1. Do the
curriculum and schoolbooks recognize the “other”?
Do they promote tolerance, understanding and respect
toward the “other,” its culture, achievements,
values and ways of life? Does it address the sources
of intolerance?
2. Do the curriculum and schoolbooks
develop capabilities of non-violent conflict resolution?
3. Do the curriculum and schoolbooks
promote peace and peace processes? Does it promote
international understanding and cooperation? Does
it bring the pupil to understand and assume his
or her responsibilities for the maintenance of peace?
4. Are the curriculum and schoolbooks
free of wording, imagery and ideologies that would
likely create prejudices and misconceptions, stereotypes,
misunderstandings, mistrust, racial hatred, religious
bigotry, and national hatred, as well as any sort
of hatred or contempt for other groups or peoples?
5. Are
all educational materials (textbooks, workbooks,
teachers’ guides, maps, illustrations, aids)
up-to-date, accurate, complete, balanced, and unprejudiced,
and do they use equal standards so as to promote
mutual knowledge and understanding between different
peoples?
6. Do the curriculum and schoolbooks
include full, adequate and objective data and critical
analysis of the historical and contemporary factors
underlying the contradictions, disputes, conflicts
and tensions between countries and groups, together
with study of ways of overcoming these contradictions?
