary children. Appendix B lists 77 children's books with peace-related themes, and appendix C provides information of 39 curricula and other resources for teachers. (CK) ED370873

Kmitta, D., & Berlowitz, M. (1993). Evaluation of the Center for Peace Education Programs 1992-1993. Final Report., 130pp. Funding also provided by the Greater Cincinnati Foundation and Jacob G. Schmidlapp Trusts. The Center for Peace Education is an ecumenical nonprofit organization that provides educational programs for peace and social justice in the Cincinnati (Ohio) area. In the 1980s, through a gradual process, the Center introduced nonviolence and conflict-resolution training into several urban schools in and around greater Cincinnati. In 1992 the Center began to offer college credit to some participants in its nonviolent conflict-resolution training. Two of the Center's programs are conflict-resolution curricula. The "Students' Creative Response to Conflict" (SCRC) and the Cooperative Discipline Program give both students and teachers the skills to resolve conflicts without violence. The Peer Mediation program uses trained student peer mediators to resolve conflicts that have already occurred between two students. These programs were evaluated in 1992- 93, with the SCRC's receiving the most attention. Direct observation and surveys of participants provided evaluation data. Evaluation of the three programs demonstrates that the organization is a valuable resource for reducing the potential for violence in the Cincinnati public schools. Four appendixes present details about the evaluation. There are 31 tables of evaluation data. (SLD) ED405390

Kleg, M., & Totten, S. (1990). On Teaching Horizontal Nuclear Proliferation: A Conceptual Framework. Paper presented at the Social Education, 54, 3, 136-42 Mar 1990. Recommends that the study of global issues be grounded in the study of war and peace, and urges teaching students that citizens can play an active part in public policy change. Provides nine questions as a basis for an instructional unit and includes a chronology chart and nuclear history of the five major nuclear powers. (NL) EJ409451

Kisembo, P. (1993). A Popular Version of Yash Tandon's Militarism and Peace Education in Africa., 52p. This book is a briefer, simpler popular edition of "Militarism and Peace Education in Africa." It is intended to interest the African peoples in the problems of peace and allow them to discuss and debate the issues of militarism and peace for Africa and to suggest solutions. It is also intended to interest leading organizations and people working at the grassroots level in urban and rural areas in problems of militarism and peace education. The first two chapters show how, in former times, militarism was brought to Africa by the Europeans through slave trade and colonialism. Chapter 3 shows how militarism continued after independence under neocolonialism in these forms: state terrorism, militarism based on ethnic nationality/conflicts, militarism resulting from "pastoralist conflicts," militarism resulting from cultural and religious conflicts, and militarism based on ideological conflicts. Chapter 4 explores how militarism is still connected to the exploitation and oppression of Africa with the new strategy called "low intensity conflict" or "low intensity war." Chapter 5 considers developing types of peace education and proposed content of peace education. Chapter 6 proposes the content of African peace education, including African history and civilization, cultural and moral education, development education, and human rights and equality education. Contains 15 references. (YLB) ED396074

Kirmayer, P., Ed., & Pinnes, N., Ed. (1997). Adult Education in Israel, II-III., 253pp. For volume I, see ED 371 126. This is the second booklet in English that deals with adult education in Israel. The following papers are included: "Editors' Notes" (Paul Kirmayer, Noy Pinnes); "Introduction" (Meir Peretz); "Defining 'Adult Education'" (Yehezkel Cohen); "Planning Study Programs for Adults" (Rachel Tokatli); "The Role of Adult Education: Changing the Individual or Changing the Society?" (Maggie Koren); "Adult Education and Lifelong Education" (Paul Kirmayer); "Heretical Reflections Regarding Adults' Motives for 'Being Educated'" (Dov Friedlander); "The 'Unfinished Business' of Training Adult Educators" (Eitan Israeli); "Teaching Peace to Adults: Dare We Practice What We Preach?" (Benyamin Chetkow-Yanoov); "Adult Education in Israel: Policy and Objectives" (Meir Peretz); "Adult Education Comes of Age: Some New Directions" (David Harman); "Creating the Space for the First Word" (Graciela Spector); "'Distance Education'Looking Forward to the 2000's" (Ora Grebelsky); "Distance Education by Telecommunication in Order to Provide Higher Education to the Periphery" (Zvia Ortner); "The Influence of Mass Media on the FamilyAn Exploratory Model" (Rina Cohen); "Watching Current Events Programs in the Ulpan: An Introduction to Israeli Society and Culture" (Dalia Hoffshteter); "Poorly Educated Women as Consumers of Television: A Different Point of View" (Yehudit Orensztajn); "International Contacts with Institutions and Organizations" (Paul Kirmayer, Noy Pinnes); "Summary of a Visit to an Adult Education Center in Turkey" (Shoshana Broner); "International Seminars on Adult Education in Israel" (Moshe Adorian); "A Seminar for Middle East Educators Summer, 1995" (Haim Itkis); and "Publications: The Cream of the Crop (2)" (Yehudit Orensztajn). (MN) ED410392

King, E. W. (2000). Looking into the Lives of Children for Inspirational Peace-Building., Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Page Length: 12. This paper considers strategies that have been put into place for peace education around the world. The paper discusses the street children of Brazil who are being rescued from violence by individuals following the philosophy of Paulo Freire. The paper examines the impact of the Iraqi invasion on children and families in Kuwait. It concludes by recommending the works of Professor Elise Boulding, especially her book, "Children's Rights and the Wheel of Life" (1979), an important contribution to family and child studies. (BT) ED442723

Kelly, G., & University of New England. Centre for Peace Studies. (1998). Indonesia's transmigration scheme: an evaluation in terms of social justice. Armidale, [N.S.W.]: Centre for Peace Studies University of New England.

Kelder, S. H., Parcel, G. S., Frankowski, R., Orpinas, P., & Murray, N. G. (June 1999). Padres Trabajando por la Paz: a randomized trial of a parent education intervention to prevent violence among middle school children. Health Education Research, 14(3), 421-426(426). This paper reports the results of a randomized trial to test the effectiveness of a theoretically derived intervention designed to increase parental monitoring among Hispanic parents of middle school students. Role model story newsletters developed through the process of Intervention Mapping were mailed to half of a subsample of parents whose children participated in Students for Peace, a comprehensive violence prevention program. The results indicated that parents in the experimental condition (N = 38) who had lower social norms for monitoring at baseline reported higher norms after the intervention than the parents in the control condition (N = 39) (P = 0.009). Children of parents in the experimental group reported slightly higher levels of monitoring at follow-up across baseline values, whereas control children who reported moderate to high levels of monitoring at pre-test reported lower levels at follow-up (P = 0.04). These newsletters are a population-based strategy for intervention with parents that show some promise for comprehensive school-based interventions for youth.

Kearney, R. (1998). African American views of the Japanese: solidarity or sedition? Albany: State University of New York Press. E185.615.k36 1998 305.8/00973

Kauppinen, H. (1991). Peace Education in Art: Study of Conflict and Harmony., 13p. Strategies for organizing and sequencing peace education programs in art education are explored. First, the concept of peace and the development of peace education are examined. The affirmation of peace as life, justice, and freedom contains four areas of study for art education: (1) human relations; (2) cultural diversity; (3) the environment; and (4) global awareness. Nordic Paradise, a peace education program organized by Nordic art educators, utilizes these four areas. The project was based on the principle that pictures are language. Students examined art works that represented human relations, the environment, war, political situations, social issues, and other relevant subject matter. The linking of art with other subject areas, such as history and science, makes in- depth study of aspects of peace possible. Peace education is a life long process and art education should take an active and leading role in organizing peace education programs. (KM) ED342709

