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This paper describes an experiment in which 30 students, classified according to high and low analytical performance, were given a reading and text production test to determine their sensibility to the structure of an Icelandic saga. This material was used because of its extreme simplicity on the textual surface level, a property suited for studying structure as something beyond the surface. The hypothesis tested is whether the structure mediated though the produced texts pertains to a descriptive dimension, implying analytic sensibility or to a reflective dimension, indicating synthetic sensibility. Hence, the aim of the experiment was to demonstrate the extent to which a certain learning strategy is governing the pick-up and production of a particular structure. Since synthesis is connected with structure, it implies that synthesis can only be studied through the structure of text production. In advancing the bio-kinetic hypothesis that the complexity and nonlinear dynamics of a produced discourse can be approached on the basis of the Agent-action-Objective (AaO) paradigm, it is shown that the derived [AaO] units rotate and AaO-governed rotations are including A- and O- functions that can be imaged in real time. On the basis of two discourses concerning the Icelandic saga, it is demonstrated that a system of [AaO] units has the capacity to keep track of rotations and to assemble textual elements that fit into the structure of a particular text. Discourse (A) has been shown to produce a state space in which the terminus, associated with the global state attractor, communicates an inevitable course of events, while the other (B) communicates boldness as final outcome. Thus, the results of the experiment make evident that significant differences in emergent consciousness are crucially dependent on structural sensibility and the developed learning strategies. (Contains 10 figures and 15 references.) (SLD)

This article presents the third study of a series that has been designed to manifest consciousness and to measure developed competence. The emphasis of the main hypothesis of this experiment has been put on the students ability to adapt to the main idea of a given story and to express his comprehension verbally. The way the two students of the previous two experiments have been able to accomplish the experimental task is reflected in the state attractors of the produced fitness landscapes. The student who has continued to follow the analytic-descriptive approach has focused on the conditions of that part of the study that relates to a critic of empiricism. Since it has been shown that the process of naming the resulting state attractors provides a sound theoretical basis, it can be concluded that the student has not been conscious of this purpose and consequently has been unable to abstract the criticism of empiricism. In contrast, the other student has continued to follow the synthetic-reflective approach. The produced narrative has made it evident that this student has been able to abstract the criticism of idealism. It follows that the proper outcome is "rationalism," which is validating that the degree of developed competence can be approached in a direct and obvious manner. (Author/SLD)

This paper presents the second study in a series that has been designed to manifest the emergence of consciousness and to measure developed competence. Its major aim has been to demonstrate that an invariant formulation of the Agent-action-Objective model and an analysis of it's a-O kinematics have the capacity to reproduce contour similarity over time. Within the studied evolutionary-developmental context, the biokinetics of the discovered AaO-mechanism has governed the synthesizing of information. Through the design of a single-subject experiment, it has been possible to demonstrate individual variations in growth as changes in complexity. When the two participating students are compared, obvious differences in their perspectives and consequently in their attractor spaces become apparent. Based on coordinated structural invariance, it has been possible to show that the convoluted spaces of the student who has followed the analytic-descriptive approach is concerned with the concrete level of the tested story. On the other hand, the student who is following a synthetic-reflective strategy seems to concentrate mainly on the symbolic level of the tested materials. Thus, from a developmental point of view, it has been possible to demonstrate that the AaO-mechanism is tracing embodied growth, which becomes manifest in the differences of the students' ability to adapt to the main idea of the given story. (Contains 8 figures and 14 references.) (Author/SLD)

