Suggested Reading for Global Citizenship

The BRC is currently in the process of developing a book on global citizenship with an anticipated publication date of 2003. The BRC consciously grounds its educational philosophy in the scholarship and experience of early humanistic educators including John Dewey (1859-1952), Tsunesaburo Makiguchi (1871-1944), Rabindranath Tagore (1876-1944), and Maria Montessori (1870-1952), all influential philospher/practitioners whose deep respect for freedom and peace informed their innovative ideas.

Many other educators, philosophers, sociologists, and psychologists have, in more recent times, applied themselves to the issue of humanistic education and its foundation, the development of moral character to ensure meaningful lives lived thoughtfully in both the individual and social spheres.

This working bibliography includes works by and about the historical figures mentioned above as well as the work of many living scholars, thinkers, and leaders whose work suggests a critical need for a more meaningful approach to the education of children worldwide.

• Works by Key Historical Figures
• Articles
• Books
• Journals
• Other

Historical Figures

John Dewey (1859-1952)
A Short Annotated Reading List of Some of John Dewey's Writings about Inquiry, Ethics, The Individual and the Community, Education, and Democracy

This annotated reading list is adapted from the introductions to the two-volume The Essential Dewey, edited by Larry A. Hickman and Thomas M. Alexander (Indiana University Press, 1998).

Standard references to John Dewey's work are to the critical (print) edition, The Collected Works of John Dewey, 1882-1953, edited by Jo Ann Boydston (Carbondale and Edwardsville: Southern Illinois University Press, 1969-1991), and published in three series as The Early Works (EW), The Middle Works (MW) and The Later Works (LW). These designations are followed by volume and page number. "LW.1.14," for example, refers to The Later Works, volume 1, page 14.

In order to insure uniform citations of the critical edition, the pagination of the print edition has been preserved in The Collected Works of John Dewey, 1882-1953: The Electronic Edition, edited by Larry A. Hickman (Charlottesville, Virginia: InteLex Corp., 1996).

I. Inquiry

Dewey wrote How We Think (originally published in 1910 and revised in 1933) for teachers. Two of its key chapters are chapter seven, "Analysis of Reflective Thinking" (LW.8.196-209) and chapter eight, "The Place of Judgment in Reflective Activity" (LW.8.210-20). In the first of these essays Dewey characterizes five phases of reflective thought. In the second he elucidates the role of selective emphasis and interpretation in judgment. "The Pattern of Inquiry" (LW.12.105-22) develops in a more technical manner the material presented five years earlier in "Analysis of Reflective Thinking."

II. Ethics

Although Dewey was suspicious of the term value, because of the tendency of philosophers to reify the qualities of events and objects, he did write a great deal about the activity of valuation. "The Logic of Judgments of Practice" (1915 - MW.8.14-82) is a discussion of the type of judgment that has a specific subject matter. Dewey argues that such judgments are not static, as some have suggested, but instead demand a course of action. In the course of his discussion he provides rich examples from epistemology and the philosophy of science to illustrate his central thesis -- that the data of sense perception are not sufficient in themselves, but function as assets in the testing of valued habits and beliefs. In "Valuation and Experimental Knowledge" (1922 - MW.13.3-28), Dewey clarifies and extends the arguments that he advanced in the preceding essay. In replying to his critics, he emphasizes that experimental judgment is oriented not just to the testing of old ideas, but to the creation of new consequences and goods, as well. "Value, Objective Reference, and Criticism" (1925 - LW.2.78-97) relates the affective and ideational components of valuation. Dewey here underscores his view that the meaning of an object often changes as it becomes involved in a practical judgment. Taken together, these three essays contain an excellent account of Dewey's treatment of the relation of ends and means.

In "Philosophies of Freedom" (1928 - LW.3.92-114) Dewey ties his ethical theory to his naturalism. He characterizes freedom in terms of the enlargement and diversification of choices, as well as their unimpeded operation. Freedom is presented as a relative term. It functions as both a condition and a goal in moral choice. "Three Independent Factors in Morals" (1930 - LW.5.278-88) attacks "single principle" moral theories and identifies three independent but intertwined factors in moral decision: goods, rights, and virtues. In "The Good of Activity" (1922 - MW.193-203) -- chapter twenty-three of Human Nature and Conduct -- Dewey relates his ethical theory to his theory of education, arguing that the test of moral decisions should be the extent to which they are able to liberate and enrich impulses and habits.

The last two essays listed in this section are from the 1932 revision of Ethics, which Dewey wrote with James Hayden Tufts. In chapter fourteen, "Moral Judgment and Knowledge" (LW.7.262-83), Dewey rejects both extreme moral relativism (the view that moral valuations are strictly conventional or arbitrary) and moral absolutism (the view that a uniform code of morals can be established for all times and places). It is the duty of each generation, he argues, to determine what principles are relevant to its particular situation. In chapter fifteen, "The Moral Self" (LW.7.285-309), Dewey emphasizes the naturalistic strain within his ethical theory. To be human is to have impulses and desires, but it is also to be a part of a society in which rights and obligations are institutionalized and in which actions are approved and disapproved by the community. The Good, he argues, should be defined neither in terms of individual impulses nor social obligations as such, but in terms of what is experimentally approvable, taking both types of considerations into account.

