Search

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)

A method for the assessment of competence in language is suggested that allows a new approach to the study of the sources and conditions of competence development. The method builds on the functional analysis of text building behavior, making use of the discontinuities in produced text as the only reliable observations from a scientific point of view. The method is known as Perspective Text Analysis. It characterizes the mechanism that has been discovered to govern text production and to foster an understanding of the actual processes of movement in language. The functional analysis of qualitative stability in text building behavior incorporates the double aspect of time into the approach, partly through an algorithm that takes care of the dynamics in text building behavior, and partly through the sequencing in text production that secures its evolutionary aspect. Aspects of competence are presented concerning five different areas. By means of global state attractors resulting from the perspective of anticipated consequences, mental determinants are presented. On the basis of established temporal morphologies, the kinds of determinants that constrain one's thinking under various experimental conditions are shown. Five tables illustrate concepts under discussion. (Contains 35 references.) (SLD)

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)

Drawing from a doctoral research project in progress, this report examined variations and similarities of five Swedish leisure centers for school-age child care and examined teachers' attitudes and behaviors toward the children categorized by the different leisure centers. Teacher-child interaction was observed and videotaped; and these data were augmented by interviews. The teachers also kept diary-notes of their daily activities and reflections, which served to connect the teachers' thoughts and conceptions with what in fact they were doing. The results indicated that there are large variations between the leisure centers, suggesting that systems of interaction are very different as a whole, as are the individual teachers' attitudes and behavior. To complete the thesis project, these differences will be formulated in categories such as group-control, style of leadership (authoritarian or democratic), positive or negative attitudes, and the teachers' ability to capture the children's attention. Contains six references. (Author/AP)

This qualitative study examined preschool programs for 6-year-olds in Sweden and the principles underlying children's activities. Ten preschool groups including preschool teachers, student teachers, and children were interviewed about their conceptions of content and methods of working in preschool. The results showed that the program is founded on factors and principles general to preschools, but also on principles that are specific to 6-year-olds. The activities in the 10 preschools were organized in different ways with regard to the facilities and time allocated to the groups. The teachers believed that the 6-year-olds were more capable of abstract thinking, perseverance, deduction, and curiosity than younger preschool children, and that they required a more challenging environment than younger children. The content and methods for working with the 6-year-olds were based mainly on ideas from Froebel's developmental, psychological, and social pedagogy, but were also influenced by the school tradition. The mission statements of the schools were of secondary importance in the choice of content, but are probably more important with regard to the methods of working. Greater emphasis is placed on children's social development in Swedish preschool programs than on intellectual development. (Author/AP)

This report summarizes two studies which documented the development of prelingually deaf children (N=4, N=40) in Sweden exposed to sign communication during preschool years. The first study involved analysis of video recordings, forming a qualitative description of social strategies used by four children with different social positions in the peer group. The second study compared results from a comprehensive testing program with 15-year-old subjects who had the early sign language exposure with previous results on orally trained deaf students. Results from both studies support the importance of easily accessible communication, i.e., a visual/gestural language mode, to social as well as intellectual development in deaf children. The study of social strategies found increasing importance of sign language. The structure and dynamic development of a group of children also had a great impact on an individual child's chances of success. The deaf eighth graders with early sign language showed superior achievement, particularly in understanding and use of written Swedish, but also in numerical and mathematical tests. (DB)

A Swedish study examined student and teacher perceptions regarding career education (CE) and working life orientation in Sweden's lower secondary schools. Twenty-seven pupils and a total of 30 school professionals (13 teachers, 8 career teachers, 3 school welfare officers, and 6 head teachers) from 3 lower secondary schools were interviewed. The school personnel generally believed the following: the foremost goal of CE is to aid pupils in their choice of educational courses and vocations; the main methods of achieving this goal are provision of career information to groups, individual counseling, and work experience programs; and intellectually weak, socially handicapped, and indecisive pupils should be targeted as priority groups for CE. Pupils generally felt that school is not preparing them sufficiently for working life and that school has not helped them increase their self-awareness as much as experiences outside school, parents, peers, and others have. The following actions were recommended: pupils' experiences should be used as a platform for classroom lessons; syllabi should be linked to society and working life; CE should be provided to ninth-grade students; resources for individual counseling should be increased; and more attention/time should be given to CE in teacher training programs. (MN)

