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(T. Swee-Hin; V. Floresca-Cawagas); and Peace and International Education in School(R

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(T. Swee-Hin; V. Floresca-Cawagas); and Peace and International Education in School(R DOCUMENT RESUME ED 358 009 SO 023 029 AUTHOR Bjerstedt, Ake, Ed. TITLE Education for Peace: A Conference Report from Kyoto. Peace Education Reports No. 6. INSTITUTION Lund Univ. (Sweden). Malmo School of Education. REPORT NO ISSN-1101-6426 PUB DATE Dec 92 NOTE 235p.; Report of the Sessions of the Peace Education Commission at the International Peace Research Association Conference (14th, Kyoto, Japan, July 27-31, 1992). PUB TYPE Collected Works Conference Proceedings (021) Reports Descriptive (141) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Comparative Education; *Educational Change; Educational Philosophy; Educational Research; Elementary Secondary Education; Foreign Countries; Global Approach; Higher Education; *International Education; *Peace; War IDENTIFIERS *Peace Education ABSTRACT Conference sessions of the Peace Education Commission (PEC), a transnational network of people interested in peace education and research related to peace education, are reported in this document. Following an introductory overview of the conference as a whole, the report is divided into four parts. The first part contains three area studies; that is, papers reporting on developments related to peace education in special geographical areas. The second part includes three comparative studies, in which comparisons are made between various countries or between different time periods. The third part contains seven papers covering such topics as linguistic rights, lifelong education, nonviolence, and the World Bank. While the first three parts of the report contain full papers (or substantial extracts of papers), the fourth part presents 19 papers in brief abstract or summary form. The titles and authors of the papers included in the first three parts of the report are: Peace Education in Japanese Universities (H. Fujita; T. Ito); Education for Social Transformation in South Korea (J. Synott); Education for Global Survival: Reflections Based on Some Swedish Experiences and Examples (B. Thelin); Tragic Pages: How the GDR, FRG and Japan Processed Their War History: Lessons for Education for Peace (R. Aspeslagh); Peace Education around the World at the Beginning of the 1990s: Some Data from Questionnaires to Ministers of Education and Members of the Peace Education Commission (A. Bjerstedt); Peace Education in Britain and Japan: A Comparison (T. Murakami); Linguistic Rights as Human Rights (B. Brock-Utne); UNESCO Approaches to International Education in Universities (D. Chitoran; J. Symonides); A Within and Below Perspective on Lifelong Education (M. Haavelsrud); A Teacher Training On-site Model on Peace Education (Q. Martin-Moreno Cerillo); Raising Children towards Nonviolence (P. Patfoort); The World Bank as Development Educator: Towards Which Paradigm? (T. Swee-Hin; V. Floresca-Cawagas); and Peace and International Education in School(R. Wahlstrom). (DB) .. ------------__... C , U S DEPARTMENT OF EDUCATION Office of EduoaltOrtal Research and Imp.ovemeni EDUCATIONAL INFORMATION CERESOURCESERIC) ..tflTA is document has beenreproducedas (lived Irom the person or organization I- .4 Originating it I. 0 Minor changes have been made toimprove reproduction quality Points of view or opinions Stated inIhisdoCu official ment do not necessarily represenl C OERI positron or policy 1 I 1. i, "PERMISSION TO REPRODUCE THIS M RIA6,HA GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ) EDUCATION FOR PEACE: A CONFERENCE REPORT FROM KYOTO (IPRA, JULY 1992) Ake Bjerstedt (Ed.) PECthe Peace Education Commission of the International Peace Research Associationis a transnational network of people interested in peace educa- tion and research related to peace education. The present reporttries to give some idea of what happened atthe PEC sessions at this summer's meeting in Kyoto, Japan. After an introduction with some overview information aboutthe con- ference, the report is divided into four parts. The first part containsthree "area studies", that is papers reporting on developments related to peace education in a special geographical area. The second part includes three "comparative studies", where comparisons are made between various countries or between different time periods. The third part, herelabelled "Concepts and methods" has a somewhat more mixed characterand comprises seven papers. While parts 1-3 contain full papers (orsubstantial extracts of papers), the fourth part of the report presentsnineteen papers in brief abstract or summary form. Keywords: Conference, global approach, non-violence, peaceeducation, peace research, war. 3 contents introduction 7 part 1: area