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"There is no way to peace. Peace is the way." – M.K. Gandhi
"When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience…. In this experience the beautiful, the decent, and the serious form a circle with hands joined." – Paulo Freire, Pedagogy of Freedom, p. 31-32.
"The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow." – Paulo Freire, Pedagogy of the Oppressed, p. 67.
"Although the teachers or the students are not the same, the person in charge of education is being formed or re-formed as he/she teaches, and the person who is being taught forms him/herself in the process. …There is, in fact, no teaching without learning." - Paulo Freire, Pedagogy of Freedom, p. 30-31.
"To teach is part of the very fabric of learning." - Paulo Freire, Pedagogy of Freedom, p. 31.
"… there is no valid teaching from which there does not emerge something learned and through which the learner does not become capable of recreating and remaking what has been taught." - Paulo Freire, Pedagogy of Freedom, p. 31.
"When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience that is simultaneously directive, political, ideological, gnostic, pedagogical, aesthetic, and ethical. In this experience the beautiful, the decent, and the serious form a circle with hands joined." - Paulo Freire, Pedagogy of Freedom, p. 31-32.
"I have a holistic view of the educative process. The universe is one: nature and mind and spirit and the heavens and time and the future are all part of the big ball of life. Instead of thinking that you put pieces together that will add up to a whole, I think you have to start with the premise that they’re already together and you try to keep from destroying life by segmenting it, over-organising it and dehumanising it. You try to keep things together. The educative process must be organic, and not an assortment of unrelated methods and ideas." - Miles Horton, The Long Haul: An Autobiography, p. 130.
"…The promotion of a culture of peace and non-violence, by which children learn to live together in peace and harmony that will contribute to the strengthening of international peace and Cupertino, should emanate from adults and be instilled in children…" - Resolution adopted by the General Assembly (A/RES/53/25), International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001-2010).
"Access to education and to various forms of learning is a necessary but not sufficient condition for a culture of peace. A comprehensive system of education and training is needed for all groups of people at all levels and forms of education, both formal and non-formal." - UNESCO, Education for a Culture of Peace, see http://www.unesco.org/education/ecp/index.htm.
"The development of a holistic approach, based on participatory methods and taking into account the various dimensions of education for a culture of peace (peace and non-violence, human rights, democracy, tolerance, international and intercultural understanding, cultural and linguistic diversity) is its main objective." – UNESCO, Education for a Culture of Peace, see http://www.unesco.org/education/ecp/index.htm.
"The development of learning that will enable humankind to renounce the institution of war and replace it with institutions more consistent with the visions and values being articulated in the body of international standards … remains the core of the peace education task." – Betty Reardon, Peace Education: A Review and Projection, pp. 31-32.
"Pedagogy is the determinant of human relationships in the educational process. It is itself the medium of communication between teacher and learner, and that aspect …which most affects what learners receive from their teachers." – Betty Reardon, "Pedagogy as Purpose: Peace Education in the Context of Violence," in Peadar Cremin, Ed., Education for Peace, p. 102.
"If peace is both the destination and the journey then what we teach and how we teach it must not be separated in our preparations for working with pupils." - Patrick Whitaker, "Curriculum Considerations," in David Hicks, Ed., Education for Peace, p. 32.
"… there are no simple answers to how education can contribute towards disarmament and development. But increasing awareness through education seems to be a way towards the kind of mobilisation that is necessary…" – Magnus Haavelsrud, Ed., Disarming: Discourse on Violence and Peace, p. 285.
It consists of people "consciously striving to educate their successors not for the existing state of affairs but so as to make possible a future better humanity." – John Dewey, Democracy and Education, p. 95.
"It is understandable that in Hiroshima and Nagasaki peace education is almost exclusively equated with anti-nuclear bomb education. For many teachers, who were victims and survivors of the A-bomb attack, the core of peace education is nothing more than telling others about their own personal experience in August 1945." – Mitsuo Okamoto, "An Overview of the Global Peace Education Movement," in Peadar Cremin, Ed., Education for Peace, p. 15.
"Wherever I go, peace is with me, because without peace there is no me."