III. The Individual and the Social

One of the most complex and controversial areas of Dewey's thought concerns his attempts to justify his faith in democracy as a mode of community action. In these essays those attempts are exhibited in full relief within treatments of the public-private distinction, the nature and prospects of liberalism, and the reasons why democracy must be radical in its outlook and purposes.

In "Search for the Public" (LW.2.238-58) and "Search for the Great Community" (LW.2.325-50) -- chapters one and five respectively of The Public and Its Problems (1927) -- Dewey applies his social behaviorism to the problem of distinguishing what is private from what is public, and he examines the role of scientific technology and the arts in the construction of the instrumentalities by means of which associated living can be transformed into the spirit of a "Great Community."

In "The Inclusive Philosophic Idea" (1928 - LW.3.41-54) Dewey argues against the Lockean notion of atomic individualism, suggesting instead that political philosophy must take seriously the social as a category. The individual, he argues, can only be properly understood in terms of the social. In a companion piece, "A Critique of American Civilization" (1928 - LW.3.133-44), Dewey returns to a theme that permeates his social and political philosophy. A civilization is only as strong as its weakest members. It is therefore incumbent on any civilization that wishes to persevere that it establish and nourish institutions that will promote the liberation of the talents and potentialities of all of its citizens. Individualism, he suggests, is something to be worked toward, and not something given in advance.

Dewey returns to this theme in "Renascent Liberalism" (1935 - LW.11.41-65), which is chapter three of Liberalism and Social Action. Written during the depths of the Great Depression, this essay calls for a radical liberalism, that is, one that would make it clear that intelligence is a social asset and that it is social cooperation, and not what Dewey elsewhere calls "ragged individualism," that will have to be honored if progress is to be achieved.

IV. Education

"My Pedagogic Creed" (1897 - EW.5.84-95) remains one of the most concise of Dewey's statements of his educational aims. In The Child and the Curriculum (1902 - MW.2.273-91), still a classic in its field, Dewey argues against two extremes of educational theory. The first view, held in Dewey's time by W. T. Harris, who was the U.S. Commissioner of Education from 1889 to 1906, is that subject matter should be emphasized at the expense of the child's individual peculiarities. The second, held by psychologist G. Stanley Hall, is that the personality and character of the child are more important than subject matter. Dewey rejects both of these attempts to bifurcate educational practice. He seeks to replace them with a pedagogy that integrates the best elements of each view.

In "The Moral Training Given by the School Community" (1909 - MW.4.269-74), chapter two of Moral Principles in Education, Dewey presents what takes place in the classroom as an integral part of the activities of the wider community. Two chapters from Democracy and Education (1916) further develop these themes. Chapter eight, "Aims in Education" (MW.9.107-17), argues that educational aims cannot successfully be imposed upon material from the outside, but must flow from the intelligent practice of teaching and learning. Chapter nine, "Natural Development and Social Efficiency as Aims" (MW.9.118-30), argues that natural development and social efficiency as educational aims must be defined in terms of a larger cultural context, where "culture" is taken as "the capacity for constantly expanding the range and accuracy of one's perception of meanings."

In "Nationalizing Education" (1916- MW.202-10) Dewey calls upon teachers to form a bulwark against the forces that would fragment the national culture by fostering fear and hatred of minorities, immigrants, and others who have traditionally been the targets of such demagoguery. A "national" education would recognize both the complexities of its cultural context and its place in a community of nations. "Education as Engineering" (1922 - MW.12.323-28) constitutes a call for Americans to devote the same intellectual and financial resources to education that they have to the great projects of scientific technology.

Finally, in "Education in Relation to Form" (1933- LW.176-82), a selection from chapter five of How We Think, Dewey discusses the vital meaning for education of the term "logical." It signifies, he argues, "the regulation of natural and spontaneous processes of observation, suggestion, and testing; that is, thinking as an art."

V. Democracy

Dewey was known during his lifetime as the philosopher of democracy. In "Democracy Is Radical" (1937 - LW.11.296-99) Dewey restates some of the ideas set out in Liberalism and Social Action in a more popular form. Written during a time when fascism was ascendent in Europe and perceived as attractive by many in the United States, Dewey reminds his readers that democracy is not only a goal, but a means as well. Temporary dictatorship as a means to greater democracy, he argues, is a contradiction in terms.

Finally, in a benchmark essay on the subject, Dewey argues in "Creative Democracy -- The Task Before Us" (1939 - LW.14.224-30) that democracy is "a way of life controlled by a working faith in the possibilities of human nature." This would involve, in turn, faith in the capacities of each individual, and a faith in education as a means of liberating those capacities.

