Bibliography: Peace Education (page 249 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 Maria F. Bruno, Intercom, Thomas Trout, Faye H. Wampler, Maura Juffkins, David Barrs, Diane Shatles, Scientific and Cultural Organization United Nations Educational, A. W. DePorte, and Sam Totten.

Molnar, Alex (1992). Too Many Kids Are Getting Killed, Educational Leadership. For too many children, our society is a fearful wasteland that mocks adult pieties and nurtures nihilism. The threat of violence cannot be dispelled with metal detectors, weapons checks, and secured hallways. Educators must adopt classroom practices that promote and strengthen peaceful relations among students and become more effective advocates for children and their families. Descriptors: Affluent Youth, Child Advocacy, Educational Practices, Elementary Secondary Education

Wampler, Faye H.; Hess, Susan A. (1990). Conflict Mediation for a New Generation: Training Manual for Educators. This manual is designed to assist the school and trainers in preparing students to become peer mediators. The program seeks to find peaceful solutions to problems, and recognizes that conflict is a natural process and that students can solve their own problem and are responsible people. The format puts introductory and program startup materials first. Following are the schedules and activities for elementary, middle, and high school levels. Some activities are used at all three levels. When an exercise is used at more than one level, it has been put in the elementary section. The page number for the exercise is given in subsequent sections. Objectives for this manual include: (1) to serve as a supplement to the conflict mediation workshop, which is largely experimental; (2) to provide educators with training materials to use with students in implementing a peer mediation program; and (3) to serve as a resource for educators who wish to teach students conflict resolution skills within a particular curriculum. Descriptors: Arbitration, Conflict Resolution, Cooperation, Decision Making

Intercom (1971). Roundup. A brief review of the world affairs field and what Americans are thinking, writing, and doing about them. Many items are appropriate for teacher and classroom use. Descriptors: Disarmament, Economic Development, Geographic Regions, International Education

Altfeld, Michael F. (1985). Who, Or What, Is the Real Enemy?, Georgia Social Science Journal. Discussed here are two schools of thought on how best to avoid nuclear war, i.e., that of (1) the Mutual Assured Destroyers who believe that the real enemy is the arms race itself, and (2) the Classical Strategists who believe that the real enemy is the Soviet Union. Descriptors: Disarmament, Elementary Secondary Education, Foreign Policy, International Relations

Goldstein, Steven M.; Mathews, Jay (1985). Sino-American Relations after Normalization: Toward the Second Decade. Foreign Policy Association Headline Series, No. 276. One in a series of booklets whose purpose is to stimulate greater interest in and more effective understanding of world affairs among American citizens, this six-chapter booklet traces the development toward improved relations between China and the United States. The chapters include: "Toward a New Consensus: 1978-1986"; "Strategic Triangle: The Impact of Sino-Soviet Relations"; "The Taiwan Issue"; "Economic Relations"; "China's Reform Process"; and "The Future of the Relationship." The "Talking It Over" section offers questions for students and discussion groups. A suggested reading list for classroom or community use concludes the booklet. Descriptors: Foreign Diplomats, Foreign Policy, International Education, International Relations

Mayton, Daniel M., II; Palmer, B. James (1996). The Measurement of Nonviolence. This paper reviews the assessment measures developed to recognize nonviolent dispositions. Based on computer searches of the Psychological Abstracts (PsychLit) database, the document identifies the best measures for assessing nonviolence such as: (1) The Nonviolence Test developed by Kool and Sen (1984); (2) the Gandhian Personality Scale developed by Hasan and Khan (1983); and (3) the pacifism scales developed by Elliott (1980). Each assessment measure possesses certain limitations and/or is only appropriate for adults. The review concludes with recommendations for the development of new instruments for use with children and adolescents which incorporate the philosophy of Gandhi and current theory of aggressive behavior. (Contains 17 references.)   [More]  Descriptors: Aggression, Altruism, Antisocial Behavior, Attitude Measures

DePorte, A. W. (1984). The Atlantic Alliance at 35. Foreign Policy Association Headline Series, No. 268. One in a series of booklets whose purpose is to stimulate greater and more effective understanding of world affairs among Americans, this six-chapter report examines the North Atlantic Treaty Organization's (NATO) first 35 years and probes the extent to which the alliance can find common ground on the perennial issues of military doctrine, burden-sharing, global strategy, and international economics. "The Balance Sheet" outlines NATO's development. "The Security of the North Atlantic Area" looks at technology and nuclear strategies. "Grand Strategy?" identifies the areas in dealing with the Soviet threat. "The Third World" examines NATO responses outside its scope. "Economic Relations" looks at the severe economic problems of NATO. "The Future" considers the alliance's future.  The "Talking It Over" section offers questions for students and discussion groups. The report includes maps, charts, and suggested readings. Descriptors: Decision Making, European History, Foreign Policy, Instructional Materials