Kauppinen, H. (1991). Peace Education in Art: Focus on Gender., 18p. Art education can be used as a focal point in studying peace education and gender issues. One aspect of peace education is the field of human relations and that can include issues of gender. Basic concepts of patriarchy, sexism, feminism, and women's liberation can be studied through art. Finnish art education curriculum provides three areas for peace education with a focus on gender: (1) art history; (2) folk art; and (3) mass media. Art history features an image of Finnish women as successful artists and creators of culture. Twenty-five percent of the art works cited in art history books are by women and in the history of design women's artworks are in the majority. In the study of folk art much attention is given to the study of decorative and utility textiles designed and made by women. Study of folk art also emphasizes equal achievement by men and women. Students study mass media by examining newspapers, magazines, television, and film to develop their understanding of gender differences. A case study concludes the document and describes Finnish women in various occupations, inclduing art education, indicating the continuous evolution of equality between genders. (KM) ED342710

Kaman, J., & Harris, G. (2000). Does Studying Peace Make a Difference? An Experiment at the University of Papua New Guinea. Paper presented at the Australian Journal of Adult Learning, 40, 1, 83-93 Apr 2000. University of Papua New Guinea students (n=23) who took a 1-semester peace studies course were compared with 23 who were studying politics. Only peace studies students significantly changed their critical thinking and values. (SK) EJ609221

Kaba, B. D., Rayapen, L. C. A., Professors World Peace Academy., & Professors World Peace Academy. Panafrican Conference. (1990). Relevant education for Africa. Yaoundé, Cameroon: Professors World Peace Academy. Selected papers of the Second Panafrican Conference of Professors World Peace Academy (PWPA) on the theme "Towards Relevant Education for Africa", held December 1-5, 1988, in Yaounde, Cameroon. La1501
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Lykes, M. B., Mateo, A. C., Anay, J. C., Caba, A. L., Ruiz, U., & Williams, J. W. (1 July 1999). Telling stories-rethreading lives: community education, women's development and social change among the Maya Ixil. International Journal of Leadership in Education, 2(3), 207-227(221). Peace negotiations culminating in accords signed between the Guatemalan government and guerrilla forces (URNG) on 29 December 1996 have 'ended' nearly 36 years of war in Guatemala and afforded new spaces in which survivors testify to horrific violence including massacres, military occupation, internal displacement, extreme poverty and exile. In this paper we describe the development of a women's organization in rural Guatemala that was created to respond to some of the psychological, economic and educational consequences of this war. The Association's genesis and current work reflect collaborative processes of interethnic and transnational non-formal education, community organizing and leadership development. While responding directly to social injustices-including centuries of discrimination and marginalization of indigenous peoples-and the multiple effects of war, the Association provides a context wherein rural Maya women are enhancing self- and community-confidence to act on their own behalf in the development of action plans for change within their local community. In this paper we discuss some of our experiences as insiders in a rural area deeply impacted by war, state violence and poverty, and as outsiders who seek to accompany them in constructing peace with justice at a local level. We document some of the challenges experienced in collaborations across multiple differences as well as their contributions to women's development and to their creation of more just and equitable educational programmes for themselves and children in their communities.

Lutz, D. S. (1984). Weder Wehrkunde noch Friedenserziehung?: der Streit in der Kultusministerkonferenz 1980/83: Arbeitsmaterialen zum Thema Frieden in Unterricht und politischer Bildung ( 1. Aufl. ed.). Baden-Baden \: Nomos Verlagsgesellschaft.

Lowe, B. E. (1929). International education for peace. Brooklyn, N. Y.,: F. Weidner Printing & Publishing Co. Jx1952

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

Linder, P. E., Jaladhi, H. K., & College Reading Association. (2000). Literacy at a new horizon: the twenty-second yearbook: a peer reviewed publication of the College Reading Association. Readyville, Tenn.: College Reading Association. Lc151

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

Lichtenberger, H. (1923). Relations between France and Germany. Washington,: The Endowment. Dd249

Lewinski, M. (1990). Perspectives on Peace: A Resource for Teaching Peace and Security Issues., 138p. Designed to help teachers discuss and explore with students the many aspects of peace and security in a rapidly changing world, this teaching manual examines the issues from many different points of view. Students are encouraged to examine the issues, collect information, and present their own views and opinions based on the facts. The book contains six chapters, each of which explores a particular aspect of peace and security. Chapter 1, "Perspectives on Peace," looks at the concept of peace itself and asks if a nation can have peace without a security apparatus. Chapter 2, "Eye on the Soviet Union," is an examination of U.S.-Soviet relations and the impact the two superpowers have had on peace and security issues for the last 50 years. Chapter 3, "The Human Condition: Poverty and Peace," asks the question: can a nation be at "peace" if poverty, hunger, and human suffering exist within its borders? Recent democratic movements in Eastern Europe and Central America have raised many questions concerning peace and security issuesnot just for the United States, but for the rest of the world as well. Chapter 4, "Democracy: The Road to Peace?" looks at these movements and studies the impact they will have on global stability. Chapter 5, "The Global Environment: A Common Trust," discusses an issue that many experts believe will serve as a bridge to unite former enemies behind the common cause of solving the world's massive environmental problems. Chapter 6, "The World Economy," examines the concept of interdependence and how trade and business relations can work to bring the world closer together but also can create "economic conflicts" among friends and enemies. The book suggests a variety of instructional strategies, and each chapter contains activities that list objectives, outline a procedure, and offer additional suggestions. Twenty-two student handouts are included, as are lists of resources on peace and security issues corresponding to each chapter of the book. (DB) ED348258

Leviton, D. (1991). Horrendous death and health: toward action. New York: Hemisphere Pub. Co.

Levinger, B., United States. Agency for International Development. Bureau for Food for Peace and Voluntary Assistance. Office of Program Policy and Evaluation., & Horace Mann-Lincoln Institute of School Experimentation. (1986). School feeding programs in developing countries: an analysis of actual and potential impact. Washington, D.C.: U.S. Agency for International Development. S 18.52/3:30

Levin, D. E. (1994). Teaching Young Children in Violent Times: Building a Peaceable Classroom. A Preschool-Grade 3 Violence Prevention and Conflict Resolution Guide., 196p. Noting that peaceable classrooms grow out of understanding how children develop ideas about peace, conflict, and violence, this guide is intended to help early childhood educators create a classroom where preschool through grade 3 children learn peaceful alternatives to the violent behaviors modeled for them in society. The guide is based on the assumption that efforts to break the cycle of violence must focus on prevention, and that peaceable classrooms provide the best possible foundation for helping children to understand peace as members of a democratic community. Part 1 of the guide examines the effects of violence on children, and explains the characteristics of a peaceable classroom, along with implications for practice. Part 2 presents practical ideas for teaching peace, including use of class graphs, charts, games, puppets, children's books, and curriculum webs, and shows how to adapt these resources to the local setting to advance the goals and values of a peaceable classroom. Appendixes provide position statements on violence put forth by the National Association for the Education of Young Children (NAEYC), and Concerned Educators Allied for a Safe Environment (CEASE), and commentary on the rapid success of the television program "Mighty Morphine Power Rangers" and its impact on early childhood popular culture. (AP) ED375963

Leue, M. M., Ed. (Jan 1992). Challenging the Giant: The Best of SKOLE, the Journal of Alternative Education., 511p. Beginning in the mid-1960s, thousands of small alternative schools sprang up across the United States and Canada. These schools varied widely in programs and policies, but common factors among them were a disenchantment with conventional schooling, a desire to reform education, and (frequently) the belief that schools should be controlled by the population served, including children. The National Coalition of Alternative Community Schools was formed in 1976. Its journal from 1985 to 1990 was SKOLE (from a Greek word for the type of dialectical activity conducted by Socrates). This volume contains selected articles published during that period. Six articles profile small alternative schools: Shaker Mountain School (Burlington, Vermont); Sudbury Valley School (Framingham, Massachusetts); Metropolitan School of Columbus (Ohio); the Free School (Albany, New York); L'Ecole d'Humanite (Goldern, Switzerland); and Central Park East (New York, New York). Other articles and reprints discuss teaching the American Constitution; child-adult relationships in learning situations; alternative schools in early America; a high school student's perspective on alternative versus conventional education; community-building processes in a national coalition of educators; homeschooling, experiential learning, and the vision of John Holt; children's theater as education; refuting Gardner's theory of multiple intelligences; peace education; what's wrong with public education; the outdoors as "school"; movement education; teaching, learning, and schooling in the works of Piaget, Skinner, and Dewey; and comparisons of learner outcomes of children schooled at home and in school. Also included are four poems and three book reviews. (SV) ED356930