"Intrapreneurship" is a coined word to describe people who function as entrepreneurs within corporations by implementing new ideas inside established companies and/or by creating and marketing their own ideas while employed in corporate positions. A field study examined the feasibility of using the concept of intrapreneurship to help Zambian companies become more structured in their efforts to develop new businesses. An unspecified number of persons from Lusaka were interviewed to determine the kinds of procedures Zambian companies use to identify business ideas with the potential for success, personnel suitable for intrapreneurship, the sorts of freedom required for intrapreneurship to flourish, and the forms of recognition of achievement best suited to intrapreneurs. The interview results were used to develop a step-by-step method of business development in mature organizations in Zambia. The method details the process of generating a "business developer" by identifying an "idea carrier" and creating a "climate of opportunity" shaped by mentors within the company. (Contains 40 references. Appended are the survey questionnaire and a summary of the proceedings of a July 1993 seminar on the entrepreneurial personality and intrapreneurial ventures.) (MN)

This report describes the background and performed activities of the development project Early Childhood Care and Education, in Kenya, from 1988 to 1993. The main purpose of the project is to stimulate activities for the benefit and development of preschool children in Kenya. The project deals with aspects of nutrition, health care, health education, and educational stimulation for children 3-6 years old. The three main activities of the project are (1) research and development work; (2) training activities; and (3) sponsorship. The research and development work has been conducted through the "Two Villages Project," which stimulates activities and contributes to improvement of the environment in two rural villages. The training activities at the Kenyatta University Child Care Center have not yet been developed. In the area of sponsorship, money has been collected for a frequent milk supply and for a roof for a newly built preschool house in the project villages. The present political and economic situation in Kenya makes it difficult for the project to carry on with its plans. (AP)

Fifty experts, representing 22 countries provide their comments and views on the use of terms such as "disarmament education" and "peace education" in international debates. Part 1 of the report presents a summarization of the major characteristics of the answers. Some of the interviewees emphasize that the terms are not interchangeable and that it is useful to be equipped with a variety of terms in dealing with this group of educational endeavors. Separate discussions present the view of the terms "education for international understanding,""disarmament education,""global education,""peace education," and other terms. Some of the experts indicate that there is a need for flexibility of terms and for new terms. Part 2 gives more detailed documentation of the 50 interview replies. (CK)

This publication explores the views of two present members of the International Peace Research Association: Abelardo Brenes and Takehiko Ito. Brenes and Ito answer 13 questions related to peace education issues in their individual interviews. Abelardo Brenes is a professor at the University of Costa Rica and a consultant to the University for Peace, and has coordinated the Central American Program for the Promotion of Human Rights and Peace Education. Takehiko Ito is an associate professor at Wako University in Tokyo (Japan), chairperson of the Committee on Research of Peace and Disarmament Education of the Japanese Scientists Association, and secretary of Japanese Psychologists for Peace. (Author/CK)

An interview with Linden Nelson presents his views on peace education and conflict resolution. Nelson, a professor of Psychology at California Polytechnic State University, has a long term interest in research on cooperation, competition, and conflict resolution and in the promotion of instruction about conflict and peace. Nelson answers 13 questions regarding his perspective on Peace education issues. He summarizes his primary concerns with school and peace education as assessing outcomes of instruction, identifying the basic processes of critical thinking and problem solving as educational objectives, and teaching conflict resolution principles that generalize from interpersonal to international. (CK)

The project oriented work of teacher training projects on peace educations leads the participants toward a common process of learning and experiencing. The two projects in this miniprint focus on street theater activities and international workshops. Four elements characterize the project-oriented work: (1) project on university level are dependent on cooperative planning, execution, and evaluation on an interdisciplinary basis; (2) projects should refer to social problems and to the future professions of the students; (3) the results should have an impact on the social surroundings (university, school, community); and (4) project work on social and political problems in the field of education have to be a part of applied peace education. Following descriptions of the street theater and the workshop projects, a list provides six international workshops on peace education that have been organized in Denmark (1982), Great Britain (1984), the Netherlands (1986), Germany (West Berlin, 1988), Hungary (1990), and Poland (1992). The aim and methods of each workshop show the focus of the events with each emphasizing process-oriented learning with teachers as facilitators. (Author/CK)

