(2017) Peace Education as a Field

Peace education has been accepted as an important aspect of social education over the past three decades, although as yet there been little attention within the critical literature and within official documents towards developing and articulating philosophical foundation for peace education. Peace education is encouraging a commitment to peace as a settled disposition and enhancing the confidence of the individual as an individual agent of peace; as informing the student on the consequences of war and social injustice; as informing the student on the value of peaceful and just social structures and working to uphold or develop such social structures; as encouraging the student to love the world and to imagine a peaceful future; and as caring for the student and encouraging the student to care for others. Peace education has both short and long term goals. Peace educators address the sources of immediate conflicts and give their students knowledge about strategies they can use to stop the violence. In the long term they hope to build in students’ minds a commitment to nonviolence and provide knowledge about nonviolent alternatives, so that when faced with conflicts they will choose to behave peacefully. In this way peace education tries to build peace into the minds of its students. Such efforts attempt to counteract violent images in popular culture and the bellicose behavior of politicians.

1999

Advances in Public Policy and Administration

This chapter presents a theory, and summary of the contents, of peace education and education for peace—two domains of education designed to build peace and justice. The author offers examples and illustrations in respect to both educational strategies. An argument is then pursued. Here, an appeal to move to structuralist and systemic interrogation, analysis, and change is enjoined. If peace education and education for peace function only at the level of third party interventions, for example, mediation and negotiation, sufficient change necessary for conflict transformation and peace will not materialize. Lastly, an argument for the embrace and engendering of imaginative and innovative strategies is presented as necessary to effective peacebuilding and peace education.

2012

This report presents reflections on the substance, evolution, and future of peace education. Within an area of common purposes, a broad range of varying approaches are noted. The report discusses, for example: conflict resolution training, disarmament education, education for the prevention of war, environmental education, global education, human rights education, multicultural education, nuclear education, and world-order studies. The report finds that peace education, always marginal in the past in relation to mainstream education, now faces less resistance than earlier and that the culture of peace concept steadily gains currency. Outlines recommendations for future work with peace education. Contains 41 notes and a 55-item selected bibliography. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Department of Educational and Psychological

Handbook of Peace and Conflict Studies, 2007

What is Peace The term ‘peace’ does not merely imply the absence of overt violence (sometimes referred to as ‘negative peace’). It also encompasses the presence of social, economic and political justice, which is essential to the notion of ‘positive peace ‘The word ‘peace’ in the English language is derived from the Latin ‘pax’. Peace in the Roman Empire meant a cessation (end) in fighting as well as rule over subject races. The term ‘peace’ does not merely imply the absence of overt violence, it also encompasses the presence of social, economic and political justice

PEACE PEDAGOGY OR/AND EDUCATION FOR PEACE: SOME ACTUALITIES, 2015

It seems, that education questions and problems are analysed rather intensively. Educational researches of various sizes and on various subjects are constantly carried out - both at national, regional and international levels. There wouldn’t probably be a country on this planet, in which such theme researches in one way or another wouldn’t be carried out. Education is not only interdisciplinary, but a very diverse sphere. Where the man is in action, education is inevitable. If one could have a look at the publications of the education field, one could see that diversity is enormous.

Gittins, P. (2016) Peace and Peace Education (25-44). In Gittins, P. & Velásquez-Castellanos, I. O. (Eds). Peace and Conflict in Bolivia. Konrad-Adenauer Foundation, 2016. 402 pp., 2016

This chapter explores in more detail the definitions of peace and peace education that were introduced in the previous chapter. To achieve this purpose, it primarily examines the following four questions: What is peace? What are some of the different ways in which peace has been defined? What is peace education? What is the current state of this field and some of its challenge for the future? The chapter addresses these questions with reference to the literature on peace and peace education, from their origins through to the latest developments in theory, research, and practice. Responses to these questions help provide the conceptual background for the more empirical and practical chapters that follow about measuring and creating peace in Chapters 3 and 4, and peace education in Chapters 4 and 5.