Conflict Resolution and Peace Studies: an Annotated Bibliography

DOCUMENT RESUME

ED 216 965 SO 014 066

TITLE Conflict Resolution and Peace Studies: An Annotated Bibliography. Ethnic Studies Bulletin, Number Nine. INSTITUTION Connecticut Univ., Storrs. Thut (I.N.) World Education Center. REPORT NO ISBN-0-918158-30 PUB DATE 81 NOTE 24p. AVAILABLE FROM I.N. Thut World Education Center, Box U-32, University of Connecticut, Storrs, CT 06268 ($1.50, plus $0.30 postage).

EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Annotated Bibliographies; *Conflict Resolution; Elementary Secondary Education; Higher Education; Organizations (Groups); *Peace; Resource Materials; Vocaoulary

ABSTRACT This annotated bibliography of resources dealing with conflict resolution and peace studies was compiled for the use of elementary, secondary, and college educators. The listing is alphabetical by author. Included are handbooks for teachers, course outlines, anthologies of journal articles, bibliographies of curriculum materials, background readings, filmographies, student pamphlets, and instructional unifs. The bibliography concludes with a description of a college-level pilot peace studies course, a guide to peace studies terminology, a topography of thedimensions of conflict, and an annotated listing of organizations that deal with conflict resolution, disarmament, and peace. (RM)

****************************%****************************************** * * Reproductions supplied by EDRS are the best that can be made * * from the original document. *********************************************************************** ISBN 0-918158-30

keR 51982

Ethnic Studies Bulletin Number Nine

CONFLICT RESOLUTION AND PEACE STUDIES: ANANNOTATED BIBLIOGRAPHY

U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER ItRICi "yr Ms document has been reproduced as received from the person or organizroon originating it Minor changes have been made to improve ,..-- reproduction quality = . Points of crew or ootnions stated in this docu . sssz- - . ment do not necessanly represent official NIE position or policy

"PERMISSION TO REPRODUCETHIS MATERIAL IN MICROFICHEONLY :-IAS BEEN GRANTEDBY Sr. -Fran k--

TO THE EDUCATIONALRESOURCES INFORMATION CENTER(ERIC)."

THE I.N. THUT WORLD EDUCATIONCENTER

BILINGUAL MULTICULTURAL INTERNATIONAL GLOBAL

Box U-32, School of Education The University of Connecticut Storrs, Ct. 06268 U.S.A.

1981

2 DEDICATION

This bulletin was prepared as a thanksgiving for the lifeand career of

HARRIET YARROW

1903 1980

a devoted peace educator who taught Turkishyouth for thirty-six years as a member of the United Church Board for WorldMinistries.

I look up into the sky And am comforted by the thought that the sky will be there when I am gone And simply a memory in the minds of a few people Who will also one day be memories.

by David Taner Stone a nineteen year old sophomore at U-CONN. July 11, 1981

THE I.N. THUT WORLD EDUCATION CENTER

School of Education Department of Educational The University of Connecticut Studies and Instructional Storrs, Connecticut 06268 U.S.A. Media

Mark R. Shibles, Dean Suleiman D. Zalatimo, Head David Carter, Associate Dean

Frank Andrews Stone, Director Patricia S. Weibust, Associate Director INTRODUCTION

This bulletin on conflict resolution and peace studies hasbeen especially compiled for the use of Connecticut educators. The children and youth of our state are daily confronting advocatesof violence and militarism. Sadly, for several centuries Connecticut has earned its reputation as the "munitions state" and today our economy isheavily dependent on defense contracts. There have been violent clashes on our country roads and city streets when the Ku Klux Klan hasdemonstrated its brand of bigotry here. Certainly peace studies are timely in the1980's.

As has been pointed out so persuasively by PauloFreire, there is more than one kind of illiteracy. It is perfectly possible for students to achieve high reading and mathematics scores ontheir standardized proficiency tests, but remain unaware of the critical issues inthe world around them. We are all illiterates of the worst kind if wehave no sensitivity for the plight of theworld's poor, hungry and ill. It is a dangerous ignorance not to know thethreat that nuclear arms pose to every living thing. We and our students need conscientization -empathy for the interdependence of all humanity.We desperately need to acquire non- violent inter-personal, inter-group and international meansof resolving our conflicts. If we fail to learn these basic lessons, lifeitself may not survive.

I have been a professional educator forthirty years and I fear that most people are not now receiving adequateconflict resolution and peace education. As the parent of children who were educatedin the public schools of Connecticut, I know that this kind of learningwasn't emphasized in their formal schooling. This bulletin was compiled after I attended aseminar organized by the Society for Educational Reconstruction nearthe site of the "accident" at the Three Mile Island Nuclear Power Plant atMiddletown, PA. I realized again that we need to know more aboutthe excellent resources that are available for teaching irenics. I hope to encourage its development by showing that peace studies arealready part of the instructional programs at many schools andcolleges. Many reputable organizations are working in the peace field. Hopefully, the U.S. Congress will establish a national Peace Academy soon, but we need not waitfor it to start functioning in order to initiate irenics into our teaching.

