Bibliography: Peace Education (page 241 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 Kathy Bickmore, Will Pipkin, CARL J. BUMPURS, Chris Austill, Randall Forsberg, Donald W. Boose, Murry R. Nelson, Tony Vellela, Elly Singer, and Sally Linder.

BUMPURS, CARL J. (1967). TECHNICAL DICTIONARY, ENGLISH-FRENCH. OVER 2,000 FRENCH EQUIVALENTS OF ENGLISH WORDS AND PHRASES, MOST OF THEM MECHANICAL TERMS, ARE INCLUDED. PARTS OF SPEECH AND GENDER ARE NOTED.   [More]  Descriptors: Dictionaries, English, French, Industrial Education

Adeyemi, Michael Bamidele (2000). Teaching Conflict Resolution to Social Studies Students in Botswana, Social Studies. Explains why conflict resolution is utilized in junior secondary schools in Botswana and discusses the role of the kgotla as a location for resolving problems in a community. Reviews methods for teaching conflict resolution presenting a scenario that enables the teacher and students to resolve a conflict in a social studies classroom. Descriptors: Community Resources, Conflict Resolution, Decision Making, Educational Strategies

Nelson, Murry R. (1997). An Alternative Medium of Social Education–The "Horrors of War" Picture Cards, Social Studies. Explores the production, distribution, and content of the, "Horrors of War," a series of trading cards produced between 1938 and 1942. Created by a Baptist advertising executive the cards used graphic images to communicate an antiwar message to young adolescents. Discusses possible learning activities used in conjunction with the cards. Descriptors: Advocacy, Conflict, Cultural Images, Foreign Countries

Gallagher, Edward A. (1994). Jordan and Lange: The California Junior College as Protector of Teaching. Working Papers in Education ED-94-1. A group of contemporary historians has recently accused community and junior colleges of not offering the American masses new opportunities of upward social mobility, but instead of serving to divert them away from four-year colleges and universities. In particular, historians have taken issue with the efforts of David Jordan, of Stanford University, and Alexis Lange, of the University of California, who allegedly were skeptical of the intellectual capabilities of the masses and advocated the establishment of public junior colleges to free the universities to pursue higher tasks of research and advanced professional training. While revisionist historians have performed a service in challenging the overly idealized accounts of the origin and early development of junior colleges in California, their interpretations are rife with distortions. No revisionist, thus far, appears to have used vital primary sources such as the Jordan Papers, the Lange Papers, all of Jordan and Lange's published writings, Merton Hill's unpublished essay on California's early junior college movement, and all relevant California state government reports. A thorough review of these works illustrates that, rather than being academic elitists, Jordan and Lange were concerned about the newly emerging American universities' emphasis on research at the expense of teaching, and hence favored linking junior colleges to teaching-oriented high schools instead of research-oriented universities. Because high schools might emphasize teaching at the expense of scholarship, Lange and Jordan felt that the junior college might evolve as a hybrid institution with some of the university's concern for scholarship and some of high school's emphasis on effective teaching.   [More]  Descriptors: Educational History, Educational Objectives, Educational Quality, Educational Theories

Forsberg, Randall (1983). What about Nuclear Freeze?, Social Education. Pros and cons of a nuclear freeze are argued. Descriptors: Disarmament, Nuclear Warfare, Peace, War

Singer, Elly (2002). The Logic of Young Children's (Nonverbal) Behaviour, European Early Childhood Education Research Journal. Discusses teachers' sensitivity in the context of young children's peer conflicts. Explains that young children need to experience their own actions as logical and sound and that they co-construct logic-in-action (procedural knowledge) long before they can verbalize their logic. Maintains that teachers who do not respect children's logic often aggravate children's conflicts. Suggests ways to strengthen children's tendency to de-escalate peer conflicts and protect joint play. Descriptors: Child Behavior, Conflict, Conflict Resolution, Logic

