Prevention of war is recommended as an integral part of public school social studies curricula in spite of objections from educators that it may diminish patriotism and further dissent, or other equally irrational responses. (JB)

This case study provides perspectives on the War in Iraq with information collected from Sabah, Malaysia, educators. The author has analyzed input from Sabahan teachers regarding their discussions of United States-led war efforts in Iraq. The implications for discourse in Sabahan classrooms are described. The author then argues that Sabahan…

Discusses competing conceptions of culture and prescriptions for education concerning war and peace. Reviews following books: London's "Armageddon in the Classroom: An Examination of Nuclear Education"; Reardon's "Comprehensive Peace Education: Education for Global Responsibility"; Reardon's "Education for Global…

Institutionalized political violence underlies world problems such as war, genocide, dictatorship, and social oppression. Alternatives to political violence should be evaluated to determine their applicability. Educational institutions can contribute through research and through educational activities ranging from public awareness campaigns to…

The Milwaukee (Wisconsin) public school system is the first public school system in the United States to offer a peace studies program to all elementary and secondary students. The program, including the planning and development process, is described. (RM)

An outline and related bibliography for a world peace course is presented in this paper. Designed for the college student, the course encompasses an interdisciplinary approach focusing primarily on the philosophical and the psychological aspects of the problems of peace. In this paper, the author also reflects on his involvement in the development…

In February 1971, the Center for War/Peace Studies hosted a consultation of educators concerned with improving the teaching of the international dimension of education at all levels with particular emphasis on matters that affect war, peace, conflict, and change. The participants felt strongly that a survey of what actually existed in the field…

Asserts that the United Nations, though often restricted by Cold War events, has had a resurgence as the hope for a true global forum for the world's pressing issues. Maintains that the need to teach about peacekeeping and model conflict resolution skills is crucial in today's world. (CFR)

Reports on the views of 73 secondary school Japanese students toward the United Nations. Finds that most tend to think of the UN as relevant to conflicts. Describes how the hunger issue was used in an English-as-a-Second-Language class to teach about the United Nations. (CFR)

Recommends that the study of global issues be grounded in the study of war and peace, and urges teaching students that citizens can play an active part in public policy change. Provides nine questions as a basis for an instructional unit and includes a chronology chart and nuclear history of the five major nuclear powers. (NL)

Peace education can be introduced into the curriculum through adoption or development of appropriate materials, networking, development programs at the local level, and workshops for educators, parents, administrators and the general citizenry. A status report on the integration of peace education into the curriculum completed in 1985 by Carole…

This document includes reports from three workshop meetings of a curriculum development committee in the war/peace field. Nine social studies teachers met at the first session for introduction to: 1) the Project and District objectives; 2) the value choices, concepts, and topics making up the war/peace field; 3) some background on community and…

This consultant paper for a war/peace curriculum development project is concerned with the challenge of preparing members of our society for a more rational approach to problems of inter-nation conflict. The nature of conflict and conflict solution in relation to the experience of learning are emphasized. Topics discussed include: 1) effect of…

This is a description of the objectives, program activities, and policy of an experimental curriculum development project in the war/peace field. Seven major concepts of content are defined: 1) Identity, 2) Obligation, 3) Change, 4) Power, 5) Conflict, 6) Institutions, 7) Interdependence, 8) Values and the Value Process. Rationale is that…

This document reports on second year meetings of a curriculum development project in the war/peace field; SO 001 259 is the first year's report. Twenty-two teachers of English, science, and social studies participated for an introduction to the Project and its goals, and for experience in a conflict simulation game. Other purposes were to: 1) test…