Peace Education (O-S) Abstracts

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_____. (October 1999). Book Reviews. The Heythrop Journal, 40(4), 478-527(450). Frances M. Young, Biblical Exegesis and the Formation of Christian CultureMartin Gilbert, Israel. A HistoryJohn Painter, Just James: The Brother of Jesus in History and TraditionPauline Allen, Raymond Canning and Lawrence Cross with B. Janelle Caiger (eds), Prayer and Spirituality in the Early Church, Volume 1Brian Davies and G. R. Evans (eds), Anselm of Canterbury: The Major WorksRobin Bruce Lockhart, Listening to Silence: An Anthology of Carthusian WritingsAvery Dulles and Patrick Granfield, The Theology of the Church: A BibliographyDavid G. Mullan (ed), Religious Pluralism in the West: An AnthologyFred Groh, Due Respect: The Morality of the Welfare StateBob Brecher, Getting What You Want? A Critique of Liberal MoralityE. Clinton Gardner, Justice and Christian EthicsDuncan B. Forrester, Christian Justice and Public PolicyMichael Cromartie (ed), A Preserving Grace: Protestants, Catholics and Natural LawLeroy S. Rouner (ed), Is There a Human Nature?Sumner B. Twiss and Bruce Grelle (eds), Explorations in Global Ethics: Comparative Religious Ethics & Interreligious DialogueThomas A. Szlezak, Reading PlatoPaul Guyer and Allen M. Wood (eds), Critique of Pure ReasonKarl Ameriks and Steve Naragon (eds), Lectures on MetaphysicsPeter Heath and J. B. Schneewind (eds), Lectures on EthicsAllen Wood and George di Giovanni (eds), Religion within the Boundaries of Mere Reason and Other WritingsMary Gregor (ed), Groundwork of the Metaphysics of MoralsRobert L. Arrington and Hans-Johann Glock (eds), Wittgenstein and QuineJudith Genova, Wittgenstein: A Way of SeeingJohn Coates, The Claims of Common Sense: Moore, Wittgenstein, Keynes and the Social SciencesDavid G. Stern, Wittgenstein on Mind and LanguageD. Z. Phillips (ed), Wittgenstein and the Possibility of DiscourseStuart Shanker, Wittgensteins Remarks on the Foundations of AIMeredith Williams, Wittgenstein, Mind and Meaning: Towards a Social Concept of MindSusan Hurley, Consciousness in ActionJules M. Brady, New Approaches to God: Based on Proofs by Anselm, Aquinas and KantSamuel N. C. Lieu and Dominic Montserrat (eds), Constantine: History, Historiography and LegendCalvin B. Kendall, The Allegory of the Church: Romanesque Portals and their Verse InscriptionsRobert R. Mundill, Englands Jewish Solution: Experiment and Expulsion, 1262-1290Alan J. Fletcher, Preaching, Politics and Poetry in Late-Medieval EnglandDavid Herlihy, The Black Death and the Transformation of the WestGiuliana Cavallini, Catherine of SienaIngrid D. Rowland, The Culture of the High Renaissance: Ancients and Moderns in Sixteenth-Century RomeJohn Bossy, Peace in the Post-ReformationRaymond Gillespie, Devoted People: Belief and Religion in Early Modern IrelandJerome Oetgen, An American Abbot: Boniface Wimmer, OSB, 1809-1887D. G. Paz (ed), Nineteenth-Century English Religious TraditionsOwen Chadwick, A History of the Popes, 1830-1914James Pereiro, Cardinal Manning: An Intellectual BiographyJohn T. Smith, Methodism and Education 1849-1902: J. H. Rigg, Romanism, and Wesleyan SchoolsRonald J. Ross, The Failure of Bismarcks `Kulturkampf': Catholicism and State Power in Imperial Germany 1871-1887Una Agnew, The Mystical Imagination of Patrick KavanaghJoseph Pearce (ed), Tolkien: A Celebration

_____. (October 1997). Book Reviews. The Political Quarterly, 68(4), 425-444(420). Huntington, Samuel P. The Clash of Civilisations and the Remaking of World Order Halsey, A.H. No Discouragement: An Autobiography Richards, David The Civil Service under the Conservatives, 1979-1997: Whitehall's Political Poodles? Rhodes, R.A.W. Understanding Governance: Policy Networks, Governance, Reflexivity and Accountability Evans, Richard Regenerating City Centres Willis, Michael The Islamist Challenge in Algeria: A Political History Freeden, Michael Ideologies and Political Theory: A Conceptual Approach Hassner, Pierre Violence and Peace: From the Atomic Bomb to Ethnic Cleansing Burton, John Violence Explained Apter, David (ed) The Legitimization of Violence Harwit, Martin Enola Gay: An Exhibit Denied Turner, P.W. Second Class Ticket: The Neglect of State Education

Ostertag, V. (Jun 1992). Strategies for Dissemination of Principles and Concepts of Education for Peace., 12pp. Paper presented at the Conference for Non-Violence in Education (Moscow, Russia, June 12-15, 1992). World political changes since 1988 have ended the Cold War era of constant threats of confrontation and nuclear annihilation. The culture of militarism that influenced business, industry, and education served a purpose by dividing the world into good and evil. The changes that have removed the threat of militarism require a redefinition of the peace movement. The greatest task for teachers is the conversion of the war structure into a peace structure by converting the association of peace in the context of a nuclear catastrophe to the idea of peace as man's humanity to man. Educators must be ready to eradicate physical, economic, psychological, and ecological violence. In order to promote peace education, teachers must define global, national, and personal goals that are comprehensive enough to include many aspects of peace. These include personal relationships, economic equality, the value of human rights, and the elimination of violence toward the environment. U.S. and Russian teachers should (1) define common goals of peace education for children, (2) strive to make experiences in peace education a mandatory part of the curriculum in both countries, (3) organize a course focusing on common teaching objectives, (4) develop instructional materials on peace in a multicultural mode, and (5) develop a common teacher training program. (DK) ED360200

Osborn, W. S. (July 2000). United Nations University for Peace in Costa Rica: History and Prospects. Peace & Change, 25(3), 309-338(330).

Olson, A., Ed. (1994). Alternatives to the Peace Corps: A Directory of Third World & U.S. Volunteer Opportunities. Sixth Edition., 91p. Some returned Peace Corps volunteers believe that U.S. foreign policy has been more damaging than helpful in the Third World. They question the links between U.S. foreign and military policy and the Peace Corps. This book addresses such questions and brings together resources and information that will help the prospective volunteer find an appropriate placement: one that is supportive of indigenous, community-based development. The first portion of the book deals with identifying and clarifying the motives for volunteering; examines the types of placement, including organized volunteer programs, work exchange programs, and exposure tours; and presents common questions regarding finance, technical skills, affiliation or commitment requirements of church agencies, and possibilities for paid service. The importance of evaluating an organization before signing up is stressed. Approximately 80 organizations are listed that were selected for a common approach to combating poverty, one that emphasizes support of grassroots efforts to empower poor people. Many programs listed involve living and working in rural areas and on small farms, in the United States as well as abroad, and there are organizations that work with Native American communities as well. An index of organizations and lists of related guidebooks, publications on travel and tourism, resources for finding jobs in development, and other "Food First" publications are included. (TD) ED387301

Olsen, K., Norwood, M. S., Shafer, G., Grenier, R. S., Brosnahan, E., & Kennedy, M. (2000). What Novel, Short Story, of Poem Would You Recommend for Inclusion in a "Curriculum of Peace"? Paper presented at the Theme: A Curriculum of Peace. Offers recommendations from six different English teachers of novels, short stories, or poems that they recommend or have used successfully in the classroom to discuss issues and dilemmas of peace. (SR) EJ604742

