In considering the current COVID-19 pandemic as a moment of reflection on a wide variety of issues, this paper discusses the need to rethink the curriculum, in regard to its priorities and in the context of education for sustainability. It does so by revisiting some ideas that have received, or have begun to receive, attention in the field of…

Given the political, societal, scientific and geographical changes emerging in our twenty-first century world, we need to apply refreshed innovative processes in universal education. By applying such processes for universally refreshed quality of life norms, this paper applies the results of my Philosophy of Education thesis to today's conditions,…

The current financial crisis not only brought us high levels of unemployment, abrupt international disruption in economic growth, disinflation of assets prices and a dry up in the credit markets, among many other things; but it also brought us a crisis in the theory of economics and finance. Even though, a discussion concerning "a crisis in the…

Five dimensions of a global perspective are identified: (1) perspective consciousness; (2) "state of the planet" awareness; (3) cross-cultural awareness; (4) knowledge of global dynamics; and (5) awareness of choices. The development of a global perspective will illuminate linkages among events. (PP)

A new United Nations college, the University for Peace in Costa Rica, is discussed. After providing a brief historical sketch on peace efforts since the Ancient Greeks, the objectives of the United Nations University are identified. The University for Peace is a new international university that is part of the United Nations University network, a…

Discusses a unit on nuclear technology which is taught in a physics class. Explains the unit design, implementation process, demonstrations used, and topics of discussion that include light and optics, naturally and artificially produced sources of radioactivity, nuclear equations, isotopes and half-lives, and power-generating nuclear reactors.…

Peace education requires that teacher and student be seen as co-learners. The student must be seen as an active learner, not a passive recipient of teacher lectures or narratives. Students' thinking on peace/war issues should be the starting point and the continual reference point in the curriculum. (RM)

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…

Includes eight articles: Judith Dwyer and Francis Meehan on nuclear education for Catholic undergraduates; Kathy Greeley, Susan Markowitz, Carol Rank, Roberta Snow, and Lisa Goodman on high school curricula developed by peace organizations; Charlotte Watertow on global solutions; Michael Antrim on the science of nuclear energy; Frederick…

In this speech, the chairman of the International Commission on Education for the Twenty-First Century describes education as a pathway into the 21st Century. He suggests that if education is to become central in contributing to human progress, policymakers must learn from the experiences of the past 20 years, take the variety of situations into…

In this speech to the members of the general conference of UNESCO, the chairman of the International Commission on Education for the Twenty-First Century describes the progress of the Commission's work. The chairman discusses education and the challenges of the world as it enters the 21st century. Changes mentioned include the rapid pace of…

Describes the adaptation of the Future Problem-Solving Process (FPS) in a global studies class. The process applies state-of-the-art critical thinking and problem solving to unstable areas such as the Middle East and the former Soviet Union. Includes handouts directing the students through the process. (MJP)