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2002/12/29: News Update

Common Dreams: Ex-Journalist Sees Schools as Peace Training Ground
Common Dreams: For Young Activists, Peacemaking 101
Star Newspapers, IL: Peace on Earth

San Angelo Standard Times, TX: Young activists take Peacemaking 101

Boulder Daily Camera, CO: More options than 'Make Love, Not War'
Guardian, UK: Say Nothing
Cincinnati Catholic Telegraph, OH: Local Briefs
Foreign Affairs Magazine: Suicide From Fear of Death?

Catholic News Service: NEWS BRIEFS Dec-17-2002

Centre Daily Times, PA: Once radical Christmas tale now muted, scholars say
BBC, UK: Controls on science labs
Oregonian, OR: Recruiter, booster for state sports is a player


AFB-INFO 2/96 - Peace Studies in the Benelux Countries | http://www.bonn.iz-soz.de/afb/afbinfo/962/inf96201.htm Peace Studies in the Benelux Countries. | The Belgian and Dutch approaches to peace studies differ from one another. |

Alger, C. (2001). David P. Barash, ed. Approaches to Peace: A Reader in Peace Studies. Peace and Change, 26(3), 400-401.


Bickmore, K. (1993). Conflict Matters: Teaching about Peace in the Social Studies Curriculum. Paper presented at the Thresholds in Education, 19, 3, 25-33 Aug 1993. Drawing on two case studies from a larger qualitative study of four public high school teachers modeling conflict-management approaches in their social-studies classrooms, this article focuses on teachers' treatment of a key concept (the idea of rights) that captures the individual's confrontation with the political society. Tolerance and associated skills cannot be taught if conflict is avoided. (26 references) (MLH) EJ470514

Biennial Report of the United States Institute of Peace, 1991. Submitted to the Congress and the President of the United States.(Jan 1992)., 189p. This document is the third in a series of biennial reports on the United States Institute of Peace. The Institute devotes itself to matters of international peace based on freedom and justice. Functioning as a nonideological educational resource for policymakers and officials, the Institute does not intervene directly in the formulation or conduct of U.S. foreign policy. Principal purposes of the Institute include: (1) expanding knowledge about international conflict and peace by sponsoring research, analysis, and training; (2) disseminating such knowledge; and (3) promoting understanding of the complexities of international conflict and peace among the U.S. public. The Institute promotes its goals through grants, fellowships, research, education and training, and library and information services. As Chapter 1 of the report indicates, the Institute undertook special initiatives during fiscal years 1990 and 1991 concerning the Middle East and Eastern Europe. In addition, according to Chapter 2, the Institute continued ongoing efforts in such areas as international conflict management, arms control, East-West relations, and sources of violence. Chapter 3 describes the Institute's education and training activities and has sections entitled "Helping Educate Secondary and Postsecondary Teachers and Students" and "Training for Other Professions." Chapter 4 discusses grants, fellowships, and research programs that the Institute sponsors. Descriptions of management and corporate affairs and biographies of Institute board members and senior staff comprise Chapter 5. A chairman's statement, message from the president, an overview, and three appendices regarding the United States Institute of Peace and its enabling legislation are attached. (SG) ED360197

Bjerstedt, A. (1998 Length: 26 Page(s); 1 Microfiche). Peace Education Aids: Examples of Students' Materials and Teachers' Guides, with a Focus on the Last 25 Years. Peace Education Miniprints No. 93. Over 180 examples of peace education students' materials and teachers' guides, from the last 25 years, are listed in this bibliography. A translation of the title into English is added in square brackets if the original language is not English, French, or German. Examples of final products, preliminary versions, and material catalogs are given. Documents listed in the bibliography are not grade specific and range from pre-kindergarten to under graduate studies. A few publications in the bibliography have been marked with an asterisk as examples of comprehensive materials that may be used for analyses in course programs on peace education. (BT) ED429014

Bjerstedt, A. (Nov 1993). Peace Museums as Potential Instruments of Peace Education. Views Expressed by Members of the PEC Network. Peace Education Miniprints No. 51., 16p. Members of the Peace Education Commission answered a questionnaire on peace museums. The first 60 respondents, representing 25 different countries supplied the results of this report. A majority of the respondents had a positive opinion about the potential values of a peace museum. A variety of definitions of a peace museum were supplied by respondents, and a common definition was difficult to obtain although several remarks stated that a museum should go beyond a static collection of objects and develop a participatory environment. While a few countries had experience with peace museums, most countries seemed to have no peace museum experience at all. Alternative ways of focusing peace museums addressed an emphasis on anti-war, pro-peace or both themes and either a multi- dimensional or specific approach. Potential risks and difficulties such as finances and biased displays were indicated by respondents who also provided suggestions on how to promote the idea of peace museums. (CK) ED369716

Bjerstedt, A., Ed. (Mar 1992). Peace Education: Glimpses from the EUPRA Conference in Firenze. Peace Education Reports No. 5., 38pp. A report from the Annual Conference of the European Peace Research Association (1st, Florence, Italy, November 8-10, 1991). This report presents the material from a workshop on peace education that was part of a conference sponsored by the European Peace Research Association (EUPRA). Two papers, "Research as a Tool for Peace Education" (Alberto L'Abate) and "Promoting Commitment to Peace and Environmental Responsibility" (Riitta Wahlstrom), are documented in part 1 of the report. The other presentations, reported in summary form in part 2, include: (1) "Goals of Peace Education According to Peace Educators: Some Notes from a Questionnaire Study of PEC Members" (Ake Bjerstedt); (2) "A National School for Teachers of Conscientious Objectors: A Project and A Curriculum" (Antonino Drago); (3) "Public Opinion on the Conflict and War in the Gulf, 1990-1991" (Philip P. Everts); (4) "Human Rights, Peace Studies, and International Education" (Jorgen Pauli Jensen); (5) "The Necessity of a Multiethnic Education for Peace and Coexistence in a Changing Europe" (Soren Keldorff); (6) "What Is This Thing Called Peace?" (Mary Maxwell); (7) "Cultural Symbiosis in Al-Andalus" (Sanaa Osseiran); (8) "Nonviolence in Education" (Pat Patfoort); and (9) "Peace Education in Sweden: Some Glimpses from the Public Debate" (Bengt Thelin). (SG) ED359104

Book Reviews. (July 2001). Peace & Change, 26(3), 398-420(323). Books reviewed:Alice Ackerman, Making Peace Prevail: Preventing Violent Conflict in MacedoniaDavid P. Barash, ed., Approaches to Peace: A Reader in Peace StudiesFredrick C. Harris, Something Within: Religion in African-American Political ActivismMichael L. Hughes, Shouldering the Burdens of Defeat: West Germany and the Reconstruction of Social JusticeChana Kai Lee, For Freedoms Sake: The Life of Fannie Lou HamerRalph B. Levering and Miriam L. Levering, Citizen Action for Global Change: The Neptune Group and the Law of the SeaDaniel Levine, Bayard Rustin and the Civil Rights MovementLamin Sanneh, Abolitionists Abroad: American Blacks and the Making of Modern West AfricaDavid F. Schmitz, Thank God Theyre On Our Side: The United States and Right-Wing Dictatorships, 1921-1965Jeffery A. Smith, War and Press Freedom: The Problem of Prerogative Power