Oliker, M. A., Ed., Ellis, C. M., Ed., Gutek, G. L., Ed., Krolikowski, W. P., Ed., & Campion, K., Ed. (1997). Proceedings of the Midwest Philosophy of Education Society, 1995-1996., 335pp. For other proceedings, see SO 028 511 and ED 371 973. These proceedings are composed of papers presented at the 1995 and 1996 Annual Meetings of the Midwest Philosophy of Education Society. Papers presented at the 1995 meeting included: "Dewey's Idea of 'Intelligent Sympathy' and the Development of the Ethical Self: Implications for Japanese Education" (Naoko Saito); "Using Dewey's Writings as a Basis for Assessment of Project Means" (Sandy Alber); "Carter G. Woodson on Education: A Philosophical Perspective" (Charlesetta M. Ellis); "'This Wonder, Perhaps Deeper than Love, That is Friendship'" (Walter P. Krolikowski); "A Philosophy of Education in the Technological Age" (Louis Silverstein); "Multicultural Education and Cultural Differences" (Wei Rose Zhang); "Multiculturalism: Some Second Thoughts about the Concept" (Michael Davis); "The Introductory Course in Philosophy of Education (Arthur Brown); "The Existence of Pure Consciousness and Its Implications for Education" (James D. Grant); "A Nietzschean Critique of Postmodern Educational Theory" (Don G. Smith); "Post-Modernism: A Phase of Development" (Kenneth Sutton); "Hermeneutics: East Meets West?..." (Robert Craig); "The Language of Educational Policy and Administration" (Michael A Oliker); "Philosophical Problems of Practice: The Emerging University/School/Partnership" (Betty-Jo Dunbar). Papers presented at the 1996 meeting included: "Contemplative Traditions, Modern Psychology, and Education" (Robert Craig); "Response to Robert Craig's Presidential Address" (Arthur Brown); "Unvirtuous Virtue Epistemology" (David B. Annis); "Rudolf Steiner and The Waldorf Schools" (Earl J. Ogletree); "What Multiculturalism Should Not Be" (Alexander Makedon); "Realism Reconsidered..." (Philip Smith); "I'll Show You Differences: Contrast, Opposition, and Antonymy with Special Reference to Multiculturalism" (Walter P. Krolikowski); "...The Philosophical Implications of Researching a Culture other than Your Own" (Bonnie Jean Adams); "Superman, Adolescents, and the Metaphysics of Popular Culture" (Michael A. Oliker); "A Schematic Analysis of Popular Culture, Adolescence, and Sport" (Philip Smith); "The Public Image of Juvenile Delinquents" (Gene D. Phillips); "I was a Teenage Werewolf As Youth Culture Ideology"; "Why We Do what We Do as Early Childhood Educators" (Sandy Alber, Shannan McNair); "Pestalozzi's Idea of 'Innere Anshauung'" (Silvia Schmid); "The Educational Theology of James Solomon Russell" (Terrence A. Walker); "Nonviolence in Education" (Ian M. Harris); "A Paradigm for Teaching Philosophy of Education" (Jerome A. Popp); "Essentialist Educator: Fanny J. Coppin" (Charlesetta M. Ellis); "Pluralism with Intelligence" (Arthur Brown); "Reclaiming the Ancient Theme of Hospitality" (William E. Russell); "Let Us Praise the Body Erotic" (Louis Silverstein). (KCM) ED413282

OECD, O. f. E. C.-o. a. D. (February 2000). Development Co-operation Reviews Norway 1999: No. 36. SourceOECD/Studies/International Development, 1(2). Norway‡s aid effort ranks second among DAC Members in terms of ODA to GNP ratio. Broad national consensus towards Norway‡s development assistance is based on strong support by churches and NGOs and on effective development education. In particular, 40% of the bilateral programme administered by Norway is channelled through Norwegian NGOs. There is a strong poverty focus in Norway‡s long-term development assistance, with aid flowing predominantly to poor countries with good policies. Norway adopts a three-pronged approach: help the countries to foster economic growth; contribute to social development programmes; and target aid on vulnerable groups. Norway‡s operational approaches and budget allocations for poverty reduction can nevertheless be further strengthened, as part of the overall international effort to reduce half the proportion of poor by the year 2015. Norway‡s ambitions to contribute to human rights, democracy and peace, have created new policies as well as pressing challenges at the strategic and organisational level. Furthermore, while Norway has been keen on concentrating its bilateral assistance in twelve priority countries, political and humanitarian priorities have emerged as a second element of Norwegian aid, leading to increased geographic dispersion. Development co-operation reviews are scheduled for the following DAC Members in 2000: France, New Zealand, Italy, Sweden, Switzerland and Portugal.Page Count: 120 Figure Count: 15 Table Count: 14

Oduaran, A. B. (1993). Emerging Adult Education Frontiers and Their Implications for Research. Paper presented at the International Journal of Lifelong Education, 12, 3 p219-31 Jul-Sep 1993. In the current state of global flux, new frontiers have emerged for adult education: community education/action, peace education, popular education, consumer education, women's education, retraining, computer literacy, and population education, among others. (SK) EJ466450

Oboodiat, F., & And, O. (1995). Young Children's Capabilities of Nonviolent-Conflict-Resolution from Five Perspectives in Sharing. Paper presented at the Special issue: "Safe Schools Through a Comprehensive, Effective, and Positive Strategy: An International Perspective," edited by Miguel A. Gutierrez and Carlos H. Lepiz. Summarizes a study of 42 preschoolers that focused on children's capabilities for nonviolent conflict resolution and sharing behaviors. The subjects were somewhat flexible at modifying their egocentricity in "giving-in-sharing" in an environment fostering reciprocity (justice) and security. (19 references) (MLH) EJ513319

Oberg, J. (Jan 1994). Conflict-Mitigation: Philosophy & Methodology. Peace Education Miniprints No. 56., 16p. Conflict-mitigation is a concept and methodology that emphasizes a broad societal understanding of conflicts obtained mainly through in-depth interviewing with many and varied actors. Developed through the work by the Transnational Foundation for Peace and Future Research (TFF), the conflict-mitigation process is intended to serve a number of purposes: (1) enable the parties to solve conflicts themselves to the largest extent possible; (2) serve as early warning, preventive diplomacy, and multi-track diplomacy; (3) understand better the peace- making potential of civil society; (4) help not only the conflicting parties but the international community through an open and open-ended process; (5) work with drafts or interim reports that the conflicting parties are invited to comment on; and (6) lead to an informal third party role in some cases. The practice of conflict-mitigation section follows the purposes and describes interviews, analysis, and reports. A list of 21 directions that the TFF and other parties can take provide suggestions for where conflict-mitigation can lead. Eighteen conflict mitigation principles show what the TFF adheres to in its work and what it tries to help others learn. (CK) ED372000

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_____. (1995). Peace Issues: A Humanities Curriculum for High School, 1994-1995., 208pp. Developed by a Committee of Granite City High School Teachers. This curriculum focuses on peace and justice issues while emphasizing the positive of the building of relationships. Units are developmental in approach and work from "Relating to Self" to "Relating to Others" to "Relating to Community and World." A Code of Ethics is presented to guide the unit and a section on sports' ethics is aimed specifically at high school students. Topics discussed include conflict resolution and peer mediation, bias, environmental concerns, world conflict, gender issues, ageism, disabilities, the Holocaust, African American and Native American cultures, and problem solving. (EH) ED418901 Available from: Illinois State Board of Education, Division of Secondary Education, 100 N. First Street, N-242, Springfield, IL 62777-0001.

Professors World Peace Academy (Uganda). Eastern African Regional Conference (1987: Kampala Uganda), & Abidi, S. A. H. (1988). The future of education in Eastern Africa: proceedings of the 2nd PWPA Eastern African Regional Conference held in Kampala, Uganda, July 22-25, 1987. Kampala, Uganda: Professors World Peace Academy. La1501

Presbyterian Church in the U.S.A. Dept. of Social Education and Action. (1937). Peace in these times: four programs of worship and discussion on the causes of war and the way of peace. Philadelphia: Presbyterian Board of Christian Education. 172.4

Prasad, S. N. (1998 Length: 26 Page(s); 1 Microfiche). Education for Environment and Peace. Peace Education Miniprints No. 92. A series of facts about current environmental problems are presented. Many countries observe the need to make provisions in constitutions and laws concerning the protection or preservation of the environment. International meetings have been held during recent decades in order to manage this problem. The booklet notes that environmental awareness and ecological literacy are a necessity. Purpose and content for environmental education and peace are discussed and illustrated, with an emphasis on the close relationship between ecological balance and peace. Contains 26 references. (BT) ED429013

Prasad, S. N. (1998). Development of Peace Education in India (Since Independence). Peace Education Miniprints No. 95. The development of peace education in India is discussed in this booklet. Although India has made many contributions to the theory and practice of peace work (the non-violent movement led by Mahatma Gandhi), peace education in the form of university courses or special curricula for schools is seldom encountered. However, signs of interest in peace education are evident in the peace research centres, in departments of Gandhian Thought, and in similar institutes that have been organized over recent decades. Brief descriptions of these institutes are given. Books and journals from India and relevant to peace education also are presented. Contains 19 references. (Author/LB) ED429899