We would appreciate having information aboutconflict resolution and peace studies programs in Connecticutschools and colleges. If you are teaching in this domain, please take time to sendin your course syllabus or instructional knits to The I.N.Thut World Education Center. When enough of them have come in, we will issue apublication to make the information available to a wider audience. Your comments, suggestions andcorrections concerning this bulletin are also welcome.

Frank A. Stone, Director The I.N. Thut World Education Center Professor of International Education

it 4 International DevelopmentCommunication Logos

A new feature of this bulletin is the use ofInternational Development Communication Logos created for the Clearinghouse onDevelopment Communication by the Washington, D.C. designer, Timothy Bradford Ward.They were published :ta Development Communication Report, No. 34, June,1981.

Logos are visible symbols that represent importantideas or concepts. They stand out from the printed page. They make a statement and help to introduce a topic graphically a kind of visual shorthand. Logos not only enliven a page of text, but they can also guide readersquickly to subjects that are of special interest to them.

We plan to use these logos in other publicationsof The I.N. Thut World Education Center and invite our readers to adopt them also.

Health Population and Agriculture Fa:nily Fanning

Audiocassette Information 0 Print Media

Cinema and Integrated Radio Motion Picture Development

Education and Interpersonal Satellite Human Resources Communication (41 1Z"

VIa...ilM111111.11./ Filmstrips and 35mm New Technologies TV/VTR lvl

Folk Media Nutrition Women In Development

5 CONTENTS

Dedication

Introduction ii

Annotated Bibliography 1

Malaquias Cartoon 4

Lili Cartoon 7

A Pilot Peace Studies Course 12

A Guide to Peace Studies Terminology 13

A Topography of the Dimensions ofConflict 14

Conflict Resolution, Disarmament and Peace 15 Organizations

6 CONFLICT RESOLUTION AND PEACE STUDIES: AN ANNOTATED BIBLIOGRAPHY

Print Media

Abrams, Grace C. and Fran Contrino Schmidt, "It's Time to Teach World Peace," Learning 8(10), October, 1979, 126 f. Order from P.O. Box 2580, Boulder, CO 80322. Abrams, Grace C. and Fran Contrino Schmidt, Learning Peace: A Resource Unit. Philadelphia, PA.: The Janes Addams Peace Association, 1972. 41 pp., appendices and bibliography. $3.00 This handbook for teachers is geared to use in grades seven through twelve and contains instructional suggestions arranged under nine main topical headings. Armed Intervention: Under What Circumstances?Teaching Strategies. Cambridge, MA.: Educational Development Center, 1970. 14 pp. United States involvement in Cambodia and Vietnam was the issue that originally called for the development of this social studies unit, but most of the rationale could be adapted to treat more recentintervention dilemmas. Arming the Third World. Philadelphia, PA.: NARMIC, 1979. 7 pp. 15C Information is given in tabloid format about United States weapons sales to less developed countries and the transnational corporationsinvolved are identified. Order from NARMIC, American Friends Service Committee, 1501 Cherry Street, Philadelphia, PA 19102. (215) 241-7175 Beirne, Margaret (comp.), Peace Studies Annotated Bibliography. Bronx, N.Y.: Cardinal Hayes Library, Manhattan College, 1972. A listing of adult and college oriented books on irenics published in the late 1960's. Reitz, Charles R. and Theodore Herman (eds.), Peace and War. San Francisco, CA.: W.H. Freeman and Company, 1973. 424 pp., index. This anthology was developed for the Colgate University peacestudies program. It is a multidisciplinary approach to ways of preventing war and bringing about world peace. Beitz, Charles R., A. Michael Washburn and ThomasG. Weiss (eds.), Peace Studies: College Courses on Peace and World Order.New York: Institute for World Order, 1973. The program outlines for thirty peace studies courses actuallybeing taught in American colleges and universities are givenunder seven topical headings. Boulding, Elise (comp.), Bibliography on World Conflict andPeace: Second Edition. Washington, D.C.: American Sociological Association,1979. 168 pp. ERIC document, E0 171-648 Over a thousand entries are organized into twenty-six maincategories. Copies are available at $15 from Westview Press, Inc.,5500 Central Avenue, Boulder, CO 80301. 2

