Bibliography: Peace Education (page 243 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 Peter Briggs, Connie Phillips, Carol Miller Lieber, Maurice Gibbons, Maureen Newman, Bettina Hansel, Teresa Murtagh, Jean O'Sullivan, Delia Goetz, and Harlan Cleveland.

Longino, Charles F. (1973). Draft Lottery Numbers and Student Opposition to War, Sociology of Education. In a panel study of draft eligible male undergraduates, the impact of the first draft lottery upon student political attitudes is examined to test if students drawing low numbers would have increased opposition to war. Evidence was found to be weak.   [More]  Descriptors: Attitude Change, Beliefs, Dissent, Higher Education

Nattiv, Amalya; And Others (1989). Conflict Resolution and Interpersonal Skill Building through the Use of Cooperative Learning, Journal of Humanistic Education and Development. Challenges inhibiting forms of individualistic competition and presents use of cooperative learning as an effective method for conflict resolution and interpersonal skill building. Sees cooperative approach for classroom use as both developmental and ongoing. Descriptors: Classroom Techniques, Conflict Resolution, Cooperative Learning, Elementary Secondary Education

Peterson, Dennis M.; Briggs, Peter; Dreasher, Luiza; Horner, David D.; Nelson, Trevor (1999). Contributions of International Students and Programs to Campus Diversity, New Directions for Student Services. The authors describe the contributions of international students in helping create a diverse and multicultural campus. They argue that these students are one of the most important resources for internationalizing college and university campuses as well as the profession of student affairs. Intercultural learning could be a beacon, illuminating a world of cultural differences and a common global humanity, building blocks for a just and peaceful world. Descriptors: Cultural Pluralism, Diversity (Student), Educational Environment, Global Approach

Booth, Elizabeth Mills (2000). Promoting Powerful People: A Process for Change. Revised. This training manual outlines a process for change that trainers in nutrition, community development, and other sectors can use to teach volunteers to help people in developing areas help themselves. Four series of training sessions are organized around the following four steps for effecting change: (1) listen and observe (learn what local community members do in their daily lives and identify their needs); (2) discuss and decide (use the information gathered in step 1 to select a target group and determine what the group members wish to change and what actions they will take to work toward those changes); (3) try something (develop and use various communication channels to try locally developed activities that promote and support the actions required to effect change); and (4) assess the results of the community's work by returning to step 1. Section 1 details the proposed change process and explains how to use the manual. Sections 2-5 are each devoted to one of the four steps. Together, Sections 2-5 present plans for 30 training sessions. Each session plan includes an overview, objectives, a list of materials, vocabulary words, specific guidelines for conducting the session learning activities, and trainer's notes. Group dynamics exercises are appended. (Contains 14 references.) Descriptors: Adult Education, Adult Learning, Change Agents, Change Strategies

Judson, Stephanie, Comp. (1977). A Manual on Nonviolence and Children. This manual on teaching children non-violent attitudes and the skills for non-violent conflict resolution suggests teaching activities and methods, describes classrooms in which these methods have been employed, and explains the underlying theory of conflict resolution. The first part of the manual, an outgrowth of the Friends' Nonviolence and Children Program, presents the theory (based on reevaluation counseling) and suggests teaching methods in terms of (1) the affirmation of self and others, (2) sharing information and experiences, (3) conflict resolution, and (4) problem-solving approaches. The second part gives actual examples and personal accounts of how the theory has been used in several schools and discusses additional procedures for creating a non-violent atmosphere: meeting facilitation, staffings, and parent support groups. The manual concludes with a bibliography of appropriate children's books and descriptions of cooperative games are included. Descriptors: Attitude Change, Books, Children, Childrens Games

Mertz, Gayle; Lieber, Carol Miller (2001). Conflict in Context: Understanding Local to Global Security. This multidisciplinary guide provides middle and high school teachers and students with inquiry-based tools to support their exploration of emerging local, national, international, and transboundary security issues. Students are introduced to critical thinking, problem solving, and peacemaking strategies that will help them better understand current and historical events and the connections between the two vantage points. The guide helps them learn to critically analyze the data and perspectives presented to them and draw their own conclusions. It aids them in developing a range of skills, including research, mapping, dialogue, debate, role playing, creative writing, and informed analysis. The guide follows a traditional social studies format in which students are encouraged to work independently and collaboratively to explore the complexities of security. Numerous case studies, based on actual international issues, are provided. There are more than 40 lessons presented in five chapters: (1) "Introduction to Conflict in Context"; (2) "Exploring the Basic Concepts"; (3) "Personal and Community Perspectives"; (4) "National Perspectives"; and (5) "International and Global Perspectives." Three appendixes present teacher background material, a glossary, and handouts. Descriptors: Conflict Resolution, Consciousness Raising, Critical Thinking, Global Approach

Berman, Shelley (1983). A Break in the Silence: Raising Nuclear Issues in the Schools, Social Education. To educate students about nuclear war, Educators for Social Responsibility sponsored a "Day of Dialogue" in schools October 25, 1982. What some teachers did in their classrooms on this day is described. Also discussed is what social studies courses need to do to help students become peacemakers. Descriptors: Educational History, Educational Needs, Educational Objectives, Elementary Secondary Education

Cleveland, Harlan (1986). The World We're Preparing Our Schoolchildren For, Social Education. Reviews world conditions which support the development of a new, global "manifest destiny" for the United States. Lists five major threats to international security, in addition to positive signs of cooperation. Concludes with seven "attitudinal learnings" for American students, and are the hallmarks of future global leaders. Descriptors: Citizenship Education, Elementary Secondary Education, Global Approach, International Relations