Brooks, S., Ed., & Knowles, A., Ed. (1995). Education for Action. Undergraduate and Graduate Programs That Focus on Social Change. Expanded Third Edition., 132p. This book provides a comprehensive guide to graduate and undergraduate programs focusing on social change that are recommended by Food First, a non-profit research and education center with a mission of empowering citizens to address the root causes of hunger, poverty, and environmental decline. Listings provide the name and address of the institution; degrees offered; telephone, fax, and electronic mail information; a brief description of the programs offered; courses; key faculty; and admissions information. Listings include programs in agriculture, anthropology, area studies, development/international relations, economics, education, environment, ethnic studies, geography, history, human rights, law, peace studies, political science, public health/nutrition, sociology, urban planning, and women's studies. (MDM) ED404916

Burns, R. J., Ed., & Aspeslagh, R., Ed. (1996). Three Decades of Peace Education around the World: An Anthology. Garland Reference Library of Social Science, Volume 600. Reference Books in International Education, Volume 24., 413p. The Peace Education Commission (PEC) of the International Peace Research Association (IPRA) has been the forum for peace educators to come together, to exchange and to share ideas, materials and experiences over three decades. This book draws from key papers from different areas and times of peace education work to show the richness of ideas and practice and its many sources worldwide. Editors' notes in the chapter offer updates for materials that may have been printed some time ago. The book is divided into five parts with 22 chapters. Part 1, "Peace Education in Comparative Perspective," offers: (1) "Peace Education and the Comparative Study of Education" (Robin J. Burns, Robert Aspeslagh); and (2) "Approaching Peace through Education: Background, Concepts and Theoretical Issues" (Robert Aspeslagh, Robin J. Burns). Part 2, "Developing Education for Peace: Concepts and Issues," continues with: (3) "A Global Strategy for Communication and Consciousness Raising in Various Local Settings" (Working Group on Communication and Consciousness Raising); (4) "Toward a Definition of Peace Studies" (Maire A. Dugan, Dennis Carey); (5) "On Inclusion and Exclusion" (Magnus Haavelsrud); (6) "Problems of Legitimation of Peace Education" (Robin J. Burns); and (7) "Peace Education on the Back of the Peace Movement: Some Shared Problems" (Jan Maasen). Part 3, "Perspectives on Peace Education: Substance and Impact," includes: (8) "Militarism and Sexism: Influences on Education for War" (Betty Reardon); (9) "Racial Justice, Global Development or Peace: Which Shall We Choose in Schools?" (David Hicks); (10) "Toward a Better World? A Paradigmatic Analysis of Development Education Resources from the World Bank" (Toh Swee-Hin S. H. Toh, Virginia Floresca-Cawagas); (11) "The Ecology Movement - A New Field for Peace Education" (Marianne Gronemeyer); (12) "The Role of Peace Education in Peace Building in Africa" (Samie Ikechi Ihejirika); (13) "Peace Education as a Protest and Resistance Against Marginalization and Eurocentrism: Peace Education in a Violent Context: The Middle East Wars as a Case Study" (Sanaa Osseiran); and (14) "Polish Educational Values: Nationalism or Globalism?" (Zbyszko Melosik). Part 4, "Approaches to the Process of Peace Education," contains: (15) "Adult Education for Peacebuilding: A Challenge to Peace Research and Peace Education" (Chadwick F. Alger); (16) "Tagasan: Student Organizations as Alternative Education" (Eleanor Dionisio); (17) "Think and Teach GloballyAct Locally: Participants or Onlookers: A Research Program" (Eva Nordland); (18) "A Peace Museum as a Center for Peace Education: What Do Japanese Students Think of Peace Museums?" (Kazuyo Yamane); (19) "Educating for a Peace Culture" (Robert Aspeslagh); and (20) "Post Modernism, Peace Culture and Peace Education" (Lennart Vriens). Part 5, "Epilogue," offers: (21) "Do Practical Realists Appear to Be Dreamers? Peace Educators Meeting and Acting Globally and Locally" (Robin J. Burns); and (22) "Dreamers Appear to Be Practical Realists: Peace Education as a 'Grand Narration'" (Robert Aspelagh). (EH) ED417999


Chapman University | http://www.chapman.edu/wilkinson/socsci/peace_studies/ About Chapman Academics Admission Administration Athletics Campuses Computing E-mail Libraries WebAdvisor. Don Will, Program Director will@chapman.edu. |

CIAO: Institute of War and Peace Studies | http://www.ciaonet.org/conf/sites/iwps.html | IWPS. Columbia University Institute of War and Peace Studies. The Institute of War and Peace Studies was founded under the sponsorship of Dwight D. Eisenhower |

Clark University - Peace Studies Homepage | http://www.clarku.edu/departments/peacestudies/ | The Peace Studies Program is concerned with analyzing the alternative ways that may be used to transform individual behavior, national policy, and human |

Clark University - Peace Studies - Requirements | http://www.clarku.edu/departments/peacestudies/requirements.shtml | Students who concentrate in peace studies take 110 Introduction to Peace Studies and at least one course from each of three arenas of peace making: the personal |

CSB and SJU. Peace Studies Dept. Index | http://www.csbsju.edu/peacestudies/ Department of Peace Studies. College of Saint Benedict/Saint John's University. | What gives |

CSULB Dept of Social Work | http://www.csulb.edu/depts/socialwk/programs.htm | of multiple training activities. Certificate Program in Peace Studies. The program is designed for |

Centre for Peace Studies, Faculty of Humanities, McMaster | http://www.humanities.mcmaster.ca/~peace/ Faculty of Humanities, What is Peace Studies? Academic Courses Centre Associates Lectures and Events Related Sites |

Current Campaigns of the Manchester College Peace Studies | http://www.manchester.edu/academic/programs/departments/Peace_Studies/ | The National Violence Index An yearly index of violence in the US. | Graduation Pledge Alliance (GPA). |

Center for Nonviolence and Peace Studies | http://www.uri.edu/nonviolence/ Center for Nonviolence and Peace Studies Multicultural Center 74 Lower College Road, Kingston, RI |

Calleja, J., & Daffern, T. (Feb 1992). Peace Education: Perspectives from Malta and England. Peace Education Miniprints No. 25., 23p. 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 of James Calleja and Thomas Daffern. James Calleja is executive director of the Foundation for International Studies at the University of Malta and coordinator of its peace education activities. Thomas Daffern is involved in various activities related to peace studies at the Institute of Education, University of London, as a teacher and as a researcher and development officer. (Author) ED353187

Crews, R. J., Ed., & Weigert, K. M., Ed. (1999). Teaching for Justice: Concepts and Models for Service-Learning in Peace Studies. AAHE's Series on Service-Learning in the Disciplines., For other documents in this series, see HE 033 726-743. Initial funding for this series was supplied by Campus Compact. Page Length: 192. This volume is part of a series of 18 monographs on service learning and the academic disciplines. This volume offers a collection of essays on the integration of service learning in the field of peace studies. After a Preface by Elise Boulding and an Introduction by Kathleen Maas Weigert and Robin J. Crews, titles in Part 1, "Conceptual Essays" include: "Moral Dimensions of Peace Studies: A Case for Service-Learning" (Kathleen Maas Weigert); "Peace Studies, Pedagogy, and Social Change" (Robin J. Crews); and "Service-Learning as Education: Learning from the Experience of Experience" (Michael Schratz and Rob Walker). Chapters in Part 2, "Service-Learning in Peace Studies Programs," include: "Study, Act, Reflect, and Analyze: Service-Learning and the Program on Justice and Peace at Georgetown University" (Sam Marullo, Mark Lance, and Henry Schwarz); "Justice and Peace Studies at the University of St. Thomas" (David Whitten Smith and Michael Haasl); "Student Contributions to Public Life: Peace and Justice Studies at the University of San Francisco" (Anne R. Roschelle, Jennifer Turpin, and Robert Elias); "Peace Building through Foreign Study in Northern Ireland: The Earlham College Example" (Anthony Bing); "The International and National Voluntary Service Training Program (INVST) at the University of Colorado at Boulder" (James R. Scarritt and Seana Lowe); "The Institute for Conflict Analysis and Resolution's Modest Experiment in Service-Learning" (Frank Blechman); and "Peaceful Intent: Integrating Service-Learning within a Master's in International Service at Roehampton Institute London" (Christopher Walsh and Andrew Garner). Titles in Part 3, "Service-Learning Courses in Peace Studies," include: "Learning about Peace through Service: Introduction to Peace and Conflict Studies at the University of Colorado at Boulder" (Robin J. Crews); "Learning about Peace: Five Ways Service-Learning Can Strengthen the Curriculum" (Martha C. Merrill); "Hunger for Justice: Service-Learning in Feminist/Liberation Theology" (Michele James-Deramo); "Service-Learning in Methods of Peacemaking at Earlham College" (Howard Richards and Mary Schwendener-Holt); "Teaching Attitudes of Cultural Understanding through Service-Learning" (Mary B. Kimsey); and "A Mini-Internship in an Introductory Peace Studies Course: Contributions to Service Learning" (John MacDougall). An annotated bibliography of Internet and World Wide Web resources and national and international organizations is appended. (All papers include references.) (SM) ED449736

