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This article explores trends in curriculum development in peace studies over the last two decades. It isolates three different time periods and the corresponding themes that have dominated them, paying particular attention to the development of new substantive areas of interest and to the challenges that each era has faced in the implementation of peace studies. Each era of peace studies development has been stimulated by the larger sociopolitical debates of the time, yet the continuity of substantive themes and pedagogical challenges testifies that peace studies is not a teaching and research field that merely parodies the trends of the time. The article concludes with a brief statement about the importance of peace studies to university education.

In American universities; 11 articles.

This article discusses three decades of university peace studies education in the United States. The first section draws from the plethora of pedagogical literature and survey data available at the close of the 1970s to discuss the visions and realities of peace education of that era. The second section outlines chal lenges to peace education unfolding in both the university environment and in the global arena in the 1980s. In the former area, a decline in financial resources and the number of entering students has jeopardized the standing of peace studies. In the latter area, new dimensions of war, arms and security, and human rights issues provide opportunities for reforming the standard peace studies program. The analysis of these trends leads us to wonder if the rich and varied experiences and concerns of university peace education of the preceding decade might not fall far short of the task assigned it: to produce citizens capable of dealing with threats to peace, justice and human dignity between now and the end of their lifetime. The concluding section then sets an agenda of topical areas and some structural suggestions for using the remaining years of the eighties to construct a dynamic and relevant university peace curriculum for the 1990s. Such a curriculum would include a much greater emphasis on the study of conflict resolution techniques; cross-cultural aspects of conflict; futures invention approaches; alternative security systems; non-violence; and violence of states against their citizens.

Reviews peace education programs in the U.S. in the 1970s and 1980s.

Cover -- THE STATE AS TERRORIST -- Contents -- Acknowledgments -- Introduction -- A CONTEXT FOR THE STUDY OF STATE TERRORISM -- ON DEFINING STATE TERROR -- THE SCOPE OF THIS BOOK -- NOTES -- 1 Governance without Blood: Social Science's Antiseptic View of Rule -- or, The Neglect of Political Repression -- PHILOSOPHY OF SOCIAL SCIENCE AND POLITICAL REPRESSION -- ICONIC MODELS WITH NO ROOM FOR POLITICAL REPRESSION -- Interest-Group Models -- System Theory -- Structural-Functionalism -- Marxism -- Dependencia -- Elite Theory -- Geopolitics -- NOTES FOR THE CONSTRUCTION OF AN ICONIC MODEL FOR POLITICAL REPRESSION -- CONCLUSION -- NOTES -- 2 International Dimensions of State Terrorism -- I. COERCIVE DIPLOMACY AS STATE TERRORISM: THE DIPLOMACY OF VIOLENCE -- II. A SPECIAL FORM OF COERCIVE DIPLOMACY: NUCLEAR DETERRENCE, THE BALANCE OF TERROR -- III. CLANDESTINE TERROR -- IV. SURROGATE TERRORISM -- CONCLUSION -- NOTES -- 3 A Scheme for the Analysis of Government as Terrorist -- THE POLITICAL CLIMATE SURROUNDING THE INITIATION OF STATE TERROR -- IDEOLOGY -- THE CHARACTER OF STATE TERROR -- Alternative Techniques Available to the State as Terrorist -- SUPPORT MECHANISMS -- THE OUTCOMES OF STATE TERROR -- SUMMARY AND CONCLUSION -- NOTES -- 4 State Repression and Enforcement Terrorism in Latin America -- VARIETIES OF POLITICAL REPRESSION IN LATIN AMERICA -- REASONS FOR GOVERNMENTAL REPRESSION IN LATIN AMERICA -- CONCLUSION -- NOTES -- 5 The Political Economy of State Repression in Argentina -- CONCEPTUAL DEFINITIONS -- POLICY OUTCOMES -- THEORETICAL CONSIDERATIONS -- Repression: Response to Protest -- Repression and Economic Doctrine -- Cost of Repression and International Finance -- TEST CASE: ARGENTINA -- The Aramburu-Frondizi Years -- The Illia-Ongania Transition -- From Peronism to Videla -- CONCLUSION AND SUMMARY -- NOTES.