Bibliography: Peace Education (page 242 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 Mildred Douglass, Journal of Humanistic Education and Development, Joan Reynolds, Tedd Levy, Wayne Kassera, Judith Beinstein, Bidge McKay, James E. Thayer, Norma Law, and Pape Amadou Gaye.

Peace Corps, Washington, DC. (1966). Health Vocabulary, 1966. Guide for Translation into the Language, Chinyanja, of the Host Country, Malawi. This vocabulary guide is an alphabetical listing of English words and their equivalent in Chinyanja. A general list of verbs is included, as well as commonly used expressions for planned conversation. The basic expressions are intended for use in learning the health needs and problems of the Malawi community.   [More]  Descriptors: Adult Education, Adult Programs, African Culture, African Languages

Douglass, Mildred, Comp. (1989). Primary School Arts and Crafts: Developing Manual Skills. Lesson Plans: Classes I thru VI. Information Collection & Exchange Reprint R037. This book is designed to be of assistance to primary school teachers who have had little training in arts and crafts and for use in teacher training colleges. Tested in Nigeria and Jamaica, this manual gives children an opportunity to develop their natural creativity, and also develops accuracy and manual dexterity in hand skills. Lesson plans are given for various paper crafts (tearing, measurement, cutting, folding, and crayon etching), fiber crafts, paper mache, and clay crafts. Each lesson discusses materials needed, teacher's preparation required, and class procedures, and provides explanatory drawings and a designation for the appropriate grade level. The book contains a total of 59 craft activities. A reference list of eight related craft guides is included.    [More]  Descriptors: Art Activities, Childrens Art, Creative Activities, Creative Development

Law, Norma (1973). Children and War, Changing Education. This article discusses children's reaction to war and war's effect on their attitudes (through war experience and television) with descriptions of recent studies and educational implications. Descriptors: Child Development, Childhood Attitudes, Educational Responsibility, Peace

Journal of Humanistic Education and Development (1989). Seville Statement on Violence. Asks reader to challenge "scientism" view of aggression and violence as inevitable outcomes of human interaction and to oppose information and understanding that place limits on moral and ethical imagination. Suggests that rational arguments are needed without the exercise of mere "rationality" that limits one's reasoning, caring, and moral decision making. Descriptors: Aggression, Ethics, Human Relations, Moral Values

Peace Corps, Washington, DC. (1973). Korean Phrase Book. This is a brief guide to Korean pronunciation and phrases, prepared for U.S. Navy personnel. Expressions are grouped according to the following headings: (1) emergency expressions; (2) general expressions; (3) personal needs; (4) location and terrain; (5) roads and transportation; (6) communications; (7) letters, numbers, size, time, etc.; (8) additional terms; and (9) important signs. These chapters are followed by an alphabetical word list. The English word or phrase is followed by the phonetic Korean pronunciation, followed by the Korean spelling. A set of phonograph records, issued with the Korean Language Guide (Introductory Series), may be used along with the phrase book.   [More]  Descriptors: Adult Education, Autoinstructional Aids, Instructional Materials, Korean

Levy, Tedd (1999). Toward a Humane World: Making a Difference with Social Studies, Social Education. Presents the address delivered by President Tedd Levy at the 78th National Council for Social Studies (NCSS) Annual Conference. Stresses that social studies offers students a place to discuss social-environmental problems the culture is suffering from and gives teachers a chance to promote values inherent in a more humane world. Descriptors: Cultural Context, Elementary Secondary Education, Futures (of Society), Human Dignity

Gaye, Pape Amadou (1980). Practical Course in Wolof: An Audio-Aural Approach. This text is aimed at those interested in learning the Wolof language, the most widely used language in Senegal, spoken by more than 80% of the Senegalese and Gambian people. This manual can be best used under the following conditions: (1) the instructor is Wolof born or speaks the language fluently, (2) the course is taught in intensive or semi-intensive sessions (a minimum of 3 hours per day), (3) the audio-aural method of teaching is used (with exclusive use of Wolof in the classroom), and (4) the class is small with a maximum of seven students. This manual can also be used by those who would like to learn Wolof individually or with the help of an informant or tutor. The chapters are organized in "themes" which allows students who already have some knowledge of the language to skip chapters and go directly to the lessons they are interested in. A typical chapter includes an introduction of new material, presentation of dialogue, grammar, cultural information, written exercises, and vocabulary words. A Wolof-English glossary of 2,500 words is appended.   [More]  Descriptors: African Languages, Audiolingual Methods, Autoinstructional Aids, Cultural Education

Peace Corps, Washington, DC. (1962). Nepali Supplements. This volume is intended as a supplement to Nepali language instruction. It contains songs, numerals, dialogues in Devanagari script, a Nepali-English, English-Nepali glossary, and an English-Nepali surveyor technical glossary.   [More]  Descriptors: Glossaries, Indo European Languages, Instructional Materials, Language Instruction

