Bibliography: Peace Education (page 253 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 Ken Osborne, Robert North, Whiton S. Paine, Pomfret Topsfield Foundation, Fred Smoller, Susan Alexander, Laurie J. Sears, History and Social Science Teacher, Lynn Adamson, and Mary Anne Buchowski-Monnin.

Herman, Paul F., Jr. (1984). Detente: A Role for U.S.-Soviet Exchanges?. The contribution of international exchanges (e.g., cultural activities, tourism, student exchange) to detente enhancement is assessed. International exchanges have a capacity for engendering trust and for providing cultural, political, and economic benefit, two characteristics of policy acts which tend to enhance detente. A comparison of four very cooperative years in the U.S.-Soviet relationship (1969, 1972, 1973, and 1974) shows high levels of cultural exchange accompanying a favorable bilateral political climate. An examination of the two-year periods of time preceding periods of incipient detente (1963, 1967, 1970, and 1974) shows that many times, but not always, mounting levels of exchange activity do precede times of earnest Soviet-American political accommodation. This analysis does not imply that exchanges cause detente, but that they do most likely facilitate it. However, detente-relevant interactions, including exchanges, are not functional to the end of promoting detente when launched singularly, but must be part of a purposive package. This is not to say that there would be no benefits from exchange activity in the midst of a tense bilateral climate, only that they would be on a personal or academic level. Descriptors: Comparative Analysis, Conflict, Cultural Exchange, Elementary Secondary Education

Paine, Whiton S.; And Others (1974). An Evaluation of Undergraduate, Problem-Oriented Interdisciplinary Courses in International Studies. Final Report. A program developed by the Center for International Studies (CIS) at Cornell, focusing on world-based, political problems was evaluated for the ongoing improvement of the program. Of particular interest was whether the program was meeting its characterized goals of interdisciplinary content, problem orientation, and team teaching at the introductory level for undergraduates. The "Context-Input-Process-Product" evaluation model chosen to assess the program relied on data collected from student questionnaires and ratings, course and program documents, grading data, interviews with faculty, and observations of course activities. The results of the evaluation presented descriptively, begin with a history of CIS and the development of the program. A description of the character of the courses, then, indicates a change in the focus of the program as it progressed. The six courses are now more aptly characterized as being specialized, advanced, international studies courses. Suggestions for continuation of the program take these changes into consideration. A bibliography and appendixes containing data collected and important aspects of each course complete the report.   [More]  Descriptors: Concept Teaching, Developing Nations, European History, Group Unity

North, Robert (1969). Violence: Interpersonal, Intergroup, and International. With Comments. This paper takes a holistic view of the conditions and causes of conflict and violence. Beginning with an analysis of interaction and conflict between individuals, the author proceeds to examine its occurrence on the group, organization, and nation-state level. He points out that since all human interaction involves some conflict, we should consider alternative modes for conflict management. Several uni-causes have at times been put forth for war–including biological instinct, a form of psychotic behavior, etc. The line of argument taken here is that national leaders will always try to move their nation in directions which reduce whatever discrepancies they perceive between the state of affairs they believe they are living in, and the state of affairs they prefer. Based on this analysis, the general dynamics of conflict and violence between nations of varying levels of power are examined. The author points out that because of these dynamics, warfare is almost inseparable from the nation state (and empire) system as it has existed with the exception of a few countries such as Sweden, who have chosen to play world politics in a different way. Comments on Prof. North's presentation by Irving Janis and Thomas Milburn accompany the document. Related documents are SO 001 259 through SO 001 267.   [More]  Descriptors: Conflict, Conflict Resolution, Decision Making, Human Relations