studies 13 Peace education in Japanese universities (Hideo Fujita & Takehiko Ito, Japan) 15 Education for social transformation in South Korea (John P. Synott, Australia) 31 Education for global survival: Reflections based on some Swedish experiences and examples (Bengt The lin, Sweden) 44 part 2: comparative studies 61 Tragic pages: How the GDR, FRG and Japan processed their war history - Lessons for educationfor peace (Robert Aspeslagh, The Netherlands) 63 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 Com- mission (Ake Bjerstedt, Sweden) 100 Peace education in Britain and Japan: A comparison (Toshifumi Murakami, Japan) 122 part 3: concepts and methods 137 Linguistic rights as human rights (Birgit Brock-Utne, Norway) 139 UNESCO approaches to international education in universi- ties (Dumitru Chitoran & Janusz Symonides, UNESCO) 144 A within and below perspective on lifelong education (Magnus Haavelsrud, Norway) 154 A teacher training on-site model on peace education (Quintina Martin-Moreno Cerrillo, Spain) 166 Raising children towards nonviolence (Pat Patfoort, Belgium) 170 The World Bank as development educator: Towards which paradigm? (Toh Swee-Hin, Canada & Virginia Floresca- Cawagas, The Philippines) 177 Peace and international education in school (Riitta Wahl- strom, Finland) 214 part 4: paper summaries 217 A perspective on the hurdles to education and peace edu- cation in today's India (Anima Bose, India) 219 A thematic overview of contemporary international de- velopments in peace and world order studies in uni- versities (Thomas Daffern, England) 220 A national school for teachers of conscientious objectors: A project and a curriculum (Antonino Drago, Italy) 221 The response of Israeli academics to the Intifada (Haim Gordon & Rivca Gordon, Israel) 223 On the relationship between love and education (Ian M. Harris, USA) 224 Peace education in nonviolent action and training on the spot (Susumu Ishitani, Japan) 225 An evolving world order: The challenges of unification and human diversity (Partow Izadi, Finland) 226 Did we feel better when we had it worse, and who is to blame for this? (Soren Keldorff, Denmark) 227 University of Wisconsin audio-print course on war and peace (Patricia M. Mische, USA) 228 o 5 Religionism, rationalism and peace education (M.V. Naidu Canada) 230 Peace action for nonviolent change in arapidly changing globe (Amrut Nakhre, USA) 231 Learning our way to a human future (BettyReardon, USA) 232 Building a peace education program: Criticalreflections on the Notre Dame university experiencein the Philippines (Toh Swee-Hin, Canada, VirginiaFloresca-Cawagas & Ofelia Durante, The Philippines) 234 Disintegrate and integrate: Educating for aninterdependent world through three stages (S.P. Udayakumar,India/USA) 235 Promoting environnrmal responsibilityin higher education (Riitta WahlstrOrn, Finland) 236 Summer schools - a meeting place: Local andglobal contexts (Veslemoy Wiese, Norway) 237 A formula for peace - finally affordable(Raymond G. Wilson, USA) 238 Peace education using literature on atomicand hydrogen bomb victims (Kazuyo Yamane, Japan) 239 Ecological leadership in an age of diminishing superpower expectations (Robert W. Zuber, USA) 240 introduction 1 During the eighties we witnessed an increasingofficial recognition and "legalization" of peace education in several countries.However, it is still often seen as a controversial topic, and so farthe lack of experience and research-based knowledge is painfully obvious. Thereis a great need for exchange of information. PEC the Peace Education Commission of theInternational Peace Research Associationis a transnational network of people interestedin peace education and researchrelated to peace education. It defines peace education in a broad way to include both explicit peaceeducation (dealing for example with facts from peace research)and implicit peace education (dealing among other things with how to educate a newgeneration to acquire peaceful values and attitudes). The PEC members try to keep in touch throughpersonal communica- tions and newsletter information, and every second year someof them meet at the general conferences ofthe International Peace Research Association to exchange information and views. The present report tries to give some idea of whathappened at the 1992 meeting in Kyoto, Japan. 2. The Fourteenth General Conference of IPRA, theInternational Peace Re- search Association, was held in Kyoto, Japan,July 27-31, 1992. There were four major plenary sessions, dealingwith broad topics such as "Challenges of a changing global order", "Regionaltransformation for peace in Asia and the Pacific", "The United Nations:Peace-making and peace-keeping", and "Voices from the South: IPRAperspectives on peace and development". Most of the work took place in the various commissions orstudy
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