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1. Highlights from the Second World Congress of Education International (2nd, Washington, DC, July 1998).

Author

Education International, Brussels (Belgium).

Abstract

The papers in this volume reflect the general theme of the conference, which includes issues that will shape the future of Education International and of education for decades to come. The first half of the publication includes speeches by the following individuals: (1) Mary Hatwood Futrell, President, Education International; (2) Sandra Feldman, President, American Federation of Teachers; (3) Bob Chase, President, National Education Association; (4) Bill Jordan, General Secretary, International Confederation of Free Trade Unions; (5) Katherine Hagen, Deputy Director-General, International Labor Office; (6) Federico Mayor, Director-General, UNESCO; (7) Fred van Leeuwen, General Secretary, Education International; (8) Hans Engelberts, General Secretary, Public Services International; (9) Gaston de la Haye, General Secretary, World Confederation of Teachers; (10) Maris O'Rourke, Director, Education Department, The World Bank; (11) John J. Sweeney, President, AFL-CIO; (12) Kofi A. Annan, Secretary General, United Nations; (13) Eadie Shanker, Widow of Al Shanker, Education International Founding President; (14) Shantha Sinha, Mamidipudi Vekatarangaiya Foundation (India), Albert Shanker International Education Award Recipient; and (15) Bill Clinton, President of the United States of America. The second half of the publication presents the text of the 36 resolutions passed by the Congress. (SM)

Published
1998

2. On the Creative Principles, Message and Thematic Content of a Peace Museum. Peace Education Miniprints No. 49.

Author

Lund Univ. (Sweden). Malmo School of Education. and Dungen, Peter van den

Abstract

The struggle for peace is a story filled with action, drama, and heroism that should be presented in a peace museum based on a careful selection of themes and the events, individuals, and movements within each theme. An outline provides 18 possible major themes to be addressed in the content of a peace museum in order to present a comprehensive picture of the history and evolution of peace: (1) the unity and fragility of the globe; (2) the experience of Hiroshima and Nagasaki; (3) the anti-nuclear weapons movement; (4) wars and weapons of the post-1945 world; (5) oppositional movements to the military threat and the militarisation of society; (6) the idea of peace in antiquity and in the world's religions; (7) the faithfulness to the pacifist doctrine of heretical sects in the Christian world in the Middle Ages; (8) the enlightenment and the growth of the peace sentiment; (9) following the end of the Napoleonic Wars in 1815; (10) the development of the organized peace movement in the second half of the 19th century; (11) official endeavors for peace, arbitration, growth of international law in the decades leading up to 1914; (12) the radical and socialist peace movements before 1914; (13) the fate of war-resisters in World War I; (14) developments during the inter-war period; (15) international organizations in the post-1945 world; (16) domestic oppression and injustice and the non-violent struggle against it; (17) academic concerns about the causes of war and violence following World Wars I and II; and (18) the growth of international law. (CK)

Published
1993

3. An Environment for Peace Education: The Peace Museum Idea. Peace Education Miniprints, No. 48.

Author

Lund Univ. (Sweden). Malmo School of Education. and Duffy, Terence

Abstract

Societies all over the world have museums to commemorate war and war heroes. A world-wide growth of peace museums addresses the issue of museums to celebrate peace. These museums, grounded in the activities of nationals, have a regional base but embody a larger international quest for peace education through the visual arts. The original type of peace museum is the anti-war museum. A second type is the issue-based museum such as in Hiroshima and Nagasaki that developed as a response to atomic bombs and the nuclear age. A third strand of peace museum focuses on the celebration of humanitarian work. Modern peace museums have a multi-faceted approach that encapsulates the world-wide quest for peace. These museums constitute a vital force for non-formal peace work and an opportunity for peace educators. (CK)

Published
1993

4. Thinking about Our Future: War, Society, and the Environment. A Series of Lesson Plans.

Author

Indiana Univ., Bloomington. Indiana Center on Global Change and World Peace. and Harik, Ramsay M.