Prasad, S. N. (1996). Education for Tolerance and Peace. Peace Education Miniprints No. 83., 18p. This essay discusses the concept of tolerance and the role of tolerance in education. Glimpses from the history of intolerance and tolerance are presented and various theories of tolerance dealt with. Tolerance is defined here as the ability for people to live in peace and harmony with those who differ from them in language, religion, race and/or custom and to appreciate those differences. Education for tolerance is seen as essential for the peace and survival of mankind. The work of UNESCO in the area of education for tolerance and peace is also discussed. (EH) ED418037

Prakash, M. S. (1990). War and Peace: Education for Survival, Sustainability, and Flourishing. Paper presented at the American Journal of Education, 98, 3, 278-98 May 1990. Discusses competing conceptions of culture and prescriptions for education concerning war and peace. Reviews following books: London's "Armageddon in the Classroom: An Examination of Nuclear Education"; Reardon's "Comprehensive Peace Education: Education for Global Responsibility"; Reardon's "Education for Global Responsibility: Teacher Designed Curricula for Peace Education, K-12"; and "Perspectives on Nuclear War and Peace Education," edited by Ehrlich. (JS) EJ414384

Pollock, F. (1890). Oxford lectures and other discourses. London ; New York,: Macmillan. Kd358

Platig, E. R., & Carnegie Endowment for International Peace. Committee on Research Evaluation. (1967). International relations research; problems of evaluation and advancement. [New York]: Carnegie Endowment for International Peace.

Platig, E. R., & Carnegie Endowment for International Peace. Committee on Research Evaluation. (1967). International relations research; problems of evaluation and advancement. [New York]: Carnegie Endowment for International Peace. JX1291.P55 1966a

Pett, D. W., Indiana University Bloomington. Audio-Visual Center., & Peace Corps (U.S.). (1984). Audio-visual communication handbook. Bloomington, Ind.: [Audio-Visual Center] Indiana University. PE 1.8:Au 2

Peterson, J. P. (Dec 1993). Teaching Nonviolent Living Skills in Preschool: Parental Perspective., 72p. A study sought to determine whether or not parents felt that education in nonviolent living skills was important to their choice of a preschool for their child. Questionnaires were distributed to parents at four preschools and to parents of children attending a test site preschool with a peace studies program. A teacher focus group was also surveyed, as well as spokespersons from local alternative schools. Results of the study indicated that: (1) parents thought teaching children nonviolent living skills was important, and they would pay more and participate to get such programs for their child; (2) the quality and quantity of parent-staff communication and parent education is critical to a peace program; (3) parent involvement is important in promoting the benefits of such a program; (4) parents do not view preschoolers as too young to start learning nonviolent living skills; (5) teachers need a supportive environment in which to implement a peace program; (6) a preschool curriculum for this kind of program needs development; and (7) longitudinal studies of children who have participated in preschool peace studies programs would be helpful in ensuring optimum outcomes for children in future programs. This report is divided into four chapters: "Introduction", "Literature Review," "Methods and Results" and "Discussion" (conclusions). A list of organizations involved with peace studies and copies of the surveys are appended. Contains 58 references. (TJQ) ED367497

Peace Education Center (East Lansing Mich.). (1983). Peace Education Center: a monthly of peace and justice action. East Lansing, MI: Peace Education Center.

Peace Education Center (East Lansing Mich.). (1975). East Lansing Peace Education Center newsletter ( Vol. Published [May 1975] - Apr. 1980.). East Lansing, MI: Peace Education Center.

Peace, K. E. (1992). Biopharmaceutical sequential statistical applications. New York: M. Dekker.

Peace, S. M., & Harding, S. D. (1980). The Haringey "group living" evaluation project: an experiment in residential care of the elderly. [London]: Polytechnic of North London.

Peace, S. M., Hall, J. F., & Hamblin, G. R. (1979). The quality of life of the elderly in residential care: a feasibility study of the development of survey methods. London: Polytechnic of North London.

Paulsen, J. (1998). Active Peacemaking in the Montessori Classroom. Paper presented at the Montessori Life, 10, 1, 42-43 Win 1998. Describes the use of a "peace rose" in the Montessori classroom to foster conflict-resolution skills in children. Asserts that the child-controlled process, in which children take turns expressing feelings about their conflict, has several positive results. Children learn the value of communication in solving problems, and teachers are freed from intervening in classroom conflicts. (EV) EJ558683

Patterson, J. T. (1991). Learning Peace. Paper presented at the Adult Learning, 3, 1, 13-14 Sep 1991. Contemporary adult education has neglected social change movements. Social action could benefit from broader exposure to the research findings and theories of adult learning and adult education cannot continue to overlook social action without cost. (JOW) EJ430771

Pass, O. M. (2000). Peace from Within: Teaching Texts that Comfort and Heal. Paper presented at the Theme: A Curriculum of Peace. Argues that a curriculum of peace must include ways to define human problems. Describes how the author taught a literature course called "The Healing Word: Literature About Coping with Death and Illness" that used literary selections and a film series to examine physical healing, mental healing, and healing from grief. (SR) EJ604753

Parks, S. (1999). Reducing the Effects of Racism in Schools. Paper presented at the Educational Leadership, 56, 6, 14-18 Apr 1999. Recognizing racism involves acknowledging beliefs, attitudes, and symbols legitimized by those with cultural/political power and socialized in successive generations. By modifying curriculum and instruction and addressing expressions of racism, schools can help students move beyond tolerance to acceptance, understanding, and celebration of racial and cultural differences. (10 references) (MLH) EJ585631

Paringer, W. A. (1990). John Dewey and the paradox of liberal reform. Albany: State University of New York Press. Lb875.d5 p37 1990 370/.1/092 b

Page, K. (1928). Recent gains in American civilization. New York,: Harcourt Brace and company.

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Quisumbing, L. R. (2000). Educating Young Children for a Peaceful World. Paper presented at the World Forum on Early Care and Education, Speech, May 18, 2000. Highlights the importance of preparing young children to become peacemakers and peace builders. Addresses the steps of moving toward a culture of peace, preparing children for peace, peace education, and values education for peace. Advocates early childhood educators teaching peace to young children. (SD) EJ621944

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_____. (2000). Review. Business Intelligence Report: Egypt, 1(1), 1-20(20). After Islamic extremists threatened to destabilise Egypt in recent years, there were cautious signs during 1999 that the Egyptian government was finally winning the war for hearts and minds. Although the potential for political instability remains, the re-election of President Mubarak, combined with positive peace overtures, suggests that the millennium may herald better days for Africa's northern tiger.(World of Information Business Intelligence Reports allow access to concise, clear coverage of current political and economic developments in over 100 countries. Alongside contributions from journalists and regional experts from around the world, they contain a wide variety of sectoral analysis and background information. This section contains an introductory overview commissioned from one of World of Information's network of contributors, followed by a World of Information risk assessment and an extensive list of key facts and features of the country, including macroeconomic indicators and details regarding national population, labour market and public services.) report together with dissenting and individual views (to accompany H.R. 4592 which on May 12, 1988, was referred jointly to the Committee on Education and Labor and the Committee on Foreign Affairs) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O. Y 1.1/8:100-677/pt.1-

Ruggieri, C. A. (2000). The Value of Voice: Promoting Peace through Teaching and Writing. Paper presented at the Theme: A Curriculum of Peace. Describes how and why a high school English teacher changed her classroom to allot more time for creative writing, to teach a research paper from a personal perspective, and to extend student appreciation of voice and conflict beyond the literature studied in class. Describes how this fostered opportunities for individual growth and transformed her classroom. (SR) EJ604746

Rotberg, R. I. (1999). Creating peace in Sri Lanka: civil war and reconciliation. Cambridge, Mass. Washington D.C.: World Peace Foundation and the Belfer Center for Science and International Affairs ; Brookings Institution Press. Ds489.84.c74 1999

Rotberg, R. I., & World Peace Foundation. (1998). Burma: prospects for a democratic future. Cambridge, Mass. Washington D.C.: The World Peace Foundation and Harvard Institue for International Development: Brookings Institute Press. Jq751.a91 b87 1998 320.9591/09/045