Peace Poem submission by Middle School, "Zdravstveno uciliste", Zagreb, Croatia
"A culture of peace will be achieved when citizens of the world understand global problems, have the skills to resolve conflicts and struggle for justice non-violently, live by international standards of human rights and equity, appreciate cultural diversity, and respect the Earth and each other." – Hague Appeal for Peace, Global Campaign for Peace Education Statement.
"Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly." Martin Luther King, Jr., "Letter From Birmingham Jail", in Why We Can’t Wait, by same author.
"The mass media have an essential part to play in the education of young people in a spirit of peace, justice, freedom, mutual respect and understanding, in order to promote human rights, equality of rights as between all human beings and all nations, and economic and social progress. Equally, they have an important role to play in making known the views and aspirations of the younger generation." -Article IV of UNESCO, Declaration on Fundamental Principles Concerning the Contribution of the Mass Media to Strengthening Peace and International Understanding, to the Promotion of Human Rights and to Countering Racialism, Apartheid and Incitement to War, 1978.
"In this new era, people’s actions constantly — if often unwittingly —affect the lives of others living far away. Globalisation offers great opportunities, but at present its benefits are very unevenly distributed while its costs are borne by all…
No shift in the way we think or act can be more critical than this: we must put people at the centre of everything we do. No calling is more noble, and no responsibility greater, than that of enabling men, women and children, in cities and villages around the world, to make their lives better. Only when that begins to happen will we know that globalisation is indeed becoming inclusive, allowing everyone to share its opportunities…
Thus the central challenge we face today is to ensure that globalisation becomes a positive force for all the world’s people, instead of leaving billions of them behind in squalor. Inclusive globalisation must be built on the great enabling force of the market, but market forces alone will not achieve it. It requires a broader effort to create a shared future, based upon our common humanity in all its diversity." – Millennium Report of the Secretary General of the United Nations, "The Role of the United Nations in the 21st Century", see http://www.un.org/millennium/sg/report/full.htm
Andreopoulos, George J. and Richard Pierre Claude, Eds., Human Rights Education for the Twenty-First Century, University of Pennsylvania Press, 1997.
Arnow, Jan, 1995. Teaching Peace: How to Raise Children to Live in Harmony--Without Fear, Without Prejudice, Without Violence. Berkeley, CA.
Bondurant, Joan V., Conquest of Violence: The Gandhian Philosophy of Conflict, Berkeley: University of California Press, 1965 (Revised edition).
Boulding, Elise, Building a Global Civic Culture: Education for an Interdependent World, Teachers College Press, 1988.
Brock-Utne, Birgit, Educating for Peace: A Feminist Perspective, Pergamon Press, 1985.
Burns, Robin Joan and Robert Aspeslagh, Eds., Three Decades of Peace Education Around the World, Garland Publishing, Inc., 1996.
Bush, Robert A. Baruch and Joseph P. Folger, The Promise of Mediation, Jossey-Bass Publishers, 1994.
Cremin, Peadar, Ed., Education for Peace, published by the Educational Studies Association of Ireland and the Irish Peace Institute, 1993.
Dewey, John, Democracy and Education, The Free Press, a division of Macmillan Publishing, 1916. Copyright renewed, 1944, by John Dewey. Free Press paperback edition, 1966.
Drew, Naomi, Learning the Skills of Peacemaking: A K-6 Activity Guide on Resolving Conflict, Communicating, Co-operating, Jalmar Press, 1995.
Fahey, Joseph J. and Richard Armstrong, Eds., A Peace Reader: Essential Readings on War, Justice, Non-Violence, and World Order, New York: Paulist Press, 1992.
Fisk, Larry and John Schellenberg, Patterns of Conflict: Paths to Peace, Broadview Press, 2000.
Forcey, Linda Rennie and Ian Murray Harris, Eds., Peacebuilding for Adolescents: Strategies for Educators and Community Leaders, Peter Lang Publishing, 1999.
Fountain, Susan, Education for Development: a Teacher's Resource for Global Learning, Hodder and Stoughton, 1995.
Freire, Paulo, Pedagogy of the Oppressed, The Continuum Publishing Company, 1992 (© 1970, Freire).