LeBoeuf, D., & Delany-Shabazz, R. V. (1997). Conflict Resolution. Fact Sheet #55. By teaching young people how to manage conflict, conflict resolution education can reduce juvenile violence in juvenile facilities, schools, and communities, while providing lifelong decision-making skills. Conflict resolution programs also combat chronic truancy and reduce the number of suspensions and disciplinary referrals. Their potential for use in urban schools and youth programs is obvious. Conflict resolution programs are most effective when they involve the entire facility or school community, are integrated into institutional management practices and the educational curriculum, and are linked to family and community mediation initiatives. There are four general approaches to conflict resolution education: (1) process curriculum, in which conflict resolution is taught as a distinct lesson or course; (2) peer mediation, in which trained youth mediators work with peers to find solutions; (3) peaceable classroom and peaceable school methodologies that involve the whole educational environment; and (4) conflict resolution programs in nonschool settings, such as youth clubs or community centers. Community centers, usually found in urban areas, often collaborate with law enforcement agencies and other youth-serving agencies to present integrated programs. (SLD) ED416301

LeBert, L. L., Calais, J., Cuevas, P., Fruge', H., Gardiner, J. C., Larmon, M., & Rees, J. (1999). Peace Crane Project: An Interdisciplinary Approach., Colored photographs may not reproduce adequately. Page Length: 8. To model collaboration and to "practice what we teach," a group of faculty members at McNeese State University in Louisiana developed a college-wide theme based on the book, "Sadako and the Thousand Paper Cranes." This book was selected because of the importance of seeking and achieving peace in a world that is struggling and, seemingly, losing the battle to establish peaceful environments for children and adults. In the book the heroine, Sadako, is dying of leukemia as a result of radiation from the atomic bomb dropped on Hiroshima (Japan) when she was two years old. Sadako learned that by folding a thousand paper cranes she might be cured of the disease. Multiple copies of the book and of relevant videos were ordered for the curriculum materials center. Each instructor electing to participate in the project centered a portion of his or her instruction around the book. The final goal was to have at least one thousand paper cranes hanging in the education building by the end of the semester. The book was utilized in various ways in courses teaching remedial reading, content area reading, social studies methods, and mathematics methods. The interdisciplinary challenge of developing a unit focusing on peace is enhanced by the availability of materials on the Internet. The educators felt a responsibility to foster peace within their classrooms. (BT) ED440900

Lawson, M., & Hutchinson, F. (Mar 1992). Peace Education in Australia: The Legacy of the 1980s. Peace Education Miniprints No. 27., 15p. After a brief introduction to the historical background of the peace education movement in Australia, this paper surveys major events concerning peace education in Australia in the 1980s. Peace education efforts in Australia have experienced successes as well as setbacks, and that the fate of such efforts often is at least in part, related to national and local political forces. (DB) ED353188

Lawson, M. (Dec 1993). The Teaching of Conflict Resolution and Nonviolence in Australian Schools: A Context for Peace Education. Peace Education Miniprints No. 53., 17p. This paper is concerned with placing conflict resolution and nonviolent alternatives firmly at the center of peace education. A brief review of theoretical tendencies in peace education in Australia is offered, and how this is consonant with, and different from, what is actually taught in Australian schools. Some discussion also is given about the teaching of conflict resolution and nonviolent alternatives in schools in various Australian states. It could be argued that the practice of peace education in Australian schools in some ways has gone ahead of theory. Five emphases of peace education as set out in a 1984 account (Rachel Sharp) are: (1) peace through strength; (2) conflict mediation and resolution; (3) personal peace; (4) world order; and (5) the abolition of power relationships. The paper suggests that Australian educational authorities are now turning to peace education as violence in Australia is on an increasing spiral. Backlash against the Aboriginal population of Australia is described as the result of a misunderstanding of Australian High Court decisions on native land rights. Anti-racist policy and multicultural education policy in Australia are seen increasingly as synonymous, rather than multiculturalism simply being seen as celebrating cultural differences in food, costume, or music. Bringing together the traditions of conflict resolution and nonviolence training is a new direction for peace education. When conflict resolution is stripped of false associations such as compromise and splitting the difference, a clearer picture emerges of both the traditions of conflict resolution and nonviolence as life- affirming responses to violence. (DK) ED370870

Lasley, T. J. (1996). The Fabric of Peace: Adults Create the Pattern. Paper presented at the Journal for a Just and Caring Education, 2, 4, 360-77 Oct 1996. Teaching young people prosocial values and nonagressive responses to problems is challenging, especially in a culture valuing individuality and personal independence. This article describes two American value orientations (individual rights and multiculturalism) that engender personal aggression and outlines three strategies for coping with the cultural and educational realities that exacerbate social violence. (39 references) (MLH) EJ532312

Lasley, T. J. (1994). Teaching peace: toward cultural selflessness. Westport, Conn.: Bergin & Garvey.

Lantieri, L., & Patti, J. (1996). Waging Peace in Our Schools., 268p. The Resolving Conflicts Creatively Program (RCCP) described in this book asserts that schools must educate the child's heart as well as the mind. RCCP began in 1985 as a joint initiative of Educators for Social Responsibility Metropolitan Area and the New York City Board of Education. The program started in 3 schools in New York City and has expanded to more than 325 schools nationwide, serving over 150,000 students. RCCP focuses on three dimensions of creating safe and caring schools: (1) conflict resolution; (2) valuing diversity; and (3) enhancing social and emotional learning. Chapter 1 describes a vision of learning that promotes emotional literacy, conflict resolution, and diversity education. Chapter 2 describes the "peaceable" classroom in which this vision is enacted. In Chapter 3, "How To Wage Peace: The Skills of Conflict Resolution," and Chapter 4, "Valuing Diversity: Creating Inclusive Schools and Communities," the specific concepts and skills the program teaches students and adults are described. Chapter 5 focuses on the role of the teacher in creating a safe and caring learning environment. Chapter 6 describes the work of mediation in the schools, and Chapter 7, "Signs of Hope," presents the reactions of young people who have served as mediators. In Chapter 8, the parent component of RCCP is described. Chapter 9 describes the beginnings of the RCCP and its model. In Chapter 10, the peaceable school is described. Chapter 11 considers the importance of community involvement and the steps necessary to sustain the peaceable classroom and school. (SLD) ED410364

LaNoue, G. R. (1972). Educational vouchers; concepts and controversies. New York,: Teachers College Press. Lb2825.l16

Langseth, P., & Brett, E. A. (1995). Uganda: landmarks in rebuilding a nation. Kampala, Uganda: Fountain Publishers. Dt433.285.u428 1995

Lane, K. D. (April 2000). Sakha Ukuthula: Facilitating Peace Education with Nonviolence and Justice. Peace & Change, 25(2), 288-291(284).
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_____. (May 1999). Africa Research Bulletin: Political, Social and Cultural Series, April 1st-30th 1999. Published May 24th 1999. Africa Research Bulletin: Political, Social and Cultural Series, 36(4), 13495-13530(13436). In This IssueAlgeriaOne-Man Election 13505DjiboutiGuelleh's Victory 13507AngolaUNITA Rearms 13513Comoro IslandsArmy Seizes Power 13515Sierra LeonePeace Proposals 13521EducationLight Ahead? 13527Contents1 Continental Alignments 134982 Internal Developments 135023 National Security 135134 Overseas Relations 135255 Social and Cultural 13527Rates 13512Index 13530

_____. (Mar 1991). Education for World Citizenship: Peace Learning, Empowerment into Action, and Transnational Networks. Elise Boulding and The Project "Preparedness for Peace." Peace Education Miniprints No. 10., 17pp. For related documents in the series, see ED 335 249-250 and SO 021 581 and SO 021 584. An interview with Elise Boulding, a U.S. sociologist, concerning her views on peace education is presented. Dr. Boulding has undertaken numerous transnational and comparative studies on conflict and peace, development, family life, and women in society. She has taught at the University of Colorado and Dartmouth College and, at the time this interview was conducted, was Secretary General of the International Peace Research Association. In this interview, Dr. Boulding responds to questions about (among other topics) the concept of peace education, efforts towards peace education in the United States, and the role of the teacher in peace education. (DB) ED339654