Rossell, S. L., Shapleske, J., & David, A. S. (March 1997). Semantic priming in deluded schizophrenics. Schizophrenia Research, 24(1), 136-136(131). Abnormally increased semantic priming has been found in schizophrenic patients. Semantic priming represents the relative decrease in reaction time to respond to associated word pair targets compared with none associated. This study examined performance of schizophrenics (n = 35) and controls (n = 28) on a lexical decision task involving three priming conditions: semantically associated, indirectly associated or not associated; and three types of emotional word pairings; positive, negative and neutral. Subjects were male, age, education and IQ (NART) matched. Severity of current delusions was measured in schizophrenics using SAPS.Primes were presented for 200 ms on the computer screen, with an ISI (interstimulus interval) of 500 ms, before target presentation (i.e., arms-legs, hang-wase). Examples of positive and negative emotional word pairs are: dove-peace, shot-gun. The subject indicated, using a two button press, whether the target was a word or not. The schizophrenic group did not demonstrate overall semantic priming compared with controls. When patients were subdivided according to their delusional status, schizophrenics with moderate and severe delusions showed semantic priming on neutral word pairs but not positive or negative pairings. Indirect semantic priming was obtained in both schizophrenics and controls.Results suggest abnormalities in priming may be associated with specific disturbances in schizophrenia.

Rosandi*c, R. z., & United States Institute of Peace. (2000). Grappling with peace education in Serbia. Washington, DC (1200 17th St., NW Washington, 20036): U.S. Institute of Peace. Y 3.p 31:19/no. 33

Roosevelt, G. G., & Rousseau, J.-J. (1990). Reading Rousseau in the nuclear age. Philadelphia: Temple University Press.

Rohrs, H. (Aug 1994). The Pedagogy of Peace as a Central Element in Peace Studies: A Critical Review and an Outlook on the Future. Peace Education Miniprints No. 63., 31p. This document discusses peace education not as a subject but as part of the teaching of various academic subjects depending on the extent to which they lend themselves to this. The intention is to produce educational situations where young people can develop skills in the art of peace and a peaceful approach to conflict resolution. The pedagogy of peace is understood here as the sum of scholarly and scientific thinking on the nature of peace education and the way it should be organized. The pedagogy of peace is an interdisciplinary branch of science using a broad range of methods, including observation, description, and analysis of peace-educational processes and interrogation of participants with regard to their motives. There is a strong need for intensified peace-pedagogical research efforts and for documentation and coordination of work in this field. This report reflects an approach in three stages: (1) a discussion of the structure of peace education; (2) an interpretation of the pedagogy of peace in its relationship to peace education (in cooperation with peace studies); and (3) prospects for peace education in developing nations. (DK) ED382494

Rogers, P. (Nov 1991). Education for Peace in the ClassroomCurriculum Development Strategies and Materials: A Case Study from Ireland. Peace Education Miniprints No. 24., 19pp. For related miniprint, see ED 358 006. This paper describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during the past 13 years. Peace education is concerned primarily with a positive approach to peacemaking and the development of people who internalize a positive vision of peace, have a real sense of justice, personal and social, and who are sensitized and helped to cope with the various social manifestations of violence and conflict in their own lives and the wider world. The document examines the educational rationale of this project in the context of the two educational systems operating in Ireland. The process by which the materials are produced fall under six headings: (1) teacher workshops; (2) writing phase; (3) piloting phase; (4) editing and rewriting; (5) dissemination; and (6) evaluation. The document outlines some of the issues facing the development of peace education in Ireland in the next decade. Some of these are learning from past experiences, avoiding raising expectations that are not fulfilled, appreciating the difficulties of implementation of curriculum innovation in a climate of financial cutbacks, understanding past inconsistencies in policy in this area, giving adequate resources to agencies that are supportive to schools, and appreciating the greater emphasis in society on competitiveness and a strong utilitarian thrust. One important issue for future development is an understanding that much of the theory of peace, for example in areas of conflict resolution and human rights education and nonviolence, has yet to be translated into concrete programs for school use. (DK) ED369693

Rikhye, I. J., Hallock, P., & International Peace Academy. (1974). Vienna, Wiener Neustadt & Tokyo: seminar evaluations & reports. New York: International Peace Academy. Jx1981.p7 Jx1981.p7 r55 1974

Riha, T. J. F. (1 December 1994). Missing: Morality in the Transformation of Former Socialist Countries. International Journal of Social Economics, 21(10), 10-31(22). Claims that the process of transition of former socialist countries has been misguided. The reform of the economic system is but part of the overall process of social transformation, and it is argued that at the root of the disappointing results has been the fact that instead of focusing on moral redemption, the moral decay of these societies has even been enhanced by the infusion of economic egoism. The present transition can be seen as a process of transformation from primitive socialism to primitive capitalism. Without the sanctity of law and order rooted in the value system of the cultural heritage of Judeo-Christian ethics, the privatization of state industries and public utilities including the commercialization of education, health, the arts and sciences has been creating conditions for a place far removed from an environment conducive to social peace, political stability and economic growth.

Renner, C. E. (Jun 1991). Using the Language of Justice and Peace: Integrating Peace Education into EFL Curriculum., 16pp. Paper presented at the International Conference of Teachers for Peace (4th, Paris, France, June 1991). The integration of peace education into the English-as-a-Foreign-Language (EFL) and English-as-a-Second-Language (ESL) curriculum is discussed. Peace education is designed to break the negative chain of violence in interpersonal and international relations, and offers learners humanistic approaches to difficult questions that may leave individuals feeling powerless over their lives. Three interconnected areas of peace education are noted: personal peace; peace in the human family; and peace with nature. These three areas are discussed, and approaches to curriculum development to incorporate them are described. Methods for adapting authentic materials for instructional use are also discussed, with specific suggestions for vocabulary enhancement and instruction of young learners. It is proposed that the instructor must have clear objectives and anticipate learner reactions and, optimally, network with other teachers to integrate the topic and critical thinking about it into other subject areas. It is concluded that peace education in the context of EFL/ESL instruction can be effective and dynamic, providing motivation for intercultural communication, a dimension of social consciousness within the curriculum, and potential for interconnecting disciplines and addressing complex issues. A substantial bibliography and a list of instructional materials and resources are appended. (MSE) ED375610

Reichenbaugh, R. C., Hughes, G. H., Geological Survey (U.S.). Water Resources Division., Southwest Florida Water Management District. Peace River Basin Board., & Winter Haven Lake Region Boat Course District (Fla.). (1977). Evaluation of chemical, biological, and physical conditions in the Winter Haven chain of lakes, Florida, March-June 1976. Tallahassee, Fla.: U.S. Geological Survey. I 19.42/4:77-52

Rees, L. W. (2000). A Thousand Cranes: A Curriculum of Peace. Paper presented at the Theme: A Curriculum of Peace. Relates the author's experiences as a teacher with a high school student, a soft-spoken Japanese young woman, who taught the author and her fellow high school students much about understanding, forgiveness, and peace. (SR) EJ604754

Reardon, B. A. (May 1999). Educating the Educators: The Preparation of Teachers for a Culture of Peace. Peace Education Miniprints No. 99., Revised version of a paper presented at the World Conference on Higher Education, UNESCO (Paris, France, October 1998). This paper discusses the need to prepare teachers for the role of agents for a culture of peace. The paper calls for the cultivation of vision, a capacity to see the potential for positive development in learners and constructive change in society. It notes that the core values in a culture of peace are: environmental sustainability, cultural diversity, human solidarity, social responsibility, and gender equality. For each of these values there is a complementary human capacity to be developed through teacher education, making it possible for teachers to cultivate these values and capacities in their students. These capacities are: ecological awareness, cultural competency, global agency, conflict proficiency, and gender sensitivity. The paper suggests a number of recommendations to help promote developments in these directions, addressing them to UNESCO, ministries of education, and educational and professional associations. (BT) ED432527