Abstract

This packet of 11 lesson plans is designed to help high school social studies classes examine socio-political issues facing the post-Cold War world. Though its multi-disciplinary approach touches upon a number of current topics, the packet's particular focus is on the wide-ranging impact of war and militarism on the planet's growing ecological crises. The lessons have been designed to introduce students to the background information they need to intelligenly analyze today's international news, as well as to encourage students to ask critical, normative questions such as "what is the meaning of 'security' in today's world?" and "what is the role of the citizen in fostering environmental consciousness?" A basic premise running throughout the lessons is that new, globally-oriented thinking must take the place of the old, narrowly defined nation-state system if humanity is going to overcome the environmental crisis facing it. Thus, in addition to lessons such as "Re-thinking 'Security' in the "'New World Order'" and "Weapons Conflict Resolution at the Personal, Social, and International Level," there is also a strong focus on nuclear proliferation as a paradigm of the special dangers of violent confrontation in the modern age. The lessons offer a variety of activities and strategies to encourage an active and constructive engagement with these issues, in particular role-playing, cooperative learning formats, and journaling. A resource list at the end of the packet describes currently available fiction, non-fiction, videos, journals, and organizations relevant to the issues at hand. (RMH)

Published
1993

5. Education for Peace. Peace Education Miniprints No. 28.

Author

Lund Univ. (Sweden). Malmo School of Education. and Wulf, Christoph

Abstract

Education for peace is a process that must begin in the childhood of students and continue for the rest of their lives. Education for peace also is concerned with addressing the conditions that nurture violence and war and with seeking ways to change those conditions. Among the major themes of current peace education efforts are the aftermath of the Cold War, including the still existing threat of nuclear war; the North-South issue, including the southern hemisphere's deepening impoverishment; the problems posed by pollution and destruction of the environment; and the obstacles to the spread of human rights and social justice. Peace education also can be understood as a social learning process, including the development of individual skills such as empathy, and competence in communication. Thirteen items are suggested for further reading. (DB)

Published
1992

6. Enemy Images, Developmental Psychology, And Peace Education. Peace Education Miniprints No. 29. Petra Hesse and the Project 'Preparedness for Peace.'

Author

Lund Univ. (Sweden). Malmo School of Education.

Abstract

An interview on peace education with Petra Hesse, of the Center for Psychological Studies in the Nuclear Age (Cambridge, Massachusetts), is presented. The Center for Psychological Studies in the Nuclear Age was founded out of a concern about children's fears of the future and the risks of nuclear war. Petra Hesse coordinates a research project on children's and adolescents' images of the enemy and is interested in an integration of education for media literacy for multicultural awareness and for creative conflict resolution. (Author)

Published
1992

7. Peace/War Issues from a Psychological Perspective: A Selective Bibliography, Nr. 113.

Author

Lund Univ. (Sweden). Malmo School of Education. and Bjerstedt, Ake

Abstract

This bibliography lists publications about the psychological aspects of war and peace, and peace education in general. Among the specific themes touched upon are psychological aspects of violent conflict resolution, psychological principles underlying effective responses to war threats, psychological effects of war and peace, and the empowerment of individuals and groups to become more involved in and effective at peace-promoting activities. Most of the listed materials are in English, with some examples from other languages also included. (DB)

Published
1992

8. The Next 25 Years: Crises and Challenges.

Author

Amara, Roy

Abstract

Within the next 25 years each major world problem will continue to grow and challenge the finest minds for equitable solutions. Yet the core world issue, from which most other problems stem, is the maintenance of an equitable and dynamic equilibrium between world populations and world resources. We are faced with a set of challenges stemming from relatively shrinking resources, growing pressures for redistribution of wealth and income, and the growing likelihood of the use of nuclear weapons to remedy perceived inequalities. The solution to the present disequilibrium requires transformations in individual perceptions, cognitive capabilities, and participative processes. The principal actors in the quest for solution will not be nation-states but groups of nations categorized according to the amount of world resources to which they have access. Those nations that have some access to resources but not enough to sustain themselves will have the greatest incentives for cooperation and interdependent behavior. As a group they are in the best position to act as intermediaries between the more powerful independent nation-states and the most underdeveloped dependent countries. (Author/DE)

Published
1975

9. The Disarmament Process: Where to Begin.

Author

Institute for World Order, New York, NY., Johansen, Robert C., Johansen, Robert C., and Institute for World Order, New York, NY.

