Bibliography: Peace Education (page 238 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 John R. Hoyle, Scientific United Nations Educational, Michael Scriven, Steven Best, Peter McLaren, Lee R. McMurrin, Karlheinz Rebel, Washington Department of Justice, Philip R. Cook, and Alice L. Hughey.

Hoyle, John R.; McMurrin, Lee R. (1982). Preparing Leaders to Anticipate and Manage the Future: Part II: Critical Challenges for Leaders Who Anticipate and Manage the Future. Six major areas considered most likely to present stern challenges to educational leaders in the final years of the 20th century are: (1) changing demographics, (2) economics, (3) technology, (4) occupational and vocational education, (5) human rights, and (6) family structure. Relying on major reports, current periodicals, and personal experiences, the authors of this monograph identify key information about the six areas and stress the extent to which each area is and will be a challenge to educational leaders. The challenges are first described from a general perspective in each of the six areas and then linked to the urban school district of Milwaukee (Wisconsin).   [More]  Descriptors: Civil Rights, Declining Enrollment, Demography, Disabilities

Scriven, Michael (1971). Values and the Valuing Process. This paper develops a basic conceptual framework of values and the valuing process. Section 1, Values and Value Claims, discusses the four different types of value claims (personal, market, real, and implicit) and their relationships. The second section considers the process of rational evaluation as a method of arriving at and supporting value claims. As this discussion points out, the process of rational evaluation is basically one of comparing alternative means to our ends, and this means/end model must be seen as operating not with initially fixed means and ends, but with the task of developing, clarifying, and combining means and ends. A number of different skills are involved in this process, and it is worthwhile encouraging students to identify these skills during these discussions. The third and final section, Foundations of Morality and Democracy, discusses the place and function of ultimate values in discussions of values in general, and democratic values in particular. The author concludes with a remark about the difference between education and indoctrination: In moral education, we should be saying nothing that is unchallengeable, and we should be concentrating on providing students with the cognitive and affective skills they need in order to do the challenging of our past assumptions, and to develop new value conclusions for new situations.   [More]  Descriptors: Affective Objectives, Conceptual Schemes, Democracy, Democratic Values

Ladd, Everett Carll, Jr.; And Others (1978). 1977 Survey of the American Professoriate. Technical Report. The development and data validation of the 1977 Ladd-Lipset national survey of the American professoriate are described. The respondents were selected from a random sample of colleges and universities and from a random sample of individual faculty members from the universities. The 158 institutions in the 1977 survey were selected from 2,406 institutions. The following areas are described: the sampling scheme; questionnaire development, mailing and receipt, and coding; codebook development; dataset construction; weighting procedures; construction of the "Index of School Quality;" comparisons to other data sources; and checking for respondent bias. Information is presented on the distributions of faculty by rank, sex, religious background, principle occupation of father, political party identification, and 1972 presidential vote. A sample cover letter, questionnaire, and a list of institutions are included. The questionnaire includes questions on the general status and financial status of American higher education, involvement in research, academic standards, faculty organization and representation, and respondent background. Descriptors: College Faculty, Data Analysis, Evaluation Methods, Higher Education

United Nations Educational, Scientific, and Cultural Organization, Paris (France). (1975). UNESCO 1974. Report of the Director-General on the Activities of the Organization in 1974, Communicated to Member States and the Executive Board in Accordance with Article VI.3.b of the Constitution. A regular report of Unesco activities is made by Amadou-Mahtar M'Bow, Director-General of UNESCO. The report is prefaced by his introduction in which he reviews the organization's crucial situation in 1974 and offers an evaluation of it. The General Conference showed evidence that member states place great hopes in UNESCO, and that strict adherence to democratic rules of order causes problems for the international organization. He points out UNESCO's problems that need to be focused on in the future, and relates urgent measures taken during the year for UNESCO's financial difficulties. Topics contained in the report are: (1) execution of UNESCO's program: education, natural sciences and their application to development, social sciences, communication, international standards, and general resolutions; (2) relations with member states and other international organizations; (3) administration; and (4) conferences, documents, and publications. Descriptors: Annual Reports, Developmental Programs, Diplomatic History, Educational Development

Rockey, Sherry; Hughey, Alice L. (1988). Thinking Globally…Acting Locally: A Citizen's Guide to Community Education on Global Issues. This guide provides a practical tool for organizing locally-based citizen education programs with information on obtaining helpful resources and tips on making national security issues relevant to the public. The purpose is the make the global have more local application and encourage public discourse on global issues. The volume contains seven chapters: (1) "Getting Started"; (2) "Framing the Issues"; (3) "Choosing a Format"; (4) "Raising Funds"; (5) "Media Component"; (6) "Reaching Out"; and (7) "Evaluating the Project." Appendices provide supplementary information on organizations and resources that can help. Descriptors: Adult Education, Citizen Participation, Citizenship, Citizenship Education

