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Comprehensive nuclear disarmament which has been traditionally regarded as an idealistic and unachievable objective in the foreseeable future is now receiving greater attention from all quarters including major countries, statesmen and international NGOs. In fact, recent initiative for a nuclear-free world came from four well-known US political figures namely George Schultz, Henry Kissinger, Sam Nunn and William Perry. Though the process towards nuclear disarmament seems long, arduous and extremely complicated, it is, no doubt, emerging as the primary mission of the international community. In today’s world many think that a nuclear weapon free world is achievable; an optimism, probably, generated by the end of Cold War politics. However, the objective of this chapter is not to map the contours of global nuclear disarmament but to limit to a discussion on European remedies, if any, for Russian nuclear disarmament.

States that the end of the Cold War created expectations of a peace dividend. Analyses and critically evaluates the set of myths about this dividend which emerged. Reviews the response of defence industries to disarmament and provides evidence from the UK.

Promoting a “Culture of Peace” has always been one of the ultimate goals in the provision of education around the world, including Thailand. The concept of Education for International Understanding (EIU) has thus been developed since the “Peace Movements” following the 20th century’s world wars. Initially, the field encompassed peace education, international education, human rights education, citizenship education, and development education. Gradually, it has become an interdisciplinary, and multidimensional field of study encompassing other related themes including disarmament education, nonviolence education, education for conflict resolution, antidiscrimination education, gender equity education, multicultural education, global education, education for international cooperation, education for dialogue of civilizations, education for interfaith dialogue, values education, environmental education, education for sustainable development, and education for inner or personal peace. Moreover EIU, which formerly focused on the “international” dimension, is now concerned just as much with issues and problems “within” (intra) societies. This chapter examines the development of the concept and the implementation of EIU-related themes in Thai policies and curriculum. Survey research was conducted before and after the major political crisis starting in 2008. Survey questions include ability to identify national policy relating to EIU, perceptions concerning the objectives in implementing EIU and values highlighted within an EIU framework, teaching methods, experiences in studying/participating in EIU-related courses/activities, and problems in studying/participating in EIU activities. Some results from the study in 2007 are presented and compared with findings from following studies in 2010, 2012, and 2014.

Presented at the “Disarm! For a Climate of Peace” meeting held on September 30 – October 3, 2016 in Berlin and organized by the International Peace Bureau.

The subject matter of international security and sustainable development is extraordinarily wide-ranging and involves three crucial issues to be addressed in the twenty-first century: (a) how to live (i.e., questions of development), (b) how to live with each other (i.e., questions of security), and (c) how to live with nature (i.e., questions of sustainability). It is just not clear how the three issues hang together. For example, even if we lived in a perfectly safe and secure world, we would still need to deal with the topics of development and sustainability and even if we had both of these, we would still not necessarily be safe and secure from each other.