For Further Reading: Works about Dewey
Alexander, Thomas M. John Dewey's Theory of Art, Experience, and Nature: The Horizons of Feeling. Albany: State University of New York Press, 1987.

Boisvert, Raymond D. Dewey's Metaphysics. New York: Fordham University Press, 1988.

Burke, Thomas. Dewey's New Logic: A Reply to Russell. Chicago: University of Chicago Press, 1994.

Campbell, James. The Community Reconstructs: The Meaning of Pragmatic Social Thought. Urbana: University of Illinois Press, 1992.

Campbell, James. Understanding John Dewey: Nature and Cooperative Intelligence. Chicago and La Salle: Open Court, 1995.

Dykhuizen, George. The Life and Mind of John Dewey. Carbondale and Edwardsville: Southern Illinois University Press, 1973.

Garrison, Jim, ed. The New Scholarship on Dewey. Dordrecht: Kluwer Academic Publishers, 1995.

Hickman, Larry A. John Dewey's Pragmatic Technology. Bloomington and Indianapolis: Indiana University Press, 1990.

McDermott, John J., ed. The Philosophy of John Dewey. 2 vols. New York: G. P. Putnam's Sons, 1973.

Mayhew, K.C. & Edwards, A.C. The Dewey School: The Laboratory school of the University of Chicago 1896-1903. New York: Atherton Press, 1966.

Rockefeller, Steven C. John Dewey: Religious Faith and Democratic Humanism. New York: Columbia University Press, 1991.

Ryan, Alan. John Dewey and the High Tide of American Liberalism. New York: W. W. Norton, 1995.

Schilpp, Paul Arthur. The Philosophy of John Dewey. The Library of Living Philosophers, vol. 1. Evanston, Ill.: Northwestern University, 1939. [Reprinted, with bibliography extended to 1950, by Muriel Murray. New York: Tudor Publishing Co., 1951. Reprinted, La Salle, Ill.: Open Court Publishing Co., 1970. 3d ed., 1989.]

Sleeper, Ralph William. The Necessity of Pragmatism: John Dewey's Conception of Philosophy. New Haven and London: Yale University Press, 1986.

Welchman, Jennifer. Dewey's Ethical Thought. Ithaca: Cornell University Press, 1995.

Westbrook, Robert B. John Dewey and American Democracy. Ithaca: Cornell University Press, 1991.

Tsunesaburo Makiguchi (1871-1944)

Bethel, Dayle, Ed. A Geography of Human Life. San Francisco: Caddo Gap Press,
2002.

Bethel, Dayle. Makiguchi the Value Creator. Tokyo: Weatherhill, 1973.

Makiguchi, Tsunesaburo. Education for Creative Living. Trans. Alfred Birnbaum and Ed. Dayle M. Bethel. Iowa State University Press, 1989.

Miyata, Koichi, Guest Editor, "Ideas and Influence of Tsunesaburo Makiguchi," Special Issue of The Journal of Oriental Studies, Vol. 10. Tokyo: The Institute of Oriental Philosophy, 2000.

Maria Montessori (1870-1952)

Böhm, Winifried. Maria Montessori: International Bibliography of Writings and Research Literature, 1896-1996 (1999)

This book documents 100 years of Montessori literature, from Maria Montessori's doctoral dissertation and her first printed works from the year 1896, to the nearly 150 books and articles published in 1996 dealing with Montessori`s educational ideas. This publication, commemorating a century of Montessori pedagogy, includes both primary and secondary sources in an absolutely thorough and understandable format. ISBN 3-7815-0986-9

E.M. Standing. Maria Montessori: Her Life and Work. New York: Penguin, 1998

Montessori, Maria: Primary Sources with Original Publication Dates if Available

Dr. Montessori's Own Handbook (1914)
Education and Peace
From Childhood to Adolescence
The Absorbent Mind (1949)
The Child in the Family (1956 Italian; 1970 English)
The Formation of Man (or Childhood Education)
The Advanced Montessori Method Volumes 1 & 2
The Discovery of the Child
The Montessori Method (1909 Italian; 1912 English)
The Secret of Childhood
To Educate the Human Potential
Pedagogical Anthropology (1911 Italian; 1913 English)

Rabindranath Tagore (1876-1944)

Berlin, Isaiah. "Rabindranath Tagore and the Consciousness of Nationality" in The Sense of Reality: Studies in Ideas and Their History. New York: Farrar, Straus, and Giroux, 1997.

Chattterjee, Monish. "Rabindranath Tagore: Sadhaka of Universal Man, Baul of Infinite Songs." www.ee.binghamton.edu/faculty/chatterjee/chatterjee.html

Dutta, Kirshna, and Andrew Robinson. Rabindranath Tagore: The Myriad-Minded Man. St. Martin's Press, 1996.