Boyer, William H. Alternative Futures: Designing Social Change. Dubuque, Iowa: Kendall/Hunt Publishing Company,1975. 132 pp. Among his ten main topics Boyer includes"War Systems or Peace- keeping Systems?"The book was written for high school use. Boyer, William H. Education for Annihilation. Honolulu:Hogarth Press - Hawaii, 1972. 149 pp. and bibliography. Boyer describes the military-educational-culturalcomplex that functions in the United States. He presents chapters analyzing how military behavior is conditioned, how militaryideologies are indoctrinated, and military values taught inschools and colleges. He then contrasts education for survivalwith training for annihilation. Buckalew, M.W. (ed.), Peace Education:Opening the Classroom Door. Evansville, IN: School of Education,Evansville University, 1979. 51 pp. ERIC, ED 175-563. This is an anthology of articles on peaceeducation with course descriptions, examples of student writing,lists of resources and class activities, and reports of recenttrends in peach research. Chambers, John Whiteclay, (ed.), PeaceResearch and Its Impact on the Sciences, SUNY, Curriculum. Plattsburgh, N.Y.: Faculty of Social 1973. 129 pp. The contents of this publication werecompiled by the Conference on problems Peace Research in History. It contains articles discussing of peace and peace education, viewsof peace research from the perspectives of various academicdisciplines, and appr,,aches to incorporating peace research into thecurriculum. for a Committee on Education, JaneAddams Peace Association, Education League for Global Society. Philadelphia, PA: Women's International Peace and Freedom, 1978. 49 pp. The first part of this bibliographyis on "Peace" with sub-categories for disarmament, conflict resolution,militarism, and world organization. There are also other sectionslisting materials on economic equity, social justice and ecologicalbalance. Curriculum Materials on War, Peace,Conflict and Change: AnAnnotated 33 pp. Bibliography. New York: Center forWar/Peace Studies, 1972. This was a very complete descriptionof available items - including films and simulations - at the endof the previous decade. of Nuclear lett, Stephen, What You Need toKnow About: The New Generation Policy Studies, 1980. 22 pp. Weapons.Washington, D.C.: Institute for 32.00 arsenals of The nuclear arms policies ofthe super-powers and their weapons are described. Order from: 1901 Que Street, N.W., Washington, D.C. 20009. (202) 234-9382

8 3

A Guide to the Nuclear Day, Sam (ed.)Makers of the Nuclear Holocaust: Weapons Complex and CitizenAction. Nyack, N.Y.: Fellowship of Reconciliation, 1981. 24 pp. $1.25 (discounts on quantities) together with A thorough survey of ten asrectsof nuclear weapons, action suggestions to counter the armsrace and list oforganizations Nyack, N.Y. 10960. that work for disarmament. Order from: FOR, Box 271, March, "Disarmament in Attitude and Action," World Goodwill Commentary 11, 1978. 20 pp. this Appropriate books, booklets andperiodicals are also listed in Goodwill, 866 special issue of this journal. Order it from: World UN Plaza, Suite 566-7, NewYork, N.Y. 10017.

Cinema and Motion Picture

Revised Edition. Chicago,IL: World Dowling, JohnWar, Peace, Film Guide, without War Publications,1980. 188 pp. $5.00 economic Many current films on war,the arms race, international Sample film development and relatedfields are listed anddescribed. 67 East Madison Avenue, study approaches are alsogive. Order from: Suite 1417, Chicago, IL 60603.

Print Media

Secondary Education Education for a Global Society:A Resource Manual for for Peace Teachers. Philadelphia, PA: Women's International League and Freedom, - . 53 pp. $2.50 peace, Articles, books and resourcesissued since 1970 concerning balance are listed. economic equity, socialjustice and ecological related bibliographies. There are also sections onfilms and a list of Order from 1213 Race Street,Philadelphia, PA 19107. Peacekeeping: Perspectivesin World Fraenkel, Jack R.(ed.) and others. World Order and Chicago:World without Order. New York: Institute for War Publications,1973. 94 pp. keeping designed for high school use. War, peace, peace This pamphlet was different armaments are defined. A case study of four systems and nuclear defense, and limited models: collective security,collective force, mutual Students are invited todevise their world government isundertaken. rating chart. own alternativemodels and test them by using a 4 cuiValS -77- you NAVE ENMMOUS Tik4, WM/ Docir)g: TRAFFIC JAMS ANO THE AvToNk0511-E4 ,,.AND THEN MO OWE cA Do MORE ARE 6sisiN6 E166E7e. WHAT? n*AN 10 mw-64 AND MORE ftxuERFoL., PER noulz wiTH NtoToR 'IP-me 4P THAT you CANDO AMAZING