Reardon, B. A. (Mar 1996). Responding to a Major Problem of Adolescent Intolerance: Bullying. Peace Education Miniprints No. 82., 14pp. Article adapted from "Tolerance: The Threshold of Peace: Curriculum Supplement for Secondary Schools," unit 3 of a three-unit series, UNESCO, 1996. In this article the phenomenon of bullying is discussed, using a model for detecting and monitoring cases of bullying used by Japanese teachers. Bullying is viewed as symptomatic of a deeper problem, lack of respect for the dignity and integrity of others. Such respect is a central value in a culture of peace. Bullying is a major threat to tolerance in the schools and a moral challenge to educators. At the same time bullying cases also present an opportunity for teaching moral development, as well as personal and social responsibility. Sections include: "Behavioral Indicators of Intolerance," "Victim's Behaviour at School," "Social Circumstances of the Victim at School," "Physical Appearance and Home Behaviour of a Victim," and "'V' Presention of School Bullying." ED404242

Reardon, B. A. (1999). Peace Education: A Review and Projection. Peace Education Reports No. 17. This report presents reflections on the substance, evolution, and future of peace education. Within an area of common purposes, a broad range of varying approaches are noted. The report discusses, for example: conflict resolution training, disarmament education, education for the prevention of war, environmental education, global education, human rights education, multicultural education, nuclear education, and world-order studies. The report finds that peace education, always marginal in the past in relation to mainstream education, now faces less resistance than earlier and that the culture of peace concept steadily gains currency. Outlines recommendations for future work with peace education. Contains 41 notes and a 55-item selected bibliography. (BT) ED445967

Reardon, B., Ed., & Nordland, E., Ed. (1994). Learning Peace: The Promise of Ecological and Cooperative Education., 234pp. With the assistance of Robert Zuber. This book is a collection of writings by American, Russian, and Norwegian scholars who, in 1988, launched the Project on Ecological and Cooperative Education. Formation of the group was motivated by the conviction that the planet needs an ecologically conscious culture to overcome the fragmentation and specialization that is typical of the worldview of dominant societies today. The book examines how knowledge about planetary problems at the end of the twentieth century, and fatal threats to the planet resulting from rivalries among powerful individuals, cultures and states, have an impact on environmental education. Chapter titles include: (1) "New World-New Thinking-New Education" (Eva Nordland); (2) "Learning Our Way to a Human Future" (Betty Reardon); (3) New Thinking: Its Application for New Learning" (Valentina Mitina); (4) "'Big Ideas' of Ecology That Every Peace Educator Should Know" (Willad J. Jacobson); (5) "Social Responsibility and Ecological Culture through Ecological Education" (Sergei Polozov); (6) "Educational Planning for an Ecological Future" (Susan Aheam); (7) "Education for Democracy, Social Responsibility, and Creative Activity in the Russia of Today" (Anatoly Golovatenko); (8) "Peace Education, Social Responsibility, and Cooperation" (Galina Kovalyova); (9) "Ecological Leadership in an Age of Diminishing Superpower Expectations" (Robert W. Zuber); and (10) "Steps to a Renewal of Education: Concluding Words" (Eva Nordland). Additional sections contain: (1) questions for reflection and discussion that correspond to the chapters; (2) information about the authors; (3) a list of 49 suggested readings; and (4) an index. (LZ) ED377074

Reardon, B., Nordland, E., & Zuber, R. W. (1994). Learning peace: the promise of ecological and cooperative education. Albany: State University of New York Press.

Reardon, B. (1993). Women and peace: feminist visions of global security. Albany: State University of New York Press. Jx1965.r39 1993

Reardon, B. (1988). Educating for global responsibility: teacher-designed curricular for peace education, K-12. New York: Teachers College Press. Jx1904.5.e377 1988

Reardon, B. (1988). Comprehensive peace education: educating for global responsibility. New York: Teachers College Press. Jx1904.5.r4 1988 327.17207 327.1/72/07

Read, H. E. (1949). Education for peace. New York,: C. Scribner's Sons.

Ray, J. L. (1995). Democracy and international conflict: an evaluation of the democratic peace proposition. Columbia, S.C.: University of South Carolina Press.

Ray, J. L. (1995). Democracy and international conflict: an evaluation of the democratic peace proposition. Columbia, S.C.: University of South Carolina Press. Jx1952.r333 1995 909.82/9 norst

Raviv, A., Oppenheimer, L., & Bar-Tal, D. (1999). How children understand war and peace: a call for international peace education ( 1st ed.). San Francisco: Jossey-Bass. Jz5534.h69 1999

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_____. (September 1997). Reviews. British Journal of Educational Studies, 45(3), 306-336(331). Rutter, Michael and Smith, David J. (eds) Psychosocial Disorders in Young People: Time Trends and their Causes Sigston, A.; Curran, P.; Labram, A. and Wolfendale, S. (eds) Psychology in Practice with Young People, Families and Friends McClelland, V. Alan and Varma, Ved (eds) The Needs of Teachers Mehan, Hugh; Villanueva, Irene; Hubbard, Lea and Lintz, Angela Constructing School Success: the Consequences of Untracking Low-Achieving Students Gates, Brian (ed.) Freedom and Authority in Religions and Religious Education Kearney, Mary-Louise and Holden Ronning, Anne (eds) Women and the University Curriculum: Towards Equality, Democracy and Peace Chawla-Duggan, Rita and Pole, Christopher J. (eds) Reshaping Education in the 1990s: Perspectives on Primary Schooling Chawla-Duggan, Rita and Pole, Christopher J. (eds) Reshaping Education in the 1990s: Perspectives on Secondary Schooling Britton, E. D. and Raizen, S. A. (eds) Examining the Examinations Apple, Michael W. Cultural Politics and Education Phillips, Melanie All Must Have Prizes Hutchinson, Francis P. Educating Beyond Violent Futures Chapman, Judith; Boyd, William; Lander, Rolf and Reynolds, David (eds) The Reconstruction of Education. Quality, Equality and Control McNiff, Jean; Lomax, Pamela and Whitehead, Jack You and Your Action Research Project Pring, Richard Closing the Gap: Liberal Education and Vocational Preparation Tuijnman, Albert C. (ed.) International Encyclopedia of Adult Education and Training McKernan, James Curriculum Action Research: A handbook of methods and resources for the reflective practitioner

_____. (Sep 1996). School Exchanges: Cultural Diversity, Conflict and Cooperation. Report of the Conference (7th, Dubrovnik, Croatia, September 11-15, 1996)., 91p. The Council of Europe was founded in 1949 to achieve greater unity among European parliamentary democracies. The Council for Cultural Co-operation (CDCC) is responsible for the Council of Education's work on education, culture, and sport. This publication contains proceedings of the CDCC Conference of the Network on School Links and Exchangers. Topics of the plenary session included the Croatian school system, education and multiculturalism, peace education, and the European Studies Program. Workshops dealt with conflict management and international school links; the media, citizenship education, and international school partnerships; and history projects and school links. Activities under review included long-term teacher training and the Visions of Europe pilot project. Suggestions for meeting the challenges faced by the Network on School Links and Exchanges were offered in the closing session. Appendices contain summaries of reports and presentations. (LMI) ED403660

_____. (1998). Safe Schools, Safe Students: A Guide to Violence Prevention Strategies. Programs, Policies and Environmental Changes., 121p. Schools are uniquely qualified to play a significant role in preventing violence. In order to assist school officials in choosing the most successful strategies, this guide presents a comprehensive assessment of the 84 most widely used school violence prevention programs in the country. In the introduction, the extent of the problem of school violence (broadly defined to include intimidation and coercion) is examined; key elements of promising programs, as well as components of dubious value or possible harm, are also presented. Section 1, "Identifying Promising Approaches to Violence Prevention," outlines methodology, selection criteria, procedures and evaluation. Section 2, "Evaluation: Does Violence Prevention Work?", emphasizes the necessity of determining program efficacy through consistent evaluation. Section 3, "Developing Effective Strategies," focuses on needs assessment, school policies, and school environments. In section 4, "Assessment of Programs," programs are categorized according to type of curriculum and rated for program quality, developmental appropriateness, ease of administration, teacher training, and program coverage of critical content areas. Programs are assessed against other programs for the same age group; evaluation findings are highlighted, as well as reviewers' recommendations and concerns. Program description, contact information, and costs are provided. Also included are a glossary, resource list, references and an index. (EMK) ED416435

Synott, J. (1996). Australian Aboriginal Constructions of Human, Society, and Nature in Relation to Peace Education. Paper presented at the Peabody Journal of Education, 71, 3, 84-94 1996. Examines fundamental notions underlying the discourse on being or ontology of Australia's aboriginal people. Suggests that peace educators must include indigenous perspectives in their theorizing in order to end ethnocentric biases in a supposedly global paradigm. Notes that the holistic paradigms of indigenous peoples have much to offer peace educators in their approaches to appropriate, sustainable societies. (SM) EJ582882

