Bibliography: Peace Education (page 239 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 Providence Brown Univ., Washington Peace Corps, Marion Van Horne, Washington National Education Association, Yoshikazu Sakamoto, Mary Martin Patton, Jodie Lodge, Sandra Lamm, Abdelkrim Mouzoune, and 1994.

1994 (1994). Information Packet for Religion and World Order Program Project Global 2000. This packet describes an initiative of the Religion Council of Project Global 2000, forming a global partnership of secular and religious non-governmental organizations (NGOs) and United Nations (UN) agencies that link their expertise and networks for more just, sustainable, and peaceful world systems. The program brings together scholars, educators, and community groups from the world's major religious and spiritual traditions to participate in public discourse and action on issues of global ethics and in the shaping of policies and systems commensurate to the global-scale challenges of today's interdependent world. The objectives include: (1) create a process for religious and spiritual communities to reflect upon the contributions their traditions, scriptures, and networks can make to a shared global ethic and to the creation of systems of global governance; (2) produce reflection-action documents that will spell out the above contributions and formulate proposals for world order policy and systems change; and (3) link human and institutional resources with those of other religions, secular NGOs, and UN agencies in collaborative research, education, publications, leadership, and networking for a more just, peaceful, participatory, and environmentally sustainable world order. Sections of the document are as follows: (1) "Executive Summary"; (2) "History," which offers a chronology of the work of Global Education Associates (GEA); (3) "Rationale and Context" (Patricia and Gerald Mische); (4) "The Religion and World Order Program–Overview"; (5) "Guideline Questions–Religion and World Order Documents"; (6) "Report Format–Religion and World Order Documents Project Global 2000." Contains 5 appendixes.   [More]  Descriptors: Global Education, International Cooperation, International Organizations, International Programs

Lodge, Jodie; Frydenberg, Erica (2005). The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools, Theory Into Practice. Bullying and harassment are pervasive problems in schools, with interventions to counter bullying now regarded as a matter of high priority by educational authorities. This article considers the impact of bullying on victim and bully. It also explores the role of peers as bystanders in school bullying. Australian research is described, examining peer perceptions and responses, together with factors associated with bystander behavior. The authors' research suggests that teaching peers to cope may go some way to combating bullying in school by effecting change at the peer group level. Features of a universal coping program are given and common elements of successful antibullying interventions are highlighted. It is clear that peers play a central role in school bullying and teaching young people strategies to cope may be a positive step toward promoting peaceful schools.   [More]  Descriptors: Peer Groups, Bullying, Humanistic Education, Teaching Methods

Van Horne, Marion (1987). Writing for New Readers: Selections from a Writers' Manual. This guide to writing material that will be read by new readers focuses on making the material readable, relevant, and effective. The first section of the guide gives an overview of this process, and addresses the following aspects of writing for new readers: (1) determining the audience and its interests; (2) elements of effective written communication; (3) choosing appropriate subjects; (4) forms of writing (including folk tales or biographies as alternatives to expository writing); (5) use of illustrations; and (6) using a controlled vocabulary. The second section of the guide provides more specific suggestions for readable writing, including: choosing a subject; gathering and evaluating material; seeing words as tools for a specific purpose; structuring sentences and paragraphs; making the reading interesting; writing an outline; giving the writing unity, coherence, and emphasis; and structuring the text. Exercises for writing practice are provided. The third section of the guide discusses news writing, including what makes news, the structure of a news report, the use of language in the "news style," and preparing news copy. Suggestions for avoiding common errors are made, and writing exercises are also provided. (MSE) Descriptors: Adult Students, Audience Awareness, Literacy Education, Material Development

Doolin, Dennis J.; Ridley, Charles P. (1968). The Genesis of a Model Citizen in Communist China: Translation and Analysis of Selected Chinese Communist Elementary School Readers. Final Report. This document consists of a translation and analysis of a set of grammar "Readers" in use in Communist China in the first five grades of elementary school from about 1958 through 1966. The analysis begins with a discussion of the background and sources of the selections in the "Readers," proceeds to a discussion of moral and patriotic education in Communist China since 1949, and to an outline of more recent work in educational psychology. Following this, a review is presented of techniques of teaching reading as advocated by Chinese educational theorists. In addition, a number of teaching outlines for selections in the "Readers" are also included. In the actual analysis of the "Readers," each selection is analyzed on the basis of its topic and its manifest themes, which are classified in three categories: informational, political, and behavioral. The dominant emphases of the "Readers" were determined from the total scores for these categories. From this information, a profile was drawn of the "ideal" or "model" child, that is, the child who would have adopted the political attitudes and behavioral norms of the "Readers" as his own. The study concludes with a discussion of conflicting values in the "Readers" and their implications.   [More]  Descriptors: Behavior Development, Books, Child Development, Childrens Literature