_____. (Mar 1990). Is It Right for a Teacher To Be BiasedTowards Avoidance of Violence and Environmental Damage? A Conversation on "Peace Education" and "Education for Peace" in a British Context. Paul Smoker and the Project "Preparedness for Peace." Reprints and Miniprints, No. 691., 20pp. Interviewer: Ake Bjerstedt. As part of the efforts of Sweden's Malmo School of Education's "Preparedness for Peace" project, this document presents a conversation with Paul Smoker. Smoker is director of the Richardson Institute for Conflict and Peace Research, University of Lancaster, England. He has a long history of involvement with peace research and peace studies. Smoker discusses his own background and the sources of his involvement in the peace studies movement. He explains how he interprets the term "peace education," how schools can teach the subject, and how British schools contribute to peace education. Smoker recounts his own military school background and how his interest in peace education set him apart from school colleagues. The paper includes notes about the interviewee, including a list of selected writings. (SG) ED359079

_____. (1996). Malmo Peace Education Abstracts. Abstracts of Selected English-Language Reports Published 1992-1996 by the Malmo School of Education. Peace Education Miniprints No. 86., 18p. This pamphlet presents brief abstracts of selected English language reports and papers from the activities of the project group "Preparedness for Peace." For several years this project has carried out research and development work on peace education and related issues. The tasks have also included editorial work and publishing related to PEC (The Peace Education Commission of the International Peace Research Association). These abstracts, arranged alphabetically, are a result of this work from 1992-1996. (EH) ED416131

Murtagh, T., Ed., & O'Sullivan, J., Ed. (1998 Length: 42 Page(s); 1 Microfiche). The Quiet Peacemakers. A Tribute to Teachers. This booklet, which is available in English, French, and Spanish, presents articles by eight individuals from around the world which demonstrate how teachers worldwide are finding ways to show children how to respect those who are different from themselves. The teachers' mission is to provide children with the means to overcome centuries-old tensions. After an introduction, the articles are as follows: "Lessons in Dialogue" (Olwin Frost, Northern Ireland); "Lessons in Love" (M. Therese Ranee, A.C., Sri Lanka); "Lessons in Citizenship" (Pascal Diard, France); "Lessons in Resistance" (Zohra T., Algeria); "Lessons in Solidarity" (Teresa Gangemi, Italy); "Lessons in Reconciliation" (Marie-Laetitia Kayirerwa, Burundi); "Lessons in Understanding" (Azijada Borovac, Bosnia and Herzegovina); and "Lessons in Responsibility" (Avi Black, United States). (SM) ED429072

Murphy, B. C. (1990). Peace Education, Activism, and the Role of the Psychology Professor., 13pp. Paper presented at the Annual Meeting of the American Psychological Association (98th, Boston, MA, August, 1990). This paper discusses the experiences of teaching a college course entitled "Psychology in the Nuclear Age" and highlights how research, clinical work, and activism influence the professional role of the teacher. The paper sought to raise a number of questions, including: What is meant by peace education? Should teachers remain objective or do they have an educational as well as moral responsibility to state their personal positions in the classroom? Is teaching a course on peace or nuclear issues a political action? What do students report about how they are affected by the course? How do teachers handle the intense feelings that these topics may evoke in students? and Do teachers have a responsibility to help their students take political action? Contains 5 references. (DB) ED358026

Moynihan, D. P. (1973). Coping: essays on the practice of government ( [1st ] ed.). New York,: Random House. Hn17.5.m68

Movshovitz-Hadar, N., & Kass, O. (October 2000). Science in the service of society: the Israel National Museum of Science. Museum International, 52(4), 14-20(17). Science as a cornerstone of nation building is a guiding principle of the Israel National Museum of Science, which caters to a culturally diverse public of all ages. Nitsa Movshovitz-Hadar is director of the museum and professor at the Technion-Israel Institute of Technology and former head of its Department of Education in Technology and Science. Since 1986, she has been academic director of the Israel National Pedagogical Center for Mathematics. For more than ten years, she was mathematics consultant to Israel Educational Television, which produced `DraMath', a series of sixteen videotaped dramatic programmes in mathematics that won the 1985 Japan Prize International Contest of Educational Video Programs. Drora Kass, a psychologist by training, heads a consulting firm that assists institutions to enunciate goals, conceptualize programmes, devise strategies and raise funds. For more than thirty years she has been active in the promotion of peace between Israel and its neighbours and has won numerous awards on behalf of this work. Her previous positions include: director of Public Affairs and Resource Development Division, the Technion; special consultant to the Israeli Minister of Education and Culture; and director of the US Office of the International Center for Peace in the Middle East.

Moskowitz, G. (1996). Culture Shock in Your Own Backyard: Initiating Multicultural, Global, and Peace Education. Paper presented at the Mosaic, 3, 3, 1,3-8 Spr 1996. This article presents an interesting way to focus on diversity in second-language instruction and methods classes. The method involves taking students on field trips to such events as cultural fairs; observing holidays, such as the Chinese New Year; and visiting homeless shelters, foreign restaurants, and houses of worship for different faiths. (11 references) (Author/CK) EJ527762

Moser, I. L., & Ritchie, J. B. (March 1999). Change Metaphor Grappling With the Two-Headed Organizational Behemoth. Journal of Management Inquiry, 8(1), 91-100(110). This article reports on the authors' studies of change, illustrating the power and effect of metaphorical usage. Both authors have been involved in facilitating change in a higher education institution and in a public lands wilderness dispute. One of the authors was instrumental in the process of managing the closing of a large semiconductor plant, and the other author has been involved in the Middle East peace process. The authors' primary thesis is that metaphor has tremendous power to both define and shape the dynamics of change in organizations-destructively and transformationally. A construct for understanding how metaphor can influence change is used to analyze each case, with the basic assumption that those metaphors that evoke higher order feelings of mutual understanding and community within organizational constituents will lead more directly to organizational transformation.

Morrow, R. L., Maine. University., & Carnegie Endowment for International Peace. (1939). Proceedings. Orono, Me.,: University of Maine press. F1029.5.u5

Morrow, R. L. (1938). Conference on educational problems in Canadian - American relations, helt at the University of Maine, Orono, Maine, June 21-23, 1938., under the joint auspices of the University of Maine, the carnegie endownment for international peace: proceedings. Orono, Maine: University of Maine Press.

Morris, V. G., Taylor, S. I., & Wilson, J. T. (2000). Using Children's Stories To Promote Peace in Classrooms. Paper presented at the Early Childhood Education Journal, 28, 1, 41-50 Fall 2000. Notes the prevalence of violence in schools and discusses approaches to reducing violent behavior. Presents the strategy of using children's literature as part of a comprehensive program planned and implemented by the school in collaboration with the local community to create caring and peaceful early childhood classrooms. Includes an annotated list of suitable children's books and resources for teachers. (Author/KB) EJ613557

Morita, T. (1993). Heiwa, kokusai ky*oikuron: atarashii shimin no keisei o ( Dai 1-han. ed.). T*oky*o: Heiwa Bunka.

Morita, T. (1983). Heiwa gunshuku no tame no ky*oiku ( Shohan. ed.). T*oky*o: Shin Nihon Shuppansha.

Montessori, M., & Montessori, M. (1995). Peace through Education. Paper presented at the Theme issue topic: "World Montessori: A Vision of Human Renewal.". This reprint of a 1937 conference paper discusses the role of education in bringing about world peace, focusing on the need for a student-centered, nurturing curriculum to replace the authoritarian, teacher-directed curriculum based on punishment and rewards. Argues that greater emphasis needs to be placed on education in all societies. (MDM) EJ510653

Montessori, R. (1995). Commitment to Peace. Paper presented at the Theme issue topic: "World Montessori: A Vision of Human Renewal.". This reprint from a 1985 issue of "The NAMTA Journal" discusses the ideas of Maria Montessori and Erich Fromm in relation to world peace and the role of education in promoting peace. Also examines the nature of conflict, war, and peace, and the need to commit oneself to peace. (MDM) EJ510654

Montessori, M. (1972). Education and peace. Chicago,: Regnery.