Cunningham, P. M. (1991). What's the Role of Adult Educators? Paper presented at the Adult Learning, 3, 1, 15-16,27 Sep 1991. Discusses the increasing importance of peace studies and the role of adult educators. (JOW) EJ430772


Directory: War and Peace Studies, Institute of | http://www.columbia.edu/cu/dir/prod/w/wrpcstdsnsttt.html War and Peace Studies, Institute of War and Peace Studies, Institute of 1327 IntAff; Mail Code: 3347 |..854-4616 MS* 4-4616 FAX |..864-1686.

Department of Peace Studies | http://www.euconflict.org/euconflict/guides/orgs/eu_t-z/410.htm | Department of Peace Studies. | Address: Department of Peace Studies Richmond Road Bradford West Yorkshire BD7 1DP United Kingdom. |

Drew, N. (1995). Learning the Skills of Peacemaking: A K-6 Activity Guide on Resolving Conflict, Communicating, Cooperating. Revised and Expanded., 243p. Teachers, parents and other caregivers who wish to bring the skills of peacemaking to life in children and in the world rely on four basic concepts: accepting self Others, communicating effectively, resolving conflicts, and understanding intercultural differences. Ways in which adults can impart these skills to children are presented in this guide. Skills are presented in three stages: (1) "Peace Begins with Me"; (2) "Integrating Peacemaking into Our Lives"; and (3) "Exploring Our Roots and Interconnectedness." Each stage offers several lesson plans and ends with a review. Methods include classroom simulations and role plays, artwork, journaling, reading and research reports, and discussions. There are 59 age-leveled lesson plans and 11 bulletin boards. Topics include: Creating a Peaceful Classroom, Using "I Messages," Win/Win Guidelines, Creative Brainstorming, Taking Care of Our Earth, Peacemakers in My Life, Making Ethical Choices, Our Vision of a Peaceful School, Different Flags of Different Lands, Conflicts in the News, and Being Global Citizens. Materials are presented for getting a school-wide program started, working with parents, and for integrating peacemaking into other content areas. Includes a bibliography, lists of books for parents and teachers, children's books, records and tapes, and resource organizations. (EMK) ED417354

Duffy, T. (1997). The Holocaust Museum Concept. Museum International, 49(1), 54-58(55). The Holocaust, grounded in the tragic experiences of the Jewish community, has acquired an increasing centrality among those opposing the worldwide derogation of human rights. Dr Terence Duffy, head of Peace Studies at the University of Ulster, argues that a new generation of Holocaust museums, primarily in the United States, challenges traditional thinking by placing the concept in the van of global human rights concerns. In his view, this process entails a movement from `Jewish possession' of the Holocaust story towards acceptance of the universality of the experience and its resonance for all who challenge human rights violations today.

Duffy, T. (Oct 1993). An Environment for Peace Education: The Peace Museum Idea. Peace Education Miniprints, No. 48., 14p. Societies all over the world have museums to commemorate war and war heroes. A world-wide growth of peace museums addresses the issue of museums to celebrate peace. These museums, grounded in the activities of nationals, have a regional base but embody a larger international quest for peace education through the visual arts. The original type of peace museum is the anti-war museum. A second type is the issue-based museum such as in Hiroshima and Nagasaki that developed as a response to atomic bombs and the nuclear age. A third strand of peace museum focuses on the celebration of humanitarian work. Modern peace museums have a multi-faceted approach that encapsulates the world-wide quest for peace. These museums constitute a vital force for non-formal peace work and an opportunity for peace educators. (CK) ED370865

Duffy, T. M. (January 2001). Museums of `human suffering' and the struggle for human rights. Museum International, 53(1), 10-16(17). Following the fiftieth anniversary of the Universal Declaration of Human Rights, Terence M. Duffy describes museum exhibits of `human suffering' and the struggle for human rights, particularly recent museums and proposals for museums in places where genocide has occurred, or where human beings were held in bondage. Human rights issues constitute important subjects for museums, from concentration camps to museums of slavery. Professor Duffy teaches Peace Studies at the University of Ulster and directs the Irish Peace Museum Project.

Dungen, P. v. d. (Oct 1993). On the Creative Principles, Message and Thematic Content of a Peace Museum. Peace Education Miniprints No. 49., 14p. The struggle for peace is a story filled with action, drama, and heroism that should be presented in a peace museum based on a careful selection of themes and the events, individuals, and movements within each theme. An outline provides 18 possible major themes to be addressed in the content of a peace museum in order to present a comprehensive picture of the history and evolution of peace: (1) the unity and fragility of the globe; (2) the experience of Hiroshima and Nagasaki; (3) the anti-nuclear weapons movement; (4) wars and weapons of the post-1945 world; (5) oppositional movements to the military threat and the militarisation of society; (6) the idea of peace in antiquity and in the world's religions; (7) the faithfulness to the pacifist doctrine of heretical sects in the Christian world in the Middle Ages; (8) the enlightenment and the growth of the peace sentiment; (9) following the end of the Napoleonic Wars in 1815; (10) the development of the organized peace movement in the second half of the 19th century; (11) official endeavors for peace, arbitration, growth of international law in the decades leading up to 1914; (12) the radical and socialist peace movements before 1914; (13) the fate of war-resisters in World War I; (14) developments during the inter-war period; (15) international organizations in the post-1945 world; (16) domestic oppression and injustice and the non-violent struggle against it; (17) academic concerns about the causes of war and violence following World Wars I and II; and (18) the growth of international law. (CK) ED370866


Education | http://www.hawaii.edu/uhip/educ.html Education. |..Main Menu: Certificate in Peace and Conflict Resolution. Undergraduate Major. Current Peace and Conflict Resolution Course Offerings. |

Eldis Conflict Guide | http://www.ids.ac.uk/eldis/conl/cfl.htm Conflict: including ethnic conflict, peacekeeping and peace studies. | This guide offers a more |

Economics,Government, Sociology, Peace Studies | http://www.library.cornell.edu/colldev/cdeconomics.html Economics, Government, Sociology, Peace Studies in Olin Library. Clientele: Cornell faculty |