Kreidler, William J.; Furlong, Lisa (1995). Adventures in Peacemaking: A Conflict Resolution Activity Guide for School-Age Programs. This guide includes hundreds of hands-on, engaging activities designed to meet the unique needs of after-school programs, camps, and recreation centers. The activities teach the skills of creative conflict resolution to school-age children through games, cooperative team challenges, drama, crafts, music, and cooking. It includes easy-to-implement strategies and tips for providers to both reduce conflict in their programs and intervene effectively when conflict does occur. The 10 chapters include: (1) "Introduction"; (2) "Handling Conflict in the Peaceable Program"; (3) "Clubs, Clusters, Themes, and Projects"; (4) "Making Activities Adventuresome"; (5) "Cooperation" (cooperative skill building; getting acquainted and team building; cooperative games; and cooperative challenges and group problem solving); (6) "Communication" (communication skill building; observation, memory, and point of view; exploring communication; and listening and speaking activities); (7) "Expressing Feelings" (emotional skill building; group trust and emotional safety; expanding feeling vocabularies; and expressing and managing anger); (8) "Appreciating Diversity" (skill building; looking at differences and similarities; exploring other cultures; and understanding stereotyping, prejudice, and discrimination); (9) "Conflict Resolution" (skill building; exploring conflict and conflict resolution; practicing conflict resolution; and peer mediation training); and (10) "Peacing It All Together." (Contains 14 references.) Descriptors: After School Programs, Anger, Conflict Resolution, Cultural Awareness

Thorsen-Spano, Lisa (1996). A School Conflict Resolution Program: Relationships among Teacher Attitude, Program Implementation, and Job Satisfaction, School Counselor. Discusses the need for efficient ways to handle school conflict issues so they do not disrupt the learning environment or lead to a decrease in teacher job satisfaction. Presents findings of a study examining elementary school teachers' attitudes toward conflict resolution, their implementation of conflict resolution programs, their job satisfaction, and relationships among these factors. Descriptors: Antisocial Behavior, Arbitration, Conflict, Conflict Resolution

Department of Justice, Washington, DC. (1949). Fourth National Conference on Citizenship. The proceedings contain the papers given and digests of group topics discussed at the 1949 National Conference on Citizenship held in New York. An introduction by the chairman of the conference committee identified the conference theme as "Responsible American Citizens" and noted that discussion would center on citizens in politics, in the world, and in their communities. Opening speeches focused on issues such as responsible roles in national, state, and local politics, good government, and common problems that beset political organizations on all levels. Speeches with a global approach have the following titles: "Today's Challenging Opportunity,""Our Job in the World Today,""Enriching America," and "What Should We Do about the Communist Threat in Asia?" Concluding speeches explored the role of the public schools in developing American citizens and described municipal political experiences in Cincinnati, (Ohio), Richmond, (Virginia), and Brunswick, (Maine). Speakers included the mayor of New York, educators, senators from Vermont and Minnesota, government officials, media representatives and spokespersons from citizens groups such as the League of Women Voters and chambers of commerce, Thumbnail reports summarize information presented in each of the major topic areas.   [More]  Descriptors: American Culture, Citizen Participation, Citizenship, Citizenship Responsibility

Clemens, Sydney Gurewitz (1988). A Dr. Martin Luther King, Jr. Curriculum: Playing the Dream, Young Children. Discusses curriculum for young children centered around the beliefs and teachings of Dr. Martin Luther King, Jr. His works are interpreted in a human rights context in which children find their voice in the peaceable resolution of everyday conflicts. Describes the Child of the Day program. Descriptors: Conflict Resolution, Early Childhood Education, Educational Environment, Ethnic Relations

Sears, Laurie J. (1991). Authoritative Voices and the Vietnam Experience: Teaching about Vietnam during the Gulf War, Journal of Urban and Cultural Studies. Experiences of a college teacher teaching a course on the Vietnam War during the Persian Gulf Crisis illustrate the impact that teaching history can have on the consciousness of students. Respect for other cultures and other races are essential before students can stop glorifying war. Descriptors: Attitude Change, College Faculty, Cultural Awareness, Higher Education

