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Peace is practiced around the world, adapting to specific national contexts.

In Latin American countries with histories of colonialism and authoritarianism, peace education is based on the examination of personal experiences. This promotes "social literacy," social consciousness, and social action.

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Betty Reardon's Original Three Core Values (1986)

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Betty Reardon's Original Three Core Values (1986)

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Planetary Stewardship

Human Relationship

Global Citizenship

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• Peace education is a way of understanding and confronting violence using progressive and egalitarian learning methods.

• Violence can be perpetuated through structural and

institutional systems, ideologies, or directly through war and environmental destruction.

• Peace education has a international, worldly orientation that seeks to understand root causes of violence and discover solutions

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Three Core Values of Peace Education (adapted by Leonisa Ardizzone from Betty Reardon's original Three Core Values)

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Three Core Values of Peace Education (adapted by Leonisa Ardizzone from Betty Reardon's original Three Core Values)

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• Holistic Earth Care

• Relational Existence

• Global Consciousness

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• Creating a peaceful environment based on co-operation, not competition. Peace should be modeled at all levels, including at the administrative and teacher level.

• Focus on processes, not outcomes, and nurture inherent curiosity and wonder in children. Move away from out-come based measures like standardized testing.

• Interdisciplinary and place-based, emphasizing cultural and planetary inter-connectedness.

• Promote inquiry and imagination; embrace the unknowns and continuous learning. Classrooms should be student-focused, instead of teacher-focused.

• Always question assumptions.

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• Betty Reardon founded the Peace Education Center at Columbia University and authored several books such as: Sexism and the War System and Comprehensive Peace Education

• Paulo Freire's The Pedagogy of the Oppressed

• Sociologist Johann Galtung, a founder of the discipline of Peace Studies

• UNESCO Framework on Peace Education

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We acknowledge interdependence, interconnection, and interbeing as described by Vietnamese Buddhist Monk Thich Nhat Hahn.

We are all responsible for the planet on local and global levels because we are of the Earth and all of its components are within us. We are not separate from the Earth but deeply dependent on it.

We must see all life (including things typically deemed “non-living” or abiotic) as fundamentally one or united, so that we don’t continue to fall into a trap of separation and superiority.

Holistic Earth Care serves to mitigate the effects of structural, cultural, and direct violence as they show up in a culture that views the planet as a commodity to be exploited. We all have a responsibility for the interconnected web of life of which we are a part.

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Our existence is founded upon relationships; therefore we are called to mindfully interact with others and to cultivate reciprocity.

We see ourselves as relational beings.

We acknowledge that our current state of brokenness is a result of creating hierarchies in relationships, and of deeming certain peoples as beneath the need for relation.

We must seek to right the wrongs of the past by deferring to historically marginalized voices, many of whom demonstrate a relational spirituality and/or model of living in relational community with all beings.

We must see and honor the inherent worth and dignity of all beings and act in accordance with their rights, whether humans, other mammals, or other forms of being.

Relational Existence diminishes manifestations of violence by inviting us into mindful, compassionate relationships via authentic communication.

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We are part of a global system, not merely individuals or members of exclusive communities.

We see ourselves as co-travelers of the cosmos and thus must live with a sense of responsibility to all inhabitants of said cosmos—not just those who think or look like us, or those who live next door.

Climate Change, for example, has proven that local choices—especially lives lived in excess that require fossil fuels and extractive, exploitative capitalism—have global impacts.

Global Consciousness can counteract the manifestations of violence by expanding our understanding of the human condition and the nature of interdependent existence.

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Recognition of the inherent dignity and equal rights of all humans is the foundation of freedom, justice and world peace.

The highest aspiration is a world where humans enjoy freedom of speech, belief, and freedom from fear and want.

Human rights must be protected by rule of law to prevent tyranny and oppression.

Friendly relations between nations must be promoted.

UN Member States pledge to promote universal respect for and observance of human rights and fundamental freedoms.

