me that awakening to ownership of our minds and bodies must include acknowledgement
(naming) of what is no longer tenable in order to become the kinds of individuals we
would each like to be.
Each one of us has to make his way while choosing between the paths that are
urged upon him and those that are forbidden and strewn with obstacles. He is not
himself from the outset; nor does he just “grow aware” of what he is; he becomes what he
is. He doesn’t merely grow aware of his identity; he acquires it step by step. (Maalouf,
2000, p. 25)
If, from childhood, the individual has acquired her identity over time,
supplemented by the internalization of experiences and influences of others, then the
individual also has the innate capacity to create/recreate/discard aspects of personal
identity that do not contribute to her well being once she becomes an independent
thinker. As a process of becoming conscious to herself, to the world, and to her capacities
to choose, act, and be personally responsible, the individual can potentially reshape her
identity in ways that promote an inner attitude of peace, practicing the habits of living
and being that promote peaceful values.
How does this discussion of human woundedness, naming, identity creation, and
possibilities of empowerment connect to my conception of peace education as a
philosophical process? In the next section, I discuss my vision of peace education as an
enlightening philosophical project of teaching, learning, and becoming.