The focus of this article is whether pure literature can contribute to education. As part of the study of modern literature in Swedish upper secondary school, novels about the future were examined, especially some that take a critical position toward modern civilization. In an experiment using the Perspective Text Analysis approach of B. Bierschenk and I. Bierschenk (1993), a master text was chosen that had shown the theoretically rooted dimensionality of "futurism" as a socially valid concept. Students (18 year olds) were given the task of writing about a novel using concepts from the master text, focusing on "public morality" for the analysis. The hypothesis tested was that a novel writer contributed to the edification of the public only if he or she translates some structural dimension in an ongoing process of civilization. To this translation is attached the sense of public morality. The three novels studied were "Brave New World" by Aldous Huxley (1932), "En levande sjal" ("A Living Soul") by P. C. Jersild (1980), and "The Handmaid's Tale" by Margaret Atwood (1985). The study found that when the students' responses were matched against the master structure, only one of the three novels, Huxley's "Brave New World," met the criterion of being educational with respect to futurism. It contributes to education by mediating an ideology behind a civilization process with a sense of morality. (Contains 18 references.) (SLD)

A dialogue between two secondary school students engaged in solving a problem is the basis for the assertion that the students differ in their problem solving capabilities; that is, they reduce the complexity of the situation in different ways. The discussion also suggests that students do not use the same form of competence. They make sense of the complex situation in different ways. It is also maintained that existing theories are able to explain different aspects of the problem solving process and competence. However, because no single theory encompasses all the aspects, a more comprehensive theory is proposed. This theory encompasses the notion that the person, through ideas, is able to consider and anticipate problem solving operations, thus displaying competence. More precisely, the person is in control through four processes: (1) efficacy, the degree to which the person experiences the feeling of control of the problem solving process itself; (2) achievement, the degree to which the person experiences that he or she is approaching the goal; (3) ruggedness, the degree of difficulty the person feels he or she has to overcome to solve the problem; and (4) availability, the degree to which the person feels that he or she has access to vital resources. With this frame of reference, an interpretation of the two students' problem solving processes is carried out using Perspective Text Analysis (B. Bierschenk and I. Bierschenk, 1993), a technique for making visible the structural relations of texts. It is also suggested that it is possible to apply catastrophe theory to make a model of problem-solving behavior. (Contains 8 figures and 29 references.) (Author/SLD)

A method for providing a synthesis of the perspective that a text producer gives to a text in the moment of its production is presented in the form of a dialogue between reader and author. Perspective Text Analysis, the system presented, is a basic methodological part of a larger system of analyses. Linguistic data in the form of free text production is important so that the prejudices and attitudes, that both the researcher and the text producer may have, do not enter into the researcher's analysis. This guide describes the fundamentals of the method, and the principles of test analysis are given through prototypical examples. The applied model is based on the assumption that its components are reflecting "perspectivation," in which a source and one or more operators can be distinguished and differentiated from one another in the building up of a perspective. When the perspective is formed, the text producer takes a position toward something he or she wants to express. (Contains 41 references.) (SLD)

The development of peace education in India is discussed in this booklet. Although India has made many contributions to the theory and practice of peace work (the non-violent movement led by Mahatma Gandhi), peace education in the form of university courses or special curricula for schools is seldom encountered. However, signs of interest in peace education are evident in the peace research centres, in departments of Gandhian Thought, and in similar institutes that have been organized over recent decades. Brief descriptions of these institutes are given. Books and journals from India and relevant to peace education also are presented. Contains 19 references. (Author/LB)

This study surveyed 31 professional educators who have taken a peace education course to see what factors influence their use of skills and knowledge acquired in this class. The main hypothesis of this study is that theoretical knowledge is not enough to motivate teachers to become peace educators. Respondents indicated that knowledge of subject matter was important but not as important as feelings of urgency about violence. Religious faith, past peace education success, and school climate helped peace education efforts. Responses to a questionnaire used in this study indicate the wide variety of approaches to peace education: (1) 58% were dealing with diversity; (2) 54% were teaching about peace; (3) 50% were helping their students cope with violence; (4) 35% were advocating violence prevention; and (5) 23% were working with a peer mediation program. Contains 7 tables and 31 references. (Author/LB)

A series of facts about current environmental problems are presented. Many countries observe the need to make provisions in constitutions and laws concerning the protection or preservation of the environment. International meetings have been held during recent decades in order to manage this problem. The booklet notes that environmental awareness and ecological literacy are a necessity. Purpose and content for environmental education and peace are discussed and illustrated, with an emphasis on the close relationship between ecological balance and peace. Contains 26 references. (BT)