This paper uses a qualitative case study approach to discuss the training of special education teachers in mathematics instruction. The case focuses on a remedial mathematics intervention based on social competence theory with an adolescent with cerebral palsy. Two student teachers attempted to encourage mathematics instruction which focused on the real life needs of the individual student. This report is organized around the group discussion by the teachers in training, which addressed: behavioristic and psychodynamic patterns of human conduct; the aims of mathematics education; appropriate mathematical content for the student with disabilities; necessary special education teacher preparation; constructivist goals for mathematics in teacher education; and a cognitive clinical approach for mathematics in special education. The paper concludes that mathematics studies for the special education student teacher should include: (1) mathematical knowledge; (2) literature on mathematical learning of students with special needs; (3) discussion of old and new beliefs about mathematics learning; (4) observation of students having mathematical difficulties; (5) construction of a remedial program for a special needs student; and (6) record keeping. (Contains 45 references.) (DB)

The issue of what needs to be done in teacher training in order to prepare future teachers more adequately for the area of peace education provides a variety of responses from an interview study involving 50 international experts representing 22 countries. Part 1 discusses the question and summarizes the major aspects of the theme of teacher training and peace education. Part 2 gives a detailed documentation of the interview responses. (Author/CK)

Conflict-mitigation is a concept and methodology that emphasizes a broad societal understanding of conflicts obtained mainly through in-depth interviewing with many and varied actors. Developed through the work by the Transnational Foundation for Peace and Future Research (TFF), the conflict-mitigation process is intended to serve a number of purposes: (1) enable the parties to solve conflicts themselves to the largest extent possible; (2) serve as early warning, preventive diplomacy, and multi-track diplomacy; (3) understand better the peace-making potential of civil society; (4) help not only the conflicting parties but the international community through an open and open-ended process; (5) work with drafts or interim reports that the conflicting parties are invited to comment on; and (6) lead to an informal third party role in some cases. The practice of conflict-mitigation section follows the purposes and describes interviews, analysis, and reports. A list of 21 directions that the TFF and other parties can take provide suggestions for where conflict-mitigation can lead. Eighteen conflict mitigation principles show what the TFF adheres to in its work and what it tries to help others learn. (CK)

Because computer-oriented researchers apply cognitive notions such as meaning, symbol and understanding, or concept, cognition and knowledge, it has become mandatory to inquire into the traditional explanatory models of science, including behaviourism. The article outlines the steering and control mechanism that has governed a new outlook in which subjective mental states become functionally interactive and essential for a full explanation of conscious behaviour. The presented model has governed a comprehensive exploration into Cognitive Science. Its purpose was to digest the viewpoints of "hard" science and to compare the transformation with the value-assumption underlying many of the approaches favoured by behavioural scientists. Advanced methods have been developed. For this reason, they have been analysed with respect to changes in both intention and orientation. These processes are highly dependent on the relations between natural language expressions and their underlying mentality. It is demonstrated that the frequently occurring non-additive effects of cognitive functions as design variables necessitate a research effort that concentrates on the instrumental functions of natural language. Each of the identified functions is studied as variable on the basis of a recurrent two-by-two factorial design. The approach stresses the fact that a variable in one developmental phase is treated as independent variable, whereas its re-appearance in the succeeding phase results in its treatment as dependent variable. The study of co-variation and interaction of the variables seems to be the only way to shed light on the confounded discussion of the traditional science-value dichotomy in Cognitive Science. The new methodological approach consists of a calculus that preserves responsibility as its constituent component. The calculus has progressively been introduced during the development of the presented double helical architecture, which is the result of an unfolding of the AaO-formula into a cognitive system. Seven figures illustrate the discussion. (Contains 82 references.) (Author)