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Garrigan, Timothy B. and George A. Lopez.Terrorism: A Problem of Political Violence. Denver: Learning Resources in InternationalStudies, 1980. 40.pp. $3.50 This guide for advanced students introducesvarious methods for analyzing terrorism. It contains study activities and anextensive bibliography. Goettel, Elinor. America's Wars - Why? Chicago: McDougal, 1974. 224 pp. $5.85 Teacher's guide available. The causes and patterns of behavior thatled to United States involvement in ten wars are analyzed andinterpreted. Challenger of Education Gordon, H. "Buberian Learning Groups: A Response to the 1980, for Peace in the Mid-East,"Teachers College Record 82(1), Winter, 525 West 291-310. Order from: Teachers College, Columbia University, 120th Street, New York, N.Y. 10027. Martin Mordicai Buber advocated a typeof existential phenomenology in which dialogue among peoples ofdiffering perspectives is stressed. This concept became the basis of the"ehud" movement to bring together Israeli Arabs and Jews, and it is thisidea applied to education that Gordon presents. Grover, Sister Veronica (ed.) "Justice and Peace Education," Momentum 11, February, 1980, 36-9 and May, 1980, 35-6. Order from the Catholic Educational Association, Suite 350, 1Dupont Circle, Washington, D.C. 20036. Peace education programs in RomanCatholic schools are described. Justice Grover, Sister Veronica "Within NCEA Framework: Peace Studies and Education," Momentum 8, February, 1977,27-31. See address above. A discussion of the rationalefor peace studies developed by the National Catholic Education Association. Action. Haavelsrud, Magnus (ed.) Education for Peace: Reflection and Guildford, Surrey, England, UnitedKingdom: IPC Science and Technology Press, 1975. L 5.75 397 pp. Thirty articles written by educatorsfrom twenty countries are included concerning the cognitiveand methodological aspects of peace (1) What is peace education? education. Four questions are addressed: (4) Where is it needed (2) Why is it needed? (3) How should it be done? most? Oslo, Norway: Chair of Haavelsrud, Magnus. Principles of Peace Education. Conflict and Peace Research, Universityof Oslo (Paper No. 18), 1975. 21 pp. and notes. oriented The author gives a rationaleand conceptual framework for peace learning. Begin. N.Y.: Institute Johansen, Roberc C. The Disarmament Process: Where to for World Order, 1977. 22 pp. 11 and interpreted. Thirteen key disarmamentpolicy issues are identified desireability and There are also discussionsof their feasibility, potential for educationand mobilization. Disarmament and World Development. Oxford, England, Jolly, Richard (ed.) and index. United Kingdom: PergamonPress, 1978. 159 pp., bibliography from British Aspects of disarmament anddevelopment are investigated perspectives by fourteen writers. and Children. Judson, Stephanie (comp. anded.) A Manual on Non-Violence Friends Peace Philadelphia, PA: Non-Violence and Children Program, index of games. Committee, 1977. 114 pp., appendices and materials This is a very comprehensivecollection of approaches and It includes directions for developing peace studieswith young children. for cooperative games forchildren and adults. of All," Convergence - Kekkonen, H. "Peace Education: The Responsibility of Adult Education11(3-4), 1978, 114-18. The International Journal P.O. Box 250, Order from: InternationalCouncil for Adult Education, Station F, Toronto, Ontario,Canada M4Y 2L5. education programs. Explains how peace studiesrelate to continuing Conflict an: Kenworthy, Leonard S.(comp.) "War and Peace: Studying February, 1979, :7-71. Conflict Resolution,"Curriculum Review 18(2), Clinton Street, Order from: CurriculumAdvisory Service, 500 South Chicago, IL 60607. understanding discusses peace A pioneer in socialstudies for global that studies and makes recommendationsfor developing programs include this domain. Historical Anthology. Laqueur, Walter (ed.) The Terrorism Reader: A Meridian, 1978. 291 pp. $5.9 are explored. Links between past and contempoary terrorist movements gains made by terrorists areassessed along with The actual political Required warnings about terrorism as aform for violent activism. Adult level. reading for all potentialterrorists. Disarmament: Practice andPromise. Lawrence, Robert M. Arms Control and 54 pp., glossary, Minneapolis, MN: BurgessPublishing Company, 1973. discussion questions,bibliography and appendix. described and the problems The present feeble armscontrol efforts are and the People's of disarming the UnitedStates, the Soviet Union Republic of China arerecognized. Humstriot-sm: Human Interestin Peace and Survival. Lentz, Theodore F.(ed.) 239 pp., bibliography,appendices. St. Louis, MO: TheFuture Press, 15/6. aspects of conflict Ten essays by peacestudies theorists explore Peace Research Laboratory, resolution and warprevention. Order from: 6251 San Bonita, St.Louis, MO 63105. 12 7

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.... Commission on theChurches' Participation ...,,,Iciaia4 Reproduced lrom Conacientization. t, r .ft, ,-- lAle .. ... 13 Lentz, Theodore F. Towards a Technology of Peace. St. Louis,MO: Peace Research Laboratory, 1972. 75 pp., bibliography. See previous entry for ordering address. Lentz, a father of peace education andactivism, discuss.s how to initiate movements toward peace, including developingthe necessary tools, techniques and measurements. He recognizes that education, motivation and politics are all involved. Marketing the Nuclear Profiles of U.S. Exports to Five Countries. Philadelphia, PA: NARMIC (National Action/Research onthe Military Industrial Complex), 1979. 7 pp. 15 Tabloid articles give the facts about ourexporting nuclear power plants and demonstrate their links to obtainingnuclear arms capa- bility. Actions, resources and organizations aresuggested. McGinnis, James R. A Strategy Guide for Schools andSchool Systems in Education for Peace and Justice. St. Louis, MO: Institute for Education in Peace and Justice, 1977. 183 pp. ERICED 150-064 MO 63108, Order print copies from: 3700 West Pine Street, St. Louis, $6 paper cover. This is a revision and update of an earliercurriculum guide. It gives goals for an EPJ program,outlines processes for planning and initiating one, gives case studies ofsuccessful programs, and lists guidelines for making a curriculumevaluation of a peace studies program. Resources are listed In an appendix. (London) Midgley, S. "Bad News is Good News on the PeaceFront," Times Available on micro- Higher Education Supplement 402:9,July 11, 1980. 42nd St., New York, fiche from: The Times (London), Inc., 201 East N.Y. 10017. Rochelle Park, Moore, Roberta and JosephThe Problem of War: A Global Issue. N.J.: Hayden Book Company, Inc.,1980. 136 pp., index. Planned for middle or high school use,this book suggests futuristic scenarios and involvement activities toteach the causes of war, its consequences, and means of warprevention. Its five sections are: (1) War and Its Effects, (2) The HumanCauses of War, (3) The Structural Causes of War, (4) Ways of PreventingWar, (5) You and War. Park, N.J.: Moore, Joseph and RobertaWar and War Prevention. Rochelle Hayden Book Company, 1974. 141 pp. $4.00 history, An overview of war is given fromthe perspectives of economics, and other psychology and sociology. There are case studies, a scenario, involvement methods are suggested.