Swee-Hin, T. (Apr 1993). Education for Justice, Environmental Care and Cultural Solidarity: A Holistic Conception of Peace Education. Peace Education Miniprints No. 46., 18p. The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interest and competence in areas related to peace education are interviewed. This publication explores the views to Toh Swee-Hin of the University of Alberta, Canada. A Malaysian by nationality, Toh Swee-Hin has worked with peace and development educators in many countries, including Australia, the Philippines, and Canada. He is a prolific writer and supervised a number of theses and dissertations in the fields of peace and development education. (Author) ED364446

Sutton, E. (1990). Peace Education Needs You: Finding Your Niche as a Peace Educator., 12pp. Paper presented the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). Educators have a responsibility to promote peace. The goals of peace education include disarmament, the prevention of war, progress toward cultural pluralism, and the development of inner peace. Concerns about peace should not be limited to the idealism of children, but must extend to the educator, a person who holds great potential to influence the lives of young people by example. Ways of bringing peace to the classroom are suggested. A list of resources concludes the document. (DB) ED320838

Stomfay-Stitz, A. M., & Hinitz, B. F. (1998). Integration of Peace Education Conflict Resolution with the Arts and Humanities: A New Agenda for a New Century., 24pp. Paper presented at the Annual Conference of the Eastern Educational Research Association (Tampa, FL, February 1998). Page 19 contains some illegible print. This paper discusses the integration of peace education into early childhood education through the arts and humanities curricula, considering several pedagogical developments which indicate a more favorable climate for this integration, including: (1) aesthetic literacy programs, including peace museums and the role of children's literature; (2) neuroscience developments such as whole brain learning which recognizes the importance of infant and early childhood development; (3) interdisciplinary experiences within an integrated curriculum framework; (4) social/affective education beginning with early childhood; (5) ecological and social responsibility as an expression of the integration of learning in science and social studies; (6) technological literacy; (7) cultural contexts for learning; and (8) spiritual and philosophical hopes for humanity expressed as goals for the new century. The paper argues that these new insights hold the promise of addressing humanity's most perplexing problem: how to resolve conflicts and live in peace and harmony in our culturally diverse society. Contains 75 references. (JPB) ED421226

Stomfay-Stitz, A. M. (1996). Education, Psychology, and Social Science: Common Pathways for Teaching Peace., 24pp. Paper presented at the Annual Meeting of the American Psychological Association (New York, NY, August 12, 1995). This paper explores the contributions of several disciplines of the social sciences to peace education and peace psychology and focuses on positive gains in several aspects of peace education and conflict resolution witnessed by the researcher in over 10 years of work. The paper contains the following sections: (1) Introduction; (2) "Definitions and Historic Perspectives on Peace Education"; (3) "Contributions from Psychology"; (4) "Contributions from Anthropology"; (5) "Contributions from Political Science"; (6) "Contributions from Sociology and Social Work"; and (7) "Peace Education in ActionThe Voices of Teachers, Children, and Young People." The paper maintains that a multidisciplinary approach to peace education should be the common goal for the new century. Contains 65 references. (EH) ED407307

Stomfay-Stitz, A. M. (1994). Peace Education for Children: Historical Perspectives., 22pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 7, 1994). This research paper addresses the development of peace education initiatives through exploring primary sources, photographs, essays, prayers and writings of children from 1828 until the present. There has been a "hidden history" of peace education that chronicles humanitarian and education efforts but has not been clearly documented. Critical turning points in peace education history are identified with explanations as to their success or failure. An infusion or integration of peace studies into the teacher education programs, both preservice and inservice, and a part of undergraduate and graduate programs is advocated. "Voices from the Past for Peace...and Peace Education," which has excerpts of writings related to the topic from 1847 to 1991, is included. (EH) ED381464

Stomfay-Stitz, A. M. (1993). Peace Education in America, 1828-1990. Sourcebook for Education and Research., 469p. This volume chronicles peace education in the United States. The book presents a historical narrative of the curriculum, writings, and contributions of numerous individuals in education, religion, and related fields who have been involved for almost two centuries in attempts, largely unsuccessful, to introduce teaching about peace in U.S. schools. The people include educators, humanitarians, and reformers, such as Horace Mann, John Dewey, Fannie Fern Andrews, Edwin D. and Lucia Ames Mead, Jane Addams, Mortimer Adler, Albert Einstein, and Robert Havighurst, among others. The book provides over 700 citations with photographs, an extensive bibliography, and a resource directory. (RJC) ED385452

Stomfay-Stitz, A. M. (1993). Peace education in America, 1828-1990: sourcebook for education and research. Metuchen, N.J.: Scarecrow Press. Jx1904.5.s86 1993

Stidsen, C. B. (1993). Conscientization of the Middle Class: A Teacher's Commentary. Paper presented at the Social Studies, 84, 3, 131-32 May-Jun 1993. Reports on a year-long effort by one teacher to raise the global consciousness of students in a Canadian secondary school. Describes activities related to peace education, environmental education, and refugees. Asserts that the impact of the effort on the school persisted even after the participating students graduated. (CFR) EJ473647

Stephenson, S. M. (2000). Child of the World: Essential Montessori Age 3-12+ Years. Sixteenth Edition. This book provides information on the basic principles of Montessori education for 3- to 12-year-olds and contains a catalog of equipment, materials, and books for use by adults living or working with children. Information and relevant materials for 3- to 6-year-olds are organized into the following areas: (1) organizing the environment; (2) family life, including care of each other, care of the environment and food preparation and serving; (3) toys and games; (4) blocks and puzzles; (5) earth science; (6) plants and animals; (7) people, including geography and history; (8) language materials; (9) music; (10) art; and (11) geometry and math. Information and materials for 6- to 12-year-olds is organized as follows: (12) cooperation and peace; (13) earth science; (14) plants and animals; (15) geography, history, and biography; (16) language; (17) art and music; and (18) geometry, mathematics, and invention. Two final sections cover parenting and teaching children from birth to 24 years, and an introduction to Montessori education is included. (KB) ED443516

Steineger, M. (1999). Middle School Revolution: A New Culture of Courtesy and Cooperation Takes Hold in Eugene. "Learning in Peace.". Paper presented at the Theme issue. Schools in the Eugene, Oregon, area are participating in the Peaceable Educational Practices (PEP) project, which identifies research-based best practices for reducing school violence. Three general strategies include school data collection, schoolwide policies and programs, and tailoring strategies to the school. PEP schools have seen a dramatic fall in discipline referrals. (CDS) EJ586610

Standing, E. M. (1995). Maria Montessori: World Peace through the Child. Paper presented at the Theme issue topic: "World Montessori: A Vision of Human Renewal.". Discusses the role of education in bringing about world peace, focusing on the causes and nature of war and peace, educational change, and Maria Montessori's ideas for promoting peace through a student-centered, nurturing curriculum for young children. Reprint of a 1962 article that quotes extensively from an address given by Maria Montessori in 1929. (MDM) EJ510656

Speirs, R. (1994). Decreasing Suspensions in Grades Nine through Twelve through the Implementation of a Peace Curriculum., 78pp. Ed.D Practicum, Nova University. This practicum was designed because out of school suspensions as a disciplinary procedure were not effective in changing students' behaviors. The students felt angry and rejected by the teachers, and they did not feel part of the school culture. The practicum offered a peace curriculum designed to be used in content academic areas, small groups, and with mentors. The study involved a peace curriculum that included problem-solving activities that encouraged students to develop alternatives to oppositional, defiant, and disruptive behaviors. The peace curriculum offered students the opportunity to participate in class discussion without the fear of failure. By preventing behaviors that emerged when students became frustrated because they did not know how to control their behaviors, the peace curriculum offered students the opportunity to develop fair and just attitudes. Analysis of the data revealed that out of 292 students referred for discipline, more than 83 students received an alternative form of discipline rather than out of school discipline or suspension. The cumulative number of out-of-school suspensions received by exceptional education students was reduced. The number of classroom teachers implementing behavior strategies in their classrooms increased because of the introduction of the peace curriculum. Nine appendices conclude the paper: (1) discipline system student listing; (2) teacher survey; (3) disciplinary referral form; (4) student assistance team response form; (5) lessons for mentors; (6) lessons for small groups; (7) content specific lessons for the classroom teacher; (8) mentor survey; and (9) rules for small group instruction. Contains 38 references. (Author/DK) ED378090

Sogliero-Gilbert, G. (1993). Drug safety assessment in clinical trials. New York: Dekker.

