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European Journal of Social Sciences - Volume 2, Number 1 (2006) 3). There must be a check in the schools that the appropriate peace values are promoted. The principals and ministry inspectors should not only check for academic progress and school facilities but must be aware of the culture of peace values and check for them in schools. 4). Learning activities should encourage inter-group activities like field trips, exhibitions, quiz competitions and activities that can foster friendship among the students. Government must adequately fund education such that science education can be made available to all. This will reduce the gap between the privileged and unprivileged and in a way reduce discord and rebellion. References [1] Aladejana, A.I. and Aladejana, F.O (2003). An Analytical Review of Conflicts in Nigeria. A [2] Proposal for a Culture of Peace. Unesco Conference on Intercultural Education, 15-18 [3] June 2003, Jyvaskyla, Finland. [4] Aladejana, F.O (2000). Analysis and Review of the Junior Secondary School Curriculum for Functional Science Education in the 21 st Century. African Journal of Research in Education, Vol. 1 No 2 p.123-126. [5] Aladejana, F.O (2003). The Social Responsibility of the Scientist. Ife Journal of Theory and Research, Vol. 8 no. 3 p73-81 [6] Aladejana, F.O (2004a). Programmes for Fostering a Culture of Peace. In Lasonen, J (ed). Cultures of Peace: From Words to Deeds, The Espoo Seminar Proceedings, Jyvaskyla , University Printing Press, p.101 [7] Aladejana, F.O (2004b). Teacher Education: Roles, Curriculum and Competence. In Ehindero, O.J and Aladejana, F.O (eds). Introduction to the Teaching Profession. A Publication of the Institute of Education, Obafemi Awolowo University, Ile-Ife. p78-92 [8] Bajah, S.T. (1989). Integrated Science as a School subject: A Nigerian Case study. EDUCAFRICA, No15, p.154-168. [9] Braunger, J. and Hart-Landsberg, S. (1993). Crossing Boundaries: Explorations in Integrative Curriculum. Database Search Detail, ED 370239 [10] Chakrabarti, C. and Bhargava, P. (2004). Science and Technology as Determinants of Peace. Here-Now 4U Online Magazine [11] Ehindero, O.J (1994). The School and Curriculum Evolution in Nigeria. Ibadan, Nigeria, Texflow Limited, p2. [12] Federal Ministry of Education (1981). Core Curriculum for Integrated Science: Junior Secondary Schools, Lagos, Federal Ministry of Education Press. [13] Kovalik, S. and Olsen, K. (1994). ITI: The Model Integrated Thematic Instruction. Third Edition. Kent, Washington: Books for Educators, Covington Squire, ED374894. [14] Lasonen, J. (2004). Educating People in a Culture of Peace. In Lasonen, J (ed). Cultures of Peace: From Words to Deeds, The Espoo Seminar Proceedings, Jyvaskyla , University Printing Press, p.11-13. [15] Page, J.S. (2004) Peace Education: Exploring Some Philosophical Foundations. International Review of Education, Vol. 50 No 1, p.3-15. [16] Salomon, G. (2003). Does Peace Education make a Difference. Research on Peace Education, [17] Haifa Israel. Http://construct.haifa.ac.il/English/peaceeducation.pdf [18] Shoemaker, Betty Jean Eklund (1989). Integrative Education. A Curriculum for the Twenty- First a. Century. OSSC Bulletin Series. Eugene, Oregon: Oregon School Study Council. [19] Tuomu, M.T (2004). Grandmothers’ Wisdom: Report of the Pre-Conference Seminar of the a. UNESCO/UNITWIN Conference on Intercultural Education in Lasonen J (ed). Cultures of Peace: From Words to Deeds, The Espoo Seminar Proceedings, Jyvaskyla, University 112
International Research Journal of Finance and Economics – Volume 2, Number I (2006) [20] Printing Press, p14-17. [21] United Nations (2000). A Declaration on a Culture of Peace. [22] http://www.unesco.org/cpp/uk/projects/declarations/2000.htm [23] Walker, D. (1995). Integrative Education. ERIC Digest 101 January. [24] File://A:\ERICDigest101January1995integrativeEducation.htm [25] World Conference on Science (1999). Declaration on Science and the Use of Scientific Knowledge. http;//www.unesco.org/science/wcs/eng/declaration 113
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