Austill, Chris, Ed. (1983). Decision Making in a Nuclear Age. These activities help high school students develop an understanding of nuclear weapons within the context of human beings making choices. Students learn to evaluate information and to identify the political stand or bias in what they hear and read. To record their own growth and change, students are encouraged to keep a journal. Teachers can choose from among activities that can be used in a variety of courses, including American literature, science, civics, U.S. history, legal education, and ethics. The activities in the first three sections–"Learning to Learn about Nuclear Weapons,""On Violence," and "Constructing a Value System"–are designed to help students struggle with issues and dilemmas that complicate their thinking and keep them from accepting simple solutions. The next three sections–"Nuclear Weapons and the Arms Race,""The Cold War," and "Negotiating"–help students become familiar with science, history, and technical information about nuclear weapons and the arms race. In the section, "Complexities of the 80's," connections are made with world issues that are intimately related to the arms race. In the final section, "Making a Difference," students are asked to think about prevention. A reference list of 20 films is included. Descriptors: Civics, Critical Thinking, Decision Making, Decision Making Skills

Coghlan, Rosemarie (2000). The Teaching of Anti-Violence Strategies within the English Curriculum, English Journal. Argues that the English classroom is a fitting place to integrate anti-violence teaching into the academic curriculum. Describes how English teachers can teach conflict resolution strategies, instill respect for cultural diversity, provide an atmosphere for cooperative learning while acknowledging controversy, and heighten empathy and respect by integrating violence prevention strategies into the content of the English curriculum. Descriptors: Class Activities, English Curriculum, English Instruction, Peace

Pipkin, Will; DiMenna, Stephen (1989). Using Creative Dramatics to Teach Conflict Resolution: Exploiting the Drama/Conflict Dialectic, Journal of Humanistic Education and Development. Discusses the dialectic between creative dramatics and conflict resolution and its exploration by the Conflict Resolution Project (CRP). Outlines the CRP's perspectives and general approach as a prelude to a more indepth review about how creative dramatics are used by the CRP. Descriptors: Conflict Resolution, Creativity, Dramatics, Elementary Secondary Education

Woito, Robert, Ed. (1977). International Human Rights Kit. Designed for students, educators, and citizens interested in human rights, the booklet presents resources for learning about the facts, perspectives, and existing procedures and institutions to promote human rights. Chapter one explores the relationship between human rights and war. Chapter two presents a self-survey to help readers clarify personal values; a discussion of 49 common questions about human rights; and an examination of the compatibility of social and cultural rights with civil and political rights. In chapter three, transcripts of speeches by government representatives from the United States, Communist world, Third World, and the United Nations offer various perspectives on foreign policy goals and attitudes toward human rights. A detailed analysis of the International Bill of Rights comprises chapter four. Chapter five indicates the international human rights instruments which have been ratified by various countries, and reveals the limited relationship between ratification and enforcement. Chapters six and seven suggest improvements for existing institutions for human rights. Chapters eight and nine examine ways to achieve religious liberty and to improve human rights education. Chapter ten identifies films, books, periodicals, organizations, and activities to help readers become involved in promoting human rights. Descriptors: Adult Education, Child Advocacy, Civil Liberties, Comparative Analysis

Vellela, Tony (1988). New Voices: Student Political Activism in the '80s and '90s. An examination of the state of student activism in American higher education is based on a study of the focus and direction of campus activism and on interviews and surveys of undergraduate and graduate students who consider themselves activists. The first two chapters are devoted to an assessment of the overall situation and of the strategies used for organization and communication in activist pursuits. Subsequent chapters focus on specific political issues and interests. They include divestment of financial interests in South Africa, Central American politics, the Central Intelligence Agency, the military and its university connections for war-related activities, racism, the economy and general welfare, women's issues, gay, lesbian, and bisexual rights, student empowerment, the role of the media, and the future of activism. Chapters contain segments of activist interviews and descriptions of specific events. Interspersed among expository chapters are "snapshot" chapters describing individual campus situations and campus-specific issues. A final chapter gives a sampling of events and actions. Information on national activist organizations and survey and interview methodology are appended. Descriptors: Activism, Change Strategies, Church Related Colleges, College Students