French, Dan; Phillips, Connie (1983). Crossroads: Quality of Life in a Nuclear World. A High School Science Curriculum. One of a set of high school curricula on nuclear issues, this 10-day science unit helps students understand the interrelationship between the economy, the arms race, military spending, and the threat of nuclear war. Through activities such as role playing, discussion, brainstorming, and problem solving, students develop their ability to evaluate issues and information in order to make educated decisions. Topics covered in the 10 lessons are: the background of nuclear weapons; individual and current world conflicts; weapons; the biological and ecological effects of a nuclear explosion; Hiroshima; radiation; civil defense; nuclear proliferation; perceptions of national security, resources, and a healthy economy; and military spending. In a culminating activity, students are encouraged to express their feelings and explore ways they can affect society. Each lesson includes a plan sheet, readings, student activities, and a homework assignment. Additional materials include an evaluation form; bibliography; and lists of informational, instructional, and audiovisual materials. Descriptors: Biology, Budgets, Civil Defense, Conflict Resolution

Gibbons, Maurice; Newman, Maureen (1986). Creating a Curriculum for a Global Future, Educational Leadership. Describes the Universal Curriculum, a program designed to prepare students to make constructive contributions to their communities and to actively pursue solutions to global problems. The program helps students deal with major issues confronting humankind and work on making the world a better place in which to live. Descriptors: Elementary Secondary Education, Global Approach, Peace, World Affairs

Potter, Jana (1994). Teaching in the Whole Garden. Noting the importance of agriculture in a developing nation, this manual provides primary school teachers with ideas for lessons and activities that can be taught in the school garden setting to improve students' application of skills acquired in class. The guide provides examples of specific lesson plans in science, math, social studies, and English language. It includes lessons for three terms adapted to crops viable for each of those seasons. It covers planning, site selection, soil science, planting and cultivation, harvesting, preserving, and marketing. The first part of the guide presents six class syllabi, including main ideas, specific topics and related activities for each class stage. Activities include finding examples of specific plants in the village or at the market, learning about tools, and experimenting with growing conditions. The second part of the guide offers guidelines for planning and developing the curriculum and discipline for teaching in the garden. The third part includes several sample lesson plans with illustrations. A glossary of words frequently used in gardening is provided.   [More]  Descriptors: Agricultural Skills, Curriculum Design, Developing Nations, Elementary Education

Murtagh, Teresa, Ed.; O'Sullivan, Jean, Ed. (1998). The Quiet Peacemakers. A Tribute to Teachers. This booklet, which is available in English, French, and Spanish, presents articles by eight individuals from around the world which demonstrate how teachers worldwide are finding ways to show children how to respect those who are different from themselves. The teachers' mission is to provide children with the means to overcome centuries-old tensions. After an introduction, the articles are as follows: "Lessons in Dialogue" (Olwin Frost, Northern Ireland); "Lessons in Love" (M. Therese Ranee, A.C., Sri Lanka); "Lessons in Citizenship" (Pascal Diard, France); "Lessons in Resistance" (Zohra T., Algeria); "Lessons in Solidarity" (Teresa Gangemi, Italy); "Lessons in Reconciliation" (Marie-Laetitia Kayirerwa, Burundi); "Lessons in Understanding" (Azijada Borovac, Bosnia and Herzegovina); and "Lessons in Responsibility" (Avi Black, United States).   [More]  Descriptors: Consciousness Raising, Cultural Awareness, Diversity (Student), Elementary Secondary Education

Enloe, Walter; Cogan, John (1985). The Hiroshima Experience: Two Reflections, Social Education. The bombing of Hiroshima changed forever the concept of conflict and warfare in the human family. Two Americans, one having grown up in Hiroshima and the other having spent one year in the city as a Fullbright research scholar, reflect on the Hiroshima experience. Descriptors: Conflict, Disarmament, Elementary Secondary Education, Futures (of Society)

Goetz, Delia (1949). World Understanding Begins with Children. Bulletin, 1949, No. 17, Office of Education, Federal Security Agency. A major challenge to those concerned with the guidance and training of children today is to prepare them to take their places in a world in which they will be brought into increasingly closer relationship with the peoples of other lands. More and more we are stressing the need for developing better understanding of the people to whom we are so closely drawn in time. And more and more we are coming to realize that the foundation for this understanding must be laid in childhood. It is essential that we give children experiences which will help them to become good citizens of the world. Properly developed, a study of people of other lands and other cultures should enrich children's lives and make them more appreciative of their own community as well as of the rest of the world. It should help them think clearly and judge fairly. This bulletin suggests many sources of material suitable for elementary schools and ways to use the materials, enabling teachers to interest students in other peoples and cultures. (Contains 1 footnote.) [Best copy available has been provided.] Descriptors: Consciousness Raising, Elementary Schools, Cultural Pluralism, Teaching Methods

Hansel, Bettina (1988). Developing an International Perspective in Youth Through Exchange Programs, Education and Urban Society. Individualism in American culture makes students ignorant of world issues. Educators must change the students' intercultural perspectives. ASF intercultural programs offer youth an opportunity to live in another culture. The results include the following: (1) better appreciation of foreign culture; (2) ability in a foreign language; (3) more critical thinking; and (4) a lessening of materialism. Descriptors: Cultural Differences, Culture Conflict, Elementary Secondary Education, Foreign Culture

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