Fehr, Patti C. P.; And Others (1994). Teacher's Resource Guide for Student Expressions Anthology. Elementary. 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, which focus almost exclusively on writing instruction, are: "Reflections from a Primary Teacher" (Patti C. P. Fehr); "Reflections from an Elementary Teacher/Principal" (Wesley Oginski); and "Reflections from an Upper Elementary School Teacher" (Douglas Ross).   [More]  Descriptors: Elementary Education, Foreign Countries, Language Arts, Reflective Teaching

Peace Corps, Washington, DC. Information Collection and Exchange Div. (1998). YMCA Earth Service Corps Club Handbook. This handbook provides Young Men's Christian Association (YMCA) Earth Service Corps club leaders and advisors with ideas for structuring clubs and service-learning projects. Activities and suggestions help to plan out the year, and improve service projects and club meetings. Contents include: (1) "What is YMCA Earth Service Corps?"; (2) "The Four Program Components"; (3) "A Recipe for Starting Your Own Earth Service Corps Club"; (4) "The Earth Service Corps Partnership"; (5) "Club Development"; (6) "Introduction to Weekly Club Outlines"; (7) "Fundraising"; (8) "Service Learning"; (9) "Leadership Development"; (10) "Environmental Education"; (11) "Planning Service-Learning Projects"; (12) "Community/Environmental Resource Mapping"; (13) "Cross-Cultural Awareness"; (14) "Evaluating Your Club"; and (15) "Evaluating This Handbook." An appendix includes a YMCA parent information sheet.   [More]  Descriptors: Clubs, Cross Cultural Studies, Elementary Secondary Education, Environmental Education

Department of Justice, Washington, DC. (1951). Sixth National Conference on Citizenship. The document presents proceedings from the sixth in a series of annual national citizenship conferences. Held in Washington, D.C. in 1951, the conference served as a forum where educational, political, business, religious, labor, civic, and communications leaders could explore functions and duties of American citizenship. The theme of the conference was "Freedom in One World: Today and Tomorrow." Specific concerns of conference speakers included reviewing the responsibilities of the United States as leader of the free world and defining the role of the United States in stemming the tide of communism. Speakers stressed the need for American citizens to pursue active political cooperation, study of political matters, conscientious leadership, and respect for other people. Topics discussed include education of the foreign-born for citizenship, naturalization proceedings and problems, world freedom, citizenship in time of crisis, attitudes of youth toward citizenship, the role of the media in a changing world, and citizens' responsibility for freedom at home and abroad. Speakers included President Harry Truman, the attorney general of the United States (J. Howard McGrath), representatives of the National Education Association, United States senators from Oregon (Wayne Morse) and Tennessee (Estes Kefauver), members of the clergy, educators, media representatives, and young people representing the Boy Scouts of America, 4-H clubs, the National YMCA, the American Legion, and the United World Federalists.   [More]  Descriptors: American Culture, Citizen Participation, Citizenship, Citizenship Responsibility

Cook, Philip R., Jr. (1985). Sub-Saharan Africa and the United States. United States Department of State Discussion Paper. Intended to provide background for study and discussion, this publication gives updated information on development in sub-Saharan Africa and provides a basis for understanding U.S. policy toward this vital region. The strengths, problems, politics, natural resources, and language and ethnolinguistic groups of this area of the world and the international and regional organizations active here are discussed in detail. Extensive data tables include information on the population, culture, education, labor force, imports, exports, estimated U.S. economic assistance, date of independence, type of government, and chief of state and/or head of government for each of the 46 independent countries south of the Sahara. The 55-item bibliography is divided into three sections: reference and introductory material, historical and cultural background, and contemporary sub-Saharan Africa.   [More]  Descriptors: Diplomatic History, Economics, Foreign Countries, Foreign Policy

United Nations Educational, Scientific, and Cultural Organization, Paris (France). (1973). Books For All; A Programme of Action. A Program intended to promote world-wide action in favor of books and reading is outlined. Sponsored by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), it is based upon the four themes approved for International Book Year 1972 and reaffirmed by UNESCO's member states as long-term objectives. Detailed suggestions are provided to: 1) promote books in the service of education, international understanding and peaceful co-operation; 2) encourage authorship and translation, with due regard to copyright; 3) assist in the production and distribution of books and in the development of libraries; and 4) foster the habit of reading. Major means of action are also reviewed, including national and international book development councils and the role of UNESCO.  The UNESCO General Conference's resolution on International Book Year 1972 and its sequel is appended to the report.   [More]  Descriptors: Authors, Books, Bulletins, International Organizations