Linder, Sally (2002). The Ark of Hope: Carrying the Earth Charter toward United Nations, Orion Afield: Working for Nature and Community. Thousands of people from 51 countries created the Earth Charter, which heralds humankind's respectful recognition of life's interdependence and our shared responsibility for the world's well-being. A Vermont group put it in an "Ark of Hope" and walked it through four states to the United Nations. Related art workshops held in Vermont schools and communities are described. Descriptors: Art Expression, Consciousness Raising, Fine Arts, Futures (of Society)

Boose, Donald W., Jr. (2000). Fighting While Talking: The Korean War Truce Talks, OAH Magazine of History. Summarizes the issues and problems involved in the Korean War truce talks that eventually spurred the signing of the armistice agreement on July 27, 1953. Focuses on the reparation of the prisoners of war and the Military Demarcation Line and Demilitarized Zone. Descriptors: Diplomatic History, Foreign Countries, International Communication, International Cooperation

Bickmore, Kathy (1997). Teaching Conflict and Conflict Resolution in School: (Extra-) Curricular Considerations. Schools can play an important part in helping diverse young people see themselves as citizens. This paper examines a broad range of school-based learning opportunities that influence young people's development of knowledge and inclinations for handling conflict. The ingredients for conflict resolution can be taught. Like violence, nonviolence is a learned behavior. As public concern over violence increases, school leaders often respond with what has been called "negative peacemaking," the premature use of bargaining or settlement procedures before underlying problems have been solved or understood. The goal is avoidance, not problem solving. In contrast, "positive liberty" procedures involve the presence of active democratic participation. These alternative emphases in education for citizenship are the conceptual framework for reviewing the research on a range of school-based conflict resolution training programs to examine the relative space given to negative peacemaking and positive liberty in school practices. Violence prevention and anti-bullying programs generally involve narrowly focused training in social skills and anger management. Many of these interventions single out particular populations, disproportionately ethnic minority males, considered to be "at-risk." School peer conflict resolution programs are popular, and, if properly presented, can move beyond negative peacemaking to broaden the positive liberty students experience. Making student governance activities relevant gives students the opportunity to engage in democratic decision making and helps develop an understanding of conflict and its resolution. Conflict resolution may be taught explicitly. Controversial subject matter may be damaging to some students without careful attention to inclusive and respectful instructional processes, but the inclusion of controversial and conflictual questions can bring previously silenced young people into pedagogical conversations. Conflict resolution can easily be infused into literature, mathematics, and science classes as well as the social studies area to which it has been traditionally assigned. Important opportunities for long-term conflict management learning exist in the everyday processes of a school community. If students have positive liberty, they can develop the skills they need to participate in the nonviolent management of conflict as citizens. (Contains 131 references.)   [More]  Descriptors: Citizenship Education, Conflict, Conflict Resolution, Democracy

International Child Development Initiatives (NJ1) (2007). ICDI Annual Report, 2007. The International Child Development Initiatives (ICDI) promotes the wellbeing of children growing up in difficult circumstances. ICDI works to improve policies and practices affecting these children by doing research and training. ICDI believes in the power of children and young people, supporting their rights and addressing the underlying causes for the problems they face. 2007 was a significant year for ICDI. Despite its relatively small size the organization has–once again–been remarkably active. ICDI was engaged in 11 large and many much smaller projects in Central and Eastern Europe, Surinam, and the Middle East, all of which focused on the needs of children who have to grow up in very deprived situations. ICDI also began to employ more staff (up from 5 to 8) as it grew organizationally. The appointment of a new director in September 2007 saw central management change hands for the first time. With new staff came new expertise (children in conflict zones, children and HIV/Aids, children with disability) augmenting existing strengths and creating new regional interests and expertise, especially in Africa. [To access the 2006 report, see, "Young People's Voices" ED497654.]   [More]  Descriptors: Childrens Rights, Foreign Countries, Child Development, Photography

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