Phi Delta Kappa, Glassboro, NJ. (1972). Man's Changing Values and a World Culture–New Directions and New Emphases for Educational Programs. A Report on the 1971 Phi Delta Kappa Conference on World Education (Glassboro, New Jersey, May 8, 1971). Proceedings of the 1971 Phi Delta Kappa Conference on World Education are contained in this volume. Attendees of the one-day conference consisted of university, college, and public school faculty members, students, and community representatives in Eastern Pennsylvania and New Jersey. Also a number of individuals representing other countries were present. Specific objectives of the conference were to: 1) examine the value of our changing world; 2) recognize the growing need for a world culture; 3) see how our changing values help or hinder a world culture; and 4) try to find new directions for existing educational programs. In achieving its objectives, the conference concluded that there are many indications of a world culture; a world educational program can affect the entire value system of mankind; and there is a need for a world culture and an urgency of finding solutions to pressing problems. In addition to preliminaries and overview, the keynote address and five panel presentations on the major theme of changing values and a world culture are followed by five suggested workshop presentations on new directions and emphases for educational programs. A section on conference activity highlights and a miscellany section conclude the volume.   [More]  Descriptors: Attitude Change, Conference Reports, Educational Change, Educational Programs

Falk, Richard (1982). Normative Initiatives and Demilitarization: A Third System Approach. This paper explores and identifies initiatives in the struggle against militarization. It is one of a series of working papers commissioned by the World Order Models Project in its effort to stimulate research, education, dialogue, and political action aimed at contributing to a movement for a just world order. Taking into account the political structures and restraints of different polities, the author examines normative initiatives that challenge the root assumptions of militarization and that can be linked to actual social forces working for principled demilitarization. For purposes of clarification, three systems of political action can be distinguished: the First System – the state and its support infrastructure; the Second System – the United Nations and regional international institutes; and the Third System – represented by people acting individually and collectively through voluntary institutions. The author points to the primacy of the Third System. He argues that, at the present time, the First System is generally supportive of the underlying logic of militarization. The Second System, being a dependency of the First System, is generally unable to implement demilitarization initiatives. Only the Third System is consistently able to sustain normative initiatives of consequence to demilitarization. Normative initiatives relevant to demilitarization undertaken in the Third System can aid in mobilizing effective opposition to militarization in all three systems by altering the normative effective climate, thereby producing new "creative space" for political innovation. Finally, the author provides examples of the most promising Third System normative initiatives at the global, regional, state, and individual levels. Descriptors: Activism, Citizen Participation, Disarmament, Global Approach

National Education Association, Washington, DC. (1948). Citizenship USA. Know It, Cherish It, Live It. No. 1. The document offers an overview of citizenship-related topics which were discussed at the third annual National Citizenship Conference sponsored by the National Education Association held in Washington, D.C. in May, 1948. Excerpts are provided from conference speeches by government, civic, educational, and organizational leaders including President Harry Truman, California Congressman Richard Nixon, and Attorney General Tom C. Clark. Speakers and discussion groups at the 1946, 1947, and 1948 annual citizenship conferences identified citizenship qualities. These included that a good citizen recognizes social problems, has the will and ability to work toward solution of these problems, practices democratic human relationships in the family, school, and community, endeavors to understand different racial viewpoints, bases political actions on democratic values, participates in community affairs, and stresses the interrelationship of the United States with other nations. Evaluative comments of the third National Citizenship Conference by church, legal, educational, and youth groups indicate that the mandates to improve citizenship were positively received.   [More]  Descriptors: American Culture, Citizen Participation, Citizenship, Citizenship Responsibility

Brown Univ., Providence, RI. Thomas J. Watson, Jr. Inst. for International Studies. (2000). Russia's Uncertain Transition: Challenges for U.S. Policy. [Student Book and] Teacher's Resource Book. Public Policy Debate in the Classroom: Choices for the 21st Century Education Project. 4th Edition. This teacher resource text and student text are part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. It steps back from the day-to-day turmoil in Russia to examine the issues that most deeply affect the United States. At the core of the unit are four distinct options for U.S. policy. Each option contains a different perspective on the threats and opportunities presented by conditions in Russia. The background reading provides students with the knowledge needed to take part in the debate on the U.S. role in Russia's post-Cold War transition. Part 1 offers an historical overview of U.S. relations with the Russian empire and the Soviet Union. Part 2 surveys the economic and political changes that Russia has undergone since the Soviet collapse, with special attention given to Russia's evolving foreign policy. Part 3 concentrates on the leading challenges facing U.S. policymakers with respect to Russia and its neighbors. An optional reading features an excerpt from a Soviet-era textbook. Includes five- and three-day lesson plans. Descriptors: Diplomatic History, Foreign Countries, Foreign Policy, Global Approach