This is the second paper in a series of three, the objective of which is to describe the fundamental discontinuities of human existence. Self-reference is explored in the first section of this paper, arguing that neither time-space nor developmental dimensions are adequate to explain the problem of self-reference. It is argued that self-reference might indeed be an uncognizable degree of freedom that governs human existence. The founding propositions of the discontinuity theory then state that human existence subexists as difference, time-space, development, and self-reference. The second section maintains that human existence can be modeled as discursive strings encompassing a context-agent enacting an agent enacting an objective, where the objective itself can be an agent enacting an objective, and so on. The general theory of discontinuity is described in section 2. Section 3 encompasses the specific theory of discontinuity that builds on the heritage of classic theories explored in part 1. The theory encompasses three different forms of development: (1) canalization, which includes perspectivizing; (2) correlation, which includes systematizing; and (3) combination, which encompasses organizing. Nineteen figures illustrate the discussion. (Contains 18 references.) (SLD)

The third in a series of three reports draws on earlier discussion of theories of discontinuity in human existence to develop a method for studying individual perceptions of existence. The method is Perspective Text Analysis, a form of discourse analysis that focuses on self-reference as a reflection of competence. The model for the methodology is first outlined, and the computer program used to perform the text analysis is explained. Application of the analysis to one text, a Danish company employee's comments concerning a job for which he was applying, is examined and the results compared with the subject's self-assessment and a psychologist's report on the individual. The text that was analyzed is also presented. Contains 20 references. (MSE)

The first in a series of three reports on philosophy of human existence focuses on human activity in the economic context, or more specifically, the role of the entrepreneur. A variety of treatments of entrepreneurship in the literature of economics and cognitive psychology are examined, and it is found that analyses of entrepreneurship are inhibited by the unclarified relationship between the singular (individual) and the super singular (society). Concepts of human existence are then explored across the classic theories of Karl Marx, Wilhelm Friedrich Hegel, Auguste Comte, A. N. Leontjew, Emile Durkheim, C. Horton Cooley, George Herbert Mead, L. Feuerbach, Sigmund Freud, and Max Weber. It is concluded that these theories can not solve the problem arising from the relationship of singular and super singular. It is also found that these theories have some elements in common: canalization that encompasses transference of something from one to another; correlation that encompasses reciprocity, which is the basis of generalization; and combination, which encompasses production of the new. The classic theories also point to the problem of self-reference. Subsequent reports examine theories of discontinuity and explore the use of perspective text analysis to study the notion of competence. (MSE)

This reprint describes and discusses aspects of education in racially and ethnically pluralistic societies. The entry examines the ideologies, practices, and consequences of educating young people from heterogeneous cultural backgrounds. The issues of preserving national unity and promoting cultural diversity through education are discussed. Various curriculum practices in some well-known multicultural societies are also examined. Case studies include Germany, Canada, and the United States. (Contains 43 references.) (EH)

This document discusses various models of peace education. Peace education can be handled in a number of different ways in relation to the traditional "Didactic space" of schools, for example: (1) peace education can be made into a special subject, a mono-curricular approach; (2) peace related issues can be handled by means of special efforts outside of the normal system of classes, an extra-curricular or special event approach; (3) peace education can be seen as a common assignment for several or all school subjects, a cross-curricular approach; or (4) peace education may be viewed as aiming at education for peace values and nonviolent interaction with others, whereby the question of school subject attachment moves into the background, a trans- curricular approach. Interview illustrations on the possible contributions of different school subjects are presented. The document is divided into two parts. The first part is an introductory discussion on the place of peace education in the didactic space of schools. The second part contains excerpts from interviews with 50 experts from different nations. Contains 14 references. (Author/DK)

This document discusses person perception or social cognition, as it affects relationships between people and nations. An important part of living together in harmony is for people to be able to perceive each other accurately, for individuals to understand one another's values, customs, goals, and resources. The need for accurate and sympathetic understanding among parties is true at the international and intercultural levels as well as interpersonally. Topics in social cognition that may be adapted for peace education include: (1) the nature and use of categories; (2) dimensional analysis of social interaction; (3) cognitive consistency; (4) prototypes and stereotypes; and (5) two-stage theories of inference-making. Additional topics, considered briefly, are: attributional analysis, biases in attributions, heuristics, and implicit personality theory. For each topic, an exercise relevant to peace education is described. Better understanding of the principles of social cognition and attendant biases can help in structuring a more peaceful and just world. Given both the challenges and opportunities in the world today the seemingly intractable conflicts in some places, and the need to nurture newly emergent democratic ideals in others, it is important to stress both prevention and cure of hostility. At least one facet of prevention of bias, and in the reinforcing of a meaningful and just peace, is to facilitate knowledge about the perceptual origins of at least some forms of bias and misunderstanding. Contains 30 references. (Author/DK)