A simulation experiment demonstrated that the perceptual sensitivity of Swedish and Danish students at upper secondary school level varies systematically concerning the basic conditions for "personal growth." An attempt is made to constrain this concept contextually, in such a way that it can be described behaviorally. It is made evident that Swedish students are certain that only a society founded on the principles of behavior modification can provide the conditions for their personal growth. In contrast, Danish students have demonstrated a higher degree of differential sensitivity to contextual variations. Consequently, for them, a society that is building on behavioristic principles accommodates significantly different conditions for personal growth compared to a society building on process principles. Moreover, all three prototypical societies are discerned to have significantly fewer favorable conditions for the development of Life Quality (LQ) compared to the conditions of the Danish society. However, with respect to its surface conditions, the latter is determined to be highly similar to the social texture of the prototypical society which is obeying the principles of the process paradigm. Contains 7 tables of data and 30 references. (Author/BT)

This article focuses on the perception of the surface and deep dimensions of a society and its relation to competence. Participants were 117 students from various educational programs in a Swedish gymnasium who were exposed to videotaped projections of model societies on 2 occasions. They responded to 15 statements marking the degree of certainty with which they perceived quality of life in these societies. The instrument measured life quality (LQ) in a society by two factors, Eigenvalue (F1) and Visibility of Social Texture (F2). The model societies were based on three modes of modeling man interacting with his society, specifically on the concepts of: (1) behaviorism; (2) structuralism; and (3) process. The function of these concepts had been made to specify an actual society, namely Sweden. It was assumed that Sweden was familiar to the participants, but conceptually unknown. Between the two video occasions students were given a 9-week course in modern ideas and concepts, especially those from 20th century novels that connect to the three models. The certainty with which the students perceived the Eigenvalue and its conservation in Social Texture in the four societies differed significantly from the first to the second occasion. The first time, the only society that meets the requirements is the society based on behavior modification, while the other three seem unspecified to all the students. The second time there is a dramatic change in that Sweden now was assessed with the highest certainty, and secondly that is was conceptualized mainly by the behaviorist model. The study shows that the students have augmented their conceptual understanding of the dimensionality of a society and have come to "know" the society in which they live. (Contains 1 table, 4 figures, and 25 references.) (SLD)

The purpose of this paper is to explain how the Swedish citizen has developed his (or her) judgment concerning quality of life, attributable to real and simulated civilizations. It builds on a previous research report (B. Bierschenk, 1997) about three model societies that have been studied with the assumptions that: (1) competition implies selection; (2) selection implies independence; and (3) independence implies success. In this article it is shown that "certainty in preferential judgment" (judgment of life quality) constitutes a behavioral expression of survival competence. With a focus on the demonstrative definition of competence as development at the edge of competition and success, the study has generated two topographically derived scales. One is a time scale (T1) that is local and measures ecological variation. The other is a time scale (T2) that is global and measures evolution. (Contains 2 tables, 12 figures, and 8 references.) (Author/SLD)

This paper explores the role the arts can play in peace education, an area of interest that has received little attention. Peace education is usually integrated into other content areas such as social studies, history, language, or science. The booklet emphasizes the development of imagination in art education. Students can be brought to envision previously unimagined possibilities to creatively visualize preferable worlds and thus be empowered to ponder and work for alternatives to violence and war in conflict situations. (EH)

Peace studies explores organized non-violence and violence; their relationships to society, behavior, and consciousness; and ways of working toward a just and harmonious world community. Noting a fairly rapid growth in peace studies courses on college and university campuses during the last half of the 20th century, this report provides a description of the form, special structures, and programs of peace studies in colleges and universities in Western Europe and North America. The document describes a rich array of peace studies programs and course offerings, especially those that focus on conflict resolution. These programs rely heavily on voluntary efforts by dedicated individuals and have had too little, long term, institutional funding. A 48-item reference list concludes the report. (EH)