Abstract

The purpose of the essay is to stimulate action toward disarmament, defined as arms reductions to the lowest level possible without making internal law enforcement impossible. Intended as a guide for peace activists, the booklet identifies 13 issues that hold promise for leading toward a disarmed world: banning nuclear tests, tests of new missiles, proliferation of nuclear weapons, and incendiary and chemical weapons; limiting strategic arms, the use of nuclear weapons, international arms transfers, and military expenditures; initiating general and complete disarmament; and establishing nuclear weapon free zones, a transnational peace force and a United Nations Center for Analysis and Monitoring of Disarmament. Information presented for each issue includes definitions, a history of political and military action in connection with the issue, consequences of negative action, and proposals to accomplish the stated goal. Section II presents guidelines for assessing political desirability and feasibility of specific issues and for considering an issue's potential for education and mobilization. Section III identifies six proposals which offer the highest potential for action: reduce military budgets, a no-first-use pledge, comprehensive test bans, nuclear weapon free zones, general and complete disarmament, and the establishment of a transnational peace force. (Author/DB)

Published
1977

10. Arms Limitation and Disarmament: Seventeenth Strategy for Peace Conference Report.

Author

Stanley Foundation, Muscatine, IA.

Abstract

The report discusses issues relating to arms limitation and disarmament. Leaders in U. S. government, professionals from a wide spectrum of disciplines, and other international statesmen participated in the conference in an attempt to define a more enlightened foreign policy. Six major topics were discussed. The first report considered five components of multilateral disarmament mechanisms (information, study, deliberation, negotiation, and follow-up). The second report analyzed present and future capabilities of the International Atomic Energy Agency. The third report considered the Strategic Arms Limitation Talks (SALT) and suggested ways of making the SALT negotiations more effective. The fourth report examined international nonproliferation and plutonium management. Demilitarization of outer space was discussed in the fifth group report, followed by a consideration of weapons limitation in the Middle East in the final report. The format of each group report includes a brief overview of topics considered by the group, background information on American and foreign government policy regarding the issue, a synthesis of group discussion, and suggestions for solutions to issue-related problems. Speeches by the conference chairman, a U.S. Senator from Iowa, and the Director of the U.S. Arms Control and Disarmament Agency are included. (Author/DB)

Published
1976

11. Multilateral Disarmament and the Special Session: Twelfth Conference on the United Nations of the Next Decade.

Author

Stanley Foundation, Muscatine, IA.

Abstract

The report discusses issues relating to multilateral disarmament in the context of the Special Session of the United Nations General Assembly to be convened in 1978. Intended as a forum for the exchange of ideas of government leaders from the United States and other nations about the international peace-keeping role of the United Nations, the Conference ordered discussion topics so that they would parallel the agenda proposed for the United Nations Special Session. The four-part agenda is as follows: (1) review of the international arms race and examination of the relationship between disarmament, international peace, and economic development; (2) adoption of a declaration of disarmament which would entail a firm commitment to action by national governments; (3) adoption of a program of action on disarmament; and (4) review of the role of the United Nations in disarmament. Presented in outline format, the report is designed to reflect the essence of group discussions on disarmament topics, including arms limitation treaties, new weapons, escalating proliferation, the SALT talks, principles of disarmament, peaceful nuclear explosions, mass destruction, military budgets, world security, and international compliance with disarmament agreements. A directory of conference participants and comments by the conference chairman, Mexican government officials, and the United Nations Secretary General are presented. (Author/DB)

Published
1977

12. Myths and Realities: U.S. Nuclear Strategy. Occasional Paper 32.

Author

Stanley Foundation, Muscatine, IA. and Beres, Louis Rene

Abstract

To survive into the future, the United States must learn to recognize that its Soviet adversary has much to gain from a mutual and graduated process of de-escalation and conflict reduction. While this country must continue to ensure the survivability of its strategic triad, it is altogether clear that this objective can be satisfied without moving toward a capacity for expanded counterforce strike, expanded theater nuclear force deployments, and generally expanded preparations for nuclear war fighting. Indeed, such moves would have a deleterious effect on U.S. security since they would actually undermine the system of mutual deterrence. If it is to achieve real power, the United States must first come to grips with a sober awareness of the limits of violence and the requirements of coexistence. In "The Trojan Women," Euripides attributes the suffering of one people to the hatred of another. His wisdom suggests that enormous dangers lie latent in the continuing effort by the Reagan administration to cast USSR-U.S. rivalry in the form of a war between the sons of light and the sons of darkness. Unless this effort is quickly reversed, the United States will suffer the fate of folly brought on by the search for security in military might. (RM)

Published
1982

13. Arms Control and the Strategic Defense Initiative: Three Perspectives. Occasional Paper 36.

Author

Stanley Foundation, Muscatine, IA. and Hough, Jerry F.

