Peace Education
Peace Education
Peace is not a new concept. People have been studying peace ever since there was conflict, loss, and the realization that we take peaceful times for granted. Peace education, as in peace taught in schools, on the other hand, has been forming mostly over the past three decades. There are several aspects of peace education that are essential knowledge when going to teach peace. In order for peace education to happen the teacher needs to take into consideration the child’spersonal history, the environment provided for learning, definitions of peace, the criticism of peace education, the rationale for peace education, the skills, knowledge, and attitudes it aims to develop, and how it relates to the general peace movement.
Peace research began as a response to World War II and the publics concern about a nuclear war. It started as a social science that looked at the problems of war in a systematic way as well as the quest for peace. These studies began in France at the Insititute Francais de Polaemologie and in a few graduate programs in the United States, such as Stanford, Northwestern and Yale. It focused primarily on foreign policy changes in a hope to prevent a World War III. The critics agreed that there needed to be peace research, but they believed it needed to be broadened. As it stood, peace research consisted of researching conflict not peace, and problems not the solutions. Over time these criticisms grew until the 1960s when they were coupled with the Third World Liberation movements, which created small scale revolutions and mounted up to the Indochina war. This was a turning point in peace research. Researchers began focusing on “positive peace” instead of reactionary peace. In 1966, John Galtung established the Peace Research Institute in Oslo (PRIO). Shortly after the establishment of PRIO, the Stockholm International Peace Research Institute (SIPRI) opened. These institutes remain to this day reputable and thoroughly used by
Peace is not a new concept. People have been studying peace ever since there was conflict, loss, and the realization that we take peaceful times for granted. Peace education, as in peace taught in schools, on the other hand, has been forming mostly over the past three decades. There are several aspects of peace education that are essential knowledge when going to teach peace. In order for peace education to happen the teacher needs to take into consideration the child’spersonal history, the environment provided for learning, definitions of peace, the criticism of peace education, the rationale for peace education, the skills, knowledge, and attitudes it aims to develop, and how it relates to the general peace movement.
Peace research began as a response to World War II and the publics concern about a nuclear war. It started as a social science that looked at the problems of war in a systematic way as well as the quest for peace. These studies began in France at the Insititute Francais de Polaemologie and in a few graduate programs in the United States, such as Stanford, Northwestern and Yale. It focused primarily on foreign policy changes in a hope to prevent a World War III. The critics agreed that there needed to be peace research, but they believed it needed to be broadened. As it stood, peace research consisted of researching conflict not peace, and problems not the solutions. Over time these criticisms grew until the 1960s when they were coupled with the Third World Liberation movements, which created small scale revolutions and mounted up to the Indochina war. This was a turning point in peace research. Researchers began focusing on “positive peace” instead of reactionary peace. In 1966, John Galtung established the Peace Research Institute in Oslo (PRIO). Shortly after the establishment of PRIO, the Stockholm International Peace Research Institute (SIPRI) opened. These institutes remain to this day reputable and thoroughly used by