"Scanator" (a modern, ecological psychophysics encompassing a cohesive set of theories and methods for the study of mental functions) provides the basis for a study of "competence," the capacity for making sense in complex situations. The paper develops a functional model that forms a theoretical expression of the phenomenon of leadership. The essential reasoning underlying this work is that organizing principles, and coordinating cooperation in particular, which are known at the biological level, can be transferred to the psychological level to make the phenomenon of leadership intelligible. The mental expression of competence, the holophor, can by means of Scanator, be described topologically as a cohesive set of stable attractors which encompass information in the form of ideas. It is the coordination of the holophors created through competence which forms the basis for understanding the concept of leadership. The coordination process (coordinating cooperation) is analyzed as an innovative searching process, which aims at establishing a stable state: the superholophor. A series of hypotheses are postulated concerning the functional nature of leadership. A small-scale empirical investigation of cooperation between two college students was undertaken. Prior to the commencement of their cooperation, the students were asked to describe their expectations of the cooperation, which they were subsequently similarly asked to describe. Results support the theory postulated--the expectation holophor of one student is embedded in the cooperation holophor of the other, and vice versa. Contains 23 references and 21 figures of data. (Author/RS)

This study, which includes data collected over a 15 year period, examines to what degree Swedish citizens' judgment concerning life quality is attributed to perceptions of real or simulated models of civilization. Subjects selected for the research study included Swedish male and female teachers, and doctoral students in business administration. The research instrument used required subjects to watch a video series that presented a vision of the U.S. society during the 1970s. The subjects were then asked to respond to questions regarding how they imagine themselves living in that society. Responses were expected to reflect initial assumptions that (1) competition implies selection; (2) selection implies independence; and (3) independence implies success. The subjects' notions of himself or herself as competent and successful in the simulated situation appears to be at stake. Subjects who emerge from "certainty in preferential judgment" concerning the possibility to integrate are seen as demonstrating a fundamental psychological expression of competence. Subjects' competence is judged in terms of perceived appropriateness in ability to meet the demands of certain environments. Findings suggest that Swedish citizens imagine potential life quality within simulated society in terms relative to self-judgments regarding their own competence or success in real-life situations. (Contains 23 references.) (MM)

This article presents a competence-oriented experiment on the comprehension of ideas in modern literature. Comprehension is defined as being indicative of competence as opposed to qualification. Participants were 117 students from various educational programs in a Swedish gymnasium course on modern literature and society. Students were exposed to three videotaped projections of model societies on two occasions. They then responded to 15 propositions about the quality of life in the proposed societies using an instrument that measured competence of civilization through two factors, eigenvalues (F1) and visibility of social texture (F2). The model societies represent three dimensions of ideas connected to three scientific paradigms: affinity, structure, and process. These dimensions had been related and discussed in conjunction with the literary and cultural concepts of behaviorism, structuralism, and functionalism. Before the participants' second exposure to the video, they were given a recognition test in which they were asked to react to 15 ideas, each of which described an idea discussed. According to the analysis of variance there is a significant degree of difficulty in the ideas but no difference at all between the classes. The degree of difficulty was used to establish a super-ordinal scale that measures comprehension of ideas linked to the cultural dimensions of society. The values on the F1 and F2 competence factors were filtered through the values on the literary scale, making the dimensions of the model societies that describe degrees of competence apparent. These results show that literature is an instrument for perceiving the disparity of a society and for developing competence, provided that its basic idea is transparent. (Contains 6 tables, 3 figures, and 16 references.) (Author/SLD)

Classical research operations in the cognitive sciences concern categorizations as well as classifications, and have been strongly influenced by nomological approaches. As a consequence, information processing has been explained with reference to syntactic-semantic models. Because of an absence of structural implications, personal interpretations have had great impact on the presentation of results of relevance to the cognitive sciences. In contrast, this article deals with the concept of "process" and an approach that takes its departure from text-building behavior and the oscillations of this behavior. The task of process is to give expression to textual movements and the dynamics of movements. With respect to this investigation, which analyzes text produced in an interview with an official of a municipality, quantitative transformations of scale as well as frame of reference have made it evident that a nonmechanical coupling of intention and orientation captures the perspective underlying a verbal flow without the mediation of organizational processes. The analysis reveals that verbal flows are structuring the textual system directly by producing their own internal constraints. Morphological profiles of speech patterns have been produced. It is characteristic of these profiles that they manifest time-dependent system states and state attractors. These are the results of an interplay of perspective and objective. The discovery of recursive phase singularities constitutes a significant discernment of the involved physical mechanism. (Contains 1 table, 12 figures, and 11 references.) (Author/SLD)