Shatles, Diane (1992). Infusing Peaceful Heroes into the Communication Arts Curriculum. This four-part paper presents aspects of a curriculum developed to counter the violent image of heroes in the media by presenting children with role models of men and women who are peacemakers. The paper's first section presents an overview and rationale of the program, stating that: (1) it is an infusion curriculum (not requiring additional teaching time) for literature-based, whole language reading programs; (2) it is adaptable for any grade level, and is interdisciplinary and multicultural; and (3) its main objectives include having students expand their definitions of peaceful heroes, write about heroes they have encountered, read about peaceful heroes, and write original hero stories in cooperative groups. The paper's second section presents teaching strategies for the curriculum, while the third section presents news articles featuring modern heroes. The fourth section is a 25-item selected bibliography of picture books depicting characters who possess the qualities of peaceful heroes. Samples of student writing and a semantic web are included. Descriptors: Class Activities, Curriculum Development, Elementary Secondary Education, English Curriculum

Barrs, David, Ed.; Juffkins, Maura, Ed. (1995). Secondary School Kit on the United Nations. This kit for 14-16 year-olds introduces high school students to the work of the United Nations (UN). The materials explain the global issues and concerns the UN addresses. Relevant information about the UN and its work is included in each unit, but these must be examined, taught, and understood within the context of the larger issues and ideals. The kit presents the UN, its history, and basic principles; then it delves into the UN's work of conflict prevention and resolution, human rights, and sustainable development. Five Backgrounders at the beginning of the kit introduce the UN to the teacher. Resource Points at the end of the kit provide additional reference and support materials. Each unit is divided into a main text, a UN Factfile, and activities. While the main text presents the subject and theme, the activities are the focal points of the units, encouraging critical and creative thinking, participation, and reflection on one's own attitudes and behaviors. There are 23 units in this kit with teaching points tied to the context of the UN. The units are intended to be interdisciplinary. Descriptors: Foreign Countries, Global Education, High Schools, Instructional Materials

Trout, Thomas (1989). The Educational Challenge of Gorbachev's "Perestroika": What Do We Know? What Can We Teach?, Educational Leadership. Mikhail Gorbachev's "glasnost" seeks to transform a large, multiethnic nation ruled for decades by an aging, entrenched, and stagnant bureaucracy. Educators will be challenged to provide students with accurate, objective information about the Soviet Union and to emphasize U.S.-U.S.S.R. similarities without minimizing differences. Includes a 20-item resource list. Descriptors: Controversial Issues (Course Content), Curriculum Development, Elementary Secondary Education, Foreign Countries

Melanson, Richard A. (1990). A New Foreign Policy Consensus?, Perspectives on Political Science. Discusses the achievements of Reagan's foreign policy. Explores the question: Did Reagan reconstruct a domestic foreign policy consensus? Concludes that no consensus was reached. Analyzes Reagan's political beliefs, including his antinuclear sentiments, and examines relations between Reagan and Congress. Descriptors: Foreign Policy, Higher Education, International Relations, International Studies

Salam, Abdus (1980). From Toledo to Trieste–Renewing Our Commitment, Bulletin of the Atomic Scientists. Briefly reviews past endeavors at achieving international communication among scientists. Describes present accomplishments of the International Centre for Theoretical Physics. Makes appeals for scientific and technological development to the development countries, to the international community, and to representations of the OPEC countries. Descriptors: Foreign Countries, Global Approach, Peace, Physics

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific. (1987). Strategies of Action for Strengthening the Associated Schools Project in the Asia-Pacific Region. Final Report of a Regional Meeting to Formulate Strategies of Action for National Co-ordinators of Unesco Associated Schools Project (Bangkok, Thailand, December 16-22, 1986). Results of a regional meeting to assess the current situation of the Associated Schools Project and to develop strategies of action at the national level are presented in this report. Twelve observers from China and Thailand and 16 representatives from 10 countries participated in the meeting. Participating countries included Australia, Bangladesh, China, India, Indonesia, Japan, Pakistan, Philippines, Republic of Korea, and Thailand. Contents include an overview of the educational situations in the individual countries, and a discussion of problem areas and action strategies. The four problem areas include: (1) selection, distribution, and expansion of associated schools; (2) implementation of an educational program for international understanding; (3) activities beyond the immediate school scope; and (4) maintenance of program vigor. Appendices include meeting agenda, reports, and activities. Descriptors: Community Support, Elementary Secondary Education, Foreign Countries, International Cooperation

Bruno, Maria F. (1992). Madonnas, Whores, and the Persian Gulf War, Feminist Teacher. Discusses reactions and attitudes of students in a women's studies course during the Gulf War. Contends that the imagery of war as a sexual, phallic event was a major topic of class discussion. Presents excerpts from teacher and student conversations. Descriptors: Discussion, Females, Feminism, Foreign Countries

Totten, Sam (1982). Activist Educators, Teachers College Record. This article summarizes educational activities of various sorts undertaken by antinuclear groups across the nation. Activists were interviewed to determine their motivations, aims, and hopes, and the work of scientific and medical activist groups, the nuclear freeze movement, religious groups, and educational organizations is noted.   [More]  Descriptors: Activism, Disarmament, Educational Strategies, Nonschool Educational Programs

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