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Table of Contents
Introduction and Overview; Elise Boulding as Peace Researcher, Peacemaker and Futurist; Overview of Writings in this Volume; Contents; Elise Boulding on Peace Research and Peace Education; 1 The Study of Conflict and Community in the International System: Summary and Challenges to Research (1967); 1.1 Founding of UNESCO; 1.2 National Versus International Interests; 1.3 Institutions for Peace Research; 1.4 Some Current Research Approaches; 1.5 Perspectives for Future Research; References; 2 Peace Research: Dialectics and Development (1972); References
3 Perspectives of Women Researchers on Disarmament, National Security and World Order (1981)3.1 The Informants; 3.2 Research Agendas and the Relevance of Existing Research; 3.2.1 The New Conceptual Framework Perspective; 3.2.2 The New Social Order Perspective; 3.3 Current and Planned Research of Respondents; 3.4 Concepts of Security, and Images of a Disarmed World; 3.5 Perspectives as Women; 3.6 Conclusion; References; 4 World Security and the Future from the Junior High School Perspective (1981); 4.1 Introduction; 4.2 This Is What the World Is Like; 4.3 Fears and Hopes for the World in 1995
4.4 Tackling a Social Problem Close to Home4.5 Questions from the Audience; 4.6 Addendum: A View of the Future From a Rural Junior High; 4.7 Conclusion; 5 Peace Education as Peace Development (1987); 5.1 The Old Internationalism in Peace Education: 1888-1939; 5.2 The New Internationalism in Peace Education: 1964-1986; 5.3 Challenges to Peace Education in the Next Decades; 5.4 Peace Development Skills; 5.5 Peace Learning; 5.6 Concluding Reflections; References; Elise Boulding on Peacemaking; 6 The Child and Nonviolent Social Change (1978); 6.1 The Situation of the Child in Today's World
6.2 Ingredients for a Socialization Model6.3 The Phylogenetic Substrate of Behavior; 6.4 Developmental and Chronological Sequences; 6.5 The Child's Set of Social Spaces; 6.6 The Socialization Model and the Real-Life Activist; 6.7 Developmental Opportunities in Home and School and Exposure to Events Stock; 6.8 Exposure to Adults and Peer Role Models; 6.9 Competence-Generating Social Experience; References; 7 Image and Action in Peace Building (1988); 7.1 The Peacemaker's Dilemma; 7.2 The Historical Function of Images of the Future; 7.2.1 The Image Concept in Social Science
7.3 Generating Peace Imagery7.3.1 Imaging and the Imagination; 7.4 An Experiment in Imaging: Picturing a World Without Weapons; 7.4.1 Workshop Procedures; 7.5 Three Case Examples; 7.5.1 Group Profiles; 7.5.2 Method of Analysis; 7.6 What Happened in the Workshops?; 7.6.1 Image Themes; 7.6.2 Image Differences Among Workshop Groups; 7.6.3 The Significance of Shared Orientations Among Participants; 7.6.4 Action Readiness in Terms of Image Intensity; 7.6.5 Action Readiness in Terms of Image Saliency; 7.7 Conclusions and Implications; References
3 Perspectives of Women Researchers on Disarmament, National Security and World Order (1981)3.1 The Informants; 3.2 Research Agendas and the Relevance of Existing Research; 3.2.1 The New Conceptual Framework Perspective; 3.2.2 The New Social Order Perspective; 3.3 Current and Planned Research of Respondents; 3.4 Concepts of Security, and Images of a Disarmed World; 3.5 Perspectives as Women; 3.6 Conclusion; References; 4 World Security and the Future from the Junior High School Perspective (1981); 4.1 Introduction; 4.2 This Is What the World Is Like; 4.3 Fears and Hopes for the World in 1995
4.4 Tackling a Social Problem Close to Home4.5 Questions from the Audience; 4.6 Addendum: A View of the Future From a Rural Junior High; 4.7 Conclusion; 5 Peace Education as Peace Development (1987); 5.1 The Old Internationalism in Peace Education: 1888-1939; 5.2 The New Internationalism in Peace Education: 1964-1986; 5.3 Challenges to Peace Education in the Next Decades; 5.4 Peace Development Skills; 5.5 Peace Learning; 5.6 Concluding Reflections; References; Elise Boulding on Peacemaking; 6 The Child and Nonviolent Social Change (1978); 6.1 The Situation of the Child in Today's World
6.2 Ingredients for a Socialization Model6.3 The Phylogenetic Substrate of Behavior; 6.4 Developmental and Chronological Sequences; 6.5 The Child's Set of Social Spaces; 6.6 The Socialization Model and the Real-Life Activist; 6.7 Developmental Opportunities in Home and School and Exposure to Events Stock; 6.8 Exposure to Adults and Peer Role Models; 6.9 Competence-Generating Social Experience; References; 7 Image and Action in Peace Building (1988); 7.1 The Peacemaker's Dilemma; 7.2 The Historical Function of Images of the Future; 7.2.1 The Image Concept in Social Science
7.3 Generating Peace Imagery7.3.1 Imaging and the Imagination; 7.4 An Experiment in Imaging: Picturing a World Without Weapons; 7.4.1 Workshop Procedures; 7.5 Three Case Examples; 7.5.1 Group Profiles; 7.5.2 Method of Analysis; 7.6 What Happened in the Workshops?; 7.6.1 Image Themes; 7.6.2 Image Differences Among Workshop Groups; 7.6.3 The Significance of Shared Orientations Among Participants; 7.6.4 Action Readiness in Terms of Image Intensity; 7.6.5 Action Readiness in Terms of Image Saliency; 7.7 Conclusions and Implications; References