Five international conferences were held during the 1990s by the Peace Education Commission, a semi-independent subgroup of the International Peace Research Association. The conferences were held in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary), and Valletta (Malta). This document is a brief commentary on the topics covered by the 124 papers presented at these conferences. Nineteen specific papers are mentioned in the commentary. (EH)

This comparative study of social care programs at four European colleges in Nijmegen (Netherlands), Malmo (Sweden), Sligo (Ireland), and Lillehammer (Norway) looks at whether graduates from one country would be qualified to work in social care in the other countries. The report is based on analysis of data from official documents, questionnaires completed by students, interviews with administrators and teachers, and visits to the colleges. It contains a general description of each of the four colleges, a comparison of their curriculum timetables, and analyses of their curricula. Also included are sections analyzing student background data and goals; educational goals as expressed by staff; comparisons of curricula and student goals versus staff goals; comparisons of differences in practicum training; and an analysis of the compatibility of the different programs. The study showed that although the programs were fairly compatible, there were some differences; ranging from length of program (168 weeks at Nijmegen to 99 weeks at Sligo), to more stress on action and client need at Nijmegen, to a greater emphasis on theory at Malmo. Two student questionnaires and a list of interviewees are appended. (Contains 42 references.) (CH)

This essay discusses the concept of tolerance and the role of tolerance in education. Glimpses from the history of intolerance and tolerance are presented and various theories of tolerance dealt with. Tolerance is defined here as the ability for people to live in peace and harmony with those who differ from them in language, religion, race and/or custom and to appreciate those differences. Education for tolerance is seen as essential for the peace and survival of mankind. The work of UNESCO in the area of education for tolerance and peace is also discussed. (EH)

In this article the phenomenon of bullying is discussed, using a model for detecting and monitoring cases of bullying used by Japanese teachers. Bullying is viewed as symptomatic of a deeper problem, lack of respect for the dignity and integrity of others. Such respect is a central value in a culture of peace. Bullying is a major threat to tolerance in the schools and a moral challenge to educators. At the same time bullying cases also present an opportunity for teaching moral development, as well as personal and social responsibility. Sections include: "Behavioral Indicators of Intolerance,""Victim's Behaviour at School,""Social Circumstances of the Victim at School,""Physical Appearance and Home Behaviour of a Victim," and "'V' Presention of School Bullying."

This project dealt with the quality of the child's life in day care centers and aimed at a better understanding of the concept of quality. The project was based on a synthesis of knowledge from various research traditions, as well as theories of education and developmental psychology (such as Bruner, Davydov, Leontiev, Piaget, and Vygotsky). The empirical data were collected mainly by observation. A number of 5-year-old children in Danish, Finnish, and Swedish day care centers were observed three times, each time for about 2 hours. Attention was focused on a single child at a time, on his or her activities, and on the child's interactions with peers and kindergarten teachers. Qualitative descriptions of the observations were analyzed. The preliminary results indicated that the concept of quality involves on the one hand the object of the activity, and on the other hand the child as a subject of the activity with others--children and adults. Further, it seems important for the child to be a subject together with other children, and to initiate activities both on a concrete content level, and on a content level characterized by ideas: metaphors, fantasy, abstract ideas, and symbols. Findings indicated that knowledge of the quality of life from the perspective of the child would enhance the development of the quality of education and care. (WJC)

