(2014) offered an evidenced-based resource list, links to resources, and easy-to-follow
strategies for engaging in violence prevention. These are just a few examples of the
many publications that offer ideas for infusing curricula with the principles of peace
education.
Harris (2002) outlines five postulates of peace education and challenges educators
to carefully consider these as they plan for engaging in peace education practices. They
are as follows: (1) it [peace education] explains the roots of violence; (2) it teaches
alternatives to violence; (3) it adjusts to cover different forms of violence; (4) peace is a
process that varies according to context; and (5) conflict is omnipresent. Harris (2004)
further explains the dimensions of his proposed postulates as an awakening to the
presence of the “other” as one of the foundations of violence, a reconsideration of actions
other than violence, a deeper examination of the dimensions and dynamics of violence in
all its forms, an exploration of the many variants of journeys to peace, both personal and
systemic, and development of awareness of how conflict exists within our lives and
within the social systems where we live.
At its core, “peace education involves students and educators in a commitment to
create a more just and peaceful world order.” (Harris & Morrison, 2013, p. 4). As the
authors suggest, the quest for peace and justice must begin internally and then extend
outward into the larger world. This process involves introspective work, shifting
personal practices and actions, and developing awareness of social justice and how it
impacts the personal and collective lives of all people, animals, and plants. There is an
inherent theme of connectedness in peace education, which runs in opposition to the
emphasis on individualism that dominates many educational spaces. Thus, it is important
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