Education for Peace and Mutual Understanding: A Perspective from the Soviet Union: Valentina Mitina and the Project "Preparedness for Peace." Reprints and Miniprints, No. 689.(Feb 1990)., 17pp. Interviewer: Ake Bjerstedt. As part of an effort by the project group "Preparedness for Peace", this publication presents a conversation with Dr. Valentina Mitina of the Research Institute of General Pedagogy, USSR Academy of Pedagogical Sciences. Dr. Mitina, a senior researcher specializing in comparative education, is also an activist in nongovernmental organizations. Mitina offers her definition and views of peace education and explains what role the Soviet Union can play in the field. She explores the terms "disarmament education" and "education for international understanding" and the difficulties of introducing peace studies into a curriculum. The document includes notes about Mitina and presents an appendix that describes the Soviet committee of the movement "Educators for Peace and Mutual Understanding." (SG) ED359078


FAU Peace Studies | http://www.fau.edu/divdept/hist/PeaceStudies.htm | A Certificate Program 1. Peace Studies at FAU The certificate program in Peace Studies at FAU provides students with an opportunity to explore the field of |

FAU Peace Studies | http://www.fau.edu/divdept/hist/PeaceStudiesCourses.htm | 1. Required Courses (2) PAX 3420: Introduction to Peace Studies This course surveys key issues in the study of war, violence, peace ideas, and nonviolence as a |

Forum - Centre for development and pease studies | http://www.user.cityline.ru/~deos/ FORUM CENTER FOR DEVELOPMENT AND PEACE STUDIES. Choose the closest server to you ENTER MIRROR |

Fien, J. (1991). Education for Peace in the Secondary School: The Contribution of One Subject to an Across-the-Curriculum Perspective. Paper presented at the International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, v37, 3, 335-50 1991. Offers guidance on integrating peace studies into the secondary school geography curriculum. Defines negative and positive peace, welfare geography and radical geography, and positive peace through empowerment. Presents an education for peace learning activity focusing on land rights for Australia's aboriginal people. Suggests other appropriate teaching approaches. (DMM) EJ438125

Fisk, L. (1998). Underpinning a Peace Studies Future. Teachers College record, 30(4), 43.

Forcey, L. R. (1993). Integrating Women's and Peace Studies: Challenges for Teacher Education. Paper presented at the Thresholds in Education, 19, 3, 21-24 Aug 1993. Argues that both women's studies and peace studies have much to contribute to a more peaceable and caring teacher education. Summarizes, compares, and contrasts the pedagogical contributions of both fields, discusses the ongoing feminist debate on the nature of women, and urges appreciation of diverse approaches and tolerance for ambiguity, tension, and theoretical untidiness. (15 references) (MLH) EJ470513


Georgetown University Program on Justice and Peace | http://www.georgetown.edu/departments/pjp/ | Justice and Peace. Subscribe to the listserve for news: Send e--mail to listproc@listproc.georgetown |

Global Peace Studies | http://www.sfsu.edu/~humanity/helpsite/new/links/peace.html HELP: Humanities Web Resources: Global Peace Studies. Global Peace Studies. Global Peace Services; |

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


Home | http://www.columbia.edu/cu/iwps/ | THE INSTITUTE OF WAR AND PEACE STUDIES (IWPS) was founded in 1951 under the sponsorship of Dwight D. Eisenhower during his tenure as president of Columbia |

Humanitarian Training: Second Orientation Course in South | http://www.reliefweb.int/training/ti585.html | Title, Second Orientation Course in South Asian Peace Studies. Description, The course will include examination of themes related to Justice, Reconciliation |

http://www.synapse.net/~acdi20/links/conflict.htm | http://www.synapse.net/~acdi20/links/conflict.htm a href=http://www.missouri.edu/~peacewww/> Peace Studies | http://www.missouri.edu/~peacewww/ Faculty | Program | Awards | Links 22 Parker Hall | Phone:(573) 882-2079 | Fax: (573) 884-4966,

Hakvoort, I., & Oppenheimer, L. (1998). Understanding Peace and War: A Review of Developmental Psychology Research. Paper presented at the Developmental Review, 18, 3, 353-89 Sep 1998. Reviews studies of children's and adolescents' understanding of peace and war. Maintains that findings are influenced by measurement procedures and design and by a number of variables. Notes that recent studies suggest a relationship between understanding of interpersonal relationships and understanding of peace. Other variables such as social institutions and socialization agents are theoretically discussed but rarely empirically supported. (Author/KB) EJ572358

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

Harris, I. M. (1993). Teaching Love to Counteract Violence. Paper presented at the Thresholds in Education, 19, 3, 12-20 Aug 1993. Modern school reform efforts stressing competition ignore the redemptive power of love to heal wounds that cause so many youngsters to despair, leave school, withdraw from society, and abandon productive futures. This article discusses 15 commonly identified forms of love that can help address the problems of violence and provide evidence of diversity's value. (57 references) (MLH) EJ470512

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

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

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

Hicks, D. (1991). The Centre for Peace Studies: 1980-89. Paper presented at the Westminster Studies in Education, 14, 37-49 1991. Reports the nine-year history of the Centre for Peace Studies. Identifies the aims of the project. Discusses the extent of interest in, and reactions to, the center. Describes "World Studies 8-13," a curriculum program of the center that continued under the direction of the World Studies Trust after the center ceased to exist. (SG) EJ446524

http://www.gradschool.cornell.edu/grad/fields_1/peace-st.html Peace Studies and Peace Science. Contact information: 130 | Peace Studies Program Home Page. | URL: http://www |

http://www.gradschool.cornell.edu/grad/fields_1/peace-st.html target=blank> Peace Studies | http://www|


http://www.manhattan.edu/arts/peace/peace.html | not, please go there directly: http://www.manhattan.edu/arts/peace/. Manhattan College Logo - Click |

http://www.manhattan.edu/arts/peace/peace.html target=blank> Page Redirect: This page has moved | http://www.manhattan.edu/arts/peace/.

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http://www.mcmaster.ca/peace/> New Peace Studies Web Site | http://www.humanities.mcmaster.ca/~peacePlease|

http://www.nova.edu/cwis/disted/peace.html | Program, Graduate Certificate Program in Peace Studies. Program & Admissions Information, http://www.nova.edu/shss/DCAR. |

http://www.nova.edu/cwis/disted/peace.html target=blank> Graduate Certificate Program in Peace Studies | http://www.nova.edu/shss/DCAR.|

http://www.ocf.berkeley.edu/~pssa/ 5. SIT Study Abroad - The Middle East: Peace and Conflict | This program provides both a foundation in traditional peace studies and a thorough examination of the cultural, political, and socioeconomic roots of the | http://www.sit.edu/studyabroad/europe/mideast.html 6. PSSA Home Page The Peace Studies Student Association is the official student group of Peace and Conflict Studies (PACS) at UC Berkeley. |

http://www.ocf.berkeley.edu/~pssa/> http://www.columbia.edu/cu/dir/prod/w/wrpcstdsnsttt.html | http://www.columbia.edu/cu/dir/prod/w/wrpcstdsnsttt.html

http://www.xu.edu/peace_justice/peace_studies/links.htm | College University Peace Studies Programs, http://csf.colorado.edu/. Peace Studies Graduate Programs in the United States, http://www.gradschools.com/listing/all |

http://www.xu.edu/peace_justice/peace_studies/links.htm target=blank> Xavier University: Peace & Justice Programs: Peace Studies | http://csf.colorado.edu/.PeaceStudies


Interdepartmental Programs | http://www.bsu.edu/csh/history/program/id1.htm | CENTER FOR PEACE STUDIES AND CONFLICT RESOLUTION Peace Studies is commonly defined as the systematic interdisciplinary study of the causes of war and the |

