Bibliography: Peace Education (page 237 of 259)

This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe website. Some of the authors featured on this page include Trey Fitch, Gary Stidder, Adrian Haasner, H. A. Mattson, Serita Lee, Walt Anderson, Richard Bodine, Juliet McCaffery, Christina L. Erickson, and Maurice Harari.

Mayton, Daniel M., II (1988). Intensive Nuclear War Education: Inducing Attitude and Behavior Changes. Nuclear war education has become a topic of concern among educators who, on one side, see it as an essential component of undergraduate education or, on the other, see it as political indoctrination dominated by direct and indirect Soviet interests. This study assessed the affective impact of an intensive (eight hours per day for five straight days) interdisciplinary course on nuclear war issues. Twenty-one volunteer college students completed the Rokeach Value Survey, Modified World Affairs Questionnaire, Nuclear Freeze Questionnaire, Nuclear Anxiety Questionnaire, and the Werner-Roy Nuclear Activism Scale immediately before and after the course, and again over eight months later. Immediately after the class, students had changed their attitudes and beliefs concerning civil defense; nuclear war escalation, outcomes, and probability and worry; nuclear concern and support; fear of the future; and nuclear denial. They were much more positive about a nuclear freeze and their intention to act in support of a freeze. Eight months later, their concern had not changed significantly. They maintained significantly increased beliefs in the positiveness of nuclear freeze, but were less likely to act in support of it. In summary, several attitudinal variables remained changed while most did not differ significantly from students' pre-course levels. Four tables detailing pre- and post-test results are included, as is a course syllabus. A 22-item bibliography is provided. Descriptors: College Students, Controversial Issues (Course Content), Course Descriptions, Educational Research

Dufour, Joanne (2004). The International Atomic Energy Agency, Social Education. The dropping of atomic bombs on Hiroshima and Nagasaki in World War II inaugurated a new era in world history, the atomic age. After the war, the Soviet Union, eager to develop the same military capabilities as those demonstrated by the United States, soon rivaled the U.S. as an atomic and nuclear superpower. Faced by the possibility of destruction by nuclear weapons, the nations of the world expressed a keen interest in preventing their proliferation and use, and in ensuring that atomic and nuclear energy sources would be used for peaceful purposes. The International Atomic Energy Agency (IAEA) was established in 1957 as a United Nations agency dedicated to promoting the peaceful uses of atomic and nuclear energy, and also to developing safeguards against the conversion of atomic and nuclear energy from peaceful to military use. When the Nuclear Non-Proliferation Treaty was concluded in 1968, the IAEA was designated as the agency responsible for the inspection of nuclear facilities and for ensuring that countries that signed the treaty were in compliance with its provisions. This article examines the origins of the IAEA and its continuing importance, and describes the activities of the agency in four countries of great interest: Iraq, Iran, North Korea, and Libya. The article also answers some basic questions about nuclear programs, and recommends web-based resources for studying the problem of proliferation. Descriptors: Foreign Countries, World History, Weapons, War

Erickson, Christina L.; Lee, Serita; Mattaini, Mark A. (2009). A Community Prevention Approach to Peaceful Schools: Application of Wakanheza, School Social Work Journal. Schools have long recognized the importance of creating climates that are peaceful, laying the groundwork for good student academic learning. This article explores the work of a large urban school district as it applies a community violence prevention model developed by the local county public health department to create peaceful communities. Qualitative focus groups with four schools that implemented the program explore the nature of this project. Findings demonstrate several elements that correlate with evidence-based practice methods found in the literature, pointing to several positive benefits to implementing the project. School social workers, adept at understanding elements of person-in-environment, are suggested as a natural fit for implementing the program in school settings.   [More]  Descriptors: Urban Schools, Prevention, Focus Groups, Violence

Fitch, Trey; Marshall, Jennifer L. (1999). The Teaching Students To Be Peacemakers Program: Program Overview and Review of the Literature. This paper provides a program overview and review of the literature on the Teaching Students to be Peacemakers Program (TSPP), which offers peer mediation and conflict resolution to students of all ages. The program features seven steps: creating a cooperative environment; teaching students the nature of conflict; teaching all students the problem solving negotiation procedure; teaching all students to mediate conflict; implementing the TSPP; refining and upgrading resolution skills; and repeating the steps yearly through grade 12. A key barrier to the program's success can be teacher commitment to the TSPP. This can be addressed by displaying administrative support, providing education on the benefits of the program, and having frequent contact with designated trainers. Peer mediation programs can be a significant part of a school's safety plan. Multiple studies have shown that involved students retain the mediation skills, teachers spend less time dealing with student conflict, and administrators can almost eliminate time spent on conflict resolution. While many programs train a few select students to serve as mediators, the TSPP trains all students to be mediators. (Contains 12 references.)   [More]  Descriptors: Conflict Resolution, Educational Environment, Elementary Secondary Education, Interpersonal Competence