Members of the Peace Education Commission answered a questionnaire on peace museums. The first 60 respondents, representing 25 different countries supplied the results of this report. A majority of the respondents had a positive opinion about the potential values of a peace museum. A variety of definitions of a peace museum were supplied by respondents, and a common definition was difficult to obtain although several remarks stated that a museum should go beyond a static collection of objects and develop a participatory environment. While a few countries had experience with peace museums, most countries seemed to have no peace museum experience at all. Alternative ways of focusing peace museums addressed an emphasis on anti-war, pro-peace or both themes and either a multi-dimensional or specific approach. Potential risks and difficulties such as finances and biased displays were indicated by respondents who also provided suggestions on how to promote the idea of peace museums. (CK)

The struggle for peace is a story filled with action, drama, and heroism that should be presented in a peace museum based on a careful selection of themes and the events, individuals, and movements within each theme. An outline provides 18 possible major themes to be addressed in the content of a peace museum in order to present a comprehensive picture of the history and evolution of peace: (1) the unity and fragility of the globe; (2) the experience of Hiroshima and Nagasaki; (3) the anti-nuclear weapons movement; (4) wars and weapons of the post-1945 world; (5) oppositional movements to the military threat and the militarisation of society; (6) the idea of peace in antiquity and in the world's religions; (7) the faithfulness to the pacifist doctrine of heretical sects in the Christian world in the Middle Ages; (8) the enlightenment and the growth of the peace sentiment; (9) following the end of the Napoleonic Wars in 1815; (10) the development of the organized peace movement in the second half of the 19th century; (11) official endeavors for peace, arbitration, growth of international law in the decades leading up to 1914; (12) the radical and socialist peace movements before 1914; (13) the fate of war-resisters in World War I; (14) developments during the inter-war period; (15) international organizations in the post-1945 world; (16) domestic oppression and injustice and the non-violent struggle against it; (17) academic concerns about the causes of war and violence following World Wars I and II; and (18) the growth of international law. (CK)

This paper discusses present trends and possibilities in the peace museum field. The document is based on a collection of written opinions of Japanese students on peace museums, visits to peace museums in other countries, and a position on a peace museum and center for peace education in Japan. Peace museums throughout the world show that they can play a role as centers for peace education, not only in the community but also in its schools. It should be important to promote visitors' active participation in peace museums and to foster critical and creative thinking for the future. National peace museums are desirable, but it is also important to have community-based peace museums to interact with schools. The opinions of Japanese students about peace museums were directly affected by whether the responding student had actually visited a peace museum. Those who had not tended to have unfavorable or apathetic attitudes toward peace museums. Those who had visited such museums had a far more favorable impression of the importance of peace education and the role of the peace museum in aiding that education. Peace museums throughout the world play a role as centers for peace education. The contents of the exhibits are related closely to the goals of peace education. Although army museums glorify war, they do imply what peace museums should be like in terms of exhibits and the method to reach the goals of peace education. (DK)

Societies all over the world have museums to commemorate war and war heroes. A world-wide growth of peace museums addresses the issue of museums to celebrate peace. These museums, grounded in the activities of nationals, have a regional base but embody a larger international quest for peace education through the visual arts. The original type of peace museum is the anti-war museum. A second type is the issue-based museum such as in Hiroshima and Nagasaki that developed as a response to atomic bombs and the nuclear age. A third strand of peace museum focuses on the celebration of humanitarian work. Modern peace museums have a multi-faceted approach that encapsulates the world-wide quest for peace. These museums constitute a vital force for non-formal peace work and an opportunity for peace educators. (CK)

This report used data from an interview study with international experts to examine the extent that peace education is relevant at various ages and to look at how the age of pupils affect the design of a pedagogy for peace. The two parts of the report provided replies from 50 experts representing 22 countries. Part 1 attempts to summarize major aspects of the relationship of age level to education for peace. In several cases, the interviewees made general comments claiming that in actual fact, age differences were of considerably less importance than imagined. Some interviewees emphasized the fact that little is known in the area. Part 2 provides detailed documentation of the 50 interview answers. (CK)