Kripalani, Krishna. Tagore: A Life. New Dehli: Orient Longman Publishers, 1961.

Mukherjee, Mimangshu Bhushan. Education for Fulness: A Study of the Educational Thought and Experiment of Rabindranath Tagore. New York: Asia Publising House, 1963.

Roy, Manisha. "Women in Tagore's Writings and Life: Some Psychological Observations." The Visvabharati Quarterly Vol. 9 Number 1, April-June 2000. (This is the journal of Visva-Bharati, the university established by Tagore in Malanca, Santiniketan, West Bengal, India.)

Salkar, K.R. Rabindranath Tagore: His Impact on Indian Education. New Delhi: Sterling Publishers, 1990.

Sen, Amartya, "Tagore and His India," in the New York Times Review of Books, June 26, 1997.

Tagore, Rabindranath. Gitanjali. New York: Dover Publications: 2000.

Tagore, Rabindranath. Hundred Devotional Songs of Tagore. Mohit Chakrabarti, ed. London/New York: Penguin Books: 1999.

Tagore, Rabindranath. Selected Poems. London/New York: Penguin Books: 1989.

Tagore, Rabindranath. Selected Short Stories. William Radice, Trans. Oxford: Oxford University Press: 2001. (Hardcover)

Tagore, Rabindranath. Songs of Kabir. London: Samuel Weiser: 1989.

Articles & Chapters Within Books

Brooks-Gunn J., P.K. Klebanov, and N. Sealand. "Do Neighborhoods Influence Child and Adolescent Behavior?" American Journal of Sociology (1993), 99 920: 353-395.

Epstein Joyce L. "School and Family Partnerships." In Encyclopedia of Educational Research, Sixth Edition, M. Alkin, ed. New York: Macmillan, 1992.

Harris, Ian. "Peace Education in a Post-Modern World." Peabody Journal of Education. Vol. 71, Number 3, Summer 1996.

Kajo, Motoo. "Higher Education and Social Progress: The Case of Japan." The Visvabharati Quarterly Vol. 9 Number 1, April-June 2000. (This is the journal of Visva-Bharati, the university established by Tagore in Malanca, Santiniketan, West Bengal, India.)

Kiang, Peter. "Social Studies for the Pacific Century." Social Education, November/December 1991: 458-462.

Levin, Henry. "Education as a Private and Public Good." Journal of Policy Analysis and Management, 6 (4): 628-641. 1987.

White, Julie A., and Gary Whelage. "Community Collaboration: If It's Such a Good Idea, Why Is It So Hard to Do?" Education Evaluation and Policy Analysis, 17 (1) (Spring 1995).

Wong, So Yuk. "Education for the Sake of the Child." SGI Quarterly 22 (October 2000): 26-27.

Books

Bailey, Susan McGee. How Schools Shortchange Girls: A Study of Major Findings on Girls and Education (AAUW Report-1995).

This report is an analysis and synthesis of more than 1,200 research studies on girls and boys in U.S. public schools. It is available from the Publications Department of the Wellesley Centers for Women at 781-283-2510 or online at www.wcwonline.org.

Boulding, Elise. Building a Global Civic Culture: Education for an Interdependent World. Syracuse University Press, 1988

Boulding, Elise. Cultures of Peace: The Hidden Side of History. Syracuse: Sycracuse University Press, 2000.

Bruer, John. Schools for Thought: A Science of Learning in the Classroom. Boston: MIT Press, 1993.

Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, John Bruer shows how applying cognitive research can dramatically improve students' transitions from lower-level rote skills to advanced proficiency in reading, writing, mathematics, and science. [Amazon Review]

Bruner, J. The Process of Education. Cambridge, Massachusetts: Harvard University Press, 1960.

Caplan, Nathan, Marcella H. Choy, and John K. Whitmore. "Indochinese Refugee Families and Academic Achievement." Scientific American 266 (2) (February 1992): 36-42.

Carter, Stephen. The Culture of Disbelief: How American Law and Politics Trivialize Religious Devotion. New York: Anchor Books, 1993.

In our (Americans) sensible zeal to keep religion from dominating our politics, argues Carter (law, Yale U.), we have constructed political and legal cultures that force the religiously devout to act as if their faith doesn't really matter. Carter goes on to explain how we can preserve the separation of church and state while embracing rather than trivializing the faith of millions of citizens. Written clearly, without jargon, for a wide audience including--yes--secular humanists. [Book News, Inc.]

Cohen, Jonathan, Ed. Caring Classrooms/Intelligent Schools: The Social Emotional Education of Young Children. New York: Teachers College Press, 2001.

Coles, Robert. The Moral Intelligence of Children: How to Raise a Moral Child. Plume, 1998. (Paperback Version)

Coles, Robert. The Call for Stories: Teaching and the Moral Imagination. Mariner Books: 1990.

Denise, Paul, and Ian Harris. Experiential Education for Community Development. Westport, CT: Greenwood Press, 1989.

