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Advocates of the new social studies have long urged the use of concepts as the basic building blocks in social studies. The question of what concepts and definitions of them should be taught is a matter of agreement among qualified judges. As qualified judges in the international relations-war/peace international education field, we can determine the concepts to which students should be exposed. Such a determination will undoubtedly be picked up by curriculum writers and teachers. We have attempted to take up the task of defining and choosing concepts, generalizations, and a rationale for them in the Diablo Valley Education Project. We have asked: What are the crucial concepts which must be taught if students are to be better prepared to participate in the democratic process, to the end of helping build the institutions of peace? Our initial answer to this is that they should include conflict, change, obligation and authority, power, interdependence, institutions, identity and role, with a discussion of values related approximately to each. We have attempted a definition, rationale, and attitude and knowledge objectives for the concept of conflict. We have also developed an outline of propositions for conflict which begins to provide the content around which we would encourage teachers to build specific units. Attached are excerpts from our work on the concept of conflict. (SO 002 078 is related.) (Author/JLB)

This consultant paper for a war/peace curriculum development project is concerned with the challenge of preparing members of our society for a more rational approach to problems of inter-nation conflict. The nature of conflict and conflict solution in relation to the experience of learning are emphasized. Topics discussed include: 1) effect of physical environment upon evolution of man; 2) aggression, and human behavior; 3) psychological processes and values; and, 4) war as a social institution. The characteristics of human reaction to this fear are explored, such as dehumanization, alienation, and social involvement. Also discussed are: 1) unconscious defense mechanisms; 2) intra- and inter-group conflict; 3) socio-economic and political forces; 4) ethnocentrism; and, 5) communication problems. Guidelines suggest teaching these concepts: 1) idea of a world in which conflict, but not inevitably war, will continue to exist; 2) alternatives to violence are available as outcomes of conflict situations; 3) conflict can function as a creative force; and, 4) there is a need for new institutions for the conduct of conflict and the control of violence. A bibliography of 24 books and articles is appended as well as a list of 9 additional reference sources. Other consultant papers in this Inquiry session are SO 001 262 through SO 001 265. Related documents in this curriculum development project are SO 001 259 through SO 001 267. (Author/JSB)

This consultant paper is intended to provide information useful to a goal of this curriculum development project in the war/peace field, that is to encourage students to search intelligently for alternatives to war. The most fundamental assumptions used in thinking about international law are described, including some assumptions about systemic relationships. Several conceptual models of arrangements for management, settlement, or the outright prevention of conflict are presented to define features of three systems of international law: 1) Law of Reciprocity, 2) Law of Cooperation, and 3) Law of Subordination. Included in this analysis is background discussion of the international political system and the balance of powers. In addition, problems raised by the assumptions incorporated in each of the three models are indicated. An annotated bibliography of 23 entries is provided. Other consultant papers from this inservice session are SO 001 262 through SO 001 265; related documents from the Diablo Valley Project are SO 001 259 through SO 001 267. (Author/JSB)

This paper reports the author's research on the relative impact of various communication structures, particularly the mass media, on the formation of attitudes regarding war and peace, and the relationship of these source ratings to age and sex. The sample consisted of 611 randomly selected public school students from grades 5, 7, 10, and 12 in Vancouver, Canada. Methodology involved the administration of a series of open-ended questions measuring the individual's orientations to several different war-peace concepts, and the amount of influence each of a variety of potential sources had on each orientation. Six-point scales were utilized to examine the influence of: family members, friends, home TV, radio, newspapers, magazines, books, movies, teachers, textbooks, school movies, school TV, minister, and content of religion. Among other findings reported were: 1) ratings of the utility of various sources tend to differ mainly between the concepts of the word war and the causes of war, on the one hand, and the remaining concepts on the other; 2) TV at home has the highest utility for all concepts; and, 3) in the upper grades, TV at home is only of secondary importance for several concepts, magazines and newspapers assuming greater influence. The author states that there is a need for further research on why certain sources are of more utility than others for certain orientations. (JLB)

The field of conflict resolution in the social studies curricula is considered in this paper. The author presents a repertoire of creative and peaceful conflict resolution approaches in a copyrighted appendix. Techniques are described and contrasts are drawn with current social studies curricula. Some of the effects of teaching part of the repertoire to some high school students is reported. The proposed creative, peaceful approaches to international conflict are organized into six categories based on what dimension of a conflict is mainly involved: the parties involved, the bases of conflict, the location, the timing, the nature of the involvement, and the causes. It is suggested that the value of including conflict resolution in social studies curricula is that creative, peaceful approaches can provide options that can reduce the necessity for a persisting stalemate, can reduce the need for tension to continuously escalate while negotiation continues, and can reduce the likelihood of exhausting all the promising nonviolent strategies for dealing with a particular crisis. (Author/SHM)