Abstract

Three perspectives on President Ronald Reagan's Strategic Defense Initiative (SDI), which is intended to defend U.S. targets from a Soviet nuclear attack, are presented in separate sections. In the first section, "Soviet Interpretation and Response," Jerry F. Hough examines possible reasons for Soviet preoccupation with SDI. He discusses the perceived threat, diplomatic considerations, and domestic strategies. In the second section, "A New Dilemma for NATO," Stanley R. Sloan examines the web of political and military strategies and events that followed NATO's decision to embark on plans to deploy new U.S. intermediate-range nuclear missiles while continuing to pursue negotiations with the Soviets on limiting such weapons. He then applies the lessons from NATO's recent experiences to the next nuclear crisis looming on the horizon, SDI, and identifies its implications for NATO's future. In the final section, Paul Warnke and David Linebaugh appraise the arms race and the prospect for arms negotiations in "Breaking the Deadlock." They map a clear alternative to the present course, providing a formula that not only deals with SDI but also reduces warhead totals and bars destablizing weapon systems. A list of other Stanley Foundation publication and activities concludes the document. (LH)

Published
1985

14. Dramatic Television and Agenda Setting: The Case of 'The Day After.'

Author

Miller, M. Mark and Quarles, Jan P.

Abstract

A study investigated the effects of viewing the made-for-television film "The Day After" on the perceived prominence of issues surrounding nuclear war and disarmament on the public agenda. Telephone interviews were conducted with 92 adults in Knoxville, Tennessee, prior to the broadcast of the program and 232 after the broadcast (including both viewers and non-viewers of the program). Subjects were first asked whether they intended to watch the film, and then to compare their concern for nuclear war with four other major issues--inflation, unemployment, United States military involvement in other countries, and crime. In addition, they were asked whether they had discussed nuclear war or disarmament in the past few weeks and to indicate their attitudes toward the likelihood of war, the nuclear freeze, placing missiles in Europe, and demonstrations in support of a freeze on nuclear weapons. Results indicated that viewing the film was (1) causally related to nomination of nuclear issues as a primary concern, (2) unrelated to the importance assigned to nuclear war in comparison with other issues, and (3) related, via selective exposure, to the discussion of nuclear issues. (FL)

Published
1984

15. The Office of Censorship's Attempt to Control Press Coverage of the Atomic Bomb during World War II.

Author

Washburn, Patrick S.

Abstract

The Office of Censorship's struggle to keep journalists from revealing the development of the first atomic bomb, the sites where the development was taking place, and the fact that the bomb might be available for use in the war, was desperate and in many ways heroic. Soon after it was created on December 19, 1941, the office issued a voluntary wartime code of practices for newspapers, magazines, and periodicals which asked editors to act according to whether they thought the information in their possession was of use to the enemy. For the next three years the appearance of stories on heavy water and atom smashing became a problem which the Office of Censorship had to monitor continually by issuing confidential notes to editors of newspapers and weeklies as well as managers of radio stations. The Office of Censorship also was frantically battling leaks outside of mainstream magazines and newspapers, such as book publishers, "appropriate authorities," and universities. This lasted until the atomic bomb was dropped on Hiroshima on August 6, 1945, at which point the Office of Censorship's Press Division took the view that virtually anything was permissible except a description of how the atom was split or the internal workings of the bomb. Remarkably, throughout the war, the press did bear with the government policy of revealing virtually no technical details about the bomb, primarily because it enthusiastically supported the war. The voluntary form of censorship had worked. (Seventy-three notes are included.) (MS)

Published
1988

16. Peace and Nuclear War. ERIC Digest No. 21.

Author

ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO., Zola, John, and Zola, Jaye

Abstract

This ERIC Digest examines the nature of peace and nuclear war education, rationales for its inclusion in public school programs, and ways to deal with the controversial nature of the topics. A distinction between peace education and nuclear war education is followed by a description of four basic themes offered as a rationale for peace and nuclear war education: peace and nuclear war education are appropriate content for developing capable, thinking, competent young adults; peace and nuclear war-related content are highly relevant in today's world; openly addressing and confronting psychological concerns of young people regarding nuclear war with information and appropriate pedagogy can help young people cope with these concerns; and by addressing peace and nuclear issues, teachers can prepare young adults for participation in the nation's democratic institutions by helping them make decisions regarding leaders and policy. Challenges for dealing with the controversial nature of peace and nuclear war education include (1) those teaching peace and nuclear war education must familiarize themselves with both the content and processes necessary for credibly teaching this information and must take great care in selecting only age-appropriate lessons; (2) the controversial nature of peace and nuclear war education must be recognized, confronted, and honestly addressed; and (3) advocates of peace and nuclear war education need to work diligently, patiently, and cooperatively in bringing about the changes they seek. A list of 15 related resources concludes the digest. (LH)

Published
1985

17. Using Microcomputer Simulations in the Classroom: Examples from Undergraduate and Faculty Computer Literacy Courses.

Author

Hart, Jeffrey A.