Flinders, David, et al, ed. The Curriculum Studies Reader. New York: Routledge, 1997.

The Curriculum Studies Reader collects for the first time significant works by the leading scholars in the field. Beginning with the emergence of curriculum as a distinctive field of inquiry, it follows the main currents of thought through the turmoil of the curriculum reform era and on to current trends. The editors have taken great care to select writings that reflect the diversity and scope of curriculum theory, research and practice, particularly contemporary issues such as multiculturalism, AIDS education, and national standards. This collection provides a firm base from which to view the field and survey its future. [Amazon Review]

Forcey, Linda, and Ian Harris. Peacebuilding for Adolescents: Strategies for Educators and Community Leaders. New York: Peter Lang Publishers, 1999.

Peacebuilding for Adolescents presents a comprehensive view of the roots of youth violence while inspiring the reader to think about, teach, and implement helpful peacebuilding skills. Through essays from peace scholars of many disciplines, this guide offers practical models and strategies at the personal, school, and community level. A must-read book for those who are actively engaged in promoting a just and sustainable future and believe, as Gandhi did, that 'it is possible to live in peace.' [ Linda Lantieri, National Director, Resolving Conflict Creatively Program, Educators for Social Responsibility]

Freire, Paulo. Pedagogy of the Oppressed. Harmondsworth: Penguin, 1972.

Freire, Paulo. Pedagogy of the Hope. Reliving Pedagogy of the Oppressed. New York: Continuum, 1995.

Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books, 2000.

Gardner, Howard. The Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic Books, 1993.

Gilligan, Carol. In a Different Voice: Psychological Theory and Women's Development. Cambridge: Harvard University Press, 1982 (Reissued in 1993).

Gilligan, Carol. Mapping the Moral Domain: A Contribution of Women's Thinking to Psychological Theory and Education. Cambridge: Harvard University Press, 1990.

Heath, Douglas. Schools of Hope: Developing Mind and Character in Today's Youth. Jossey-Bass: 1994.

Douglas Heath goes THROUGH the juggler vein to the HEART of why American education must change. His research challenges us to understand the changing character of today's students and the impact this must have on the teaching profession itself and relationships between students and adults in schools. His research is powerful and reveals flawed practices and promising breakthroughs. I highly recommend this book for reflective individuals not interested in quick fixes and symbolic gestures, to individuals seeking long-term improvement to help our schools meet the challenges of an increasing complex and demanding society. [Endorsement by William Bushaw, State Director, North Central Association of Colleges and Schools, January 13, 1993.]

Hooks, Bell. Teaching to Trangress: Education as the Practice of Freedom. New York: Routledge, 1999.

Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal. [Back Cover Statement]

Hudson, Wayne, and John Hutchinson. World History Made Graphic. Brisbane: Griffith University, 1995.

Hudson, Wayne. Constructivism and History Teaching. Brisbane: Griffith University, 1997.

"Times of Learning": A Professional Development Course for Historians. Brisbane: Griffith University, 2001.

Hunter, James Davison. The Death of Character: Moral Education in an Age Without Good and Evil. New York: Basic Books, 2000.

For sociologist James Davison Hunter, the defining problem of contemporary society is moral education and character formation--or, rather, the lack of meaningful moral education and real character development. In Hunter's view, the titular death of character is a result of the disappearance of the conditions that make moral education possible in the first place. Hunter understands the roots of moral education and character to be essentially social--involving the complex weave of social, familial, and institutional relationships that are the fabric of culture--and embedded in historical understanding, in shared traditions, and in collective memories. [Amazon]

Kidder, Rushworth M. How Good People Make Tough Choices: Resolving the Dilemmas of Ethical Living. Published by the Institute for Global Ethics, 1996.

This book by IGE founder and well-known journalist Rush Kidder addresses the toughest dilemma we are likely to face: that of choosing between right and right. Dr. Kidder presents a unique, practical framework to help us find the answers to ethical dilemmas, from private and personal to to public and global.

Kimball, Bruce A. and Robert Orrill, ed. The Condition of American Liberal Education-Pragmatism and a Changing Tradition. Princeton: College Entrance examination Board, 1995.

A provocative assessment of the current state and continuing viability of liberal education in the United States. Essays by the author and 25 leading scholars consider the purpose of liberal education and its role in achieving social and civic consensus. [Amazon]

Koerner, J. The Miseducation of American Teachers. Boston: Houghton Mifflin, 1963.

Kohlberg, Lawrence. The Meaning and Measurement of Moral Development. Clark University/Heinz Werner: 1991.

Kozol, Jonathan. Amazing Grace: The Lives of Children and the Conscience of a Nation. New York: Harperperennial Library, 1996.