McCaffery, Juliet (2005). Using Transformative Models of Adult Literacy in Conflict Resolution and Peacebuilding Processes at Community Level: Examples from Guinea, Sierra Leone and Sudan, Compare: A Journal of Comparative Education. This paper draws on the experience in Guinea, Sierra Leone and South Sudan, to explore how the methodology and modalities of community based participatory literacy can interrelate and combine with those of conflict resolution and peacebuilding. The paper considers how transformative models of literacy, such as those of Freire, REFLECT, the ActionAid literacy programme, and "New Literacy Studies", along with the self-expression and creative writing these generate, can contribute to the processes of forgiveness, reconciliation and reconstruction. It argues that adult literacy programmes constitute an important element in post-conflict reconstruction.   [More]  Descriptors: Foreign Countries, Conflict, Conflict Resolution, Adult Literacy

Salcedo, Jose Joaquin; And Others (1991). Latin America: The Revolution of Hope. Latin America is a continent with a great deal of poverty, ignorance, and violence. This book describes the problems that plague the region and explains how and why they have gone unsolved. Change can come about only through real and effective participation by men and women in the political and economic activities of their nations. Organized into 3 parts, this volume contains 16 chapters. Part 1, "Four Concepts Toward Understanding Latin America," features chapters: (1) "Ignorance Is at the Root of Problems"; (2) "Endless Poverty"; (3) "The Devaluation of Development"; and (4) "New Meaning of Revolution." Part 2, "Present-Day Latin America: Indicators and Profile," presents the following chapters: (5) "The Ruling Classes of Latin America"; (6) "A Debt Worth Billions"; (7) "Latin America's Ideological Struggle"; (8) "The Population Explosion"; (9) "Urbanization and Population Overflow in Latin America"; (10) "Mass Communications in Latin America"; (11) "The Utopia of Education"; and (12) "Causes of Causes and Incomplete Solutions." Part 3, "Developing Human Potential–a Door Opens Onto Hope," contains chapters: (13) "Education for Living"; (14) "Criteria for Planned Education"; (15) "Achieving Human Potential"; and (16) "A Political Priority." An epilogue, tables of statistical data, and an 81-item bibliography also are included. Descriptors: Area Studies, Developing Nations, Foreign Countries, Futures (of Society)

Crawford, Donna; Bodine, Richard (1996). Conflict Resolution Education. A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings. Program Report. This guide was developed for educators, juvenile justice practitioners, and others in youth-serving organizations to increase awareness of conflict resolution education and its potential for the peaceful settlement of disputes. Conflict resolution programs can help schools promote both the individual behavior changes necessary for responsible citizenship and the systemic change necessary for a safe learning environment. The guide is designed to provide sufficient information and tools to initiate the development of comprehensive youth-centered conflict resolution programs. Chapter 1, "Understanding Conflict Resolution," defines conflict as a natural condition and presents the essential principles of conflict resolution. Each of the next four chapters discusses one of the following approaches to conflict resolution: (1) the process curriculum approach; (2) the mediation program approach (peer or other mediation); (3) the peaceable classroom approach; and (4) the peaceable school approach, a comprehensive whole-school approach. The next two chapters address conflict resolution in juvenile justice settings and in parent and community initiatives. The final three chapters consider research on conflict resolution, developmentally appropriate practices, and conflict resolution program development and implementation. Nine appendixes offer a variety of resources for establishing conflict resolution education programs, including lists for further reading, a glossary, sample forms, and a strategic program plan.   [More]  Descriptors: Conflict Resolution, Elementary Secondary Education, Juvenile Justice, Peace

Harari, Maurice (1972). Global Dimensions in U.S. Education: The University. This pamphlet, 1 in a series of 4 concerning international education, presents an examination of the major policy issues confronting higher education in the U.S. and in relating meaningfully to overseas societies. The recommendations for U.S. research overseas can be summarized in 4 major points: (1) U.S. scholars, universities, and donors have major responsibilities to each other as well as to the larger international scholarly community in the professional conceptualization, funding, and ethical conduct of international studies' research–particularly in the less developed countries. (2) There is a need to promote the internationalization of U.S. social science research through increased international collaboration and funding. (3) There is a need to promote communication and clearinghouse arrangements within the U.S., as well as on a world scale, relating to international social science research. (4) The strengthening or creation of social science data banks in the less developed countries should be promoted and merits the cooperative attention of scholars from different societies, including local scholars.   [More]  Descriptors: Cross Cultural Training, Developing Nations, Educational Research, Higher Education

Baur, E. Jackson (1983). College Curricula in Conflict Legislation, The Emergence of a Discipline, Peace and Change. It is argued that, while conflict regulation has typically been integrated into the college curriculum within a larger, subject-specific program, there is sufficient need and substance to warrant a formal curriculum. Some such interdisciplinary programs already exist. Descriptors: Arbitration, College Curriculum, Conflict Resolution, Higher Education