A study examined the curricular event in Swedish preschools known as "circle time," a daily event in most schools during which children, teachers, and sometimes parents gather in a circle for 20-30 minutes and share songs, discussion, music, storytelling, and group play. A special theme, such as the environment or a holiday, may also be dealt with during circle time. The practice began in Swedish kindergartens as early as the 1880s and has spread to preschools throughout the country. Through survey questionnaires, ethnographic observations, and interviews at 5 day care centers, the study sought to determine what actually happens during circle time and what the implications are for the participants. The results indicate that the activity is both a ritual, providing security for participants, and a meeting. To the staff, circle time corresponds to a need for structuring activities and indicating obvious changes during the day. To the children, circles are an asset entailing affirmatory meetings, but also a restraint in which discipline and coercion are prevalent. Contains 16 references. (MDM)

This report notes that two cultures may view similar childhood behaviors differently, and cites results of studies that compared Swedish and Indian parents' attitudes toward children to support this statement. The report describes a study that examined parental attitudes and behaviors among Lappish families in Northern Sweden, in which data was obtained from interviews with parents and children and videotapes of family interactions. Subjects of the study were traditional Lappish villagers who still rely on reindeer herding, fishing, and other traditional occupations to earn a living, and have little contact with the Swedish government or welfare system. Essentially, Lappish parents believe that children should be raised as they have always been, that children should "do the right thing," and that children should have the common sense to know what the right thing is. Lappish children are trained to make their own decisions and take responsibility for the consequences, and are expected to follow traditional occupations. They are taught through traditional stories and learn that, through obedience to rules that enable them to function safely in the harsh traditional herder life, they can, ultimately, achieve personal freedom. (MDM)

The project group "Preparedness for Peace" at the Lund University Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interests in competence in areas related to peace education are interviewed. This publication explores the views of Haim Gordon from Ben-Gurion University of the Negev, Israel, and Christoph Wulf from Freie Universitat, Berlin, Germany. Haim Gordon has worked with Jews and Arabs on education for peace in accordance with the philosophy of Martin Buber. Christoph Wulf is one of the founders of the Peace Education Commission and the editor of early handbooks on peace education in German and English (1973-74). (Author)

The project group "Preparedness for Peace" of the Department of Education and Psychological Research, Malmo School of Education, Sweden, explores ways of helping children and young people deal constructively with questions of peace and war. As part of its work, the project group collects viewpoints on the role of schools in pursuit of "peace preparedness." In this regard, experts with special interests and competencies in areas related to peace education have been interviewed by the project. This document presents excerpts from interviews with 50 peace educators representing 22 different countries. Answers given by interviewees to the question "As an introduction, could you say a few words about yourself and your interest in the field of peace education?" are the focus of the report. (DB)

This pamphlet summarizes a Swedish thesis describing the social situation of hearing-impaired pupils (n=215) integrated in regular classes. Pupils with hearing impairments in grades 1-11 in two counties in Sweden were interviewed, questionnaires were completed by parents and teachers, sociometric studies were carried out, and observations were made. Results indicated that hearing-impaired pupils were less satisfied with their social situation and had fewer friends than their hearing classmates--particularly among teenagers. Younger pupils, pupils not using hearing aids, and pupils with better functional hearing had a more favorable social situation. The thesis concluded that many different circumstances influence the social situation of a pupil with a hearing impairment, including attitudes, behaviors, and personalities of staff and schoolmates; circumstances in the physical environment; and characteristics of the hearing-impaired pupils themselves, such as functional hearing capacity, additional handicaps, personality, and age. (Contains 15 references.) (JDD)

The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interest and competence in areas related to peace education are interviewed. This publication explores the views to Toh Swee-Hin of the University of Alberta, Canada. A Malaysian by nationality, Toh Swee-Hin has worked with peace and development educators in many countries, including Australia, the Philippines, and Canada. He is a prolific writer and supervised a number of theses and dissertations in the fields of peace and development education. (Author)