Such concerns lead me to ask, how might peace education be constructed as an
existential learning project, invested with meaningful applications for peacemaking
individually and socially? I suggest a philosophical approach to peace education that
privileges the individual in this case, the student - as the primary human gateway to the
advancement of peaceful existence in the world.
Peace Education A Philosophical Perspective
I am proposing that peace, as a particular conceptual ideal and as a working
principle for living, be taught with an initial focus on individual self-awareness and
personal responsibility insofar as these capacities contribute to fostering peaceful
attitudes and dispositions within self and, by extension, toward others. To address and
develop these attitudes and dispositions, I further propose that students be taught
philosophical habits of thinking intended to awaken them to their presently held
understandings of what peace means in the context of their daily lives. This kind of
internalized philosophical state of thinking might then serve as an authentically viable
foundation, a launching point, from which the individual can take action to advance
peaceful goals for living in her own life, as well as articulate the greater goal of peace as
a universally desirable ideal for all humanity.
Consistent with my particular interests in philosophy of education and existential
studies, I suggest that a critical and existentialist, philosophical approach to peace
education is naturally inherent to the conception of teaching for peace because
conceptions of peace (like all academic topics that inform the humanities) need to be
interrogated from the inside out. In other words, the teacher should facilitate instruction
and ensuing discussions about what peace means to the individual student by first
Previous Page Next Page