Freire, Paulo, Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Rowman & Littlefield Publishers, 1998 (© Ana Maria Freire).
Galtung, Johan, Peace by Peaceful Means: Peace and Conflict, Development and Civilization, PRIO: International Peace Research Institute of Oslo and Sage Publications, 1996.
Gandhi, M.K., An Autobiography or The Story of My Experiments With Truth, Ahmedabad: Navajivan Trust, 1959 (Second edition, reprinted).
Green, Martin, The Origins of Nonviolence: Tolstoy and Gandhi in Their Historical Settings, University Park: Pennsylvania State University Press, 1986.
Haavelsrud, Magnus, Ed., Disarming: Discourse on Violence and Peace, Norway: Arena Publishers, 1993.
Haavelsrud, Magnus, Ed., Education in Developments, Norway: Arena Publishers, 1996.
Hanh, Thich Nhat, Being Peace, Parallax Press, Second edition,1996.
Harris, Ian M., Peace Education, McFarland & Co., 1988.
Hicks, David, Ed., Education for Peace, Routledge, 1988.
Holmes, Robert L., Ed., Nonviolence in Theory and Practice, Belmont: Wadsworth Publishing Company, 1990.
Hooks, bell, Teaching to Transgress: Education as the Practice of Freedom, Routledge, 1994.
International Commission on Education for the 21st Century, (1996) Learning: The Treasure Within. Paris: UNESCO Publishing.
Lederach, John Paul, Building Peace: Sustainable Reconciliation in Divided Societies, U.S. Institute of Peace, 1997.
Lederach, John Paul, Preparing for Peace: Conflict Transformation Across Cultures, Syracuse University Press, 1996.
King, Martin Luther, Jr., Why We Can’t Wait, Harper and Rowe Publishers, 1963.
Kumar, Krishna, Ed., Democracy and Nonviolence: A Study of their Relationship, New Delhi: Gandhi Peace Foundation, 1968.
Lantieri, Linda and Janet Patti, Waging Peace in Our Schools, Beacon Press, 1996.
Leistyna, Pepi, Arlie Woodrum, and Stephen A. Sherblom, Eds., Breaking Free: The Transformative Power of Critical Pedagogy, Reprint Series No. 27, Harvard Educational Review, Harvard University, 1996.
Merton, Thomas, Ed., Gandhi on Non-Violence, New York: New Directions Publishing, 1965.
Reardon, Betty A., Comprehensive Peace Education, Teachers College Press, 1988.
Reardon, Betty A., Educating for Human Dignity: Learning About Rights and Responsibilities, University of Pennylvania Press, 1995.
Reardon, Betty A., Tolerance - the Threshold of Peace, UNESCO, 1997.
Reardon, Betty A., Teacher Preparation for a Culture of Peace in a Gender Perspective, UNESCO, in press (2000).
Reardon, Betty A., Sexism and the War System, Syracuse Studies on Peace and Conflict Resolution, Syracuse University Press, Reprint edition, 1996.
Reardon, Betty A. and Eva Norland, Eds., Learning Peace: the Promise of Ecological and Cooperative Education, State University of New York, 1994.
Ray, Douglas, Ed., Peace Education: Canadian and International Perspectives, London: Third Eye Publications, 1988.
Rubin, Jeffrey Z., Dean Pruitt, and S.H. Kim, Eds., Social Conflict, Second Edition, McGraw-Hill Publishers, 1994.
Shannon, William H., Ed., Passion for Peace: The Social Essays by Thomas Merton, Crossroad Publishing Company, 1997.
Sloan, Douglas, Ed., Education for Peace and Disarmament: Toward a Living World, Teachers College Press, 1983.
Smith, David C. and Terrance R. Carson, Educating for a Peaceful Future, Kagen and Woo, Ltd., 1998.
UNESCO, Declaration and Integrated Framework of Action on Education for Peace, Human Rights, and Democracy, IBE, 1994.
UNESCO, UNESCO and a Culture of Peace: Promoting a global movement, UNESCO Publishing, 1997.
World Commission on Culture and Development, Our Creative Diversity: A Report of the World Commission on Culture and Development, UNESCO Publishing, 1996.