A Handbook for the Improvement of Textbooks and Teaching Materials as Aids to International Understanding. Paris: (UNESCO), 1949. David G. Scanlon, International Education; A Documentary History, New York1960, pp. 62-63 & pp. 75-79.
2.
L. Tolstoy's school in Jasnaje Poljana was a model and source of inspiration for educational reformers in Western Europe. In the Netherlands it led to the founding of the Humanitarian School.
3.
Nigel Young, 'Some Current Controversies in the New Peace Education Movement: Debates and Perspectives', Bulletin of Peace Proposals, Vol. 15, No. 2 (1984), pp. 103-109.
4.
Tecla M. Blankendaal , Vredesbeweging en vredesopvoeding in Nederland 1870-1940. Groningen (Polemologisch Instituut), 1980.
5.
Ben J. Th. ter Veer, 'De behandeling van oorlogs en vredesvraagstukken in het middelbaar onderwijs' , in: M. Albinski (ed.) Vrede in vakken. Onderwijs in dienst van de vrede, Roermond1969, pp. 98-145.
6.
Hermann Giesecke, Didaktik der politischen Bildung, München1968.
7.
There are or have been two other peace education projects which are not dealt with in this article:
8.
- A project for primary schools (ages 6-12) from the Stichting Vredesopbouw (since 1976).
9.
- A project for first-level vocational education (ages 12-16) from the Nederlands Instituut voor Vredesvraagstukken (1975 until the beginning of the 1980s).
10.
Teaching materials were developed on the following themes: the Cold War; nuclear armament; the Cuban crisis; the foreign policy of the US and the USSR; the war in Vietnam; the Middle East conflict; the struggle for independence in Angola; the civil war in Sudan; the socio-economic problems in Columbia; the problem of international division of labour (about the problem of raw materials and industrialization).
11.
Chris H.M. Bartelds (ed.), Mondiale vorming in het onderwijs, Groningen (Polemologisch Instituut), 1980. An English-language report on the first phase of the education project is also available.
12.
Henk B. Gerritsma (ed.), De school in de wereld, de wereld op school, Amersfoort (de Horstink) 1984, pp. 77-168.
13.
Teaching materials were developed on the following themes: armament and disarmament ; hostile images in the East-West conflict ; the international division of labour; energy problems; the world food problem; water pollution and the lack of clean water; pollution of the oceans; cultural change as a result of the development process.
14.
See Henk B. Gerritsma (ed.), op. cit., pp. 11-76.
15.
Clemens Wijlens (ed.), Mondiale vorming in de schoolpraktijk, Amersfoort (de Horstink) 1984. John Karskens and Leonard Stijntjes, Integratiestrategieën in mondiale vorming, Amersfoort (de Horstink) 1984.
16.
The Polemological Institute in Groningen is participating in projects for development education (since 1984) and environmental education (since 1986). Its contribution is mainly in the field of curriculum development. It has also produced supplementary teaching materials. Much attention is paid to the theme of armament and development (Hunger for Weapons). Information about projects and publications is available upon request.
17.
The theme of the symposium was: 'The discussion of war and peace in secondary education: initiatives, the current state of affairs, perspectives.' It concerned the contents of a curriculum dealing with the problem of war and peace.
18.
The Polemological Institute (Groningen), the Studiecentrum voor Vredesvraagstukken (Nijmegen) and the Stichting Vredesopbouw (Utrecht) have worked together since 1987 to satisfy the conditions for the integration of peace education following the model established by development and environmental education. Research is being conducted into the need for and opinions of peace education and into the possibility of combining the existing curriculum initiatives into one educational programme.