An outline and related bibliography for a world peace course is presented in this paper. Designed for the college student, the course encompasses an interdisciplinary approach focusing primarily on the philosophical and the psychological aspects of the problems of peace. In this paper, the author also reflects on his involvement in the development of this course and the students response to it. Some of his general observations in teaching the course are that: 1) some students seem to oppose world government because they are convinced that all governments are villians; 2) many students have no sense for the historical aspects of problems; and, 3) many students feel that the moral aspects of war and war practices are irrelevant because "nobody cares anyway." (DFI)

The intention of this handbook is to report on the present situation in the international discussion on peace education and to make further development of this field possible in the peace movement. The first of the three sections contains papers which are contributions on preconditions for and the foundations of peace education, along with discussion of various concepts of the function of peace education. Part two contains a summary of examples which attempt to explain peace education in more concrete terms, both in and outside of school. In these approaches, peace research, peace education and action for peace are seen as directly related to each other, a precondition to reach their maximum effectiveness. A number of reports on efforts to put peace education into practice in various countries are found in the third part of the handbook. Included are reports on the Bad Nauheim Conference on peace education, on different implementation strategies, and on work in peace education in Belgium, Hungary, Great Britain and the United States. A list of contributors is appended. (Author/KSM)

This article contains three diagnostic tests which can be used in international relations classes at the secondary or collegiate level. They provide the teacher with an inventory of the international knowledge of students so that he can more effectively build on this knowledge and assist specific students in acquiring necessary background. The first text, a questionnaire in which students give their reactions to 24 ways to peace, has been administered to young people in ten countries in Europe and Asia. The results of their scores are included in the article. Students can compare their responses with the scores for these ten countries. The international organization fact test has questions about characteristics of the entire population of international, governmental, and nongovernmental organizations, with particular attention given to the United Nations system. The geographical awareness inventory asks students to provide the names of all countries of the world on maps of each continent that have country boundaries but do not indicate country names. Two articles are included in the occasional paper available in a bound volume from the Consortium; the article that precedes the one presented here is entitled "A Strategy for Improving International Studies Education at the Pre-Collegiate Level" by Judith Gillespie. (Author/RM)

This paper develops a basic conceptual framework of values and the valuing process. Section 1, Values and Value Claims, discusses the four different types of value claims (personal, market, real, and implicit) and their relationships. The second section considers the process of rational evaluation as a method of arriving at and supporting value claims. As this discussion points out, the process of rational evaluation is basically one of comparing alternative means to our ends, and this means/end model must be seen as operating not with initially fixed means and ends, but with the task of developing, clarifying, and combining means and ends. A number of different skills are involved in this process, and it is worthwhile encouraging students to identify these skills during these discussions. The third and final section, Foundations of Morality and Democracy, discusses the place and function of ultimate values in discussions of values in general, and democratic values in particular. The author concludes with a remark about the difference between education and indoctrination: In moral education, we should be saying nothing that is unchallengeable, and we should be concentrating on providing students with the cognitive and affective skills they need in order to do the challenging of our past assumptions, and to develop new value conclusions for new situations. (Author/JLB)

This report provides an overview of the purposes, participants, content, and evaluation of a four-week workshop. The purposes of the workshop were to: 1) present an introduction to the concepts conflict, violence, and interdependence; 2) develop an awareness of the need for value analysis in the classroom; 3) teach techniques and theory of value clarification and analysis in the classroom; and, 4) produce conceptually-oriented preliminary units on the above concepts and value analysis which might later be edited for publication. A panel of consultants provided the pedagogical and substantive basis from which the teachers could choose the content samples and design learning strategies for their units. (Consultant papers by David Daniels, Ralph Goldman, David King, Robert North, and Michael Scriven are available through the ERIC system.) A content outline of these formal workshop presentations is included in this report. A total of fourteen draft units resulted from the summer program. An appendix provides brief descriptions of these units. (Author/JLB)

An analysis of the bargaining process in international arms control negotiations is possible by developing a framework of interrelated hypotheses, by delineating and practicing interactions study called "Bargaining Process Analysis," and by formulating procedural steps that bridge the gap between laboratory studies and "real world" situations. In the interactions between nations, it can be concluded that as international tensions are lessened, arms negotiations will become more task-oriented rather than affect-oriented; the more flexible the national goals, the more likely is the success of the negotiations; and the lower the key of bargaining threats, the more successful the talks. Superior to Bales' Interaction Process Analysis in this specific application is Bargaining Process Analysis which provides, for example, thematic content analysis and means for coding interactions of bargaining participants in free verbal communication both in the laboratory and in actual international negotiations. (CH)

