Approach for Development of Peace Education

SEEKING PEACE EDUCATION THROUGH A FUSION OF CRITICAL PEDAGOGY AND HOLISTIC EDUCATION

The purpose of this paper is to suggest an approach for the development of a manifestation of peace education (designed to counter the adverse effects on society of militarism without indoctrinating students) through a fusion of the concepts of critical pedagogy and holistic education. While it is not the primary focus of this paper to review the literature on these phenomena (peace education, critical pedagogy, and holistic education), it is necessary to (a) define the issues, (b) explain how the phenomena can interrelate, (c) identify the target of a peace education curriculum, and (d) address potential barriers to the introduction of a peace education curriculum. Each of these factors, to some extent, requires consulting the relevant bodies of literature.

Setting the Stage for the Development of Peace Education

Peace education, as a formalized discipline, is little more than a decade old. As is true of most new disciplines, the idea of peace education means different things to different people. Reardon (29) states that to objective of peace education is the development of a culture of peace. Others frequently define peace education in more specific terms that range from conflict resolution in a specific school setting to specific activities promoting world peace (Johnson 1). In essence, however, peace education is education in a non-violent approach to life in any settin

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uld fulfill the objectives of peace education were the framework to be implemented in the educational system, but also would receive the level of public support necessary to assure that such a framework would be implemented in the educational system. Overcoming the Barriers to Creating an Approach to Peace Education That Will Gain Public Acceptance One of the major problems with the implementation of holistic education programs is the resistance of holistic educators to accept demands for accountability. Holistic educators, at a general level, frequently fall back on the contention that any attempt to measure the effectiveness of holistic education destroys the concept of holism. At a more specific level, such as the whole language movement, holistic educators tend to become resentful of the fact that objective assessments of student outcomes demonstrate the inferiority of the approach to teaching language. While holistic educators contend that what they teach cannot be assessed by standard objective measures, their students generally cannot read, write, or understand language as well as their counterparts who receive more traditional language instruction (Levine 38-43). A peace education curriculum based in part on the concept

Category: Psychology - A