Peace Education Miniprints No. 68

Exploring Peace Education in South African Settings

(Peace Education Miniprints No. 68) This paper provides a synopsis of a research report done by the Youth Project of the Centre for Conflict Resolution (CCR), an autonomous institute with the University of Cape Town. In 1992 the Human Sciences Research Council initiated a cooperative research programme into South African youth and the problems and challenges they face.

Waging Peace in Our Schools: Beginning with the Children

This article by Linda Lantieri (1995) looks at The Resolving Conflict Creatively Program (RCCP) began in New York City. This program is for teachers, students, administrators, and parents who seek to make schools and society more peaceful through creative means. RCCP was developed because of the increasing statistics of violent acts that take place in U.S. schools and the increasing number of suicides and homicides by young people. RCCP helps people recognize different ways to resolve conflicts through peaceful means rather than through the violent acts young people see perpetuated in the media.

Education for Peace in the Classroom – Curriculum Development Strategies and Materials: A Case Study from Ireland

This paper by Paul Rogers (1991) describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during a 13 year period. Rogers suggests one important issue for future development is an understanding that much of the theory of peace, for example in areas of conflict resolution and human rights education and nonviolence, has yet to be translated into concrete programs for school use.

Building a Peace Education Program: Critical Reflections on the Notre Dame University Experience in the Philippines

This paper draws upon the experiential and theoretical insights gained from 5 years of developing a peace education program at Notre Dame University in the Philippines. The critical reflections on that experience encompass the processes, relationships, and structures embodied in the program, and its achievements, constraints, difficulties, and prospects for the future. It is hoped that a case study of peace education in the Philippine context, which is burdened by such deep crises of conflict, violence, and human suffering, may yield meaningful answers and questions for enhancing the craft and struggle of educating for peace, justice, and compassion.

Peace Education around the World at the Beginning of the 1990s: Some Data from Questionnaires to Ministries of Education and Members of the Peace Education Commission

Two questionnaire studies on the status of peace education in different countries or regions in the early 1990s are presented in this paper by Ake Bjerstedt. One of the studies approached school authorities–ministries of education or similar offices, the other collected views from members of the Peace Education Commission of IPRA. It was observed, among other things, that many countries do not have any recommendations on peace education in their official school texts. Nevertheless, there was a substantial minority of countries where such recommendations existed. The study concluded that it should be an important task for educators and researchers to try to understand the character of the resistance or the difficulties in each particular area better and to use this understanding to find ways to overcome the barriers.

Tragic Pages: How the GDR, FRG and Japan Processed Their War History–Lessons for Education for Peace

Robert Aspeslagh (1992) describes the ways in which Japan and the German nations have taught the history of World War II. The document argues that there is a continued need for peace education concerning World War II, but there is also a need to avoid negative politicization of the issue.

Conflict-Mitigation: Philosophy & Methodology. Peace Education Miniprints No. 56.

Jan Oberg (1994) describes conflict-mitigation as a concept and methodology that emphasizes a broad societal understanding of conflicts obtained mainly through in-depth interviewing with many and varied actors. Developed through the work by the Transnational Foundation for Peace and Future Research (TFF), the conflict-mitigation process is intended to serve a number of purposes.

Peace Education: Perspectives from Germany and Israel. Peace Education Miniprints No. 44.

In this paper, Ake Bjerstedt (1993) share work of the project group “Preparedness for Peace” at the Lund University Malmo School of Education in Sweden that studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interests in competence in areas related to peace education are interviewed. This publication explores the views of Haim Gordon from Ben-Gurion University of the Negev, Israel, and Christoph Wulf from Freie Universitat, Berlin, Germany.

Peace Education: An Historical Overview (1843-1939). Peace Education Miniprints No. 101

This paper, by Verdiana Grossi (2000), suggests that peace education has come a long way, but its history is not very well known. The paper gives an historical overview, focusing on European developments from 1843-1939, and cites the London Peace Conference of 1843 and the Universal Peace Conferences as examples of bridging the principles of peace and the classroom. Glimpses are given of a number of important peace educators and activists. Early educational and psychological research is illustrated with Jean Piaget’s work. The text asks these questions of the future: “How can the culture of peace become a world culture?”; “How will the educational system face up to the challenges of an ever-changing multicultural society?”; and “Is it possible to create a world citizen?”