Best, Steven; McLaren, Peter; Nocella, Anthony J., II (2007). Revolutionary Peacemaking: Using a Critical Pedagogy Approach for Peacemaking with "Terrorists", Journal for Critical Education Policy Studies. In this article, the authors note that peacemaking is based on working and dialoguing with radicals and militants, a point which many academics, government, and law enforcement agencies so easily forget. They aim to show that revolutionaries often have legitimate goals, needs, and demands which, if not addressed and respected, can prompt them to commit extreme or violent acts. Peacemaking, critical pedagogy, and conflict studies provides a salient literature through which to explore this topic. The authors argue that conflict transformation is not something they adventitiously choose to do when engaging in peacemaking, rather it must be broached with everyone in conflict situations, especially if they involve or can lead to violent struggles. This article begins with a brief sketch of the current socio-political climate in the U.S., and shows how the Bush administration's policy hinders efforts to negotiate or reduce conflict with individuals and groups that are, on their skewed definitions, "radical", "violent," or "terrorists." The authors, then, explain the deception and hypocrisy of the "war on terrorism" and examine the complexity of "terrorism" as a concept. Finally, the authors advocate a position of "revolutionary peacemaking" as a way to communicate and negotiate with dissidents and radicals; this process, however, is impeded by the dogmatic and politicized use of the "terrorist" label, such as glibly peddled by the power complex and groups across the political spectrum.   [More]  Descriptors: Critical Theory, Violence, Terrorism, Conflict

Rebel, Karlheinz (1976). Social Studies: A Multi-media Study Project in the Educational Section of West Germany's South-west Broadcasting Company. German Studies Notes. This study of multimedia political education in West Germany deals specifically with a South-West German Broadcasting Company's educational television project in the social studies. The dual purpose of the study was to assess the rationale behind the TV series and to present an overview of the structure and function of units which have been presented since the program's inception in 1968. As a background, the author describes the didactic structure of the project, the teacher's and student's manuals, the personal teaching medium, the developmental planning of the project, the characteristic features of the social studies project in general, and the specific objectives of the political education unit. The author identifies three conceptual categories which were of major concern to the curriculum developers: first, existential concepts; second, political dialectic concepts; and third, value concepts. The 25 units produced in 1974-75 are divided into categories of roles and group behavior, membership in social groups, membership in political groups, socioeconomic behavior, and political behavior of groups. References are included.   [More]  Descriptors: Comparative Education, Educational Objectives, Educational Programs, Educational Television

Butts, R. Freeman (1992). At Last – "A Civics Lesson for All of Us." Working Paper Series in Education. This essay chronicles the move toward national standards in the content areas and examines the civics lessons to be learned from the debates. The paper notes the contradiction found in historically advocating local control and support of schools, moving toward the setting of national education goals and standards with little attention paid to democratic values. This U.S. movement is paralleled by the former communist nations, historically bent on central control of schools with the ideological goal of national unity, embarking on decentralized educational reforms to help prepare their students to move from a command society to political democracy. The paper suggests a need for reexamination of the core values of democracy and questions what civics lessons are being omitted in the present debate. Descriptors: Change, Citizenship Education, Civics, Civil Rights

Peace Corps, Washington, DC. Information Collection and Exchange Div. (1982). Diseno Sistematico de Proyectos: Manual para Voluntarios (Systematic Project Design: A Handbook for Volunteers). Appropriate Technologies for Development. Fourth Edition. Reprint R-44B. This manual, the Spanish translation of a separately available English handbook on program design, is intended to assist volunteers and staff of volunteer organizations in the systematic design of projects in various health, community, and social service areas. The first section of the manual is a guidebook that addresses such aspects of the planning, implementation, and evaluation process as situational analysis, needs assessment, task-oriented planning, progress and product evaluation, problem solving, and follow-up. Addressed in a chapter dealing with methods are the following topics: information gathering methods (library search, field surveys, consulting experts, task forces, and technical conferences); planning and implementation methods (community organization, group discussion, bargaining and negotiation, model behavior, nonformal education, technical assistance, and cost analysis); and evaluation methods (feedback, practical tests, and presentation of data and information). Concluding the guide are a series of how-to-do-it manuals devoted to health and primary care, water and sanitation, nutrition and food production, education, economic development, community services, and energy and conservation.   [More]  Descriptors: Agency Role, Community Programs, Community Services, Data Collection

Kinghorn, Jon Rye; And Others (1979). A Guide to Four Essential Themes. School Improvement through Global Education. To aid high school classroom teachers as they develop and implement programs on global issues, the guide outlines basic elements of an ideal global education program. Major themes are: valuing diversity; understanding the world as an interdependent system; developing effective working relationships with others; and understanding prevailing world conditions, the process of change, and emerging trends. For each theme, information is presented on background, goals, implications for global education, implications for school improvement, and learning activities. Specific objectives include developing skills to identify and understand various beliefs, values, and cultures, knowing that differences in people's values are often due to history and geography, identifying how individual activities affect the earth, understanding that actions often lead to unanticipated consequences, acquiring and using information about world issues, increasing understanding of self, and recognizing the humanness of all people. Suggested activities involve students in class discussion, reading and writing assignments, listing cultural differences among various age groups and cultures, brainstorming, listing cultural preferences, and arranging for class visitors. Activities involve teachers in cooperative lesson planning with other staff members, analyzing student behavior, visiting student homes, reporting on current international issues, and reordering the classroom environment to increase effectiveness with students. Descriptors: Cooperation, Cultural Awareness, Cultural Differences, Decision Making Skills

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