The consciousness of dizygotic twins in their communication of actions and events as seen in the visual cliff pictures published by E. J. Gibson and R. D. Walk (1960) was studied in Sweden. In the process of communication, many different state spaces are generated. The methodology demonstrates that ecological and biophysical properties of language produce unique morphological profiles. Four pairs of twins were exposed to these pictures in a classroom setting, and the text they built in response to the pictures was studied. The focus is on one pair of dizygotic twins between 16 and 17 years of age. At the kinetic level, stable relationships are identified among naturally occurring periods, mass, and length of text. The relating invariants are demonstrated through a multivariate statistical strategy involving an analysis of variance, an indexing of the size of effects, and a regression analysis. At the kinematic level, adiabatic trajectories are apparent, for which underlying state spaces and interrelated metrics are shown to be dependent on the particular text producer. It is made evident that a certain degree of consciousness is carried by a particular kind of concepts and conceptual relations. Finally, it is concluded that perceiving a phenomenon differs not only in degree but in kind from conceiving its consequences. Results also support the use of the Scanator methodology developed by B. Bierschenk as a way to keep track of unitizing activities. An appendix presents the original Swedish text produced by the four subjects. (Contains 18 figures, 7 tables, and 26 references.) (SLD)

A new approach to the study of text building behavior is possible through the application of Scanator. This paper consists of a demonstration of some of its fundamental functions. These are suitable in a study of text building. The basic concepts, expressed through an analysis of a small part of an interview text, derive from a thermodynamic treatment of text building. In a first phase, text material is transposed and arranged for automatic processing. Constituent of this phase are five components. A second phase is associated with joining and linking processes. At the kinetic level they provide for the book-keeping of reversible and irreversible flows. Through channelling of textual elements, supplementary operations fill out all places where textual material is lacking. The second phase terminates when all involved processes have reached their steady states. Strings of graphemes give rise to larger functional units through partial qualifications. Results demonstrate how points relate at various distances, pressures, and forces; and that points of different kind are separable when the distance measures reach their critical limit. At this limit, a third phase comes into existence. Processing during this phase concerns the assembling of point into natural groups and the naming of these groups. That verbal flow processes can be specified at the kinetic level suggests that point attractors can be named. When the curvatures of point attractors lean toward a virtual midpoint it becomes possible to demonstrate their state attractor. Results show that a state attractor is the proper constraint of its underlying kinetic processes. Contains 11 references, and 11 tables and 8 figures of data. (Author/RS)

Natural systems are self-organizing and stratify according to the angular articulation of their movements. In particular, movement is relative to the levels that define its behavior space. As natural phenomenon, text production is self-referential, In generating information, the intention of the producer of a text becomes specified. Specifying of intention is dependent on phase and phase transitions. In agreement with realized phase values, spanning over 360 degrees, co-ordination and cooperation among parts is of significance. Joints and links are channelling textual elements. A mapping procedure is locating the discontinuities by keeping track of changes, flows, and rhythms. This is a more elastic and fluid strategy, compared to former approaches. The discontinuities are used in the description of states and state changes across the kinetic and kinematic levels of verbal flow fields. It is shown that novel properties have emerged along the adiabatic paths of the investigated text. This means that attractors of points and attractors of states have manifested informational structures that are more elaborated than the previous studies could show. Contains 15 references and 10 figures of data; an appendix contains a table of data. (Author/RS)

Scanator is an extremely valuable tool in the functional analysis of qualitative stability in text building behavior during writing. Scanator also allows for a detailed investigation of subtle changes emerging in the structural relations of emergent novelties. This study focused on the extension of the application of Scanator to one pair of dizygotic (DZ) twins. Specifically, the study examined whether DZ twins differ in their mental structures as they construct text. The test material consisted of a series of pictures in which a baby is navigating a visual cliff--a sheet of glass between the child and its mother. Subjects wrote a 5-page essay in Swedish, rewrote the essay, constructed an abstract of the essay, then wrote the essay in English. The Scanator results did not indicate any systematic differences. A powerful effect was found in the cohesion of the produced verbal flows, but no such effect was evident in the elasticity of text volume flows. Contains 13 references. (Author/MDK)