Mueller, D. "Is It Possible i (Digest March, 1977, 54-6. ThetsoamTee=ZT:c::: iSnoted 4000 43, Summer, 1977, 43-5. Order from: Heldref Publications, Albemarle Street, N.W.,Washington, D.C. 20016. Nesbitt, William A. The Alpha Crisis Game. Albany, N.Y.: Center for International Programs and Comparative Studies, State Education Department, 1973. 115 pp. A simulation is described to accompany the guide on "The July 1914 Crisis: A Case Study in Misperception and Escalation." - Nesbitt, William A. The July 1914 Crisis: A Case Study in Misperception and Escalation. Albany, N.Y.: Center for International Programs and Comparative Studies, State Education Departtent, 1973. 117 pp. and bibliography. This is an instructional unit concerning a particular historicinter- national crisis. It helps students to better understand the types of confrontations that can lead to war. Nesbitt, William A. (ed.) Teaching About War and Its Control.A Selective Annotated Bibliography for the Social Studies Teacher. Albany, N.Y.: Center for International, Programs and Comparative Studies, State Education Department, 1972. 93 pp. Although it is now somewhat old, this was a thorougt, surveyof instructional resources and materials organized under twenty-fivetopical classifications. The New Generation of Nuclear Weapons. Philadelphia,PA: NARMIC, American Friends Service Committee, 1978. 7 pp. 15Q Current nuclear arms are described. We are told what they cost and the holocaust they can produce is explained. Suggestions of practical actions to stop the nuclear arms race aremade. Peace Education in Catholic Schools. A Report on theNCEA Peace Studies Survey of Catholic High Schools and a Plan for Initiatingand/or Developing a Peace Studies Program. Washington, D.C.: National Catholic Educational Association, 1976. 139 pp. $3.50 ERIC ED 155-089. This publication gives background and guidelines forestablishing interdisciplinary peace education programs. Three sections describe: (1) the NCEA peace studies program, (2) data from national surveys,and (3) suggestions for planning a peace studies program in alocal school. Resources and evaluation strategies are suggested. "Peace Study Excites Veteran Campaigners," Times(London) Higher Education Supplement 408:4, August 22, 1980. Available on microfiche, see previous citation to a Times article. Pickus, Robert and Robert WoitoTo End War: An Introduction to the Ideas, Books, Organizations, Work that Can Help.Berkeley, CA: World Without War Council, 1970. 248 pp., indices, $1.95. This handbook is now old, but it is inclusiveand one of the beat materials available for surveying peace studies conceptsand listing resources related to teaching them.

15 Prutzman, Priscilla, et. al. Childrenst Creative Response to Conflict Program. A Preliminary Handbook, Second Edition, Revisedand Enlarged. New York: Quaker Project on Community Conflict, 1975. (Not conventionally page numbered.) The materials in this handbook are designed forfourth, fifth and sixth grade public school children.The booklet contains many tools and techniques for building community andcooperation, affirming personal identity and increasing communicativeskills. It seeks to teach non-violent means of resolving inter-personaland inter-group conflicts by exploring alternative roles in situationsof confrontation.

Reardon, Betty Teachers' Guide: "World Military and SocialExpenditures," Global Studies Kit #1. New York: The RockefellerFoundation, 1978. 14 pp. This is a very useful handbook for teacherswho use the annual publication containing statistics compiledby Ruth Leger Sivard, to which it is related. Additional resources are listed. Leesburg, VA: Sivard, Ruth LegerWorld Military and Social Expenditures. VA WNSE Publications, 1980. $2.50 Order from: Box 1003, Leesburg, 22075 Each annual issue givesprecise dataabout how much we are spending for armaments and militarism globally, andhow much we are spending on social programs.

Smith, Raymond E. A Syllabus for a Proposed Course on Holocaust Awareness. West Hartford, CT: Committee on Holocaust Awareness,1980. 47 pp. and bibliography. A multidisci)linary undergraduate level course on theJewish Holocaust during World War II is described in detail. So You Want to Teach About Conflict? NewYork: Center for War/Peace Studies, 1974. 6 pp., bibliography. This is a short teaching unit for which objectives aresuggested, approaches described, and learning activities and materialspresented. It would be appropriate for secondary level use.