Sakamoto, Yoshikazu (1978). Korea as a World Order Issue. Occasional Paper Number Three. This paper discusses the Korean problem, not as an aspect of the East-West conflict, but as a world order problem. The paper is one of a series commissioned by the World Order Models Project in its effort to stimulate research, education, dialogue, and political action which will contribute to a movement for a just world order. The first part of the paper briefly traces Korea's history up to August 1945. At that time the United States and Russia engaged in fierce maneuvers to carve out and extend their respective spheres of domination, thereby dividing the Korean nation into two countries which became hostile. Since that time North and South Korea have been robbed of their autonomy, have become satellites of the two major powers, have had their economies skewed, and have become preys to repressive regimes. The second part of the paper makes constructive suggestions for reducing tension between North and South Korea. Initiatives must emanate from the two major powers which are responsible for Korea's tragic plight, but some will have to be taken by the Korean people themselves. Descriptors: Area Studies, Conflict, Conflict Resolution, Global Approach

Lamm, Sandra; Groulx, Judith G.; Hansen, Cindy; Patton, Mary Martin; Slaton, Anna Jimenez (2006). Creating Environments for Peaceful Problem Solving, Young Children. For may early childhood teachers, angry voices of children are heard all too often. When children focus on protecting themselves and surviving conflicts, they miss out on the joys and opportunities the early childhood program has to offer. Without the ability to solve problems in their interactions with others, children are not able to peacefully engage in play and learning. This article highlights a program to help early childhood teachers establish and maintain more peaceful classroom environments. The program was called Connect4Success curriculum which was developed by the First Texas Council of Camp Fire USA to help teachers and directors in setting up classroom environments that facilitate peaceful problem solving.   [More]  Descriptors: Preschool Teachers, Young Children, Problem Solving, Classroom Environment

Global Education Associates, East Orange, NJ. (1978). Christian Voices on World Order. The Whole Earth Papers, Vol. 1, No. 10. This special issue of the Whole Earth Papers examines Christian perspectives on world order. The document is the first in a series to promote understanding of the ways in which religious and humanist traditions can help develop a more humane world order. Sixteen articles comprise the document. World order issues are explored from various theological dimensions including historical, creational and eschatological, evangelical, ethical and moral, contemplative, and spiritual. Topics discussed include Christ and world order, crises of growth, political power struggles, resource depletion, spiritual insight versus scientific inquiry, justice, political implications of Jesus' teachings, pacifism, human rights, disarmament, and the mission toward unity. The concluding section suggests that the Whole Earth Papers be used for personal growth and study, group discussion, background for lobbying efforts, college, high school, and adult education courses, and resource libraries. Descriptors: Adult Education, Christianity, Church Responsibility, Church Role

Peace Corps, Washington, DC. Information Collection and Exchange Div. (1994). Alternative Techniques for Teaching about HIV/AIDS in the Classroom. This volume is a collection of interactive games and activities created to supplement existing curricula on Acquired Immune Deficiency Syndrome (AIDS) and designed to give students a sense of responsibility in the fight against AIDS while taking the fear out of AIDS education. All of the games and activities in the volume have undergone pretesting. Following a brief description of who can get AIDS, there are guidelines for AIDS instruction for kindergarten and primary school through grade 4 and for grades 5 and 6. Following sections contain basic information games, lesson plans for teaching that germs cause disease and about communicable diseases with a sample lesson plan and an AIDS action plan. Further sections contain 10 vocabulary games that teach body part, prevention techniques and disease terms, 6 transmission games, 7 prevention games, 5 board games on nutrition and AIDS, 8 dramas and role plays, and 3 general activities including puppets in teaching, songs, and other ideas. An appendix provides an example brochure of an AIDS action plan and cards for four instructional games.   [More]  Descriptors: Acquired Immune Deficiency Syndrome, Class Activities, Educational Games, Elementary Education