Abstract

Examples of the use of computer simulations in two undergraduate courses, (American Foreign Policy and Introduction to International Politics), and a faculty computer literacy course on simulations and artificial intelligence, are provided in this compilation of various instructional items. A list of computer simulations available for various mainframes and microcomputers provides information on software titles, appropriate hardware, vendors, and prices under the following headings: heads of state, nuclear war, conventional programs, submarine and naval, guerilla war, arms races, colonial war, ecological and environmental, elections and social choice, and miscellaneous. A list of vendor addresses and telephone numbers is followed by a copy of a handout given to students who were asked to use simulations in an Introduction to International Politics course. A course outline for a faculty computer literacy course on simulation and artificial intelligence concludes the paper. (LH)

Published
1985

18. Teaching about Nuclear Disarmament. Fastback 229.

Author

Phi Delta Kappa Educational Foundation, Bloomington, IN. and Becker, James, M.

Abstract

Background information to help educators teach about nuclear disarmament is presented. There are six sections. The first section, "Nuclear Arms Education: Avoiding the Final Catastrophe," discusses the national priority of preparing for war, militarism as a value, and the mushroom cloud and spaceship earth as symbols of a global age. The second section, "Nuclear Arms Education and International Understanding," examines peace movement issues, earlier peace education efforts, the American peace movement in the post-World War II era, and increasing support for international studies. Section III, "Nuclear Arms Control: The Issue of the Eighties," deals with peace studies in higher education and the major foundations that support nuclear arms studies. "Teaching about Peace, Arms Control, Disarmament, and International Understanding" is the focus of the fourth section. The role schools should play in nuclear arms education and deciding what to teach are discussed. The fifth section describes human resources, classroom materials, and teacher guides. The concluding section contains an annotated bibliography. (RM)

Published
1985

19. Practical Peace Efforts for a Psychologist: A Blueprint to Action.

Author

McConnell, Stephen C. and Duncan, Barry L.

Abstract

Recent evidence suggests that the 1982 American Psychological Association nuclear freeze resolution is reflective of a consensus among psychologists. The evidence also suggests that while the expressed attitudes of psychologists are supportive of the freeze, the attending demonstrative behaviors are not present. To facilitate overcoming this behavioral impasse and to emphasize that one psychologist can make a difference, a blueprint to action was developed at the individual, family, local, community, national, and international levels and in the areas of education, research, practice, and organizations. A broad array of options is presented ranging widely in time commitment and level of influence. Options are available at several levels: (1) individual (reflection, prayer, and voting); (2) family (nonviolence, conversation, and books); (3) local community (civic participation, school interest, and establishment of nuclear free zone); (4) national (letter writing and peace initiatives); (5) international (cultural exchange and letter writing); (6) education (support local peace center, teach conflict resolution, and encourage students to write visions of peace papers); (7) research (role of mutual ignorance, mental health aspects of war, and conflict resolution); (8) practice (deal with clients' fears); and (9) organizations (join groups such as Psychologists for Social Responsibility). (Author/ABL)

Published
1986

20. Teaching About War and its Control: A Selective Annotated Bibliography for the Social Studies Teacher.

Author

New York State Education Dept., Albany. Center for International Programs and Cooperative Services. and Nesbitt, William A.

Abstract

A broad coverage of the war/peace field is represented by the items in this annotated bibliography and resource guide. It attempts to provide some solutions to questions about what to teach, how to teach it, and, of course, where to find materials. Both disciplines and topics appropriate to social studies courses are represented by books of fiction and nonfiction, articles, films, simulations, and case studies. The first of three sections is comprised of entries on the nature and causes of war, from the perspectives of history, anthropology, psychology, weaponry, nationalism, conflict, aggression, violence, and international system, and population growth. A second section, War Prevention: Approaches and Techniques contains items on such topics as U.S. foreign policy; arms control and disarmament; ethics, religion, and war; world order; futurism; and nonviolence. Each item is coded as appropriate for the average, above average, or superior student, and/or for the teacher. Most entries include price and availability information. The third and last section lists resource organizations in the war/peace field. Addresses and brief descriptions of activities and services are provided. (JLB)

Published
1971

21. Government in Emergency. Suggestions for Including Civil Defense Principles in the Social Studies Curriculum, Grades 1-12.

