There is growing recognition of the importance of engaging postsecondary students in experiences that challenge them to solve complex socioscientific problems, transdisciplinary in nature, requiring students to integrate and synthesize knowledge, skills, and ways of thinking across disciplinary boundaries. Yet these student experiences are…

Frame analysis was used to examine how competing stakeholders framed a sixth grade curriculum controversy over whether the WWII internment of Japanese Americans should be categorized as a controversial issue. Teachers and administrators in a northwestern U.S. school claimed that the internment was clearly wrong and not controversial, but these…

The problems mankind faces are of such overwhelming importance that it is easy to see why we are interested in integrating the academic disciplines to study war, violence, and social change. Could not the behavioral sciences, properly mobilized, enable us to reduce the probabilities of war and violence, and make social change more tolerable?…

The rush to establish conflict resolution strategies in the schools has created a maze of programs based on a number of models. By themselves, these programs are not sufficient to promote peace among youth, since they do not transcend the interpersonal level to consider the involvement of groups of students, the community, and families. Resolving…

This article draws on a wider body of research that explores whether art and design teachers (art teachers) and museum and gallery educators (gallery educators) hold conflicting conceptions of "critical and contextual studies". The data analysis focuses on what interviewees said about each other in relation to crossing boundaries between…

Eighteen individuals representing eight social science disciplinary approaches, seven observers representing various educational positions, and eight staff members participated in an inquiry to discover how academic scholarship can be used to determine the understandings required in teaching about war and peace. Three substantive concepts --…

This social studies guide for teachers, interdisciplinary in nature, offers an introductory, objective approach toward the study of conflict and war. The basic underlying assumption of the book is that the institution of war represents a problem to be studied and is amenable to human intervention and resolution. Teachers are encouraged to employ…

This document reports on second year meetings of a curriculum development project in the war/peace field; SO 001 259 is the first year's report. Twenty-two teachers of English, science, and social studies participated for an introduction to the Project and its goals, and for experience in a conflict simulation game. Other purposes were to: 1) test…