This booklet reports on a project for the development of teachers' manuals and students' workbooks for Swedish schools on peace education. The work resulted in five separate teachers' manuals and three students' workbooks for different educational levels. "Schooling for Peace" is seen as an ambitious effort in an area where the lack of teaching materials has been emphasized. A series of reports and miniprints dealing with the task has been published in Swedish. Some aspects of this work are emphasized in this booklet, using mainly texts and examples for the upper secondary school for illustration. (EH)

Fifty experts with a special interest in peace education (and representing 22 different countries) were confronted with the following set of questions (as part of individual interviews): "In many countries, questions related to disarmament and peace are highly controversial. Would you anticipate any difficulties, for example with parents or other members of the community, when introducing peace education in the schools? If so, what kind of difficulties? Do you see any way out of such problems?" This report documents and discusses the answers of the experts to these questions. Most of the respondents agreed that peace education often was seen as a controversial topic in their country, and a large number of illustrations and possible counter-measures were mentioned. (Author/RJC)

Over the past 20 years, the formal study of peace at universities and colleges has become an option available to many students. The development of such peace studies programs is diverse. There are a variety of theoretical and ideological/philosophical approaches to peace. However, how to develop a course that is theory-based, and to compare different theoretical orientations, has not been explored a great deal. Taking up that challenge, this paper looks at two instructors who have been responsible for a peace studies program, one through taking on and transforming an existing interdisciplinary undergraduate course and the other through developing a peace education course within a graduate education program. The ideas that inspired each educator are presented. Paulo Freire and Mahatma Gandhi, whose work for justice and social change, are featured. This paper finds that a dialogue that develops the ideas, key concepts, analyses, and actions of Gandhi and Freire (within contemporary settings, and with appropriate learning processes) provides a basis for a peace studies or peace education program. (RJC)

To this point peace education has been carried out and discussed more in elementary and high schools than in adult education. This paper stresses the need for adult education for peace and discusses the organization, content, and methods of such education, with special attention to experiences in Japan. Methods of adult education for peace in Japan include: testimonials of war experience; exhibitions for peace; movie meetings; lectures; study through survey; and a peace tour. Contains four references. (RJC)

Whether children shift their interpretations of a metaphor according to the social role of the speaker and the addressee of the sentence or the degree of lexicalization of the metaphor and the child's age was studied using a simple metaphorical sentence and animal terms. The 12 animal terms produced 6 lexicalized and 6 new metaphors. Metaphors were embedded in short stories with: (1) speaker and addressee both children; (2) child speaker and teacher addressee; (3) teacher speaker and child addressee; and (4) speaker and addressee both teachers. The 48 stories were told to 72 children aged 6, 9, and 11 years, and each child was asked what the speaker intended to mean and whether he or she had positive or negative feelings for the addressee. The paraphrases children gave for each metaphor were analyzed, and data were tabulated as to perceptual dimensions. Children aged 9 and 11, but not 6-year-olds, acknowledged the role of the speaker and the addressee, requiring more words to interpret the metaphor presented by a teacher to another teacher than to interpret the metaphor addressed by a child to another child. The meaning of the same metaphor also changed with the child's age. (Contains 7 figures, 9 tables, and 13 references.) (SLD)

Experiences of Bosnian adult refugees within the Swedish educational system raise questions of diversity and indications of institutionalized discrimination. Approaches to diversity within the education system reflect those approaches within the social system of the nation. Sweden is presently moving toward a uniform and more restrictive European refugee policy. The reorganization of the Swedish education system has involved an ideological shift toward teacher efficiency, internationalization, democratization, and student orientation. Many teachers are finding themselves caught between mixed loyalties to their peer group or organization and student expectations and needs. The symbol of Janus has been used to represent the identification and manifestation of minority cultures in Sweden where some believe minority culture must be controlled by institutionalized authoritarian means. The adult education system is one of many institutionalized instruments of control of marginalized groups within society. Swedish language teachers who stress the absolute necessity of being able to write and speak fluent Swedish may not be aware of how their teaching may be perceived as assertions of power and control by refugee students. Language is a central component of the idea of diversity. The position is taken that those who persist through pedagogical practice in emphasizing the passive consumption of knowledge and skills are expediting institutionalized discrimination. (Contains 33 references) (YLB)