Author

Office of Civil Defense (DOD), Washington, DC.

Abstract

This handbook contains suggestions for teaching the facts, principles, and behaviors relevant to civil defense in social studies classes, grades 1-12. These classes were chosen as the entry point for civil defense education because the core of the civil defense concept is government in action with other community agencies to save lives and property in man-made or natural disasters. The materials are grouped by lower, intermediate, and secondary grade levels. Each section includes: 1) a general statement to the teacher including goals, suggestions for performance objectives, activities, and source materials; and, 2) 11 sample units are in three sections entitled: Acquainting Children with Civil Defense, Involving Children in Civil Defense, and The Student and Government in Emergency. Seven appendices include: a Student Checklist for School Emergencies, Outline for Family Emergency Planning, annotated bibliography, list of government films for the units, a glossary of terms, and rosters of State Civil Defense Officials and Education Coordinators. (Author/DJB)

Published
1970

22. Nationalism, Nuclear Policy and Children in Cold War America.

Author

Stephens, Sharon

Abstract

Theorizes the place of children in America's "Cold War Consensus" of the 1950s-60s. Counterposes dominant Cold War images of abstract, generic children (inevitably white middle class) to actual children most vulnerable to risks associated with nuclear weapons production and testing. Concludes that in various ways, these children were all perceived as "deviant" and worth sacrificing to protect "normal" children. (EV)

Published
1997

23. Adolescents' Response to Unconventional War Threat Prior to the Gulf War.

Author

Klingman, Avigdor and Goldstein, Zehava

Abstract

Examined Israeli adolescents' responses to impending unconventional warfare by administering Nuclear Threat Index to 269 junior high school students 2 months prior to Persian Gulf War. Younger adolescents and females reported more activity, pessimistic thoughts, and concerns than older adolescents and males, respectively; and "internal" females reported more activity with regard to chemical than to nuclear threat. (Author/NB)

Published
1994

24. Reshaping the War Experience: Women's War Fiction.

Author

Carter, Susanne

Abstract

Contends that war fiction published by U.S. women has evolved as a genre of its own in the twentieth century. Asserts that the common element that unites this otherwise diverse body of literature is the constant reminder that women as well as men are participants and victims in war. (CFR)

Published
1992

25. Children and Nuclear War. Reviews of Research.

Author

Wallinga, Charlotte

Abstract

Reviews research on children's and adolescents' knowledge, feelings, and fears about nuclear war. Offers suggestions for teachers who wish to address children's and adolescents' concerns about nuclear war. (Author/BB)

Published
1991

26. A Realist Response to the Appeal for Pacifism.

Author

Thompson, Kenneth W.

Abstract

Defines war as symptom rather than cause. Identifies the root cause of the Middle East crisis as destruction of the regional balance of power through foreign augmentation of Iraqi power. Criticizes the tendency to see world problems as a fight between good and evil. Defines realism as the ability to see political realities as a balance of power. (DK)

Published
1991

27. Evaluation of a Peace Education Program: Results, Problems, and Needs.

Author

Halpert, Jane A.

Abstract

One approach of the peace movement has been the development of peace education course in schools and universities. This paper is an evaluation of the effects of one such course on the beliefs and attitudes of students. Two evaluations were done, one in the spring of 1988 and one in the winter of 1990. University students enrolled in a course titled, "National Security: Its Science and Technology," were assessed before and after the term and compared to a control group of students. Differences were found between the 1988 and 1990 groups of students, possibly due to the shift in world power positions. The primary effect of the course was to increase students' cognitive differentiation among related issues such as nuclear weapons, nuclear power, war, and SDI (Strategic Defense Initiative). Significant patterns of differences also were found between male and female students. A 7-item list of references is included. (Author/DB)

Published
1990

28. Peace Education Needs You: Finding Your Niche as a Peace Educator.

Author

Sutton, Eve

Abstract

Educators have a responsibility to promote peace. The goals of peace education include disarmament, the prevention of war, progress toward cultural pluralism, and the development of inner peace. Concerns about peace should not be limited to the idealism of children, but must extend to the educator, a person who holds great potential to influence the lives of young people by example. Ways of bringing peace to the classroom are suggested. A list of resources concludes the document. (DB)