Society of Friends American Friends Service Committee. Peace Education Division. National Peace Literature Service. (1965). Let's talk about China today. [Philadelphia]: National Peace Literature Service of the Peace Education Division of the American Friends Service Committee.

Snauwaert, D. T. (1993). Democracy, Education, and Governance: A Developmental Conception. SUNY Series, Global Conflict and Peace Education., 143p. The central thesis of this book is that the developmental conception of democracy provides the theoretical foundation for an alternative model of school governance devoted not to efficient integration of students into a hierarchical labor force, but to development as unique human beings. This will necessitate an organizational structure that involves teachers directly in the formation of educational policy. Parental involvement is critical, and leadership must be conceived of in terms of guidance. The community must be involved, and students themselves, at least at the high school level, must become involved in governance. School-based management is vital in urban areas where participative decision making offers hope for restructuring. The experiences of Chicago (Illinois) with school reform and those of Saint Louis (Missouri) and Dade County (Florida) provide examples of school-based management and community empowerment as they are being enacted in urban schools. This approach represents a significant departure from traditional bureaucracy, but its shortcomings center on favoring either community empowerment or professionalization, one at the expense of the other, and retention of control by existing higher structures. Real democracy in education, based on constitutional choice, promises great hope for education in the entire country. Contains 125 references. (SLD) ED361424

Snauwaert, D. T. (1993). Democracy, education, and governance: a developmental conception. Albany: State University of New York Press. Lb2805.s682 1993

Smyth, G. S. (1995). A way of transformation: a theological evaluation of the conciliar process of mutual commitment to justice, peace and the integrity of creation, World Council of Churches, 1983-1991. Bern ; New York: P. Lang.

Smock, D. R., Ed. Page Length: 37. (1997). Creative Approaches to Managing Conflict in Africa: Findings from USIP-Funded Projects. Peaceworks No. 15. This report shares some lessons of projects, programs, and interventions that have identified or implemented innovative approaches to managing Africa's conflicts, and examines their potential applicability to other conflicts there or elsewhere. All of the projects described in the report have been supported by grants from the United States Institute of Peace. The report draws lessons from each case about how to replicate successes or turn past failures into future successes. Case material in the report is drawn from many parts of the African continent (Liberia, Ghana, Nigeria, Angola, South Africa, Mozambique, Somalia, Ethiopia, Sudan, Eritrea, Uganda, Zaire, Mali, Benin, Tanzania, Burundi, and Rwanda). The report offers the following articles: (1) "Innovative Diplomatic Initiatives" (Herman Cohen); (2) "NGOs Engaged in Preventive Action" (Barnett Rubin); (3) "Democratic Reform and Reform of African Militaries" (Julius Ihonvbere); (4) "Training for Peacemaking" (Hibaaq Osman); (5) "Building on Locally-Based and Traditional Peace Processes" (John Prendergast); (6) "Humanitarian Aid and Conflict Prevention" (John Prendergast); and (7) "Culture of Peace" (Carolyn Nordstrom). (BT) ED440009

Smith, G. A. (1992). Education and the environment: learning to live with limits. Albany: State University of New York Press. Lc191.4.s64 1992 370.19/0973

Sloan, D. (1983). Education for peace and disarmament: toward a living world. New York: Teachers College Press. Jx1974.7.e28 1983 Smagorinsky, P. Reflecting on Character through Literary Themes. Paper presented at the English Journal, 89, 5, 64-69 May 2000. Discusses the merits of implementing a character education curriculum through teaching literature according to themes. Argues that a reflective approach, emphasizing students' engagement with the issues and the resolutions they come up with for considering moral dilemmas, will be more effective than a didactic approach. Describes a unit on success, part of an American literature class for high school juniors. (SR)

Slabbert, F. v. Z., & Opland, J. (1980). South Africa, dilemmas of evolutionary change. Grahamstown [South Africa]: Institute of Social and Economic Research Rhodes University. Jq1915 1980.s68

Silva-Vigier, A. d., Simson, O. G. v., Hinks, R. P., & World Confederation of Organizations of the Teaching Profession. (1964). Man through his art. Greenwich, Conn.,: New York Graphic Society. N5300

Shuster, G. N., & Lannie, V. P. (1974). On the side of truth; George N. Shuster: an evaluation with readings. Notre Dame [Ind.]: University of Notre Dame Press. Ld7251.n288 s45 1974

Shiber, S. (June 1999). Expanding Urban Learning Experiences For Non-Traditional Students. Public Health Nursing, 16(3), 228-232(225). Educating nurses in the motivation and ability to provide appropriate and quality health care to urban inner-city residents with complex and multiple health problems has been a continuing challenge to academic institutions. Recruiting appropriate students and providing meaningful learning experiences is the first of many challenges. Understanding and addressing the many barriers to accessing health services is an important learning outcome. Successful providers with underserved populations have been found to have a strong sense of service to humanity and pride in making a difference and have thrived on the challenges of creatively using limited resources to deal with their patients complex needs. Establishing a Returned Peace Corps Fellows program and a community health nursing track within the undergraduate program in nursing has provided some successes and additional answers. While studying for a professional degree, the Fellows are placed in a service position to integrate their Peace Corps experiences into new professional learning as it is taking place and to earn a stipend to assist with the cost of their education. This has led to the development of a community health nursing track in the undergraduate program, a combination of required-for credit courses, credit-earning enrichment and independent study experiences, and stipend-earning clinical experiences outside the curriculum.

Shabbas, A., & And, O. (1991). The Arabs: Activities for the Elementary School Level. The Things that Make for Peace: Empowering Children To Value Themselves Others., 62pp. This work was made possible by a grant from the Peace Education Fund of the Peace Development Fund. These activities for teaching elementary school students about the Arab people are designed to reflect the principles of peace education: respect for one's self, others, and for the planet. The activities are hands-on in nature and designed with the "whole child" in mind. The activities integrate movement, fine muscle and large muscle activities, and language. Among the included activities are: what do Arabs name their children; foods from Arab lands; recycled soap; shadow puppets; and fun with Arabic geometric designs. (DB) ED338541

Sellman, E. (March 2000). Building Bridges: Preparing Children for Secondary School. Pastoral Care in Education, 18(1), 27-29(23). This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers.

Selby, D. (1994). Humane Education: The Ultima Thule of Global Education: Part Two. Paper presented at the Green Teacher, 40, 23-31 Oct-Nov 1994. In this two-part article, the author contends that humane education occupies the position of "Ultima Thule," the far-away, unknown, region, within the constellation of "educations" which global education embraces. This article looks at its relationship to peace and development education and concludes with two classroom activities. (LZ) EJ496860

Scott, C. C., & And, O. (1997). Managing Diversity-Based Conflicts among Children. Fastback 414., 35p. This guide is designed to provide assistance in handling complex situational conflicts involving diversity through appropriate conflict management strategies for diverse classrooms at the elementary and middle school levels. Diversity- based conflict is not new in the United States. The classroom is, as it has been historically, one of the major arenas for socialization. In addition to the traditional "three R's," students need to master the "R" of relationships, and teachers must help them accept diversity and learn to resolve conflict. Conflicts can be positive if they result in increased communication and understanding. Teacher communication with children is a critical element in promoting cultural harmony in any classroom. Teachers must also recognize their own cultural biases when communicating with students. They should try to model affirmation, appreciation, and acceptance for their students to create a supportive learning environment. The Peace Maintenance System described by L. Quigley and M. Zakierski (1997) and based on the Children's Creative Response to Conflict program (P. Prutzman, 1977) is an approach that enables students and teachers to create an environment in which mutual respect is paramount. Peer mediation is another approach by which conflict resolution is encouraged can be encouraged in the schools. (Contains 20 references.) (SLD) ED408407