Key rights set forth

All humans are born free and equal in dignity and rights

Rights apply to all without discrimination

Right to life, liberty and security of person

Prohibition of slavery and servitude

Prohibition of torture and inhuman treatment

Right to recognition as a person before the law

Equal protection of the law

Ban on arbitrary arrest and detention

Right to fair trial

Presumed innocence and no retrospective penalties

Privacy and reputation

Freedom of movement

Right to asylum from persecution

Right to a nationality

Right to marry and found a family

Right to own property

Freedom of thought, conscience and religion

Freedom of opinion, expression and the press

Freedom of assembly and association

Right to participate in government

Right to social security

Right to work, equal pay and trade unions

Right to rest and leisure

Right to adequate living standard

Right to education

Right to participate in cultural life

Right to a social order where these rights can be realized

Everyone has duties to their community. Rights can only be limited to secure the rights of others and the general welfare in a democratic society.

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Jessica Porras: My experience with Peace Education

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Jessica Porras: My experience with Peace Education

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My experience with peace education has been most exemplified in my experience with the non-profit Vassar Haiti Project. Through this organization, I discovered the resilience of the Haitian people, who despite living in poverty, continue to smile and work hard for their children, women, and community. Their work has inspired my efforts to learn more about Haitian culture and the needs of the clinic we have established in rural Haiti. I learned that global health development faces challenges in being able to deeply connect with people in different countries. Differences in language and culture are barriers I had to address when working with Haitian patients. For example, the Haitian community has cultural taboos on topics such as reproductive health. Many Haitian girls have misconceptions surrounding their periods. I talked to a 13 year old Haitian girl named “Roseline” who told me that she believed eating lemon during her menstrual cycle would “cut her period." As a Latina who grew up not being able to talk about these issues freely, I resonated with some of her beliefs. After collaborating with an organization named Days for Girls and working with doctors in New York, we sent reusable pad kits and generated a class curriculum to teach girls about menstrual health. Experiences like these give me a sense of purpose and fulfillment and made me appreciate a culture I did not know much about. Additionally, I learned that it is important to keep an open-mind especially when it comes to peace building and generating dialogue around issues that the Haitian community faces. Currently, people are being kidnapped and killed as gangs have taken over the government. These issues make me reflect on my privilege of living here in America and allow me to delve deeper into the root causes of the violence that countries like Haiti are undergoing.

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Sara Guenther: How does peace education benefit society?

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Sara Guenther: How does peace education benefit society?

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The best part of peace education is its versatility. It is a practice that can be applied to every aspect of life and learning. It is also a vital skill for people to use in order to resolve and possibly even prevent some issues; whether they are personal or societal. The way I interpret it is that it is about more than just being nice to one another, it's about learning how to effectively communicate, gather and question information, and be able to learn from our interactions with our environment (which includes people). I found myself drawing many parallels from this class to my practicing restorative justice class. The 7 R’s: reflection, responsibility, risk, reconciliation, recovery, reconstitution and reverence reminded me of the non violent communication (NVC) process: observations, feelings, needs, requests. Peace education helps provide a foundation of understanding that allows people to be able to use tools such as NVC and restorative justice circles in the best ways they can. The emphasis on humanity is so important, it may seem obvious to some, but humanity and understanding of how individuals learn is lost in the blanketed standards set by the education system. “Education should be devoted to the development of the ability to learn and should concern itself with deepening and extending the capacities that are comprehended by the notion of the positive human potential.” (Reardon, 54). Potential is a part of what drives us as humans. Learning should be looked at as much more continuous as it is by society. There is so much to know about the world, how could you ever think you are done learning?

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Brynna: Peace Education at the Local Level

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Brynna: Peace Education at the Local Level

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Given the deep stratification of the modern world and disconnect many people have from spirituality, community, and nature, one of the most promising solutions to systems of violence is through small-scale localized community peace education programs. The unfortunate reality, at least in the context of the United States, is that there is simply too much division and distrust among people for systemic change to happen promptly. As a society we are not in a place where some sort of radical, overnight, shift is going to happen, but what is possible is change on the local level. Peace education constructed at this level has the incredible opportunity to reconnect people to communities, build the capacity for solidarity, deconstruct systems of oppression, and move society closer to positive peace. How much could change if children in a community grew up surrounded by accessible, life-long learning, informed by local knowledge, equipping people with the skills needed to impact their material circumstances and to counter systems of violence? I would argue that this is actually a form of radical change.