Kozol spent a year wandering through Mott Haven and its neighboring communities; visiting churches, schools, hospitals, parks, and homes; talking with parents and kids, social workers, religious leaders, and principals and teachers; struggling to understand how these children and parents cope with destitution and violence and how their fellow citizens can tolerate--even demand--policies that guarantee misery and death for those living a few subway stops north of glitzy midtown Manhattan. Perhaps nothing can halt the juggernaut of resurgent social Darwinism, but, if anything can, it may be Kozol's prophetic vision and the openness and humanity of the remarkable people whose amazing grace he so eloquently describes. [Booklist Review]

Lawrence-Lightfoot, Sara. The Good High School: Portraits of Character and Culture. New York: Basic Books, 1983.

Mecca, M. J., Smelser, N. J., and Vasconcellos, J. The Social Importance of Self Esteem. Berkeley, California: University of California Press, 1989.

Meier, Deborah. The Power of Their Ideas: Lessons for America from a Small School in Harlem. Boston: Beacon Press, 1995.

Noddings, Nel. Educating Moral People: A Caring Alternative to Character Education. New York: Teachers College Press, 2002.

Paley, Vivian Gussin. The Girl with the Brown Crayon: How Children Use Stories to Shape Their Lives. Cambridge, MA: Harvard University Press, 1997.

Palmer, Parker. The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. Jossey-Bass, 1997.

Palmer, Parker. To Know As We Are Known: Education As a Spiritual Journey. Publisher Unknown: June 1993.

Described as "a primer on authentic education," this veteran educator and higher ed expert explores how the mind and heart can work together in the learning process.

Pankratz, Roger, and Joseph Petrosko, eds. All Children Can Learn: Lessons from the Kentucky Reform Experience. Jossey-Bass, 2000.

The secrets behind the success of the nation's most comprehensive and ambitious program in school restructuring. [Amazon Review].

Putnam, Robert D. "The Prosperous Community: Social Capital and Public Life." The American Prospect, Spring, 1993.

Ravitch, Diane, and Joseph P. Viteritti. Making Good Citizens: Education and Civil Society. New Haven: Yale University Press, Publication Anticipated in September 2001.

Americans have reason to be concerned about the condition of American democracy at the start of the twenty-first century. Surveys show that civic participation has declined, cynicism about government has increased, and young people have a weak grasp of the principles that underlie our constitutional system. Crucial questions must be answered: How serious is the situation? What role do schools play in shaping civic behavior? Are current education reform initiatives--such as multiculturalism and school choice--counterproductive? How can schools contribute toward reversing the trend? This volume brings together leading thinkers from a variety of disciplines to probe the relation between a healthy democracy and education. Their original and provocative discussions cut across a range of important topics: the cultivation of democratic values, the formation of social capital in schools and communities, political conflict in a pluralist society, the place of religion in public life, the enduring problems of racial inequality. Gathering together the most current research and thinking on education and civil society, this is a book that deserves the attention of everyone who cares about the quality and future of American democracy. [Amazon]

Reardon, Betty A., Ed. Educating for Global Citizenship: Teacher-Designed Curricula for Peace Education, K-12. Teachers College Press: 1988.

Reardon, Betty A. Women and Peace: Feminist Visions of Global Security (SUNY Series, Global Conflict and Peace Education). State University of New York: 1993.

Rosenfeld, Joan M. and Bruno Tardieu. Artisans of Democracy. University Press of America: 2000.

Is extreme poverty inevitable in our affluent societies? The twelve case studies in "Artisans of Democracy" shows how very poor people, ordinary citizens, and institutions (schools, the government, the news media, the courts, churches, universities, public utilities, unions, and small businesses) succeeded in creating alliances. They became partners in order to overcome social exclusion and radically change the inhuman conditions in which very poor people lived, as well as the practice and policies that lead to these conditions. [Amazon]

Schorr, Lisbeth. Common Purpose: Strengthening Families and Neighborhoods to Rebuild America. Publisher Unknown: 1997.

The book's biggest contribution may lie in Schorr's compilation of 22 pioneering reforms, already well underway but rarely reported because of their typically low drama and high complexity. Fellow reformers will find support in the scope of experiments--from home visiting to school-community collaborations and literacy programs--that embody many of her practical solutions. [LA Times Review]

Senge, Peter, ed. Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York: Doubleday, 2000.

"Today, more than ever, all the forces within society must join together to prepare our children to meet the challenges of our rapidly changing world. Schools That Learn is an important resource for all those wanting to tackle the challenge of integrating family, school, faith community, and policymakers into one coalition on behalf of children."
--Dr. James P. Comer, Maurice Falk Professor of Child Psychiatry, Yale Child Study Center, Associate Dean, Yale University.

Shanker, Albert. "Education Reform – What's Not Being Said." In Daedalus, Fall 1995, Vol. 124, No. 4, American Education: Still Separate, Still Unequal.

Sizer, Theodore R. and Nancy Faust Sizer. The Students Are Watching: Schools and the Moral Contract. Boston: Beacon Press, 2000.

