Revisiting peace education: Bridging theory and practice – International and comparative perspectives – Introduction (original) (raw)
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T his chapter explores the nexus between education and con ict, positioning education as a contested domain that shapes, and is shaped by, a broad range of social, political, economic and cultural dynamics in con ict-a ected societies. On the one hand, violent con icts and structural violence have detrimental e ects on educational processes and outcomes. On the other hand, education itself can (re)produce structural violence in society. Bringing together the elds of social science and cognitive neuroscience, this chapter provides a multi-faceted lens through which to address the challenges of education in di erent con ict contexts from around the world, highlighting that the search for a collective peaceful future is complex.
Contexts of violent, intractable conflict such as those present in Israel, Nigeria, or Iraq represent times of severe crisis. Reducing the high indices of violence is very urgent, but the attempts of establishing peaceful arrangements in the short-or medium-term usually fail. Peace education, by contrast, is a long-term endeavor to resolve violent, intractable conflicts that aims at affecting moral stances that the conflicting parties take vis-à-vis each other. Unfortunately, however, peace education in times of severe crisis also faces many impediments. These impediments concern the agential, cultural, financial, and legal aspects of educative institutions within context of violent and intractable conflicts. Although these impediments strongly put into question the practice of peace education, this article shows that four reasons nevertheless strongly support this practice. These reasons refer to (1) humanity's natural goodness, (2) the symbolic importance of peace education, (3) the peace-promoting experiences facilitated through peace education, and (4) peace education's contribution to overcoming prejudices.
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Peace studies are currently at a crossroad, being criticized for their overwhelming research agenda, for their uncritical stance towards terminology and for their disconnection between research and action. This paper proposes a consolidation of the theoretical and conceptual peace studies core, by recovering the value of peace and framing research and action in cultures of peace. This sets out from a critique of the conventional conflict narrative terminology, which has evolved after Boutros-Ghali An Agenda for Peace to reflect a peace narrative terminology. This change has been more formal than operational. Even if a new political peace agenda was adopted, practical results have not reflected this transformation. We argue that peace and violence are not excludable, by adopting the concept of a continuum of peaces and violences and proposing a peace web to overcome the shortcomings revealed essentially at the level of policy implementation.
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According to Steven Pinker, this century is one of the most peaceful times in the history of humankind. Introduction: Trying to leave behind for a minute the vast criticism that such a statement had encountered, from philosophical, cultural and scientific perspective, this essay is an attempt to understand the issues of psychological, cultural and social violence specific to the modern world, and offer suggestions to help, at least partially, solve some of the problems related to prevention and aftermath. According to Ervin Straub, the origins of extreme group violence can be traced in difficult life conditions in a society, economic decline, political disorganization, and great and rapid changes in society. Defending statistical claims on the total, relative or absolute number of deaths per capita, state, ethnicity or in a diachronic comparison is beyond the scope of this study. Some of the questions we are trying to address here is why, when and how violence happens.
2022 - 7 main concepts of peace education - Andreu Ginestet
The present situation is essentially defined as a state of passive peace, which is the same as a passive war state in contrast with active peace. Since 1980 there is a public monument erected in Georgia, the Georgia Guide Stones in which 10 recommendations are stated in 12 languages. The first recommendation reads: MAINTAIN HUMANITY UNDER 500,000,000 IN PERPETUAL BALANCE WITH NATURE What is this if not an apocalyptic recommendation and what does it mean in terms of complexity governance? Due to cost externalization, as well as due to transaction costs within society, most countries on the planet are involved in active or passive wars (also self centered national politics, general social inequality, sustainability is not being reached, etc…) Passive peace does not exist. Passive peace is a truce which equals passive war. Only active peace exists (we refer to Johan Galtung, Transcend University) We’re building up a world-grid of complexity observatories. The tasks of this grid are to accomplish the 7 concepts as stated on sheet 1 (same order, no change in procedures) Any existing private or government institution may adopt a complexity observatory within its structures. Peace needs to be established as daily routine and norm in language and in day to day attitudes. War and violence need to be outlawed as unnatural. Even though violence was accepted as part of human nature up to this date. Nevertheless, from now on it will be seen as a result of non sustainable complexity governance.