Molnar, A. (1992). Too Many Kids Are Getting Killed. Paper presented at the Educational Leadership, 50, 1, 4-5 Sep 1992. For too many children, our society is a fearful wasteland that mocks adult pieties and nurtures nihilism. The threat of violence cannot be dispelled with metal detectors, weapons checks, and secured hallways. Educators must adopt classroom practices that promote and strengthen peaceful relations among students and become more effective advocates for children and their families. (MLH) EJ449908

Mindich, D. (2000). The Ada Valley Simulation: Exploring the Nature of Conflict. Paper presented at the Theme: A Curriculum of Peace. Describes a complex role play used in a high school English class in which students take on roles from a simulated society with three distinct ethnic groups with differing interests and demands. Describes how students learn the hard truths of group dynamics in this extended role-play, discussion, and negotiation. (SR) EJ604759

Miller, V., & Ramos, A. M. (April 1999). Transformative Teacher Education for a Culture of Peace. Teacher training across the world has typically assumed a functionalist role in preparing individuals to stand in front of children in classrooms and impart acceptable knowledge. The limitations of this approach have led, in recent years, to the development of new kinds of teacher education which reorient the role of the teacher in powerful ways. This article introduces several transformative approaches to teacher education internationally. It also seeks to extend the notion of transformative teacher education. Building on the aspirations of the Culture of Peace Program initiated by UNESCO (United Nations Educational, Scientific, and Cultural Organization), the paper discusses how teacher education might make a more deliberate contribution to the development of a culture of peace. The paper presents the characteristics of three innovative teacher education programs (in Bolivia, Namibia, and Egypt). Grounding the discussion in the movement from a mechanistic to a holistic world view, the paper uses insights from peace education, conflict transformation, and social capital theory to suggest potential ways in which teacher education might become a peace building enterprise. (Contains 35 references.) (Author/SM) ED435606

Miller, R., Ed. (1991). New Directions in Education. Selections from Holistic Education Review., 365p. This book contains a collection of 33 essays that have appeared in the first 10 issues of "Holistic Education Review." These essays are divided into five themes: Philosophical Foundations; A Global-Ecological Perspective; Rethinking Some Old Problems; New Goals for Education; and Holistic Education in Practice. Some essay titles (along with their authors) include: "Toward a Paradigm of Promise: Transformational Theory Applied to Education" (David W. Brown); "The Search for a New Educational Paradigm: The Implications of New Assumptions about Thinking and Learning," "Environmental Education as an Integrative Study," and "Holistic Education: A Search for Wholeness" (Edward T. Clark, Jr.); "Authority, Aggression, and Building Community in Alternative/Free Schools" (Dave Lehman); "The Global-Ecocentric Paradigm in Education" (Phil Gang); "Ecological Literacy: Education for the Twenty-First Century" (David W. Orr); "Humanistic Education: Exploring the Edge" (Jerome S. Allender, Donna S. Allender); "Holistic Peace Education" (Sonnie McFarland); "And the Children Shall Lead the Way" (Linda Macrae-Campbell); "Thoughts on Educational Excellence, Technique, and School Structures" (Mitchell Sakofs, David L. Burger); "Teaching the Politics of Literacy: Notes from a Methods' Course" (Mary-Lou Breitborde Sherr); "Reading as a Whole: Why Basal Reading Series Are Not the Answer" (Constance Weaver); "Do Grades Cause Learning Disabilities?" (Charles H. Hargis, Marge Terhaar-Yonkers); "School Corporal Punishment: Legalized Child Abuse" (Robert E. Fathman); "The Medicalization of the Classroom: The Constriction of Difference in Our Schools" (Steve Harlow); "Bilingual Learners: How Our Assumptions Limit Their World" (Yvonne S. Freeman, David Freedman); "Race, Knowledge, and Pedagogy: A Black- White Teacher Dialogue" (Donald Murphy, Juliet Ucelli); "Alternative Education and 'Alternative' Schools: Why Dropout Schools Aren't Alternative" (Mary E. Sweeney); "The Three Dimensions of Human Greatness: A Framework for Redesigning Education" (Lynn Stoddard); "Toward a Holistic Definition of Creativity" (Gary F. Render Others); "Imagination Running Wild" (David W. Anderson); "On the Education of Wonder and Ecstasy" (W. Nikola-Lisa); "Education for the Soul: Spiritual Values and the English Curriculum" (Karen A. Carlton, Richard L. Graves); and "Creation Spirituality and the Reinventing of Education" (Andy LePage). (GLR) ED406460

Michlowski, A. A. (1999). From Conflict to Congruence. Paper presented at the Kappa Delta Pi Record, 35, 3, 108-11 Spr 1999. Conflict resolution has moved into the classroom. Peaceful conflict resolution includes negotiation, peer mediation, and arbitration. Data on conflict-resolution programs have turned up interesting objectives and outcomes. Curriculum approaches include classroom discipline, peace education, multicultural perspective, and just community. Teaching conflict resolution must be developmental and sequential. Strategies include role playing, storytelling, game playing, humor, and mnemonics and metaphors. (SM) EJ592421

Mesplay, G. (2001). Its Seat Is in the Heart. Paper presented at the Teaching Tolerance, 19, 17-24 Spr 2001. Presents several practical ideas for making peace a priority within the classroom. Shares stories of a high school and an elementary school where peace projects have flourished. The elementary project involved planting a tree germinated from a Japanese tree that had survived the atomic bomb. The high school project involved apprenticing teenagers worldwide with Nobel Peace Laureates. (SM) EJ622438

Merryfield, M. M., & Remy, R. C. (1995). Teaching about international conflict and peace. Albany, NY: State University of New York Press. Jx1904.5.t415 1995

Melby, E. O. (1943). Mobilizing educational resources for winnning the war and the peace. New York, London,: Harper & brothers. La209

Mead, L. T. A., & Addams, J. (1916). The overthrow of the war system. Boston: Massachusetts Branch of the Woman's Peace Party. 341.6 M46o

McGinnis, J. (1998). The School as a Peacemaking Community: 10 Key Ingredients., 10p. This report describes the Pledge of Nonviolence, a peace-educated program designed for all levels of schooling. The seven components of the Pledge expand the value of respect for others to focus on the understanding of, tolerance for, and cooperation with those who are different. The Pledge also acknowledges the need to respect the whole of creation, encouraging the attitudes and skills necessary for appreciating, protecting, and enhancing the earth. The Pledge helps students understand the culture of violence and stresses the urgency of action against violence and injustice in communities. The seven components of the Pledge are the following: respect self Others, communicate better, listen carefully, forgive, respect nature, play creatively, and be courageous. Three additional goals are appended to the Pledge: proclaim visually the commitment to being a peacemaking community through drawings and symbols, celebrate peacemaking through holidays and special events, and involve parents in all peacemaking activities. The Pledge of Nonviolence offers schools a vision, a strategy, and the concrete skills and values for becoming a peacemaking community. A copy of the Pledge is included. (RJM) ED421738

McFarland, S. (1999). Nurturing the Peace Flower: A Model for the Science of Peace. Paper presented at the Montessori Life, 11, 1, 31-35 Win 1999. Describes the "Flower of Peace" model for peace education as embedded in the Montessori educational approach, focusing on self-awareness, community awareness, cultural awareness, and environmental awareness. Maintains that the adult is the single most important factor in educating children for peace. Includes resources for peace education. (KB) EJ580224