Anderson, Walt (1980). Education for Citizenship–Of What?, Learning. Because ecological responsibility is becoming a political issue, today's students need citizenship instruction that goes beyond reciting the Pledge of Allegiance. Future adult citizens need to embrace a view of politics with a broader historical perspective and a higher sense of human purpose. Descriptors: Citizenship Education, Elementary Secondary Education, Energy, Futures (of Society)

Mattson, H. A. (1985). Preparation for Teaching. A Manual with Exercises in Curriculum Development. The purpose of this manual is to provide a technique to help teachers better prepare for a teaching career in industrial education. Specifically, this manual, including the exercises, was developed to be used in weekly seminars for students enrolled in the St. Vincent Teachers' College (West Indies). It may also be used for staff development on an individual basis and serve as a pilot program for those preparing to teach in multi-vocational centers in St. Vincent. The manual provides a process through which the teacher can prepare for a teaching career by focusing on curriculum development in the area of industrial education. Along with basic information, a series of exercises are presented that involve contact with representatives of local business and industry and teacher trainers, as well as the study of journals and reference materials that may be available. Sections include an overview of curriculum development, an outline of the course of study, development of lesson plans, project selection in industrial arts, and a checklist for program improvement. A brief bibliography is included.   [More]  Descriptors: Course Content, Curriculum Development, Higher Education, Industrial Arts

Peace Corps, Washington, DC. Information Collection and Exchange Div. (1993). AIDS Resource Manual. A Guide for Teaching about AIDS in Thailand. This resource manual discusses Acquired Immune Deficiency Syndrome (AIDS) and offers suggestions on activities and games that can be used to enhance education. The manual begins with question-and-answer sections that address basic facts about AIDS, such as its transmission, prevention, cure, infection in the workplace, loss of income from illness, and protecting one's family from AIDS. A section on teaching about AIDS lists ten tips for talking about AIDS, five techniques to avoid, some hints on talking to children about AIDS, age-appropriate AIDS education guidelines, tips for using condoms, and instructions for cleaning intravenous drug works. The next section provides 17 activities and games, such as a true/false test, the AIDS myth or fact game, the condom time bomb game, a simulation of how sexually transmitted diseases are spread, a role play about reactions to a person with AIDS, the AIDS risk game, and modifications of such games as Concentration or Snakes and Ladders. A resources section lists Thailand sources of audiotapes and videotapes, brochures, games, and other educational materials. A final section promotes correct language in addressing the sensitivities of the disease; it presents a style guide concerning AIDS terminology and a vocabulary list in Thai and English.   [More]  Descriptors: Acquired Immune Deficiency Syndrome, Adult Education, Class Activities, Communicable Diseases

Baur, E. Jackson (1983). College Curricula in Conflict Legislation, the Emergence of a Discipline, Peace and Change. It is argued that while conflict regulation has typically been integrated into the college curriculum within a larger, subject-specific program, there is sufficient need and substance to warrant a formal curriculum. Some such interdisciplinary programs already exist. Descriptors: Arbitration, College Curriculum, Conflict Resolution, Higher Education

Stidder, Gary; Haasner, Adrian (2007). Developing Outdoor and Adventurous Activities for Co-Existence and Reconciliation in Israel: An Anglo-German Approach, Journal of Adventure Education and Outdoor Learning. Conflict resolution between different social groups is an issue that has continued to gain high profile news coverage both nationally and in a global context. In this respect, it has been shown that carefully designed and managed physical activity programmes can make a small but nonetheless invaluable contribution to reconciliation and co-existence within deeply-divided communities and socially fractured societies. Where this has been successful it is possible that projects such as these can be designed to be tangible products that not only facilitate co-existence work but can also be part of a more sustainable product that local coaches, teachers and community leaders can continue to promote through the teaching of core values and principles. This paper highlights how outdoor and adventurous activities (OAAs) can be used as a means to address co-existence and reconciliation within a deeply-divided society and outlines the work that is currently being undertaken in northern Israel by an English and German project team.   [More]  Descriptors: Community Leaders, Adventure Education, Physical Activities, News Reporting

Gibbs, Jerel; And Others (1994). Teacher's Resource Guide for Student Expressions Anthology. Senior. Reflecting on the partnership that exists between teachers and students, this resource guide provides a glimpse into the experiences of educators who reflect on their own teaching and learning about writing. The resource guide is part of the "Student Expressions" series, whose aim is to provide a forum for celebrating the writing of students and teachers and provide resource materials which can be coordinated with the Alberta Education Language Arts Program of Studies (Canada) and the elementary, junior high, and senior high school curriculum guides. Essays in the resource guide are (1) "Honouring Yourself" by Lauralyn Houle, which discusses reaching beyond the classroom limitations of textbooks and desks and honoring the lives of the Native students; (2) "The Power of the Pen" by Christine Jellett, which addresses how students can be in control of their writing; and (3) "Reading and Writing in the Senior High School English Classroom" by Jerel Gibbs, which presents strategies which incorporate the learning expectations of Alberta Education in ways that are motivating to students.   [More]  Descriptors: American Indians, English Instruction, Foreign Countries, High Schools

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