Sam-Kpakra, Robert H.; And Others (1987). Rural Press for Village Post-Literacy Literature. Three articles concerning the development of the rural press in Africa as a means of communicating and promoting literacy are included in this collection of reprints. "The Rural Press, Effective Rural Communication Medium" by Robert H. Sam-Kpakra describes this medium of communication by and for people living in areas with little or no access to urban means of communication. The article discusses the basic principles of the rural press, the rationale for its development, step-by-step directions for using a silk-screen duplicator to produce a rural news bulletin, and suggestions for local management of the rural press. "Grassroot Communication at Village Level," by Charles T. Hein and Keith K. Kanyogonya, outlines the construction and operation of a silk-screen duplicator as used in Nigerian local newspaper production. "Case Study: Mimeographed Bilingual Village Newspaper," by Margaret D. Miller chronicles the history and operation of a rural Liberian newspaper produced in Looma, an African language, and eventually also partly in English. Details of solicitation of articles, layout and content, distribution, and finance are provided. (MSE)   [More]  Descriptors: African Languages, Case Studies, Communication (Thought Transfer), English (Second Language)

Lillywhite, Malcolm (1984). Improved Cookstove Training Manual. No. T-40. This document was developed as a training manual for people interested in various types of appropriate technologies related to improved cookstoves. The three types of cookstoves included in the manual are earthen, ceramic, and metal (or a combination of metal and ceramic). The training sessions described deal with: (1) an orientation to the cookstove training program; (2) project documentation; (3) trainee working styles and skills inventory; (4) the fuel wood crisis and improved cookstoves; (5) appropriate education and the learning process; (6) socio-cultural and technical considerations; (7) survey and assessment; (8) stove combustion theory; (9) hypothetical stove design; (10) earthen stove design and soil analysis; (11) earthen stove construction; (12) introduction to ceramics; (13) ceramic stove design; (14) ceramic stove construction; (15) ceramic stove curing and firing; (16) project design and proposal preparation; (17) metal stove design; (18) metal stove construction; (19) cooking on cookstoves; (20) cookstove business development; (21) diagnosis and repair of cookstoves; (22) testing and monitoring cookstove performance; (23) cookstove project presentations; (24) traditional and improved cookstove banquet; and (25) training program evaluation. A glossary is included.   [More]  Descriptors: Air Flow, Alternative Energy Sources, Appropriate Technology, Ceramics

Andre, Yves, Ed.; Mouzoune, Abdelkrim, Ed. (1998). Apprendre a vivre ensemble grace a l'enseignement de l'histoire et de la geographie. Rapport final du colloque sur le theme. (Learning To Live Together Thanks to the Teaching of History and Geography. Final Report on a Colloquium on That Theme.) Proceedings of a Colloquium Organized Jointly by the International Bureau of Education (UNESCO) and the University of Geneva (Geneva, Switzerland, June 12, 1998). These Proceedings contain 14 chapters (or papers) from a colloquium on learning to live together in peaceful co-existence thanks to the teaching of history and geography. All the papers in the Proceedings are in French, but each paper has both an English summary and a Spanish summary. The 14 papers are, as follows: (1) "Introduction" (Yves Andre; Antoine Bailly; Bernard Ducret; Bernard Huber; Abdelkrim Mouzoune); (2) "Donner un sens nouveau a l'enseignement de l'histoire et de la geographie" (Antoine Bailly); (3) "La maniere d'enseigner le vivre ensemble au Liban, au Salvador et en Republique tcheque: analyse a travers les connaissances explicites et implicites" (Abdelkrim Mouzoune); (4) "Geographie et formation au vivre ensemble a Geneve" (Bernard Huber); (5) "Enseignement de la geographie et ideologie en Angleterre et au Pays de Galles" (Norman Graves); (6) "Les orientations de l'enseignement de la geographie au Portugal" (Sergio Claudino); (7) "L'education aux nouvelles citoyennetes en geographie: le cas de la France" (Robert Ferras); (8) "De Costa Rica: El libro de geografia de Costa Rica para ninos de 4 grado de escuela" (Guillermo Carvajal); (9) "Vivre ensemble grace a l'enseignement de l'histoire et de la geographie au Maroc" (El Hassane Boubekraoui; Abdelkrim Mouzoune); (10) "Devoir et vouloir vivre ensemble: enjeux de la citoyennete chez les jeunes au Senegal" (Cisse Kane); (11) "Apprendre a vivre ensemble grace a l'enseignement de l'histoire et de la geographie au Burundi: ideal et limites" (Angelo Barampama); (12) "Les modeles d'enseignement de l'histoire et de la geographie" (Bernard Ducret); (13) "Nouvelles directions pour l'enseignement de l'histoire et de la geographie" (Antoine Bailly); and (14) "Conclusions: le dessous des cartes. Propositions pour l'enseignement de l'histoire de la geographie" (Yves Andre).   [More]  Descriptors: Citizenship Education, Elementary Education, Geography Instruction, Global Approach

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