This publication wants to stimulate the discussion on peace education in Europe and to open a debate on the European dimension of this goal. In the first part, various approaches to peace education are discussed. In the second part eight case studies from selected European countries are presented, from Eastern and Western Europe.

With this publication, we want to stimulate the discussion on peace education in Europe and to open a debate on the European dimension of this goal. In the first part, various approaches to peace education are discussed. In the second part we present eight case studies from selected European countries, from >EasternWestern

First Published in 1996. The current world order poses new challenges to the theory and practice of peace education. Drawing on data gathered from around the world, Burns and Aspeslagh focus on how peace is presented in formal and informal educational settings and what effects ideologies have in shaping that presentation. The book views peace education in the context of education about other major social and political issues and in a variety of geopolitical settings, exploring factors that affect the generation, selection, organization, transmission, and evaluation of knowledge for peace. Following a review of major approaches to policy and praxis in peace education, the editors draw on original research to offer interpretations based on pragmatic, normative, and conceptual approaches to the individual, the state, and the role of political literacy. The use of a comparative educational framework that goes beyond curriculum studies and descriptive case studies presents a perspective that is innovative, and timely. The volume includes both bibliography and index.

Peace Education: * presents views on the nature of peace education, its history, and relationships to neighboring fields; * examines relevant psychological and pedagogical principles, such as the contact experience, conciliation through personal story telling, reckoning with traumatic memories, body-work, and the socio-emotional aspects of reconciliation; and * introduces an array of international examples from countries, such as Croatia, Northern Ireland, Israel, South Africa, Rwanda, and the United States in order to generalize lessons learned. A "must have" for all those thinking, planning, conducting, and studying peace education programs, it is intended for scholars, students, and researchers interested in peace and conflict resolution in higher education and volunteer and public organizations. Its cross disciplinary approach will appeal to those in social and political psychology, communication, education, religion, political science, sociology, and philosophy.

The rise of peace education both in scholarship and in practice has yielded numerous documents, websites, and publications with often divergent perspectives on what the field is, does, and means. The Encyclopedia of Peace Education provides a comprehensive overview of the scholarly developments in the field to date, so as to provide a common denominator for the various actors involved in advancing peace education internationally. Thus, this edited volume serves as an essential reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators. From core conceptual perspectives to the moral and spiritual foundations of the field to the role of the United Nations, the Encyclopedia grounds peace education in a solid theoretical and practical framework through the writings of the field’s most renowned scholars. This volume will target undergraduate and graduate students as well as scholars and practitioners working in international and non-governmental organizations in the field of peace education.

This book represents the scholarly work of the network «European Doctorate Enhancement in Peace and Conflict Studies» (EDEN), a broad training and research network linking scholars, departments and universities interested in thinking and rethinking proposals, concepts and methodologies for the expanding field of Peace and Conflict Studies from different disciplines such as law, history, sociology, anthropology, international relations, and political science. The Network has been functioning since the year 1996 and aims mainly to develop the level and quality of the discussion, to enhance the collaboration and coordination within the European academic community —encompassing the diversity of theoretical approaches in the area—, to promote intellectual understanding, and to create an appropriate institutional infrastructure and consistent financial support for academic research. The Network has also been consistently fostering the exchange and mobility of graduate students through summer Intensive Programmes and Marie Curie Fellowships so as to develop a critical mass of inter-disciplinary comparative research expertise, providing access to tutorials, methodology courses, and significant human and practical resources for a better understanding of research questions, conceptual debates, and methodological challenges. The final purpose of the network is to generate sustained debate and exchange among policy makers, NGO's, media professionals and academics, in order to facilitate a scholarly dialogue and ongoing feedback between research, knowledge dissemination and policy.

This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. It explores a range of theories, contexts, pedagogies and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The volume offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially and historically situated communities. The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers continued professional development. It demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are for classroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country. .

Empowering educators and policymakers to effect positive change in their communities, this book critically examines how sustained dialogue and cooperation between scientific inquiry and religious discourse can contribute to the fostering of successful peace education initiatives. Providing an overview of the historical and cultural context of peace education in Eastern Europe, chapters look initially at the theoretical foundations, emphasising the need for empathy, internal peace, and traditional values. Featuring contributions from the US, Germany, Italy, Slovakia, Turkey, and Poland, subsequent sections outline ethical, moral and religious dimensions to inform effective peace education strategies, along with a discussion on how they can be harmonised with secular approaches to provide a holistic framework for peace education. Case studies and practical applications follow, ranging from Maria Montessori's educational approach to the role of social media and sustainability in peace education, providing readers with a comprehensive understanding of how different perspectives can inform effective peace education strategies. With implications and take aways for educators and researchers looking to foster a culture of peace and non-violence, this book will be of interest to scholars, policy makers, postgraduate students and curriculum designers in the fields of peace education, values education, conflict resolution, and social cohesion more broadly. Those working in peacebuilding organisations and NGOs more widely may also benefit from the chapters.

Thirty-four outstanding scholars write about the etymological meaning and the religious, legal and political connotations of the concept of 'peace'. They provide firm evidence to show how adopting a multi-faceted approach to 'peace' could ultimately contribute to the search for a more authentic understanding of 'peace' across the world stage.

'Honorable Mention' 2017 PROSE Award - Education Practice Bringing together the voices of scholars and practitioners on challenges and possibilities of implementing peace education in diverse global sites, this book addresses key questions for students seeking to deepen their understanding of the field. The book not only highlights ground-breaking and rich qualitative studies from around the globe, but also analyses the limits and possibilities of peace education in diverse contexts of conflict and post-conflict societies. Contributing authors address how educators and learners can make meaning of international peace education efforts, how various forms of peace and violence interact in and around schools, and how the field of peace education has evolved and grown over the past four decades.