In the Students are Watching, Theodore and Nancy Sizer descrive, with passion, wisdom, and diligence, what a moral school could look like. Let us strive to give our children schools where teachers are given new mandates to teach, parents recognize the value of community participation, and the intelligence of children is never underestimated." -Marian Wright Edelman, president, Children's Defense Fund

Stevenson, H., and Stigler, J. The Learning Gap: Why Our Schools are Failing and What We Can Learn from Japanese and Chinese Education. New York: Summit Books, 1992. (Reprint Edition: Touchstone Books, 1994)

This urgent appeal to policymakers, educators, and parents "is a comprehensive report on five different studies . . . the authors explore the differences between Asian and American school systems and outline what the United States can learn from these cultures.
--The Christian Science Monitor

Journals

Leading scholarly journals in the field of education, sociology, psychology, and peace studies include the following:
American Educator
American Educational Research Journal
American Journal of Sociology
British Journal of Educational Psychology
Education et Formations (Fr.)
Educational Foundations
Education Evaluation and Policy Analysis
Educational Leadership
Education Week
Harvard Education Review (Harvard)
International Journal of Peace Studies
Journal de la Paix (Fr.)
Journal for a Just and Caring Education
Journal of Educational Psychology
Journal of Experimental Education
The Journal of Moral Education
Journal of the Study of Peace and Conflict
Peace in Action
Peace Review
Peabody Journal of Education (Vanderbilt)
Peace and Change: A Journal of Peace Research
Progressive Education
Radical Teacher
Social Education
Teacher's College Record (Columbia University Teacher's College)
Teacher Magazine
The Educational Forum
The Peace Chronicle (COPRED)

Other

American Council on Education
ACE International Initiatives
One Dupont Circle NW, Washington, DC 20036
phone: (202) 939-9313 · fax: (202) 785-8056
e-mail: international@ace.nche.edu

ACE recognizes that international perspectives are critical to solving contemporary problems and developing a competitive workforce. The goals of ACE's International Initiatives division are to:

• Expand U.S. academic leaders' awareness of international issues and enhance their capacity to provide leadership in internationalizing their institutions.

• Help shape public policy by serving as an advocate for international education and development with the federal government and other decision- and policy-makers.

• Form partnerships with associations and institutions in other countries to promote collaboration, equity, and quality.

Coalition of Essential Schools
1814 Franklin Street, Suite 700
Oakland, CA 94612
510-433-1451
Founded by Ted Sizer – Executive Director: Hudi Podolsky
web site: www.essentialschools.org

Guided by the Ten Common Principles, CES is a growing national network of over 1,000 schools, 19 regional centers and a national office seeking to promote higher student achievement and to develop more nurturing and humane school communities. CES National supports the work of this network by providing professional development, conducting research, maintaining this Web site and hosting the annual Fall Forum, and advocating for the CES Network. Instead of serving as a "cookie-cutter model", CES uses 10 Common Principles to inspire a school community to examine its priorities in the following four areas: school design, classroom practice, leadership, and community connections. The Principles provide a universal thread among coalition schools. This principle-based approach assumes that rather than being "implementers," teachers, administrators, and community members are, in fact, "inventors."

A Nation at Risk: The Imperative for Educational Reform.
A Report to the Nation and the Secretary of Education-United States Department of Education by The National Commission on Excellence in Education. Washington, D.C.: April, 1983. Available from the Superintendent of Documents, US Government Printing Office, Washington, D.C. 20404 (202-783-3238) or
online: www.goalline.org/GoalLine/NatAtRisk.html#anchor822208

Briggs, Danielle. Education Partnerships: Strategies for Success. A brief comparing four school/community partnerships published by San Francisco: WestEd, 2001.

Educators for Social Responsibility
23 Garden Street
Cambridge, MA 02138
Toll-Free 800-370-2515
617-492-1764
Fax: 617-864-5164
e-mail: educators@esrnational.org

ESR is a national leader in supporting schools, families, and children. We are recognized for our prominent role in social and emotional learning, character education, conflict resolution, violence prevention, and intergroup relations. ESR offers comprehensive programs, resources, and training for adults who teach children at every developmental level, preschool through high school. ESR fosters children's ethical, emotional, and social development by helping them learn to:

• commit to the well-being of themselves and others

• manage and resolve conflicts nonviolently

• solve problems cooperatively

• value diversity, understand cultural differences, counter bias, and confront prejudice

• think critically and creatively

• make responsible decisions and take meaningful action

Facing History and Ourselves National Foundation
Margot Stern Strom
16 Hurd Road
Brookline, MA 02445
617-232-1595
This adult professional development organization is in its 25th year of encouraging teachers to encourage students to "face" hsitory. Throughout those years, the organization has worked with thousands of teachers, students, administrators, parents, resource speakers, and many individuals who have both defined and been a part of that success. The Facing History staff number over 100 and are based primarily in the national and regional offices located throughout this country and in Zurich. The best place to begin is with their Web site, www.facinghistory.org

Hill, Paul, Gaile E. Foster, and Tamar Gendler. "High Schools with Character." Santa Monica: Rand Corporation Publication, August 1990.