Eighteen individuals representing eight social science disciplinary approaches, seven observers representing various educational positions, and eight staff members participated in an inquiry to discover how academic scholarship can be used to determine the understandings required in teaching about war and peace. Three substantive concepts -- conflict, violence, and authority were discussed in an effort to determine what should be learned by students about each; the problem of interdisciplinary research on these and other topics was given theoretical consideration; and suggestions as to future work by individual and sponsoring organizations were explored. The inquiry provided an occasion for individuals with different academic viewpoints to discuss these inter-relationships and, offered an exchange between academics and educators. A brief critique of the inquiry program indicated it was overly ambitious, discussion was forced, the group too large, and that there was some misunderstanding as to whether the conference was to examine content rather than techniques of teaching about war/peace. Brief summaries of formal presentations exploring the three concerns above are attached to this report. Also included is an edited version of suggestions concerning what participants thought to be the most important about the war/peace field in education. (Author/SJM)

This paper takes a holistic view of the conditions and causes of conflict and violence. Beginning with an analysis of interaction and conflict between individuals, the author proceeds to examine its occurrence on the group, organization, and nation-state level. He points out that since all human interaction involves some conflict, we should consider alternative modes for conflict management. Several uni-causes have at times been put forth for war--including biological instinct, a form of psychotic behavior, etc. The line of argument taken here is that national leaders will always try to move their nation in directions which reduce whatever discrepancies they perceive between the state of affairs they believe they are living in, and the state of affairs they prefer. Based on this analysis, the general dynamics of conflict and violence between nations of varying levels of power are examined. The author points out that because of these dynamics, warfare is almost inseparable from the nation state (and empire) system as it has existed with the exception of a few countries such as Sweden, who have chosen to play world politics in a different way. Comments on Prof. North's presentation by Irving Janis and Thomas Milburn accompany the document. Related documents are SO 001 259 through SO 001 267. (JLB)

The purpose of this study is to compare the relative impact of communication structures and the utility of sixteen sources of orientations in the development concepts related to peace and war among high school students. 197 students from Seattle, Washington and 227 from Vancouver, British Columbia were asked to respond to four open-ended questions on war, peace, and causes of war, and the prevention of war. They were then asked to rate the utility of their sources of information: TV at home, radio, newspapers, magazines, books, movies in theaters, teachers, textbooks, movies in school, TV in school, minister or teacher in church, and content of religion. Statistical analysis utilized a one-way analysis of variance, the dependent variable being the source ratings. 21 of the 64 comparisons had greater utility for the Seattle sample; the print and motion picture sources had greater utility for the Vancouver sample. A clarification of possible causative variables is provided in an interpretive section of the paper. A related document is SO 001 842. (Author/DJB)

The problems mankind faces are of such overwhelming importance that it is easy to see why we are interested in integrating the academic disciplines to study war, violence, and social change. Could not the behavioral sciences, properly mobilized, enable us to reduce the probabilities of war and violence, and make social change more tolerable? Toward these ends, the integration of academic disciplines, and the cooperation of these disciplines with practitioners (educators) should prove worthwhile. There are several obstacles to interdisciplinary work: 1) the anxiety-provoking nature of this area of research, which causes people to withdraw to safe problems in their own disciplines; 2) the tendency to regard only the things in one's own discipline as problematic, and those things outside as givens; 3) the defensiveness and jealousy that often exists between disciplines; and, 4) each discipline having its own distinct methods. One way to overcome these obstacles is to be aware of the conceptual convergences that exist across disciplines. These convergences set the stage for cooperation. There are new methods and concepts that make cooperation easier, e.g., the man-computer simulation to study conflict. It is not obvious how such projects can best be organized, and we need to collect critical incidents concerning successful attempts at cooperation. (Author/JLB)

Various aspects of peace education are dealt with in this study kit which includes papers, talks, outlines for courses, reports on seminars, conferences and discussions, plans for workshops, classes, books, programs, information on resources available, and reading lists. The resource manual is arranged under the various headings of overviews, courses in pschology, sociology, humanities and education, sciences, interdisciplinary courses, public or adult education courses, total program for peace study, recent professional periodical references and follow up report. The scope is broad and covers areas relating to peace education such as international relations, disarmament, social problems, conflict, non-violence, culture, war prevention, ethnics, world problems, world peace, world politics and law. (SJM)

Decision Makers is designed to simulate the problems faced by groups trying to produce peaceful social change in their communities. This version illustrates the problems faced when a community group attempts to introduce a course on the issues of war and peace in the local high school. All participants assume roles as residents of a typical suburban community with half becoming change agents, the other half decision makers. The decision makers control three elements necessary to the project's success: seals for official approval, paper money for funds, and negative and positive letters for public opinion. An initial meeting of the entire group begins the process of gaining the decision makers' support and tokens. Each half caucuses seperately and divides into subgroups. A succession of group, subgroup, and joint meetings are held, culminating in a debriefing to examine the dynamics and problems involved in building community support for social change. An introduction, checklist, and scripts for moderators are provided along with charts noting progress in the change process. A list of resource organizations, ways to adapt the game for other social change issues, sample questions, and a game fact sheet are included. (KSM)

This paper outlines the experience of a group of teachers when they showed three films dealing with war/peace issues to secondary students in one of the experimental schools in the Humanities Curriculum Project 1968-69. (SM)