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Learning to Live TogetherPreventing Hatred and Violence in Child and Adolescent Development$
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David A. Hamburg and Beatrix A. Hamburg

Print publication date: 2004

Print ISBN-13: 9780195157796

Published to Oxford Scholarship Online: November 2020

DOI: 10.1093/oso/9780195157796.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 19 June 2021

Education for peace

Education for peace

Concepts and Institutions

Chapter:
(p.249) 16 Education for peace
Source:
Learning to Live Together
Author(s):

David A. Hamburg

Beatrix A. Hamburg

Publisher:
Oxford University Press
DOI:10.1093/oso/9780195157796.003.0021

What is distinctive about education for peace? It subsumes much else that precedes it in this book, drawing especially on the basic concepts and educational processes for conflict resolution. But it goes beyond education for conflict resolution in that it addresses the crossing of adversarial large-scale intergroup boundaries. This includes hostility across national boundaries and hostility across ethnic, religious, or political boundaries within a nation. The first condition is conducive to international war; the second condition is conducive to civil war. The large-scale hostilities have not been so much the focus of attention in recent education as interpersonal and community education for conflict resolution. Education for peace is more complex and daunting than education for conflict resolution. But the stakes are so high, and likely to get so exceedingly dangerous in the twenty-first century, that education for peace must be addressed in serious and sustained ways–the sooner the better. In this and the next two chapters, we try to clarify the following:… 1. The essential content of education for peace, or at least the critical issues that need to be addressed 2. How to upgrade such information and concepts on a continuing, longterm basis so that education for peace can grow in strength over the decades ahead 3. How to make such content personally meaningful and widely available throughout the world… What evocative and thoughtful efforts have addressed the preceding three points? Peace education works toward giving children, adolescents, and young adults clear ideas about how to contribute to the creation of peaceful communities on both local and global scales. Starting from a low baseline, this century has seen an increased interest in peace education, but still it has not entered mainstream education. Although many schools have adopted conflict-resolution programs, they usually stop short of addressing the larger issues of war and peace. Yet there is a connection between the two. The challenge is to move beyond a narrow arena (for example, the school) to a broader view–indeed a worldwide outlook. The worldwide predilection to violence is both a serious constraint and profound challenge to peace education. So, too, is the paucity of research in this field.

Keywords:   AIDS, Czechoslovakia, Freedom House, Mongolia, Philippines, Serbia, United States, Vietnam War

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