Stanford, B.D. "English for Peace," Media and Methods 12(1), January, 1976, 26-7. Order from: Media and Methods Institute, Inc., NorthAmerican Building, 401 North Broad Street, Philadelphia, PA19108. Advocates ESL as an opportunity for developingcross-cultural awareness and understanding. Stiehm, JudithNonviolent Power: Active and Passive Resistancein America. Lexington, MA: D.C. Heath and Company, 1972. 117 pp., bibliography and index. The assumptions of individual and groupnonviolent resistance are analyzed and techniques described.

16 11

Stoessinger, John G.Why:Nations Go to War. New York: St. Martin's Press, 1974. 230 pp. $6.95. Six twentieth century armed conflicts are analyzed and the various common denominators of war are identified.

Summy, Ralik:V. XV 201 - Politics of Non-Violence: Introductory Outline. St. Lucia, Queensland, Australia: Department of External Studies, University of Queensland, 1979. 13 pp. This is the syllabus for a college level course for external (corres- pondence) students in Australia. The rationale, readings and assign- ments are all described. "Teaching About War, Peace, Conflict and Change," Intercom 13(2), March/ April, 1971. This was a special issue featuring curricular insights and teaching suggestions. Teaching Genocide Awareness in Multicultural Education. Storrs, CT: The I.N. Thut World Education Center, 1980. 24 pp., $1.50 plus postage. The concept of genocide and the provisions of the 'UN Convention to prevent it are explained. The rationale and aims of genocide awareness education are presented, terms defined, and six instructional approaches are suggested. Data about the Armenian Genocide of 1915-22, and the Jewish Holocaust in the 1930's and 1940's is given.Bibliography and list of relevant organizations. War. Toronto, Ontario, Canada: Ontario Institute for Studies in Education, 1979. 48 pp. $3.85, teacher booklet; $3.30, student booklet. Twenty-six learning activities focus on the morality of war and explore a number of specific case studies. Wehr, Paul and Michael WashburnPeace and World Order Systems: Teaching and Research. Beverly Hills, CA: Sage Publications (Sage Library of Social Research #25), 1976. 117 pp., appendices and bibliography. The authors interpret the aims and history of Peace and World Order Studies. They provide guidelines for establishing instructional programs of this type, and suggest teaching approaches and action research projects in this field. The appendices include a list of pcace organizations and some sample lesson plans. Weston, Burnes H. (ed.) and Others Peace and World Order Studies: A Curriculum Guide. New York: Institute for World Order, 1978. 474 pp., $5.00 Also included in ERICED 164-380. Contains many outlines of actual high school and college courses in the field, as well as descriptions of thirty learning packages. Woito, Robert (ed.) World Disarmament Kit. New York: World Without War Council, 1978. 120 pp., $2.50. Order from 175 Fifth Ave., New York, N.Y. 10010. Facts about the arms race along with means for understanding and reversing it. 17 12

Education and Human Resources

A PILOT PEACE STUDIES COURSE

International Baccalaureate Subsidiary Level Devised by Department of Peace Studies Professor Adam Curle Bradford University, England, U.K.

1. The Nature of Human Aggression Anthropological, psychological and sociological perspectives.

2. The Concepts of Peace and Justice A discussion of alternatives presented in the political, religious and social traditions of Europe and Asia.

3. The Theories and Functions of Social Conflict An introduction to various approaches.

4. The Nature, Causes and Results of Violence The history of warfare in relation to technology and social changes. Varieties of contemporary warfare. Communal, racial and class conflicts. Major power relationships. The colonial revolution.

5. Examples of Conflicts within Societies Two out of: Community Relations - the case of Northern Ireland. Race Relations - in Britain. - in South Africa. Industrial Relations - topics drawn from two societies.

6. Examples of Conflicts between Nations Two out of:The Arab-Israeli conflict. The conflict between rich and poor nations over world development. Super-power conflicts since 1945.

7. Peace-making in the World Today Nationalism and Internationalism The League of Nations and the causes of its failure. The United Nations: Its history, structure andpossible development. The work of governmental and non-governmental bodies. The prospects for disarmament.

8. Fieldwork All students taking the course will have some first-handexperience, however brief, in a situation of conflict.Experience of this nature is best gained when the student is involved in a practicaltask in the context of service. Opportunities will be arranged in mental hospitals, probation work, race relations, and community relationsin Ulster.

9. Project Each student will submit either a well-researched paper, areport on their social service involvement, or anoriginal simulation exercise.