As concern with the level of violence in society increases, this document suggests one approach to reducing violence is to develop nonviolent conflict resolution programs to provide people with the skills to solve problems collaboratively. These programs also may encourage people to refocus the way they experience conflict in their lives. They teach that conflict is a necessary component for growth and can lead to shared understandings, when dealt with in a positive way. This paper considers two programs that help adults teach conflict resolution skills to children. "Dealing with Conflict" is a 10 week course for adolescents that is normally run in a classroom setting. "Afters" is a program for younger children that is designed for after school care settings. (RJC)

This study examined children's perceptions of child-rearing norms and values of the culture where the child is raised and provides a cross-cultural comparison of child development in India, Kenya, and Sweden. Children ages 8 through 13 in Kenya were asked questions regarding good and bad behavior and parents' sanctions, the results of which were compared with the previous surveys of India and Sweden. The findings came under four themes: (1) relations to society, parents, teachers, and friends; (2) obedience, adherence to rules or the making of one's own decisions; (3) children's duties, work and school; and (4) personality. The comparison showed that children in India and Kenya have strong relations to their families, while Swedish children are dependent on the social welfare system. Children in India and Kenya consider obeying adults to be good behavior, whereas few Swedish parents tell of teaching their children to obey. In India, school is the child's primary duty; in Kenya the necessary chores at home must be carried out; but in Sweden, no demands are placed upon the child. The results show that cultures support the development of certain character traits in individuals. (AP)

This report presents reviews of the sessions at a recent Peace Education Commission (PEC) of the International Peace Research Association meeting in Malta. The report is divided into five parts, with the first four parts containing examples of full-length papers within different content areas while the fifth part presents abstracts of additional papers. Part 1, "Principles," includes the following papers: (1) "The Role of Peace Education in a Culture of Peace: A Social-Psychological Analysis" (Michael G. Wessells); and (2) "Nonviolence in Education" (Ian M. Harris). Part 2, "Contexts," contains the following: (1) "Exploring Peace Education in South African Settings" (Valerie Dovey); and (2) "Australian Aboriginal Constructions of Humans, Society and Nature in Relation to Peace Education" (John P. Synott). Part 3, "Conflict Resolution," includes: (1) "Conflict-Resolution Skills Can Be Taught" (Benyamin Chetkow-Yanoov); and (2) "Conflict Resolution in Children" (Di Bretherton, Linda Maree Collins; Andrea Allard). Part 4, "Children's Ideas and the Future," includes: (1) "Children's Thoughts about Peace and War" (Emilia S. Sokolova); and (2) "Educating for the Twenty-First Century: Beyond Racist, Sexist and Ecologically Violent Futures" (Frank Hutchinson). Part 5, "Paper Summaries," contains 34 summaries of papers presented at the conference. (EH)

This article presents gender perspectives on the formation of the preschool teacher and the formation of a domain for education and child rearing of young children, commenting on the designation of the professional field of education as "female territory." The report uses the results from two Swedish studies: the first dealing with the period from 1900-1945 and the development of the new profession for caring and education along with its significance as a starting point for redistribution of responsibility for child care; the follow-up study on 1945-1972, a period in Swedish preschool history characterized by the integration of the field into state and municipal structures and by resistance toward the development of a professional domain for early childhood education. Methods used in the studies were quantitative and qualitative textual analysis of the Swedish magazine, "Kindergarten (The Pre-School)," official reports and legislation, interviews, and archival materials. The article addresses political implications for child care and early childhood education, asserting that the development of the preschool field shows the relationship between men and women as more important in deciding roles and behaviors than the gender definition itself. Other issues discussed include the societal and spiritual mother models, sex segregation, patriarchal ideas, paternal protection, and Froebelian theories. Contains 49 references. (BGC)