Education for Peace: A Conference Report from Kyoto. Peace Education Reports No. 6.

Overview & Synopsis

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)