INCORE: Conflict Data Service: More Resources: Index | http://www.incore.ulst.ac.uk/cds/metadata/confresc.html | INCORE's Guide to Resources in Conflict and Peace Studies Resources in Conflict and Peace Studies provides a list of services which are concerned primarily |

International Institute of Peace Studies & Global Philosophy ( | http://www.macedonia.co.uk/mcic/peaceaffairs/iipsgp/ MCIC. Search: MCIC. | International Institute of Peace Studies & Global Philosophy (IIPSGP) – London UK. |

Institute for Peace Studies | http://www.rocky.edu/academic/international/IPS/ Institute for Peace Studies (406) 657-1042. Located on the campus of Rocky Mountain College in |

INTERNATIONAL PEACE STUDIES at ISE | http://www.tcd.ie/Senior.Lecturer/Courses/sch_ecum/isempeac.html The University of Dublin, Trinity College. | WELCOME TO THE WEB SITE OF. INTERNATIONAL PEACE STUDIES at ISE. Contents: (click). INTRODUCTORY COMMENTS. |

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.(Mar 1990)., 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


John McCutcheon—Peac | Studies | http://www.folkmusic.com/archive/noam_chomsky_interview.htm INTERVIEW WITH NOAM CHOMSKY By Radio B92 in Belgrade 9-18-2001. Q: Why do you think these attacks happened? Chomksy: To answer the question | 11/14/2001 http://www.folkmusic.com/archive/noam_chomsky_interview

JIIS Home Page | http://www.jiis.org.il/ | Jerusalem Studies íéìùåøé éø÷î, Peace Studies íåìùä éø÷î, íéìùåøéì éèñéèèñä ïåúùä. |

Justice and Peace Studies Program at University of St. | http://www.stthomas.edu/justpeace/. deptname site moved. The Justice and Peace Studies Program site has moved. The page you've requested is located at http://www.stthomas.edu/justpeace/.

Justice and Peace Studies Program | http://www.stthomas.edu/justpeace/ | Justice and Peace Studies Program. | Particular Classes. Core Courses. | Other Courses. |

Jensen, J. P. (1996). War-Affected Societies and War-Affected Children: What Are the Long-Term Consequences? Paper presented at the Childhood: A Global Journal of Child Research, 3, 3 p415-21 Aug 1996. Presents an overview of essential issues of children's development living under war conditions. Discusses the concept of child victims, including killed and wounded children, many kinds of child survivors suffering from psychosocial distress, and child and adolescent soldiers exposed to militaristic socialization. Suggests expanding the concept of peace to include the absence of structural and cultural violence. (TJQ) EJ531201


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

Kazemek, F. E. (1994). "Two Handfuls of Bone and Ash": Teaching Our Children about Hiroshima. Paper presented at the Phi Delta Kappan, 75, 7, 531-34 Mar 1994. Textbook treatments of Hiroshima bombing inadequately convey this event's horrors and complexities. Many adults and children are desensitized to war's horrors by media's depersonalized language, i.e., using "collateral damage" to describe Desert Storm civilian casualties. Educators should seek alternative resources, such as Toshi Maruki's "Hiroshima No Pika," Junko Morimoto's "My Hiroshima," and Eleanor Coerr's "Sadako and the Thousand Cranes." (MLH) EJ481230

Kearney, M.-L., Ed., & Ronning, A. H., Ed. (1996). Women and the University Curriculum: Towards Equality, Democracy, and Peace., 270pp. Foreword by Attiya Inayatullah. This collection of 15 essays focuses on the role of women in higher education around the world, analyzing the gender dimension of the university curriculum in light of the United Nations' World Conference on Women held in Beijing, China, in 1995. The essays include: (1) "Women, Higher Education, and Development" (Mary- Louise Kearney); (2) "The Experience of Feminine Leadership in the Academy" (Sheryl L. Bond); (3) "The University Curriculum, Law, and Gender" (Henrietta Mensa-Bonsu); (4) "Women and Development: Perspectives and Challenges within the University Curriculum" (Maria Inacia D'Avilo-Neto); (5) "Women's Health: A Model of an Integrated Curriculum" (Katherine Sherif and Sandra P. Levison); (6) "Gender and the Curriculum in Commerce and Management Studies" (Margaret Gardner and Marnie King); (7) "The Curriculum in the Humanities: A Case Study and Some Reflections" (Anne Holden Ronning); (8) "Women's Studies in Bulgarian Universities: A Success Story?" (Ralitsa Muharska); (9) "Science and Technology in China: Successes and Challenges for Women's Participation" (Zhizhen Gui); (10) "Gender in Science and Technology: The New Zealand Experience" (Robyn Dormer); (11) "Public Administration" (Maria Teresa Gallego and Otilia Mo); (12) "Gender in Demography and Population Studies at University Level" (Mouna L. Samman); (13) "The Gender Dimension in Agronomy: A Student Perspective" (Willenijm Tuinstra); (14) "Peace Studies" (Sanaa W. Osseiran); and (15) "Teacher Training and the Promotion of Gender Equity: A Case Study of Israeli Society" (Rina Shachar). (Individual papers contain references.) (MDM) ED405761

Korzenny, F., Ed., & Ting-Toomey, S., Ed. (1990). Communicating for Peace: Diplomacy and Negotiation. Paper presented at the 249pp. For Volume 13, see CS 508 014. Inspired by trends towards increasing attention to peace studies and an emphasis in international relations on placing communication at the center of diplomacy and negotiation, this book presents 13 papers divided into three main sections. The first section contains conceptual selections that address general theory. The second section more clearly presents case studies and examples that lead to praxis. The third section addresses issues of organizational structure, media, and alternative channels of communication for the procurement of peace. Papers in the book are: "Communicating for Peace: Hope and Perspective" (Felipe Korzenny and Susan Douglas Ryan); "Diplomacy: A Special Case for Intergroup Communication" (William B. Gudykunst); "International Negotiations: A Power-and-Trust Relationship" (Fred L. Casmir); "Attitude Formation and International Conflict" (Herbert H. Blumberg); "Intergroup Diplomatic Communication: A Face-Negotiation Perspective" (Stella Ting-Toomey and Mark Cole); "Cultural Orientation of Argument in International Disputes: Negotiating the Law of the Sea" (Gregg B. Walker); "Taoism and the Metaphoric Analysis of International Dispute Mediation" (G. Richard Holt Others); "Deadlock: Israel and Egypt Negotiate" (Raymond Cohen); "Communication, Peace, and Development: A Communitarian Perspective" (Majid Tehranian); "International Organization and Integration Theory: The Case of the International Telecommunication Union" (Jean-Luc Renaud); "The Alternative Media and the Overthrow of the Marcos Regime" (Hernando Gonzalez); "Citizen Power in U.S. Foreign Policy: A Strategy to Communicate Consensus" (Grant Hilliker); and "Addressing the Communication Dimension of Diplomacy and Negotiation: The Intellectual Agenda" (Glen Fisher). (Most chapters provide references.) (RS) ED351740


Loyola University Chicago Libraries | http://homepages.luc.edu/~mnapora/Dept:PeaceStudies | Email: mnapora@luc.edu URL: http://homepages.luc.edu/~mnapora/Dept: Peace Studies Program, Terrorist Attack: September 11, 2001 - Links to News, Reports, and |

Links2Go: Peace Studies | http://www.l2g.com/topic/Peace_Studies | Peace Studies. Peace Study Programs. | Center for Peacemaking and Confl | Department of Peace Studies, Uni | Earlham Peace and Global Studies. |

Library of World Peace Studies | http://www.lexis-nexis.com/academic/2upa/Ips/The%20Library%20of%20World%20Peace%20Studies.htm | The Library of World Peace Studies. THE LIBRARY OF WORLD PEACE STUDIES. The rise and fall of |