McDermott, J. J. (1995). Do Not Bequeath a Shamble. The Child in the Twenty-First Century: Innocent Hostage to Mindless Oppression or Messenger to the World? Paper presented at the Theme issue topic: "World Montessori: A Vision of Human Renewal.". This reprint of a 1980 article argues that there is a unique global consciousness inherent in the "prepared environment" of Maria Montessori's student-centered, nurturing curriculum for young children. Maintains that war and peace, overpopulation, hunger, environmental problems, and other global concerns can be addressed through education. (MDM) EJ510657

McCarthy, C. (1992). Why We Must Teach Peace. Paper presented at the Educational Leadership, 50, 1, 6-9 Sep 1992. To teach peace through nonviolence is to give youth a chance to develop a philosophy of force. Those who prefer violent force must justify deaths of this century's 78 million war victims500 percent increase over last century. Describing his nonviolence classes at various Maryland schools, "Washington Post" journalist urges students to pressure schools to adopt peace studies curriculum. (MLH) EJ449909

McCarthy, S. (1 September 2000). Ethno-Religious Mobilisation and Citizenship Discourse in the People's Republic of China. Asian Ethnicity, 1(2), 107-116(110). In the post-Cold War world, 'identity politics' is seen by many as posing the greatest threat to peace and political institutions, liberal or otherwise. In light of the carnage of Kosovo, Bosnia, Rwanda and former Soviet republics, cultural identity politics would seem to be a politics, or antipolitics, of the most virulent and savage sort. Yet research conducted among three Chinese minority nationalities - the Dai, Bai and Muslim Hui of Yunnan Province - reveals that the relationship between cultural activism and minority nationalist sentiment is not always so clear-cut. I show that such activism, which includes linguistic promotion and religious education, can in fact express claims derived from a national political identity, a conception of minority membership in the Chinese national community. Certain instances of minority cultural activism are efforts to put teeth into the party-state's promises of autonomy and to reject the stereotype of shaoshu minzu as backward and uncivilised. Such activism is thus a means of asserting minorities' rightful place in the contemporary Chinese body politic. At the same time, such cultural activism may cement cross-national ethnic and religious identities, thereby consolidating the material and ideological resources that make anti-state behaviour more feasible. Even when cultural activism shows acceptance of inclusive nation-state norms, minority inclusion may be limited by the behaviour and attitudes of the state, or by the content of national identity itself. In discussing these issues, minority cultural activism will also be juxtaposed with a very different sort of ethnic mobilisation, one which does pose a serious threat to the integrity of Chinese boundaries and the ability of the state to enforce its rule. The paper thus also shows how ethnicity within Yunnan Province can be a resource for anti-state behaviour, even when the aims of such actions are not ethnic in content.

Maoz, I. (November 2000). An Experiment in Peace: Reconciliation-Aimed Workshops of Jewish-Israeli and Palestinian Youth. Journal of Peace Research, 37(6), 721-736(716). The goal of the present study is to examine workshops of Jewish-Israeli and Palestinian youth conducted in the post-Oslo era with the aim of promoting reconciliation and peacebuilding between the sides. The workshops were organized by an Israeli-Palestinian organization, in the framework of a peace education project. In these workshops, youth from pairs of Israeli and Palestinian high schools met for two days to discuss social, cultural and political topics. Each workshop included approximately 20 youths from each side that were led jointly by a Jewish-Israeli and a Palestinian group facilitator. The study examines four facets of these dialogue events, using both quantitative and qualitative research methods: (1) structure of activities and practices of transformative dialogue used in the encounter events; (2) attitudes and mutual stereotypes held by youth from both sides prior to the beginning of the workshops; (3) mutual perceptions and attitudes expressed by participants during the encounter; (4) effects of participation in the workshops on stereotypes held by the Jewish-Israeli and Palestinian youth (pre-post comparisons).

MacDonald, A. (1917). War and criminal anthropology, including official testimony as to armament, military training in schools, moral evils of war, and atrocities; also principles for the study of humanity, with bibliography of the author's publications. Washington: [Govt. print. off.].
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_____. (November 2000). Book Reviews. The Journal of Politics, 62(4), 1198-1263(1166). Books reviewed:Harvey, Anna L. Votes Without Leverage: Women in American Electoral Politics, 1920-1970Alex-Assensoh, M. Neighborhoods, Family, and Political Behavior in Urban AmericaCanon, David T. Race, Redistricting, and Representation: The Unintended Consequences of Black Majority DistrictsGillman, Howard and Clayton, Cornell (eds.) The Supreme Court in American Politics: New Institutionalist InterpretationsGullan, Harold I. The Upset That Wasnt: Harry S. Truman and the Crucial Election of 1948Donaldson, Gary A. Truman Defeats DeweyBenson, Bruce L. To Serve And Protect: Privatization and Community in Criminal JusticeForst, Brian and Manning, Peter K. The Privatization of Policing: Two ViewsCrammich, Clifford A., Jr. Local Baptists, Local Politics: Churches and Communities in the Middle and Uplands SouthWeber, Ronald E. and Brace, Paul (eds.) American State and Local Politics: Directions for the 21st CenturyHall, John A. and Lindholm, Charles Is America Breaking Apart?Uslaner, Eric M. The Movers and the Shirkers: Representatives and Ideologues in the SenateSanjek, Roger, The Future of Us All: Race and Neighborhood Politics in New York CityStone, Clarence N. (ed.) Changing Urban EducationZygmunt, Bauman In Search of PoliticsMiller, David Principles of Social JusticeCooper, Barry Eric Voegelin and the Foundations of Modern Political ScienceHeilke, Thomas W. Eric Voegelin: In Quest of RealityNairn, Tom Faces of Nationalism: Janus RevisitedBlits, Jan H. The Insufficiency of Virtue: Macbeth and the Natural OrderMarso, Lori Jo (Un)Manly Citizens: Jean-Jacques Rousseaus and Germaine de Staels Subversive WomenSullivan, Denis J. and Abed-Kotob, Sana Islam in Contemporary Egypt: Civil Society vs. the StateRuffin, M. Holt and Waugh, Daniel (eds.) Civil Society in Central AsiaBrudny, Yitzhak M. Reinventing Russia: Russian Nationalism and the Soviet State, 1953-1991Evans, Geoffrey and Norris, Pippa (eds.) Critical Elections: British Parties and Voters in Long-Term PerspectiveLynch, Philip The Politics of Nationhood: Sovereignty, Britishness and Conservative PoliticsTaylor, Peter Loyalists: War and Peace in Northern IrelandPapayoanou, Paul A. Power Ties: Economic Interdependence, Balancing, and WarWise, Carol (ed.) The Post-NAFTA Political Economy: Mexico and the Western HemisphereMayer, Frederick W. Interpreting NAFTA: The Science and Art of Political AnalysisRothstein, Robert L. (ed.) After the Peace: Resistance and ReconciliationHaass, Richard N. (ed.) Transatlantic Tensions: The United States, Europe, and Problem Countries.Moravcsik, Andrew The Choice for EuropeWeale, Albert and Nentwich, Michael (eds.) Political Theory and the European Union: Legitimacy, Constitutional Choice and CitizenshipGerges, Fawaz A. America and Political Islam: Clash of Cultures or Clash of Interests?Van Evera, Stephen Causes of War: Power and the Roots of ConflictGarrison, Jean A. Games Advisors Play: Foreign Policy in the Nixon and Carter AdministrationsBertsch, Gary K., et al. (eds.) Engaging India: U.S. Strategic Relations with the Worlds Largest Democracy

