This paper describes the international trend of peace education in the 1990s. It became clear that peace educators in the world have different interests in educational matters by the comparative study of peace education in the 1990s. In the post cold war period, educators in the world did not take much interest in anti-war peace education nor disarmament education. Peace educators have shown more interest in nonviolent conflict resolution, conciliation between multi-ethnic and cultural groups, and peace building. Peace education became known in the United States through research activities as Peace Education SIG in the AERA in the 1990s. As an urgent task in school and community in the USA has been to cope with violence and violent crimes of the youth, so conflict resolution became a main theme of American peace education. Many peace educators in the world are also interested in conflict resolution. The number of American PEC member has rapidly increased in the end of the 1990s. UNESCO has advocated the development of literacy education, human rights education, and education for peace and democracy in the 1990s. Present peace educators in the world support the global campaign for education for peace. It became possible for peace educators to communicate internationally with each other by mailing list and homepage. The theory and practice of Japanese peace education should be enriched through the perspective of comprehensive peace education. The present international role of Japanese peace education is to dispatch a message of Japanese antiwar peace education for building a world without war.