LeBlanc, P., Lacey, C. H., & Mulder, R., Jr. (1998). Conflict Resolution: A Case Study of One High School Class's Experience. Paper presented at the Journal for a Just and Caring Education, 4, 2, 224-44 Apr 1998. Examines one high school's implementation of a conflict resolution program, focusing on how the teacher's use of this process affected both teacher and students. Full development of a caring community, including mutual trust and respect, is needed to allow students to become fully self-responsible and empowered. The teacher's philosophy, self-efficacy, and distress levels affected implementation. (46 references) (MLH) EJ562545

Lofland, J., & And, O. (1990). Peace Movement Organizations and Activists in the U.S.: An Analytic Bibliography. Paper presented at the Behavioral & Social Sciences Librarian, 10, 1, 1-141 1990. This entire issue presents an analytic bibliography of 660 recent books in English on the activities of U.S. peace movement organizations and activists. Included are formal histories, reports by journalists, autobiographies and biographies, inside accounts, and sociological accounts. Both a movement structure index and a substantive index are included. (LRW) EJ423314


Master of Peace Studies | http://www.ambs.edu/MAPS.htm | Master of Arts in Peace Studies. Purpose. The purpose of the Master of Arts: Peace Studies (MAPS) program is to provide the environment for a deepening |

Manhattan College: Peace Studies | http://www.manhattan.edu/arts/peace/events.html Peace Studies. Margaret Groarke, Director. Events Sponsored by the Peace Studies Program. The Peace Studies Program sponsors talks and events on campus to bring peace | 10/01/2001 http://www.manhattan.edu/arts/peace/events.html

Mediating Theory and Democratic Systems - Wayne State | http://www.pcs.wayne.edu/ Wayne State University Center for Peace and Conflict Studies. College of Urban, Labor and Metropolitan Affairs, |

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

Melko, M. (1998 Length: 257 Page(s)). A Professor's Work. This book describes a year-long participant-observer case study of the professorship as a profession. Following an introductory chapter, each chapter examines one aspect of the professor's occupation by recounting the specific experiences of the author, a sociology professor at Wright State University (Ohio). Chapter 2 looks at the department as the center of power for the professor, and details the process of searching for and hiring a new member. Chapter 3 examines the department's reactions to an administrative change in the size of general education classes. Chapter 4 describes several additional events of the study year, such as reactions to major scheduling changes and failed development of a peace studies concentration. Chapter 5 focuses on teaching functions, including textbook selection, syllabus development, use of class time, examinations, student evaluation, and evaluation of the professor by students. Chapter 6 considers the diverse body of students, and their varying agendas and relationships with the professor. Chapter 7 is about the research and scholarship function, and chapter 8 recounts reactions of colleagues to this specific study. Chapters 9 and 10 consider the professor's service role and the professor's family life, and chapter 11 sums up the professor's role as a professional. (Contains 65 references.) (DB) ED427647

Miranda, W. (1993). The Job of Education in the "New World Order.". Paper presented at the Thresholds in Education, 19, 3, 5-11 Aug 1993. Discusses the implications of Operation Desert Storm for peace studies scholarship. The theme of economic militarism has replaced the Cold War rhetoric built around national pride and defense against aggression. Military might and professionalism are necessary and appropriate adjuncts to personal economic survival. Protection of jobs stands today as a virtually unassailable national monument. (MLH) EJ470511


Noddings, N. (1991). The Gender Issue. Paper presented at the Educational Leadership, 49, 4, 65-70 Dec 1991. Using male experience as the policy standard is becoming increasingly problematical. Instead of pointing to women's mathematics deficiencies, we might ask why men lag behind women in elementary school teaching, nursing, and full- time parenting. Given current conditions of poverty, crime, and child neglect, our society may be ready to raise its evaluation of "women's work." (MLH) EJ437563


Osborn, W. S. (July 2000). United Nations University for Peace in Costa Rica: History and Prospects. Peace & Change, 25(3), 309-338(330). The United Nations University for Peace in Costa Rica was established by the General Assembly in 1980. Over the past two decades the university has explored a number of innovative approaches to peace education, including actively working to create a culture of peace throughout Central America. Unfortunately, inadequate funding has limited its ability to become a fully fledged academic institution. Once financial stability is achieved, the university has the potential to become a major center for graduate peace studies in the Americas.


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Peace Studies Program | http://www.osp.cornell.edu/VPR/CenterDir/Peace.html | [Contents] [Prev] [Next] Peace Studies Program. | Publications: Occasional paper series; Peace Studies Program Annual Report. [Contents] [Prev] [Next] |

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Peace studies | http://www.uwsp.edu/news/UWSPCatalog/peace.htm Peace Studies(College | of Letters and Science) Eric Yonke, Coordinator Room 307 Nelson Hall and Room 428 College of Professional Studies Building Phone: 715-346- | 09/04/2001 http://www.uwsp.edu/news/UWSPCatalog/peace

Peace studies | http://www.uwsp.edu/news/uwspcatalog/peace.htm | Peace Studies (College of Letters and Science) Eric Yonke, Coordinator Room 307 Nelson Hall and Room 428 College of Professional Studies Building Phone: 715-346 |

Peace and Justice Studies | http://www.wellesley.edu/Peace/Splash_page/splash_page.html Created by: Jennifer Redfearn '03 Maintained by: Sally Merry Date Created: July 11, 2000 Last |

Peace Studies | http://www.xu.edu/peace/peacestudies.htm THE PEACE STUDIES MINOR. What is Peace Studies? Peace Studies is a rapidly developing area of academic study which, from a variety of disciplines, examines: | 08/27/2001 http://www.xu.edu/peace/peacestudies

Peace, Security, and International Conflict Management. Bibliography.(1993)., 52p. This annotated bibliography presents information about 106 documents on issues of peace, security, and international conflict management. The items appear under the subheadings of: (1) "Arms Control, Disarmament, and Proliferation"; (2) "Causes and Nature of International Conflicts"; (3) "Conflict Management, Diplomacy, and Negotiations"; (4) "Human Rights and Ethnic and Religious Conflicts"; (5) "International Law and International Order"; (6) "International Organizations and Transnationalism"; (7) "Other Approaches and Overviews"; (8) "Religion and Ethics"; and (9) "Ready Reference and Bibliographies." A foreword, an introduction, author index, and title index also are included. (SG) ED365570

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


Research Guides: Security and Peace Studies | http://www.library.pitt.edu/research/guides/peahan.html | Guide to Finding Information on SECURITY AND PEACE STUDIES Disarmament. "Here are entered works on the reduction, either unilaterally or internationally, in the |

RI: The Rotary Centers for International Studies | http://www.rotary.org/foundation/educational/amb_scho/centers/ | The Rotary Centers for International Studies in peace and conflict resolution. Working Toward | Mediation |

Research Centers in International Relations on the Web: | http://www.usip.org/library/rcenters.html | CERRO) [gopher] Diplomatic Academy Vienna European University Center for Peace Studies (EPU) Peace Center Burg Schlaining Insitut für den Donauraum un |

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

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


Siena College Catalog - Peace Studies Program | http://www.siena.edu/catalog/peace_studies_program.htm | PEACE STUDIES PROGRAM. Dr. Edward J. McGlynn, Director. Peace is not merely the absence of war | but | is rightly and appropriately called an enterprise of |

SIT Study Abroad - The Middle East: Peace and Conflict | http://www.sit.edu/studyabroad/europe/mideast.html | This program provides both a foundation in traditional peace studies and a thorough examination of the cultural, political, and socioeconomic roots of the |