_____. (November 1999). Book Notes. Journal of Peace Research, 36(6), 751-759(759). Book reviews: Anderson, Benedict, The Spectre of Comparisons: Nationalism, Southeast Asia and the World (reviewed by Kathinka Froystad); Anderson, Mary B., Do No Harm. How Aid Can Support Peace - or War (reviewed by Janecke Wille); Bass, Catriona, Education in Tibet. Policy and Practice Since 1950 (reviewed by Heidi Fjeld); Bernard, H. Russell, ed., Handbook of Methods in Cultural Anthropology (reviewed by Kathinka Froystad); Brams, Steven J. & Alan D. Taylor, Fair Division: From Cake-Cutting to Dispute Resolution (reviewed by Scott Gates); Brett, Annabel S., Liberty, Right, and Nature (reviewed by Henrick Syse); Chayes, Antonia Handler & Abram Chayes, Planning for Intervention: International Cooperation in Conflict Management (reviewed by Anthony McDermott); Goodman, David, Fault Lines: Journeys into the New South Africa (reviewed by Terrence Lyons); Hardin, Russell, One for All: The Logic of Group Conflict (reviewed by Daniel McDermott); Homer-Dixon, Thomas, Environment, Scarcity, and Violence (reviewed by Dan Smith); Kaldor, Mary, New and Old Wars: Organized Violence in a Global Era (reviewed by Indra de Soysa); Kaul, Inge; Isabelle Grunberg & Marc A. Stern, eds., Global Public Goods. International Cooperation in the 21st Century (reviewed by Dan Smith); Lieven, Anatol, Chechnya. Tombstone of Russian Power (reviewed by Sven Gunnar Simonsen); Mouritzen, Hans, External Danger and Democracy - Old Nordic Lessons and New European Challenges (reviewed by Ola Tunander); Mouritzen, Hans, Theory and Reality of International Politics (reviewed by Ola Tunander); Odom, William E., The Collapse of the Soviet Military (reviewed by Sven Gunnar Simonsen); Oxley, Joanne E. & Bernard Yeung, Structural Change, Industrial Location and Competitiveness (reviewed by Howard Hegre); Prus, Robert, Beyond the Power Mystique. Power as Intersubjective Accomplishment (reviewed by Stine Munter); Shakya, Tsering, The Dragon in the Land of Snows. A History of Modern Tibet Since 1947 (reviewed by Heidi Fjeld); Stearns, Monteagle, Talking to Strangers: Improving American Diplomacy at Home and Abroad (reviewed by Pinar Tank); Vasquez, John A., The Power of Power Politics: From Classical Realism to Neotraditionalism (reviewed by Dan Smith)

_____. (Nov 1990). Stop and Think Dialogue, Critical Thinking Skills and Creative Conflict Resolution in Peace Education. Peace Education Miniprints No. 5., 13p. An interview on peace education with Tom Roderick (interviewer: Ate Bjerstedt) of Educators for Social Responsibility is presented in this document. Educators for Social Responsibility is a national teachers' organization in the United States that offers programs and curricula that are intended to help young people become engaged in the world. The interview discussed Tom Roderick's background, the activities of Educators for Social Responsibility, and his thoughts on a number of areas that concern peace education. (DB) ED351281

Nordland, E. (Nov 1994). The International Seminar "Cooperation for Our Common Future" (Kiev, Lugansk, Sverdlovsk, Rovenki, Antratsit, Taganrog, Geya, August 27-30, 1994). Peace Education Miniprints No. 66., 14p. This report informs about an international seminar, convened by the Lugansk Regional Committee of Educators for Peace. Among the interrelated themes dealt with included: (1) the role of technology in education for a new age; (2) systems thinking; (3) education for peace and new world order; (4) international projects such as "The Peace Ribbon"; (5) support groups for communication training; and (6) education for international understanding. The seminar is part of the Project for Ecological and Cooperative Education (PEACE). About 30 people participated from the Lugansk region, Russia, Canada, the United States, Switzerland, France, and Norway. The tour visited schools and museums as they discussed the ideas of "The Ukrainian Movement Educators for Peace and Mutual Understanding." (EH) ED384541

Nordland, E., Ed. (Aug 1994). Project for Ecological and Cooperative Education (P.E.A.C.E.). Report from the Meeting (Kornhaug, Norway, March 7-10, 1994). Peace Education Reports No. 12., 35p. The essence of peace education is to involve the students in expectations about possible changes in the direction of a cooperative and caring planet, to create attitudes through involving young and old in caring and protecting activities, and to make it possible to turn some of the caring and protecting activities into habits. These are some of the core ideas of the project for Ecological and Cooperative Education (PEACE), a cross national project with participants from Russia, Ukraine, Slovenia, Croatia, the United States, and the Scandinavian countries. This report summarizes the presentations and discussions on ecological and cooperative education at the project's meeting in Norway, in March, 1994. The report is divided into 7 parts. Part 1 focuses on human rights and security and contains three articles: (1) "Children's Rights" (Annelise Droyer); (2) "Good Neighbors, We and They" (Willard G. Jacobson; Carol W. Jacobson); and (3) "Education as Part of NGO's Work" (Betty Nicolaisen). Part 2, focusing on ecological challenges, contains: (1) "Making the Children Participants" (Tatiana Tkachenko); (2) "Ecological Education" (Ludmila Voloditina); and (3) "Nature as Part of Education" (Julia Kipko). Part 3, focusing on cooperation and conflict resolution contains "Communication and Conflict" (Nina Ashkinazy; Galina Kovalyova). Part 4, focusing on peace education in English teaching, contains two article: (1) "Peace and Cooperation through English Teaching" (Jana Krakova); and (2) "Content of Foreign Language Teaching" (Felix Litvin). Part 5 contains "Ecological and Cooperative Education in Teacher Training" (Valentina Mitina; Emilia Sokolova). Part 6 on schools for peace contains descriptions of multicultural schools by Anne Shephard and Gro Tveten. Part 7 presents conclusions. (DK) ED382495

No, s. a. P. L. (1999). Learning Skills of Peace through Every Day Conflicts: Practical Activities and Resources for Families, Teachers and Other Caregivers. [Loose-Leaf Pages and Pack of Cards]. Noting that the conflicts arising daily for young children provide an opportunity for adults to model and teach skills for handling conflict peacefully, this guide provides tips for preventing unnecessary conflict, offers "first aid" for conflict moments, and provides resources for addressing common situations that can cause conflict. Developed cooperatively by Ohio's Commission on Dispute Resolution and Conflict Management, Head Start Association, and Department of Education Division of Early Childhood, with implementation facilitated by many Ohio public libraries, the guide is comprised of 40 thematic units of instruction for the early childhood setting, with most units accompanied by home cards providing tips for preventing conflict and suggested activities. Each unit contains information on the importance of the topic for conflict management and its link to peace, suggested books, activities, and copies of home cards. The 40 units cover: (1) anger and aggression; (2) art; (3) bad day; (4) bad language; (5) bathtime; (6) bedtime; (7) behavior; (8) big and little; (9) big brother, big sister; (10) biting; (11) conflict; (12) cultural diversity; (13) death; (14) disabilities; (15) divorce; (16) dressing; (17) family; (18) fears; (19) feelings and emotions; (20) free choice; (21) lying; (22) mealtime at school; (23) mistakes; (24) nap time at school; (25) new baby; (26) teaching the problem-solving process; (27) safety; (28) school; (29) security objects; (30) self-esteem; (31) sharing; (32) siblings; (33) sickness; (34) stealing; (35) stress; (36) tantrums; (37) time out; (38) transitions; (39) whining and nagging; and (40) work. Also included in the guide are additional resources, such as a list of books for each unit, information on child development and child needs from birth to five years, and suggested readings for teachers and parents. (KB) ED443527

No, s. a. P. L. (1999). Teaching Guide on the U.S. Response to the Changing Nature of International Conflict. National Peace Essay Contest. This teaching guide is intended to encourage and facilitate the inclusion of the National Peace Essay Contest (NPEC) in the high school curriculum, featuring all of the details of the 1999-2000 NPEC. The guide contains lesson plans for teachers, bibliographic materials, and factual material to prepare students to enter their essays in the contest. It is divided into the following sections: Six Suggested Lessons (1. "Introducing the National Peace Essay Contest to Your Students"; 2. "Developing Comprehension of the Concepts"; 3. "Reviewing U.S. Foreign Policy Objectives"; 4. "'Optional Lesson': Using the Spanish-American War as a Case Study"; 5. "Introducing Contemporary Conflicts"; and 6. "Introducing Bibliographic Resources"); and Worksheets and Other Materials ("Tips for Helping Students Write a Successful Peace Essay"; "Special Feature: Graduation Projects"; "National Content Standards"; "Lesson 2 Student Worksheet: Concept Development"; "Lesson 2 Teaching Sheet: Concept Development"; "Lesson 3 Student Worksheet: U.S. Foreign Policy Objectives"; "Lesson 3 Teaching Sheet: U.S. Foreign Policy Objectives"; "Lesson 4 Case Study: The Spanish-American War"; "Lesson 5 Student Worksheet: Contemporary Conflicts"; "Lesson 5 Teaching Sheet: Contemporary Conflicts"; and "Lesson 6 Student Worksheet: Primary and Secondary Sources"). (BT) ED440008

