Education: Meaning And Role Of Education For Peace

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Chapter Four
4. Education for Peace
4.1 Introduction
This chapter focuses on the role of education for peace and gives due emphasis for analyzing various works on the purpose and function of education as well as its role for peace and building peaceful culture in a society. At the end of the chapter different education programs that contribute for the building of a culture of peace are identified and discussed.
4.2 Meaning and Concept of Education
Education is a broad concept which is closely related to various aspects of human life and the environment. Hence, the term education has a wide connotation, it is difficult to define education by single definition; education is like reform that refers to no particular process. People can be educated …show more content…

It also contributes to address inequalities and minimize biases and prejudices through promoting new values and institutions. In this regard education can serve as a powerful instrument for building peace and sustainable development in a country. Moreover, relevant and quality education paves the way for the development of democracy, good governance, justice, equality as well as peace and security of the society. Moreover, education provides skills that help people to identify the root causes of conflict and promote the peaceful resolution of them. It also serves as the base for sustainable development, promoting lasting peace and building better future. In support of this, Ellen Johnson Sirleaf, President of Liberia from 2006 to date, in ISCA (2008) states …show more content…

It is a systematic and planned educational activities directed towards individual children and groups with the purpose of supporting, directing and influencing the development of thinking, feelings, knowledge and skills towards peace. In support of this, Salomon deduces that the ultimate goal of peace education program is to bring peace to the world with children as mediating agents (Salomon, 2004). Moreover, peace education does not pour knowledge into the minds of students or tell students what to do, nor does utilize a system of experts who come into the classroom and tell students what to think. But it helps learners to raise questions and gives the tools they need to direct their learning, therefore, it is an education about how to learn, not what to learn. Thus, peace education as a practice and philosophy refers to matching complementary elements between education and society, where the social purposes (i.e. why to teach), content (i.e. what to teach), and pedagogy (i.e. how to teach) of the educative process are conducive to fostering peace. Accordingly, peace education is a dialogical experience conducted through participatory learning, where learners communally and cooperatively grapple with contemporary issues (i.e. talking points) related to local and global contexts (Kester,

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