Subject Area: War, Peace Studies and Conflict Resolution | | http://www.videoproject.org/subject_areas/subject_warpeace.html | CONSCIENTIOUS OBJECTION, CONFLICT RESOLUTION, FORGIVENESS, GULF WAR, GUN/WAR CULTURE, IRAN, IRAQ, PEACE STUDIES, NUCLEAR ISSUES, RWANDA, VIETNAM, VETERANS: |

Selman, R. C., & Selman, E. M. (1999). Education for Peace. Paper presented at the International Journal of Innovative Higher Education, 13 p79-82 Fall 1999. Discussion of the need for educating students of all ages for peace focuses on principles of the Peace Studies doctoral program at Pace University (New York). Program components include: (1) inner peace spiritual awareness; (2) micro-peace studies the immediate environment; (3) macro-peace studies national and international; and (4) planetary peace. (DB) EJ605176

Stephenson, C. M. (1991). Peace Studies, the Gulf War, and Peace. Paper presented at the Theme issue with title "The Pedagogy of Peace and War.". Peace studies, as an academic discipline, dates back to the 1950s, when the field was characterized primarily by research. The 1970s brought a focus on undergraduate education. In the 1980s, a third wave brought the field into a prominence that allows it to challenge the Gulf War. (SLD) EJ437080

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


The Issam Sartawi Center for Peace Studies | http://www.alquds.edu/centers&institutes/ISCPS/The%20Issam%20Sartawi%20Center%20for%20Peace%20Studies.htm The Issam Sartawi Center for Peace Studies. Al–Quds University, in an expression of a sincere |

The Peace Studies Institute | http://www.antioch-college.edu/summer00/peace_inst.html Peace Institute. Patricia Mische, Lloyd Professor of Peace Studies and World Law, Director BLOCK #3 July 25 - August 17, 2000. |

The Center for War/Peace | http://www.cwps.org/ > Welcome to The Center for War/Peace Studies Web Site.

The John Sloan Dickey Center for International Understanding | http://www.dartmouth.edu/~dickey/war_peace_minor.html | The War and Peace Studies Minor War and Peace Studies is an interdisciplinary minor that |

The Peace Studies Association Home Page | http://www.earlham.edu/~psa/ Peace Studies Association, Earlham College. Welcome to. The Peace Studies Association (PSA). An |

The Richardson Institute for Peace Studies and Conflict | http://www.lancs.ac.uk/depts/richinst/riweb1.htm Click Here To Enter.

The Martin Institute for Peace Studies and Conflict | http://www.martin.uidaho.edu/ | The Martin Institute for Peace Studies and Conflict resolution is an inter-disciplinary research, teaching, and service center at the University of Idaho. It |

The Joan B. Kroc Institute for International Peace Studies | http://www.nd.edu/~krocinst/ | The Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame conducts educational, research, and outreach programs on |

Tami Steinmetz Center Peace Links | http://www.tau.ac.il/peace/peace.html | Bradford University, West Yorkshire, England, Department of Peace Studies. They offer an undergraduate BA in Peace Studies and a Masters and Post-graduate |

Trinity College Dublin - Diploma in Peace Studies | http://www.tcd.ie/Senior.Lecturer/Courses/sch_ecum/isedpeac.html | DIPLOMA IN PEACE STUDIES. The programme is taught by the Irish School of Ecumenics in association with Trinity College, Dublin. Graduates with a lower degree or |

TCRecord: Peace Studies | http://www.tcrecord.org/Collection.asp?CollectionID=39 | Home> Curriculum> Peace Studies. Journals. Peace and Conflict Studies Peace and Conflict Studies |


Untitled | http://www.sagepub.co.uk/journals/details/c140.html | Peace Studies. Cooperation and Conflict; Development; European Journal of International Relations; International |

Untitled Article | http://www.swarthmore.edu/Home/Academic/catalog/dept/peace.html | of which only two may be taken in the student's major. Introduction to Peace Studies (PEAC 015), offered yearly, is the only required course; it is recommended |


Van, G., Jane, Ed., & And, O. (1992). Sociopolitical Analyses. Paper presented at the 108pp. For related items, see SO 022 927-930. This theme issue of the serial "Educational Foundations" contains four articles devoted to the topic of "Sociopolitical Analyses." In "An Interview with Peter L. McLaren," Mary Leach presented the views of Peter L. McLaren on topics of local and national discourses, values, and the politics of difference. Landon E. Beyer's "Educational Studies and the Liberal Arts: Cultural Politics and Institutional Change" outlined the conceptual orientation to educational studies that formed the basis for efforts at institutional change and explored the nature of the institutional, bureaucratic, and cultural constraints to proposals. In "Sociopolitical Influences on Federal Government Funding of Gifted and Talented and Bilingual Education Programs," Ursula Casanova and Sheila Chavez examined the influence of various socio-political factors on government policies in federal programs for the gifted and talented and those for bilingual education and suggested that sociopolitical pressures, rather than pedagogical interests, have shaped the evolution of the two programs. In "The Challenge of Peace Education: Do Our Efforts Make a Difference?," Ian M. Harris looked at the impact of peace studies courses upon 108 students at the college and university level. Results on attitudes and beliefs were inconclusive, interest in peace studies were wide ranging in variety, and behavior changed in peaceful directions after taking a peace studies course. Appendix A includes the instrument used in the study. (CK) ED369665

Van, H., Shirley A. (Nov 1990). The Role of Communication in Peace and Global Future Studies., 16pp. Paper presented at the Annual Meeting of the Speech Communication Association (76th, Chicago, IL, November 1-4, 1990). An evaluative study examined the role communication scholars should play in the planning, development and teaching of peace studies courses. Numerous surveys indicate increased student concern over world communication and peace. The language and war metaphors being used by the various governments in the Persian Gulf crisis illustrate how the misuse of language impedes the communication process. Most communication departments already offer courses conducive to the teaching of peace education in communication classes. These courses could very easily include a chapter or section on peacemaking. For example, courses such as group problem solving, discussion, ethics, conflict management, leadership, debate, bargaining and negotiation, and interpersonal communication could add segments on peacemaking. Offering a course in peacemaking and dialogue is another highly recommended option within the capabilities of communication educators. (Twenty-seven references are attached.) (KEH) ED326905

Vest, A. H. (1992). University of the College Union: Proceedings of the Annual Conference of the Association of College Unions-International (71st, St. Louis, Missouri, March 24- 27, 1991)., 98p. This document contains papers and speeches given at a conference of the Association of College Unions-International (ACUI) on topics of concern to administrators and program directors in student unions at college campuses. The papers are presented in seven chapters each on a different general subject. The first chapter, "Keynotes," includes two speeches, one on the changes in student body demographics and the other on creating community. The second chapter, "College of Arts and Sciences," contains papers on the performing arts at the college union, peace studies and efforts, recreation programs, and Greek societies and race relations. The third chapter, "College of Business," includes two papers that treat corporate sponsorship and auxiliaries respectively. Chapter 4, "College of Education," includes papers on leadership, women and college unions, graduate students, and organization. Chapter 5, "College of Engineering," contains papers on starting a recycling program and planning and development for construction projects. Chapter 6, "General Studies," presents discussions of student alumni leaders, small college professionals, assessment models and human relations. The final chapter, "Business of the Association" includes a discussion of the role of the college union, a list of officers of the ACUI and minutes of the business meeting. (JB) ED343505


What can you do with a Peace Studies Major | http://departments.colgate.edu/peacestudies/alumjobs.htm This is one of the most frequently asked questions of the Peace Studies Program. Students, and their parents, often want to know what kind of | 10/18/2001 http://departments.colgate.edu/peacestudies/alumjobs