Topsfield Foundation, Pomfret, CT. Study Circles Resource Center. (1991). Crisis in the Gulf: A Study Circle on America's Choices. This document consists of a packet of materials published in December 1990 and designed to assist citizens in forming study circles to discuss the crisis in the Persian Gulf. The resources are designed to be nonpartisan, fair, and balanced, and try to make the strongest possible case for four different options, reflecting a broad range of viewpoints on the crisis in the Gulf. The materials included are: an introductory letter; notes to organizers: a framework for discussion; the options; perspectives on the options; suggestions for participants; suggestions for leading a study circle in general; and suggestions for leading "Crisis in the Gulf" in particular. Descriptors: Adult Education, Citizen Participation, Citizenship Education, Citizenship Responsibility

Smoller, Fred (1989). The Stage as a Classroom, Political Science Teacher. Views the stage as effective in teaching critical thinking, writing, research, computer and verbal communication skills. Uses historically accurate testimony from the court martial of Lt. William Calley to demonstrate the nature of warfare and United States involvement in Vietnam. Classes dramatize the moral and ethical judgments that are made. Descriptors: Creative Dramatics, Creative Writing, Critical Thinking, Ethics

Adamson, Lynn; Buchowski-Monnin, Mary Anne (1985). Children's Creative Response to Conflict, History and Social Science Teacher. The Children's Creative Response to Conflict Program conducts workshops that help participants deal with conflict situations. During the workshop sessions participants are introduced to the three themes of cooperation, communication, and affirmation. These are the foundations on which successful conflict resolution is built. Descriptors: Class Activities, Communication Skills, Conflict Resolution, Cooperation

Totten, Sam; Alexander, Susan (1985). Annotated Bibliographies, Georgia Social Science Journal. Intended for elementary, secondary, and college teachers, this listing cites print materials dealing with nuclear warfare. Included are nonfiction, fiction, journals, newsletters, curriculum materials, and organizations. Descriptors: Annotated Bibliographies, Books, Disarmament, Elementary Secondary Education

History and Social Science Teacher (1985). The Thursday Night Group. A Los Angeles based grassroots organization, the Thursday Night Group, promotes the vision that the world can be different and that we all–adults and children–can do something to find solutions to the nuclear threat. How the group serves as a resource to elementary and secondary schools is described. Descriptors: Community Programs, Community Resources, Disarmament, Elementary Secondary Education

CHAMPS Peer Leadership, Inc., Scottsdale, AZ. (1995). Conflict & Gang Violence Prevention Using Peer Leadership: Training Manual for CHAMPS. Conflict and violence on the part of adolescents and pre-adolescents has been a growing problem. Young people will respond to an "anti-gang message" if that message is delivered from their peer group. This manual describes a peer approach to impact young people about productive ways to handle conflict. Older students are trained to operate puppets and present age appropriate pre-recorded lessons to K-3 students. Younger students respond well and listen to the older students. At the 4th through 6th grade level, peer led activities are provided to use within the classroom. Students take turn leading activities, becoming "part of the solution" rather than "part of the problem." This manual covers the program through the following chapters: (1) The program: An introduction; (2) The kit: What you have and how to use it; (3) The need: Elementary conflict, gang & violence prevention is a must; (4) The puppeteers: Selection, training and techniques; (5) The method: K-3 puppet scripts and activities and the 4-6 peer led activities; (6) The facts: Conflict, gang & violence information for you, your staff and your parents; and (7) The results: How to evaluate the program and your students.   [More]  Descriptors: Anger, Conflict Resolution, Crime Prevention, Delinquency Prevention

Osborne, Ken, Ed. (1995). Teaching about the United Nations, Manitoba Social Science Teacher. This theme issue focuses on the 50th anniversary of the founding of the United Nations. Articles deal with aspects of the United Nations and include suggestions for teaching about the United Nations and using various teaching materials. Articles in this issue include: (1) "Celebrating United Nations Day" (Ken Osborne); (2) "Educating for World Citizenship" (Douglas Roche); (3) "A United Nations Unit Outline" (Ken Osborne); (4) "Canadian Reference Guide to the United Nations: A Study Guide" (Lloyd Nelson; Tony Rice); and (5) "The United Nations Charter: Notes and Comments" (Ken Osborne).   [More]  Descriptors: Cooperation, Elementary Secondary Education, Foreign Countries, Foreign Policy

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