18 13

Information LJ

A GUIDE TO PEACESTUDIES TERMINOLOGY

humanistic educationand irenics The vocabulary thatis associated with coined to the past decade. Words have been has changedconsiderably during Familiar terms and new learningsituations. expressinstructional theories This list will aideducators who wish to engage have acquired newmeanings. in peace studies. Magic Circle Academic Freedom Mental Health Acceptance Moral DevelopmentTheory Accountability Multicultural Education Active Listening Multiethnic Education Actualization Affective Domain Nihilism Agents of Change Non-Directive Therapy Alternative Lifestyles Non-Formal Learning Awareness Non-Traditional Roles Non-Verbal Expression Behavior Modification Behavioral Objectives Open Classroom Body Language Operant Conditioning Brainstorming Parent EffectivenessTraining (PET) Career Education Peace Studies and Child-centered Learning PPBS (Planning, Programming Citizenship Education Budgeting System) Client-centered Therapy Problem-Solving Community Education Programmed Instruction Conflict Resolution Psycho-Drama Confluent Learning Questing Consensus Cross-cultural Communication Racism Cultural Disadvantage Reality Therapy Role-Playing Decision Making Democratic Process Schools Without Walls Discovery Method Self Concept Situation Ethics Encounter Groups Socika Interaction Expression, Non-verbal Socio-Drama Facilitator Socio-Grams Family Life Education Stereotyping Feedback Mechanism Synthesizing Free Schools Taxonomy Training (TET) Gaming Techniques Teacher Effectiveness Gestalt Therapy Transactional Analysis Global Education Understanding Group Dynamics Utopian Thought Growth Potential Values Clarification Weltanschauung (WorldView) Adapted from TheSchool Bell,Jan/ Feb, 1978. 19 14 Information IT OF CONFLICT A TOPOGRAPHYOF THE DIMENSIONS

INTRAPERSONAL

Disjuncture betweenConduct Values Ambivalence and Ideals Prehension

INTERPERSONAL

Friction concerningStatus and Differences inPersonal Styles Roles Varying Perceptions Communication Failures

Values Clashes ProfessionalJealousies Generation Gaps Different Aspirations of Needs Agism/Racism/Sexism Divergent Assessments and Self-Interest

INTERGROUP

IncongruousHistorical Stereotypes Perceptions Discrimination Clashing PoliticalAims Institutions Prejudice Different Religious Structural and Racism/Sexism Differences in TechnologicalDevelopment Genocide Conflicts ofGroup Needs and Interests

INTERNATIONAL

Perceived Threatsto National IdeologicalConfrontations Survival Interpretations of and Political Different Economic, Military History Imperialism Trade and for Colonialism Competition for Natural Resources Racism DemagogicLeadership Religion

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Education and 0 Human Resources 1=3

DISARMAMENT AND PEACEORGANIZATIONS CONFLICT RESOLUTION,

Middle East (APPME),Nine East 40th American Professorsfor Peace in the Street, New York,N.Y. 10016 (212) 532-5005 Israel and understanding and a lastingpeace between Works for better East Review. its neighbors. Publishes the Middle (AIUSA), 304 West 58thStreet, Amnesty International,U.S.A. Affiliate New York, N.Y.10017 (212) 582-4440 conscience, for the release ofall prisoners of AI works impartially their beliefs, people being heldanywhere due to especially those torture sex, religion orlanguage. It opposes color, ethnic origin, prompt and fairtrials for all and the deathpenalty, and advocates Action. political prisoners. Publishes Amnesty (AFSC), 1501 CherryStreet, Philadelphia, American FriendsService Committee PA 19102 (215) 241-7000 and organization that operatescommunity relations AFSC is a Quaker well as manyprojects programs in theUnited States, as peace education throughout tne world. Publishes of social anddevelopment assistance Alro Reports and QuakerService Bulletin. International Division curriculum andpamphlets. peace studies 90210 North Maple Drive,Beverly Hills, CA Another Mother forPeace (AMP), 407 (213) 274-9665 principle that organization isdedicated to the This large membership Its motto is,"War is not healthy war is obsoletein the nuclear age. and things."Publishes a Newsletter for children andother living brochures. Suite 900, 11 DupontCircle, N.W., Arms ControlAssociation (ACA), Washington, D.C. 20036 (202) 797-6450 questions of arms research on practicaland theoretical ACA promotes conferences andseminars. control and disarmament. It conducts books and reports. Publishes ArmsControl Today, 10003 Union Square, East,New York, N.Y. Bread for theWorld (BFW), 32 (212) 260-7000 hunger and poverty. organization ofChristians united against This is an and hungry peoplesuch as BFW deals withissues that affect poor trade. Publishes aNewsletter. military spendingand the world arms 44325 University of Akron,Akron, OH Center for PeaceStudies, The Dr. Warren F.Kuehl, Director. field of inter-group educational and researchcenter in the This is an peaceful change. Publishes understanding, conflictresolut'.on, and International PeaceStudies Newsletter. 2I 16