Chilcoat, George W. (1985). The Images of Vietnam: A Popular Music Approach, Social Education. In this activity for secondary social studies students both rock and country-western music are used to analyze the different views held about the Vietnam War for nearly a decade. Specific songs are suggested. Descriptors: Discographies, Learning Activities, Music, Peace

Thayer, James E.; Maraby, Julien (1966). Sara Intermediate Course. This volume consists of an intermediate course in Sara, a language of the Chad Republic of Africa. It is designed for native speakers of English and includes forty reading selections in Sara and an English translation of each selection. The readings are followed by a corresponding set of dialogues in Sara, accompanied by an English translation. These dialogues are provided for practice in conversation. Readings and dialogues are on topics relevant to the culture of Chad.   [More]  Descriptors: Adult Education, African Languages, Audiolingual Methods, Audiolingual Skills

Kassera, Wayne (1989). Culture and Conflict, Journal of Humanistic Education and Development. Suggests that one's worldview determines perception of conflict and that internal locus of control would be more meaningful in terms of conflict resolution. Sees personal boundaries as context for conflicts and as individual constructions of cultural expectations. Develops transformative model in which individual transformations, especially in relation to arbitrary boundary setting, become focus of awareness. Descriptors: Conflict, Conflict Resolution, Cultural Differences, Individualism

Peace Corps, Washington, DC. (1962). Lessons in Ponapean. This volume contains 35 beginning Ponapean lessons for native English speakers. Each lesson consists of a dialogue structured around an aspect of Ponapean grammar and substitution exercises designed for drill. Vocabulary is introduced in the substitution exercises.   [More]  Descriptors: Adult Education, Audiolingual Methods, Audiolingual Skills, Grammar

Reynolds, Joan (2002). Thich Nhat Hanh As Adult Educator. Thich Nhat Hanh, a 76-year-old Buddhist monk of the Vietnamese meditation school, exemplifies mindfulness in his daily life and teaches these principles around the world. Preferring to be called "Thay" which means teacher, he has written over 75 books on such subjects as mindfulness in daily living and its relation to social action. His teachings can be identified with "engaged Buddhism," which emphasizes the importance of community, yet points out that one need not look outside oneself for love because loving oneself with proper care and understanding is loving the world. Mindfulness is the energy of being aware and awake to the present moment throughout the day. It can be practiced in the kitchen, bathroom, one's room, and on the walking path. Thay believes America's disregard for daily living has contributed to violence in the world and explains that its foreign policy and Americans' personal relationships disallow the deep listening needed to understand the suffering and issues of people in other nations. Adult educators such as Freire and Boal wish to transform fear and oppression into empowerment and understanding. Adult educators also agree with Thay that learning is alive and well within each person, each community, each culture; equality is in one's mind; dialogue is necessary; adult educators must be aware of the culture, customs, and very being of their students; and balance is valued. (Contains 19 references.)   [More]  Descriptors: Adult Education, Adult Educators, Buddhism, Cross Cultural Studies

Beinstein, Judith; And Others (1962). Conversational Telugu. The purpose of this text is to develop elementary conversational skills in Telugu. The language materials consist of four types of language learning activities. The first, and most predominant, is the unit microwave cycle. These cycles divide the learning process into two basic phases, the first of which involves mimicry, memorization, and manipulation. The second phase involves the conversational application of the first phase. The second type of learning activity consists of various kinds of drill exercises: substitution, repetition, transformation, conversation and question-and-answer drills. The third type of learning activity is analysis of the language. Simplified explanations are given of structural items in previous lessons. The fourth type of learning activity involves task-oriented situations, model village and slide exercises, and role plays, to help the student gradually become accustomed to combinations of sounds and phrases. The text is divided into five sections, each consisting of cycles, drills and grammar notes that concentrate on a limited number of sentence patterns and structural items. Suggested supplements follow each section. Effective use of the materials presupposes the use of language props to teach vocabulary. In addition, the units are designed to be used as a basis for conversation between student and instructor and between students.   [More]  Descriptors: Adult Education, Communicative Competence (Languages), Conversational Language Courses, Dravidian Languages

McKay, Bidge (1971). Training for Nonviolent Action for High School Students: A Handbook. The handbook for secondary students advocates nonviolent action, not passivity nor retaliation toward injustices. Emphasis is upon helping students to understand nonviolent action; to be familiar with training information on courses, time requirements, problems, costs, and procedures; and to deal with direct objectives toward peaceful social action. To stimulate thinking, the major portion of the handbook is in the form of questions of interest to students and teachers, and responses which were written by people previously involved in direct non-violent action. Resources and a bibliography for those interested in training for non-violent action are included. An appendix contains a model for fifteen hour weekend course, a list to check before acting, ideas for integrating social change into the curriculum, a copy of an official Selective Service memorandum, a bibliography of films, and ideas on street theater.   [More]  Descriptors: Activism, Civil Disobedience, Conflict Resolution, Dissent

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