No, s. a. P. L. (1998). Learning to Live Together in Peace and Harmony: Values Education for Peace, Human Rights, Democracy, and Sustainable Development for the Asia-Pacific Region. A UNESCO-APNIEVE Sourcebook for Teacher Education and Tertiary Level Education. This sourcebook is the outgrowth of a July, 1996 meeting held in Malacca, Malaysia, where the Asia Pacific Network for International Education and Values Education (APNIEVE) experts group articulated the Asia-Pacific longing for peace and harmony. The sourcebook is based on international education and values education, with emphasis on peace, harmony, human rights, democracy, and sustainable development in the region. Major emphases are placed on the meaning of Learning to Live Together, the core and related values needed to live together successfully and peacefully, and the development of learning experiences that will help teacher trainees and students actualize such values. Following an introduction, the sourcebook is divided into these chapters: (1) "The APNIEVE Philosophy"; (2) "The Asia-Pacific: Context and Conceptual Framework"; (3) "Education for Learning to Live Together"; (4) Guidelines for Teaching-Learning Materials and Sample Lesson Plans; and (5) The State of the Practice of Values Education in Teacher Education: Country Reports. Appendixes contain several declarations of principles, a plan of action, selected papers, and a directory of participants of APNIEVE meetings. (Contains 49 references.) (BT) ED440028

Nieuwmeijer, L., Ed., & Olivier, J., Ed. (1996). Conflict and Peace Research: South African Realities and Challenges., 112p. This report resulted from a national workshop held September 5-6, 1995, near Johannesburg, South Africa. The theme of the workshop, "Reflections on Conflict and Peace," was chosen to echo the nature and purpose of the workshop. The major papers presented include: (1) "Conflict and Peace Research Methodology" (Louise Nieuwmeijer); (2) "Research Capacity Building among Practitioners" (Jannie Malan); (3) "Forging a New Bureaucracy: Guidelines for Research on Conflict Resolution" (Fanie Cloete); (4) "African Methods of Resolving Disputes" (Jannie Malan); (5) "Mediation of Family Conflict" (Hugo van der Merwe); (6) "Resolving Conflict in Communities in South Africa" (Gavin Bradshaw); (7) "Violence and Conflict" (Jabulani Mabasu); (8) "A New Approach to National and Regional Security" (Laurie Nathan); (9) "Security and Peace" (Mark Shaw); (10) "The South African Police Service in Transition: Attitudes, Perceptions, and Values of Police Personnel in an Eastern Cape Community" (Rob Midgley; Geoff Wood); (11) "Conflict in Education" (Rejoice Ncgongo); (12) "Conflict and Empowerment of the Youth" (Johan Olivier); (13) "Development and Conflict" (Theledi Sebulela); (14) "Labour Conflict" (Renee du Toit); (15) "Conflict, Co-operation, and Change in South Africa" (Peter Cunningham); and (16) "Conclusion: The Realities and Challenges of Conflict and Peace Research" (Louise Nieuwmeijer; Anita Burger). (EH) ED426006 You may be able to order this document from the ERIC Document Reproduction Service.

Newman, M. (1994). Defining the Enemy: Adult Education in Social Action., 209p. This book examines the powerful and motivating kinds of learning that take place when one is in the presence of enemies, such as oppressive employers, bigots, racists, or polluters. It is intended for people interested in education for social action, community development, and political change. The book looks at this kind of learning in aboriginal adult education, trade union training, feminist adult education, peace education, and environmental education. It critically reviews some currently fashionable adult education theories, concluding that a number are simply too nice, too unfocused, too inward looking, or too mechanical to help people who are engaged in social action. It canvasses the ideas of a number of adult educators who have confronted and helped their learners confront exploitation, imposition, and injustice. It proposes some processes that adult educators might use to help people learn how to identify, define, and then deal with their enemies. The argument is developed in clusters of ideas. Links are made using songs, anecdotes, a poem, and quotation from a play. Personal accounts are interwoven with analysis and extensive reference to the literature of adult education. The afterword examines the author's own position in relation to adult education, social action, and violence. Appendixes contain a 140-item bibliography, glossary, and index. (YLB) ED376376

Nesbitt, D. (1998). Hiroshima: A City with Peace as Its Purpose. Paper presented at the Part of the issue theme entitled "Teaching and Learning about Japan.". Employs a summary of the story "Sadako and the Thousand Paper Cranes" by Eleanor Coerr as an introduction to the city of Hiroshima's (Japan) quest for world peace, peace education, and strong opposition to nuclear warfare. Discusses various symbols of peace, such as paper cranes in Japanese culture, and offers five teaching activities. (CMK) EJ588775

Nelson, L. (Apr 1994). Peace Education, Conflict Resolution, and Outcomes of Instruction. Peace Education Miniprints No. 60., 14p. An interview with Linden Nelson presents his views on peace education and conflict resolution. Nelson, a professor of Psychology at California Polytechnic State University, has a long term interest in research on cooperation, competition, and conflict resolution and in the promotion of instruction about conflict and peace. Nelson answers 13 questions regarding his perspective on Peace education issues. He summarizes his primary concerns with school and peace education as assessing outcomes of instruction, identifying the basic processes of critical thinking and problem solving as educational objectives, and teaching conflict resolution principles that generalize from interpersonal to international. (CK) ED377109

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

National Federation of Settlements and Neighborhood Centers. (1989). Archives of the settlement movement [microfilm reels ;]. Woodbridge, CT: Research Publications. Hv4194

Nass, M., & Nass, M. (1993). Songs for Peacemakers: Conflict Resolution. Handbook., 68pp. Videotape and audiocassette not available from EDRS. This teacher's guide was designed as part of a kit that includes a video tape and sound cassette recording, but may be adapted for independent use. The resource is based on the premise that teaching conflict resolution is becoming a necessity in an increasingly violent world, and that using music to teach peace education is successful with young children. This guide presents 12 lesson plans based on 12 original songs. Ideas for interdisciplinary activities, games, role-playing and brainstorming exercises, writing activities, take home assignments, and tips for teachers are included. Reproducible activity masters and song lyric sheets are included. (MM) ED405251
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New Books (2002)

Voices for Peace, Simon & Schuster, ISBN 0743230663 - This book has been put together in less than two months and contains pieces from a host of well known contributors opposed to the current "war on terrorism". Fergal Keane, Terry Waite, George Monbiot, Mark Steel, Rosie Boycott, Terry Jones,Stephen Jay Gould, Paul Foot, Martin Bell, Ben Okri, David Bellamy, Anita Roddick, Annie Lennox and many more. The contributions seek to provoke a continuing discussion around the issues, and look to call for ways to end the cycle of violence, terrorism and retaliation once and for all. Best of all, all the royalties from the book will go to the War Child charity. (£7.99 pbk)


The Villa, The Lake, The Meeting: Wannsee and the Final Solution - ISBN 071399570X - Mark Roseman Allen Lane, The Penguin Press, 152pp, £9.99. In a villa, by a lake, 15 educated and competent bureaucrats sat down to establish certain principles that would dictate when and in what order millions of innocent people would be slaughtered. Less than 90 minutes later, they could be found relaxing in front of a fire with a glass (or more) of cognac. The meeting was held in secret inside a luxurious villa in Berlin, on the tranquil shores of Lake Wannsee; the date was 20 January 1942... As Robert Kempner, a prosecutor at Nuremberg, observed, they were "the gentlemen who knew the things you had to know". And what they knew, and approved, was genocide. (£7.99)



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