N.Y. 10003 Center for War/Peace Studies,218 East 18th Street, New York, (212) 475-0850 curricula and This is an active groupthat devises peace studies issues Global Report four tosix times a year. Massachusetts Avenue A Citizen's Organizationfor a Sane World (SANE), 318 N.E., Washington, D.C. 20002 (202) 546-4868 international SANE works to bring aboutnegotiated settlements of nuclear weapons. disputes, major cuts in armsspending, and an end to production It urges that the armsindustry be converted to civilian Publishes and home and the lessdeveloped countries of the world. Sane World and ConversionPlanner. (COPRED), Center Consortium on Peace Research,Education and Development 44242 for Peaceful Change, KentState University, Kent, OH (216) 672-3143 and utiliz- COPRED has a peace actionnetwork, a network on research and ethics. ation, another on radicalperspectives, and one on religion curricula and Publishes COPRED PeaceChronicle and peace studies materials. 10960 Fellowship of Reconcilliation(FOR), Box 271, Nyack, New York (914) 358-4601 non-violence and For over fifty yearsFOR has worked to substitute reconciliation in internationalrelations, racial and inter-group edpcation and tensions, and other areasof confrontation through committees issues FOR publishesFellowship and one of its action. high Militarism Memo about militaryactivities and policies in schools and colleges. Philadelphia, PA 19102 Friends Peace Committee,1515 Cherry Street, (215) 241-7230 issues, books and manuals. This group issuesleaflets on current peace Marg, New Delhi 11001 Gandhi Peace Founacition,221/223 Deer. Dayal, Upadhyaya India studies. It publishes This organizationconducts research and makes another on Peoples Action, aswell as a journalcalled Gandhi Marg and books and pamplets. 3700 West Pine, St.Louis, Institute for Educationin Feace and Justice, MO 63108 (314) 535-8884 organization is concerned withglobal issues This br,:,adlyoriented strategies. of hunger and poverty, aswell as peace and development It issues instructionalmanuals. N.W., Washington, D.C.20009 Institute for PolicyStudies (IPS), 1901 Q Street, (202) 234-9382 publishes studies Formerly called the PeaceResearch Institute, this group domestic and inter- and issues films aboutpolicies related to U.S. national relations. 22 17

Institute for World Order (IWO),1140 Avenue of the Americas, New York, N.Y. 10036 (212) 575-0055 IWO is a non-profit educationalorganization devoted to research and development of peace, socialjustice and world order curricula for schools and universities. Publishes Bulletin of Peace Proposals, Alternatives: A Journal of WorldPolicy, and Macroscope. P.O. Box International Association of Educatorsfor World Peace (IAEWP), 3282, Blue Spring Station, Huntsville,AL35810 (205) 539-7205 through The members of this organizationtry to achieve world peace and Peace Progress. education. Publishes Newsletters, Peace Education 33101 International Peace ResearchAssociation (IPRA), P.O. Box 70, Tampere 10, Finland. IPRA has commissions on armstransfers, Publishes communications, disarmament, foodpolicy and peace education. Research. International Peace ResearchNewsletter and Studies in Peace Washington, Peace Corps Partnership Program,806 Connecticut Avenue, N.W., D.C. 20525 (800) 424-8580 and civic groups This is a voluntary programfor United States schools community projects to help build schools,health clinics, and other Publishes brochures overseas related tothe work of the Peace Corps. and lends a descriptivefilm. MO 63130 Peace Research Laboratory(PRL), 800 Kingsland, St. Louis, (314) 726-5563 An annual Conducts studies and preparesmaterials on peace education. for contributions Lentz International PeaceResearch Award is conferred to the field of irenics. Publishes Prioritas. Faculty of Arts Peace Science Society (PSS),Department of Peace Science, PA 19174 and Sciences, The Universityof Pennsylvania, Philadelphia, (215) 387-0681 advancing This body is a scientificorganization concerned with Publishes the peace research andconflict resolution studies. Journal of Peace Science. Suite 10-D, New York, Planetary Citizens (PC),777 United Nations Plaza, N.Y. 10017 (212) 490-2766 the concept PC members register as"planetary citizens" to promote such as hunger, poverty of interdependence. They focus on global issues General Assembly Report. and war. Publishes Planet Earth and U.N. CT 06460 (203) 878-4769 Promoting Enduring Peace(PEP), P.O. Box 103, Woodmont, postage) This educational organizationprovides free (except for goodwill. reprints of articles related tointernational peace and It gives an annualGandhi Peace Award.

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Race Street, Women's International League forPeace and Freedom (WILPF), 1213 Philadelphia, PA 19107 (215) 563-7110 from the Advocates non-violence in thestruggle to achieve freedom is threat of war and exploitation. The Jane Addams Peace Association and Program affiliated with WILPF. Publishes Luislative Bulletin Action Newsletter. D.C. 20009 World Peace Makers (WP), 2852Ontario Road, N.W., Washington, (202) 265-7582 of true This organization promotesunderstanding of the nature international security and how to movetoward it. Publishes a Newsletter. N.W., Suite 800, World Peace through LawCenter, 1000 Connecticut Avenue, Washington, D.C. 20036 (202) 466-5428 institutions for This group seeks to buildrules of law and legal "World Law Day."Publishes world peace. It sponsors an annual World Jurist. 21st Floor, New. York, World Without War Council(WWWC), 175 Fifth Avenue, N.Y. 10010 (212) 674-2085 issues brochures, WWWC has affiliated councilin other cities and it bibliographies and books on peacestudies and war prevention. W-219, World Federalists Association(WFA), 1011 Arlington Blvd., Suite Arlington, VA22209 (703) 524-2141 toward a WFA is an educationalorganization promoting new avenues peaceful world order by curbingthe nuclear arms race andimposing federal- sensible controls on internationalconflict through global and New Federalist Papers. ism. Publishes the Federalist Letter Washington, D.C. Worldwatch Institute (WI), 1776Massachusetts Avenue, N.W., 20036 (202) 452-1999 conflict WI is a research organizationthat works to solve global problems. Publishes Worldwatch Papers.