Morales, Sofialeticia, Women as Educators and Women's Education in E-9 Countries. Paris: UNESCO, 2000.

This UNESCO report conclusively illustrates the inequities in the education of females in developing countries and supports the importance of maternal literacy.

National Center for Education Statistics

The National Center for Education Statistics (NCES) fulfills a congressional mandate to collect and report "statistics and information showing the condition and progress of education in the United States and other nations in order to promote and accelerate the improvement of American education." This reporting is accomplished through Educational Statistics Quarterly. [Available online at www.nces.ed.gov]

National Coalition for Equality in Learning
Robert L. Sinclair, Director
School of Education-University of Massachusetts
Amherst, MA 01003

The National Coalition for Equality in Learning is anchored securely in seven varied cities across the United States, including Apple Valley, MN; Boulder, CO; Montgomery, AL; Plymouth Meeting, PA; San Francisco, CA; Spring, TX; and Victoria, TX. Also, New Orleans, LA, is an affiliate member. These eight "Learning Communities" and about 80 demographically different elementary and secondary schools form a national laboratory for important experiments in school improvement. The schools were selected because of their strong desire to help all students learn well and because of their diversity. They are representative of the stubborn economic realities and serious social challenges that confront American public education. Because the National Coalition is a microcosm of pressing problems and slim resources that characterize American education, the progress that is made in these schools may help others to better understand the conditions for effective learning that need to be created so that all children of all families receive a quality education on equal terms. [For further information: www.umass.edu/soe/ncel/]

National Council for the Social Studies
8555 Sixteenth Street-Suite 500
Silver Spring, Maryland 20910
Telephone: 301 588-1800
Fax: 301 588-2049
Publications Orders: 1 800 683-0812
Web: www.socialstudies.org

Rand Corporation
Dominic Brewer, director
RAND Education
1700 Main Street-P.O. Box 2138
Santa Monica, CA 90407-2138
Phone: (310) 393-0411, ext.7515
Fax: 310-451-7039
Web: www.rand.org/education/

This private research institute focuses on national security and public welfare. Many studies and briefs are available online.

Search Institute
Thresher Square West
700South Third Street-Suite 210
Minneapolis, MN 55415
www.search-institute.org
800-888-7828

Founded in 1958 by Dr. Merton P. Strommen, Search Institute is a nonprofit organization dedicated to promoting the well-being of children and adolescents. In 1985, Search Institute's leadership was turned over to Dr. Peter L. Benson who directs the staff of social scientists, educators and other professionals dedicated to the changing needs of our youngest generation. Search Institute's national Healthy Communities ^ Healthy Youth initiative focuses on an asset-building approach to development and identifies 40 assets essential for psycho-social development.

S.E.E.D Project on Inclusive Curriculum (Seeking Educational Equity and Diversity)
Peggy McIntosh and Emily Style, Co-directors
Wellesley College Centers for Research on Women
106 Center Street
Wellesley, MA 02481
781-283-2510
www.wcwonline.org

The S.E.E.D. Project, a staff development equity project for educators, is in its fourteenth year of establishing teacher-led seminars in public and private schools throughout the United States and in English-speaking international schools. A week-long SEED Summer Leaders' Workshop prepares school teachers to hold year-long reading groups with other teachers to discuss making school curricula more gender fair and multiculturally equitable in all subject areas.

Shaping a Better World: A Teaching Guide on Global Issues/Gender Issues

This curriculum guide encompassing how to address race, class,and gender issues for students in grades 7-12 is published by the Wellesley Centers for Women. To order or request a brochure, call 781-283-2510 or contact www.wcwonline.org.

U.S. Department of Health and Human Services. The Impact of Head Start on Children, Families and Communities: Final Report of the Head Start Evaluation, Syntheis and Utilization Project, Executive Summary. Washington, D.C, 1985.

Workable Peace
Stacie Nicole Smith, Director
c/o The Consensus Building Institute
131 Mount Auburn Street
Cambridge, MA 02138
617-492-1414
617-492-1919 (fax)
stacie@workablepeace.org
www.workablepeace.org

Workable Peace develops innovative curricula for teenagers to help them manage intergruop conflict and understand the complexity of human interaction in the world.

www.ed.gov [Web site of the U.S. Department of Education]

www.eddiv.homestead.com [Web site on Soka Education, established in 2001 by the Educator's Division of Soka Gakkai International. The Director of the Educators' Division is Monte J Joffee who can be reached via email at mjjoffee@aol.com.]

www.publiceducation.org [Non-profit organization/clearinghouse for information. Publishes a free weekly email newsletter, PEN Weekly Newsblast. Subscribe at www.publiceducation.org/news/signup.htm]

www.wested.org [Publisher of studies on educational issues.]

Complied by the BRC Publications Department, 2001