Published
1990

29. War and Peace: Education for Survival, Sustainability, and Flourishing.

Author

Prakash, Madhu Suri

Abstract

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 Responsibility: Teacher Designed Curricula for Peace Education, K-12"; and "Perspectives on Nuclear War and Peace Education," edited by Ehrlich. (JS)

Published
1990

30. Psychology, Human Violence, and the Search for Peace: Issues in Science and Social Values.

Author

Feshbach, Seymour

Abstract

Presents findings of research on human violence that encompasses the following topics: (1) types of aggressive behavior; (2) modern warfare; and (3) individuals' warlike attitudes. Explores the research on patriotism and nationalism. Discusses the implications of this research and policy suggestions. (JS)

Published
1990

31. 'Out of Fear and into Peace' President Eisenhower's Address of the United Nations.

Author

Mueller, Jean West and Schamel, Wynell Burroughs

Abstract

Presents a section of President Dwight D. Eisenhower's, "Atoms for Peace," 1953 address to the United Nations General Assembly. Suggests using the document for classroom discussions of nuclear proliferation, emphasizing that using primary sources develops research skills, activates classroom discussions, citizenship, and creative writing. (NL)

Published
1990

32. The Nuclear Power and Nuclear Weapons Connection.

Author

Leventhal, Paul

Abstract

Explains problems enforcing the Nuclear Non-Proliferation Treaty (NPT) of 1968. Provides factual charts and details concerning the production of nuclear energy and arms, the processing and disposal of waste products, and outlines the nuclear fuel cycle. Discusses safeguards, the risk of nuclear terrorism, and ways to deal with these problems. (NL)

Published
1990

33. Teaching Activities on Horizontal Nuclear Proliferation.

Author

Zola, John

Abstract

Provides learning activities concerning the horizontal proliferation of nuclear weapons. Includes step-by-step directions for four activities: (1) the life cycle of nuclear weapons; (2) nuclear nonproliferation: pros and cons; (3) the nuclear power/nuclear weapons connection; and (4) managing nuclear proliferation. (NL)

Published
1990

34. On Teaching Horizontal Nuclear Proliferation: A Conceptual Framework.

Author

Kleg, Milton and Totten, Samuel

Abstract

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)

Published
1990

35. Combating the Proliferation of Weapons of Mass Destruction.

Author

Jenkins, Bonnie

Abstract

Reveals the growing threat posed to all countries by the proliferation of weapons of mass destruction. Discusses the international effort combating this proliferation including the Nuclear Non-Proliferation Treaty, Strategic Arms Reduction Treaties, Biological Weapons Convention, and Chemical Weapons Convention. Also considers regional arms control efforts. (MJP)

Published
1997

36. Children and War. Review of Research.

Author

Wallinga, Charlotte

Abstract

Discusses young children's conceptions of war, reviewing literature on children's attitudes and feelings about war and studies of parents' responses to children's feelings. Concludes that between ages four and seven, children develop a sense of war and peace. Considers implications for parents and teachers. (GLR)

Published
1991

37. Nuclear Proliferation: A Unit for Study.

Author

Fernekes, William R.

Abstract

Using Argentina as a sample case study, presents a classroom unit designed to explain the implications for world peace of nuclear weapons development. Employs a policy analysis model to make an indepth examination of the values underlying all government policy decisions. Includes unit topics and procedures for the exercise. (NL)

Published
1990

38. Managing Proliferation in the 1990s, 'Something Borrowed, Something New...'

Author

Donnelly, Warren H.

Abstract

Assesses the progress and the challenges that education must meet in identifying world policy for proliferation management. Gives a historical perspective on attempts to control proliferation. Includes maps, charts, a historical chronology of these efforts, and a list of proliferation management issues. (NL)

Published
1990

39. The New Nuclear Nations.

Author

Spector, Leonard S.