Welcome to the EPU | http://www.aspr.ac.at/welcome.htm Diese Seite verwendet Frames. Frames werden von

Welcome to the Department of Peace Studies, University of Bradford | http://www.brad.ac.uk/acad/peace/ Peace Studies Annual Report 2001 available now! According to the New Statesman 2001 Political Studies Guide, Peace Studies at Bradford is'The world's largest | 10/03/2001 http://www.brad.ac.uk/acad/peace/

Welcome to the Department of Peace Studies, University of | http://www.brad.ac.uk/acad/peace/ | New! Internet Video Lectures, Peace Studies enters the digital age with internet video lectures available to students and public. | Peace Studies on the move! |

WWW Virtual Library: International Affairs Resources--Peace, | http://www.etown.edu/vl/peace.html | US Department of State yearly reports. • Peace and Conflict- At Communications for A Sustainable Future, "the Home of Peace Studies on the World Wide Web.". |

War and Peace | http://www.law.ecel.uwa.edu.au/intlaw/war_and_peace.htm | Burundi; Sierra Leone; Angola; Mozambique; Eritrea. Also Conflict and Peace Studies; UN and Regional Organizations; Peace Operations; Peacemaking; Peacekeeping |

( war and peace studies) | http://www.library.unh.edu/newbooks/wps.html War and Peace Studies Titles added to the UNH Library September 1, 2001-September 30, 2001. | Previous List of New War and Peace Studies Books. HOME.

war and peace studies | http://www.library.unh.edu/newbooks/wps1.htm University of New Hampshire Library. War and Peace Studies. Titles added to the UNH Library September 1, 2001-September 30, 2001. 1. Payne, Keith B |. 11/02/2001 http://www.library.unh.edu/newbooks/wps1

Welcome to PeaceNet | http://www.maxwell.syr.edu/peacestudies/peacenet.htm Welcome to PSS/ISA! the Home Page for the Peace Studies Section of the International Studies Association. |

Welcome to CCL Peace Studies Center | http://www.peace4all.com/welcome.html | CCL PEACE STUDIES CENTER. The Community Church of Life Peace Studies Center is a state-chartered entity, existing in Ohio since 1977 as an all-encompassing |

WSQ: Rethinking Women's Peace Studies | http://www.rit.edu/~wsqwww/Contents/contents9534.htm | See Credits New Directions for Feminist Peace Studies. Editorial. Women's Studies, Peace Studies, and the Difference Debate. By Linda Rennie Forcey. |

Watters, C., Conley, M., & Alexander, C. (1998 Length: 7 Page(s); 1 Microfiche). The Digital Agora: Interaction and Learning in Political Science., In: WebNet 98 World Conference of the WWW, Internet and Intranet Proceedings (3rd, Orlando, FL, November 7-12, 1998); see IR 019 231. Figures may not reproduce clearly. Acadia University is the first "laptop" university in Canada. The Acadia Advantage program has each incoming student and each faculty member equipped with a laptop computer. In addition, classrooms, library, residence rooms, and common areas are wired so that the network is accessible both in and out of classrooms. This initiative has been accompanied by a paradigm shift from teacher-centered to learner-centered instruction. This paper describes one example of the new class of learning support tools that are needed to take advantage of the reality of student-centered, mobile technology. The technology is used to integrate the student experience inside and outside the classroom, and perhaps more importantly, within the campus community and the world. The Digital Agora, which is now being used in three political science courses at Acadia (International Politics, Peace Studies, and Introductory Political Science) is an ambitious interdisciplinary project that provides pedagogical support for the understanding and analysis of complex issues in the social sciences, using the World Wide Web for connectivity both on and off campus. Contains 10 references. (Author/AEF) ED427745

Weber, T. (1 October 2001). Owning Peace Studies. Pacifica Review: Peace, Security & Global Change, 13(3), 289-293(285).

Wilkes, S. (1996). The Apartheid Struggle, Curriculum Module. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa)., 11pp. Some materials may not photocopy well. This curriculum unit is designed for secondary students in twentieth-century history and peace studies. The unit contains three activities from which students gain a better understanding of the dimensions of apartheid in South Africa. The activities are entitled: (1) "Racial Separation," an activity that gives students the opportunity to identify and research three distinct levels of social separation practiced in South Africa"petty apartheid," "urban segregation," and "grand apartheid"; (2) "Images of Defiance," an activity where students are shown samples of Soweto Day posters and are asked to design and produce their own student protest posters; and (3) "South Africa: Free at Last " an activity where students read an article concerning the triumph and challenges of South Africa's new multiracial government and then respond to questions. (EH) ED415165

Wingate, M. (Mar 1990). Using Peace Studies To Understand Writing Conferences., 18pp. Paper presented at the Annual Meeting of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). John Reiff's conceptual framework regarding conflicting views of peace provides insight into interpersonal communication which can be successfully applied to conflicts in writing conferences and has already been used at the Colorado College Writing Center. First, a tutor or writer using the "Peace through Strength" frame of reference might see interaction as a competition over authority, in which the goal is to finish the paper his or her way by forcing the other side to relent. In "Peace through Negotiation" the writer or tutor states the problem in terms of misunderstanding in which one side fails to see that both sides have the common interest of finishing the paper. The goal is to finish the paper by means of negotiation. "Peace through Social Change" assumes that the educational system is unfair and that it sets up people to lose. The solution is to make the parts of the system responsible to each other and more helpful. The final frame of reference for understanding conflicts in a writing conference is "Peace through Personal/Spiritual Change." Here the root of the problem is that the self-absorbed person is not taking responsibility for explaining himself or herself. The goal is to train the self-absorbed person in how to respect the other person and how to create mutual respect. (Two figures containing charts for conflicts in peace and writing application are included. Dialogues illustrating conflicts in writing conferences are also included.) (KEH) ED322526

Woolman, D. C. (August 19, 1992). International Development of Peace Studies and Education, 1960-1990., Paper presented at the World Education Fellowship Biennial Conference (36th, Hartford, CT, August 17-20, 1992). This paper focuses on two aspects of the development of international approaches in peace studies: one concern is to examine the conceptual evolution of global thinking about social conflict and peace, while the other is to investigate the origins, goals, and work of international institutions which conduct research and education related to world problems of conflict resolution and peace. The paper is divided into sections on: (1) "Origins"; (2) "Conceptual Development"; (3) "Critical Perspectives"; (4) "Applied Peace Studies"; (5) "Peace Education"; and (6) "Future Directions." The paper concludes that the international development and structure of peace studies have reflected the emergence of a global culture and awareness after World War II, associated with the shrinkage of distance brought about by the revolution in communications and transportation. Contains 37 notes. ((BT)) ED435570


Xavier University: Peace & Justice Programs: Peace Studies | http://www.xu.edu/peace_justice/peace_studies/ | Peace Studies Minor Peace Studies is a rapidly developing area of academic study which, from a variety of disciplines, examines: |


Zeiger, S. (2000). Teaching Peace: Lessons from a Peace Studies Curriculum of the Progressive Era. Peace and Change, 25(1), 52.

Zeiger, S. (January 2000). Teaching Peace: Lessons from a Peace Studies Curriculum of the Progressive Era. Peace & Change, 25(1), 52-70(18). The historical roots of peace education as a school reform movement can be traced to the progressive era in the United States. This essay offers a content analysis of the first comprehensive peace education curriculum, published in 1914 by the American School Peace League, under the direction of Fannie Fern Andrews. Examining the curriculum raises fundamental questions about the teachers role in social change; it also reveals ideological tensions within the peace movement of the World War I period.

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