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Curriculum >> Peace Studies

by Ralph Spence - 1942
We have become so accustomed to miracles in our economy that we are in danger from a psychological point of view of lapsing into a fairy-tale state once more. We are inclined to believe that if we wish for things hard enough, they will be provided for us.

by Mary Harden - 1942
Although particular emphasis today is being placed upon the immediate necessity for concrete wartime defense education, probably one of the most pressing and urgent needs of such education is to help children of all ages to understand the significance and importance of continued democracy for them.

by Goodwin Watson - 1942
We are entering with youth an epoch dominated by three great imperatives: (1) World organization; (2) Increased democracy; and (3) Planning for abundance. Each is a continuation of some trends from the past, but each calls upon us in education to counteract powerful and long-standing habits of thought which have tolerated blind isolation, dictatorships at home and abroad, and economic anarchy leading to depressions.

by William Russell - 1941
The present world struggle can be viewed in one sense as a contest between hope and despair.

by Thomas Briggs - 1941
There is certainly an advantage, even a necessity, in our knowing what is the American way of life, the way that we have followed, unknowingly perhaps, since we imbibed the spirit of this country in the family circle, had it beaten into us by our fellows on the playing field, and finally learned in all our social and business intercourse that it is the one thing that makes for freedom under the restraint of our peers and for the greatest happiness to the greatest number. That we may perpetuate this way of life we must more definitely know what it is; that we may be more loyal to it we must appreciate its superior blessings.

by Clifford Brownell - 1941
The world situation today compels us to re-evaluate what we are doing in education, especially in the areas of health and physical fitness. The human virtues of physical courage, stamina, endurance, cooperation, and faith in our leaders are desirable traits for peace as well as war.

by Lyman Bryson - 1941
When we consider the problem of character education in the light of the world crisis, we have first to decide what kind of civilization we want and what kind of citizens we want to educate to lire in it.

by Hamden Forkner - 1941
Education for vocational efficiency is one of the fundamental opportunities which every free nation must provide for its people if it hopes to maintain individual freedom.

by George Strayer - 1941
The American way of life is based on respect for the personality of each individual. We are committed to the belief that all men can be developed and improved through education.

by William Russell - 1940
A section of the Report of the Dean of Teachers College for the Academic Year Ending June, 1940 in response to the fall of France.

by Teachers Faculty - 1940
A manifesto prepared by a Teachers College committee (Professors Briggs, chairman, Childs, and Norton) in an attempt that education promote the unity of our people by clarifying the meaning of democracy and by helping to develop a greater and more intelligent support of it.

by Monisha Bajaj - 2016
This commentary piece explores the global field of peace education with key insights from programs around the world.

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  • Teach Peace: As School Shootings Persist, Are Peace Games the Answer?
    Practitioners in the growing field of conflict resolution training think they have a more potent and meaningful solution: teaching peace.
  • Journal of Peace Education
    Journal of Peace Education publishes articles which promote discussions on theories, research and practices in peace education in varied educational and cultural settings.
  • The Social Science Research Council
    This website features an extraordinary and still-expanding collection of essays by leading social scientists from around the country and the world. These are efforts by social scientists to bring theoretical and empirical knowledge to bear on the events of Sept. 11, their precursors, and what comes after.
  • Peace Review
    Peace Review is a quarterly, multidisciplinary, transnational journal of research and analysis, focusing on the current issues and controversies that underlie the promotion of a more peaceful world.
  • Human Rights Watch
    Human Rights Watch is dedicated to protecting the human rights of people around the world. Human Rights Watch is an independent, nongovernmental organization, supported by contributions from private individuals and foundations worldwide. It accepts no government funds, directly or indirectly.
  • Peace and Conflict Studies
    Peace and Conflict Studies is designed to discuss various issues in peace research and conflict analysis. Since its main goal is to initiate intellectual discussion about peace on various dimensions, we pursue a multi-disciplinary approach and make an effort to offer an interactive research and learning environment.
  • Quest International
    To empower and support adults throughout the world to nurture responsibility and caring in young people where they live, learn, work, and play.
  • INCORE (Initiative on Conflict Resolution and Ethnicity)
    INCORE was set up in 1993 by the University of Ulster and the United Nations University to undertake research and policy work that is useful to the resolution of ethnic, political and religious conflicts.
  • The Peace Studies Association (PSA)
    An organization of individuals and of college and university academic programs for the study of peace, conflict, justice and global security.
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