SS

Scofield, R. T., Ed. (1993). School-Age NOTES. September 1992 through August 1993. Paper presented at the 98pp. For volumes 1-12, see ED 353 089. These 12 newsletter issues provide educational resources to providers of school- age child care. Each eight-page issue may include several feature articles; activities that providers can use with children; descriptions of professional development activities and training programs; information on books, pamphlets, and other educational materials in the field; and a list of School-Age Care (SAC) conferences and training sessions. Featured topics include (1) Adventure Play playgrounds; (2) rules and discipline; (3) professional attitudes; (4) child- initiated programming; (5) peace education; (6) conflict resolution; (7) school- age care accreditation; (8) professional development; (9) developmental needs and imaginary play; (10) summer and year-round programs; (11) a national study or school-age programs; (12) Montessori school-age programs; (13) ideas for summer programs; (14) working with hostile children; (15) the copyright implications of using recorded music and videos in school-age programs; (16) the National Association of Elementary School Principals' Standards for Quality School-Age Child Care; (17) tree climbing; (18) fall holiday celebrations; (18) dedicated space for school-age programs; (19) student portfolios; and (20) classroom discipline. (MDM) ED373887

Schrum, L. M. (Apr 1991). Telecommunications: Working To Enhance Global Understanding and Peace Education., 14pp. Paper presented at the Annual Conference of the American Educational Research Association (Chicago, IL, April 3-7, 1991). This paper describes educational activities that make use of microcomputers and information networks to link elementary and secondary students electronically using telecommunications, i.e., communication across distances using personal computers, modems, telephone lines, and computer networks. Efforts to promote global understanding and awareness are also described, with emphasis on teacher and educator cooperation in international distance education projects that focus on cultural similarities and differences as well as issues of importance such as world peace, the Gulf War, management of global water resources, and the plight of the homeless. It is noted that students from Australia, the Soviet Union, Denmark, Germany, the Netherlands, Israel, the United States, Norway, and many other countries have engaged in dialogues via telecommunication media, and that, in most countries, the primary obstacle to participating in an international project is funding. Other obstacles cited include technical difficulties, fear of misuse, lack of understanding, and government policies controlling information. It is concluded that, although current research on the effectiveness of the projects is scarce, global interaction can enhance understanding between cultures. (9 references) (DB) ED331493

Schmidt, F. (2000). My Journey as a Peace Educator. Peace Education Miniprints No. 100., Revised version of a paper presented at the World Conference on Higher Education (Paris, France, October 1998). Page Length: 15. This paper discusses the need to prepare teachers as agents for a culture of peace. It notes that the core values in a culture of peace are environmental sustainability, cultural diversity, human solidarity, social responsibility, and gender equality. For each of these values, there is a complementary human capacity to be developed through teacher education, making it possible for teachers to cultivate these values and capacities in their students. These capacities are ecological awareness, cultural competency, global agency, conflict proficiency, and gender sensitivity. The paper suggests a number of recommendations to help promote developments in these directions, addressing them to UNESCO, ministries of education, and educational and professional associations. (BT) ED445989

Schmidt, F., & And, O. (1993). Peacemaking Skills for Little Kids. Second Edition. Revised., 105pp. Product of the Peace Works Series. For related documents, see CG 026 031- 034. Peace education is a holistic and life-affirming process of skill building that empowers children to find creative and non-destructive ways to settle conflicts. The curriculum is built around the following concepts: (1) the basis for a peaceful world is an environment where children become friends, work and play cooperatively, and respect the interdependence of all living things; (2) we are all similar, yet unique human beings, who enjoy our commonalities, and accept our differences; (3) feelings are a bond we all share; and (4) peacemaking skills help us get along as responsible members of the human family. Each concept is reinforced by activities and visual aids to make the curriculum easy to use. Student pages are provided for use in grades 1 and 2. An annotated bibliography lists 192 books for children related to peacemaking skills. (SLD) ED363847

Schmidt, F., & And, O. (1992). Mediation for Kids: Kids in Dispute Settlement. Second Edition., 71pp. Product of the Peace Works Series. For related documents, see CG 026 030- 034. The Kids in Dispute Settlement mediation program for grades 3 through 12 recognizes that conflicts are a part of everyone's life and that students can responsibly and constructively solve their own conflicts. Mediation uses the help of a third party to facilitate the conflict resolution process by working out differences non-judgementally. Student mediators are used because they do not threaten other students and can promote cooperation. Mediator training lessons are organized sequentially. They include objective, vocabulary, procedure, student pages, introduction, discussion questions, and closure. Student mediators should reflect the school population; and it must be clearly recognized that disputes involving weapons, drugs, and physical or sexual abuse are not cases for mediation. Confidentiality is emphasized, and a procedure is explained for situations in which mediation does not resolve the conflict. The following sections are presented: (1) "Setting the Stage"; (2) "Understanding Conflict"; (3) "Listening, Paraphrasing, Probing"; and (4) "The Mediation Process." Each section contains student activities to reinforce the messages and provide mediation practice. (SLD) ED363848

Schmidt, F., & Friedman, A. (1991). Creative Conflict Solving for Kids: Grades 3-4., 93pp. Product of the Peace Works Series. For related documents, see CG 026 030- 034. Conflict resolution skills can be taught just as any other basic skill is taught, and this is the message of this curriculum and guide. Peace education is a life- affirming celebration of life and a holistic approach to human interaction. Conflict is a natural part of life, and children can be taught the skills to deal constructively with conflict. Each teacher page contains teacher remarks, the materials needed for the lesson, suggestions for discussions and how to introduce the student work pages, and ways to identify the focus of each lesson Lessons use brainstorming, role-playing, problem solving, "I-Care" listening and language techniques, body movement, and visualization. The Peace Table is suggested as a place for students to talk out conflict, and mediation is presented as an approach to conflict resolution. Appendix 1 contains a communication game. Appendix B is a glossary. Appendix C is an annotated bibliography of 52 items. (SLD) ED363850

Schmidt, F., & Friedman, A. (1990). Fighting Fair. Dr. Martin Luther King, Jr. for Kids. Second Edition., 77pp. Product of the Peace Works Series. For related documents, see CG 026 030- 034. This curriculum guide for grades 4 through 9 uses the life and work of Dr. Martin Luther King, Jr., to teach conflict resolution and to explore the philosophy of non-violence for daily life. To enable students to learn and apply non-violence, it must be modeled in a classroom environment that builds trust and a sense of community. Each of the following sections of the Teacher's Guide contains student activity suggestions: (1) "See Yourself"; (2) "A Strong Man"; (3) "People Power"; (4) "Fighting Back"; (5) "Confronting Fear"; (6) "You Are You, I Am Me, We Are Us, Us Are We"; and (7) "The Power of Nonviolence." An appendix contains a Peacemaker certificate as a student award and a list of 10 other resources. Student pages parallel the teacher guide, in the same chapter format. Role playing is a significant part of the student activities suggested; and brainstorming, problem solving, and decision making are also promoted. An 18- minute video completes the program. Scenes from the civil rights movement are used to help students understand the dynamics of non-violence. (SLD) ED363849

Schmidt, F., & Friedman, A. (1990). Come In Spaceship Earth. Kids as Crew Members. Peace Works Series., 64pp. For related documents, see ED 363 847-851. This program, for grades 4 through 12, introduces students to the concepts that result in cooperative work for the survival and improvement of the quality of life of the human family. In addition to the teacher's guide presented here, the program comes with a music video recorded in seven languages, reproducible pages, a class simulation game, and a poster of Planet Earth. The guide includes the following sections: (1) "To See the World" (an introduction); (2) "Connections"; (3) "Who Speaks for Earth?"; (4) Terra IIA Spaceship Earth Simulation"; and (5) an appendix that lists 17 environmental organizations, 16 resource organizations, 4 young peoples' groups, 3 pen-pal programs, and 5 games and projects. Sections 1- 3 are further divided into a total of 16 subsections containing activities and discussion materials, each beginning with brief guidelines for teaching that section. The guide concludes that the interconnection that binds all people and nations must be recognized and developed to ensure the survival of Spaceship Earth. (SLD) ED365906

Salkowski, C. J. (1994). Peacemaking: Establishing the Potential for a Peaceful Society by Achieving Community in the Elementary Classroom. Paper presented at the Montessori Life, 6, 1, 32-39 Win 1994. Noting Montessori's belief that establishing peace is the work of education, describes facets of the Montessori classroom community, including safety, inclusiveness, work plans, class meetings, community service projects, realism, classroom economy, contemplation, peaceful resolution of conflict, group problem solving, mediation, the spirit and joy of community, cooking and sharing meals, camping, and commitment. (TJQ) EJ478204

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