Abstract

Explores the issue of nuclear proliferation, noting that the countries with nuclear capability now include Israel, South Africa, India, and Pakistan. Describes the role and problems of the United States in halting nuclearization. Supplies charts, maps, and information concerning the state of nuclear capability in each country. (NL)

Published
1990

40. Peace Studies.

Author

Association of American Colleges, Washington, DC. and Brown, Peggy

Abstract

Selected college peace studies programs are described, and perspectives on such efforts in higher education are considered in an article by Robert C. Williams, "Sounds of Silence: The Academy and the Nuclear Question." Following the essay, peace studies activities of six colleges are described. At Syracuse University, the Program in Nonviolent Conflict and Change includes peace studies instruction and research projects, and training in nonviolent methods. The Mennonite Goshen College's peace studies program assists other departments to include peace content in their materials. At Ohio State University, issues of public policy and national security are addressed in five programs of teaching, research, and public service. The Peace and Conflict Studies program at Juniata College seeks to promote an understanding of war within each discipline. At the University of Illinois, Urbana-Champaign, study and research is undertaken on the military, political, economic, and social implications of the arms race and arms control efforts. Finally, at Earlham College, the Peace and Global Studies Program stems from its Quaker heritage and tradition of teaching about international concerns and social activism. Additional programs are briefly described, along with resource materials. (SW)

Published
1983

41. Crossroads: Quality of Life in a Nuclear World. A High School Social Studies Curriculum.

Author

Jobs with Peace, Boston, MA. and French, Dan

Abstract

One of a set of high school curricula on nuclear issues, this 10-day social studies unit helps students understand the interrelationship of economics, the arms race, military spending, and the threat of nuclear war. Activities such as role plays, discussion, brainstorming, and problem solving develop students' abilities to evaluate issues and information in order to make educated decisions. Topics covered in the 10 lessons are conflict and resolution, war and negotiation, countries currently at war, effects of a nuclear explosion, Hiroshima, perceptions of the Soviet Union, national security, tax allocation, military spending and the economy, and the quality of life. 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, worksheets, and a homework assignment. Additional materials include an evaluation form; a bibliography; and lists of informational, instructional, and audiovisual materials. (LP)

Published
1983

42. Crossroads: Quality of Life in a Nuclear World. A High School Science Curriculum.

Author

Jobs with Peace, Boston, MA., French, Dan, and Phillips, Connie

Abstract

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. (LP)

Published
1983

43. Crossroads: Quality of Life in a Nuclear World. A High School English Curriculum.

Author

Jobs with Peace, Boston, MA. and French, Dan

Abstract

One of a set of high school curricula on nuclear issues, this 10-day unit for English classes informs students of the issues surrounding the nuclear arms race and military spending. Each lesson includes readings, worksheets, and a daily homework assignment and focuses on one of the following activities: discussion, brainstorming, role playing, or problem solving. Topics covered in the 10 lessons are conflict and resolution, countries at war, nuclear powers, Hiroshima and its survivors, limited nuclear war, civil defense preparation, perceptions of national security, tax allocation, and quality of life. A culminating activity explores options open to society for avoiding nuclear war. A bibliography and lists of informational, curricular, and audiovisual materials conclude the packet. (LP)

Published
1983

45. Young Children's Understanding of War and Peace.

Author

Tephly, Joan

Abstract

Prekindergarten, kindergarten, and first-grade children were asked eight questions to assess their understandings and attitudes about war and peace. An attitude of rejection of war existed at these ages, increasing with age and stronger for females. Implications of this study for peace education curricula are discussed. (Author/DST)

Published
1985

46. Legal Aspects of Collective Security.

Author

Sobakin, V. K.

Abstract

Reviews the operating principals and history of the United Nations Security Council. Examines the concept of collective security and the means by which it is pursued. Concludes by listing a four-point doctrine designed to increase international security. (JDH)

Published
1986

48. Terrorism, Wars, Nuclear Holocaust.

Author

Kende, Istvan

Abstract

Presents a brief survey of the political and structural violence which pervades contemporary life. Attempts to demonstrate the ancient dictum that violence breeds more violence. Draws distinctions between different types of political violence and explores the political nature of nuclear deterrence. (JDH)

Published
1986

49. International Consultation on Peace Education and Research in Higher Education.

Abstract

A January 1986 UNESCO international conference on the role of higher education in promoting international understanding, cooperation, peace, and respect for human rights focused on the nuclear threat and conventional warfare, the role of international governmental and nongovernmental organizations, research and education for peace, and interdisciplinarity and the diffusion of knowledge. (MSE)

Published
1986

50. Children's Fears and Nuclear War: A Systems Strategy for Change.

Author

Duncan, Barry L

Abstract

Authors conclude from literature survey that children worldwide fear nuclear war. Resulting feelings of powerlessness, hopelessness, and resignation may be heightened by adults' inappropriate response to and denial of threat. Article suggests systemic interventions directed at familial and larger social systems to allay fears. Also recommends direction of further research. (PS)

Published
1986

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