One of the worst immaterial sufferings under White-supremacist, Christian-nationalist, colonial-capitalism is the severely limited opportunity to build community with one another. This lack of community is one of the ways that the status quo and systems of violence are upheld, because without mass solidarity it is difficult to counter oppression. Education opportunities that focus on intentional covenantal community building, the co-construction of knowledge, restorative justice practices, and begin to reorient power relations within the classroom, help to foster the skills needed for positive peace. Drawn from the work of Paulo Friere, peace education focuses on building a “critical consciousness” (Bartlett p.2) and the skills necessary to change the structures of society. These skills of thoughtful “deliberation, justification, and critique” are necessary for all citizens to possess because “political liberty is contingent upon” these skills (Snauwaert p. 8.) Peace education can also entail competency-based learning in which community values are “articulated and negotiated” (Reardon p.72) in order to “imagine and conceptualize “alternative realities” (Reardon p. 71) of being. By modeling these seemingly distant possibilities within the classroom, peace education can explore the “preferred alternative states that need to be worked towards” (Hicks p. 171.) Through these conceptualizations, peace education helps people to more concretely understand what they might advocate for. In a society that accepts oppressive systems it is challenging to imagine alternative possibilities, but peace education holds the ability to model those possibilities while building the capacity for change through skills such as reflection, critique, responsibility, curiosity, and stewardship.

Works Cited

Bartlett, L. (2008) Paulo Freire and Peace Education.

Hicks, D. (2004). Teaching for Tomorrow: How can futures studies contribute to peace education. Journal of Peace Education 1(2).

Reardon, B. (1986) Comprehensive Peace Education. TC Press. Chapter 5: The Fundamental Purposes of a Pedagogy of Peace.

Snauwaert, D. (2020). The peace education imperative: a democratic rationale for peace
education as a civic duty, Journal of Peace Education.

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Beryl: Lessons in Peace Education from The Lorax

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Beryl: Lessons in Peace Education from The Lorax

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From the beloved children's classic, The Lorax, we glean insights into the realm of peace education. While renowned for its environmental themes, the narrative also delves into conflict resolution, notably the conflict between the Once-ler and the Lorax. Peace education advocates for a nuanced understanding of conflicts and their root causes. In The Lorax, the conflict arises from the Once-ler’s greed and disregard for the consequences of his actions. It is important to recognize the importance of addressing the underlying causes and attitudes to resolve what the Once-ler’s stubbornness has caused to the environment. Resolution surfaces as the Once-ler confronts the ramifications of his actions and assumes accountability. He finally understands the importance of preserving nature and begins to make amends by giving seed to a child for a Truffula Tree, symbolizing positive change for the future. Rather than simply facing punitive consequences, the Once-ler seeks to repair the damage he caused and restore harmony with nature. Peace education instills hope, like the child with the seed or the new generation, by empowering individuals to believe in their ability to make positive changes, even in the face of complex challenges such as environmental degradation. Educators can harness the narrative's richness to spark discussions on environmental stewardship, ethical decision-making, and the interconnectedness of human actions with broader ecosystems. Through critical thinking and reflection, individuals can develop skills to address conflicts and contribute to a more peaceful and sustainable world.

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Sara R: The Role of Self Care in Peace Education

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Sara R: The Role of Self Care in Peace Education

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Taking care of oneself is a revolutionary act, and the process of healing and searching for fulfillment will inevitably bring a person closer to the world, allowing them to engage in the work that needs to be done on this planet. No matter what you do, you will always have a home here in this world. The process of cultivating love for yourself and the world is something that continuously nourishes and cannot be taken away; it lives inside a person forever. It doesn’t have to be “take care of myself” or “do good in the world.” Peace-making isn’t a sacrifice; it’s a path that one must choose everyday and a path that takes care of you too.