Peace education

from Wikipedia, the free encyclopedia
The articles peace ability and peace education overlap thematically. Help me to better differentiate or merge the articles (→  instructions ) . To do this, take part in the relevant redundancy discussion . Please remove this module only after the redundancy has been completely processed and do not forget to include the relevant entry on the redundancy discussion page{{ Done | 1 = ~~~~}}to mark. PM3 21:55, Feb. 21, 2018 (CET)

Peace education , also peace education or peace education , is a conscious education for peace . It guides people to perceive all patterns and structures that encourage violence at an early stage and to convert them into conflict-solving behavior. The aim is to overcome war , based on the knowledge that all wars arise in the “minds of the people” ( UNESCO , The Nature of Conflict , 1958).

Peace education

Task

Peace education is primarily about three complexes of questions that are constantly emerging as new challenges. These are to be seen as a rough overview of the typical topics of peace education:

  1. The concept of peace: what are the causes of strife and violence? What role does human aggression play and what role does social and political conditions play? How is peace defined: absence of war? Social Justice and Human Rights? How can peace be achieved: By changing consciousness? Political upheaval? By working on the collective deep cultures?
  2. The tasks of peace education in the context of peace strategies: What is the relationship between peace education and peace research or educational science? What are the possibilities and limits of school peace education? More generally: To what extent can education be understood as a peace strategy?
  3. The content and methods of peace education: How can the major political questions be conveyed with the environment of the addressees? How does peace education contribute to the emancipation of learners? What is the balance between a fact-centered and a student-centered approach?

history

The basic idea of ​​peace education, to guide people through conscious education to recognize and convert violence, is an age-old idea that can be found in practically all cultures of the world. In its modern form peace education goes to the European modern philosophy in the age of enlightenment back. It has been recognized and defined as one of the most important tasks of the international peace movement since around 1830 .

A pioneer of this idea was the Swiss Jean-Jacques de Sellon (1782–1839). He grew up in the tradition of Geneva Calvinism and, as a noble philanthropist, was a supporter of the democracy idea of Jean-Jacques Rousseau and the rule of law idea of Cesare Beccaria . Like him, he assumed the human right to physical integrity and therefore rejected the death penalty . He applied this rejection to international conflicts and therefore proposed in 1828 for the first time the abolition of all standing armies and their replacement by militias . In 1830 he requested this and an international court of arbitration in an open letter. In the same year he founded the Societè de la Paix , whose statute stipulated: The abolition of war could only be based on the “will of the peoples” and could therefore only be achieved through constant “awareness-raising work and conscious education for peace”.

In the Federal Republic and Austria, peace education was only hesitantly pursued as an approach, despite the experience of the world wars and the Nazi regime. First of all, at the end of the 1950s, the Study Society for Peace Research Munich explicitly took up as a call for international understanding. Prejudice and individual aggression were seen as causes of war and violence. Adorno's plea for education to come of age was influential . In 1967 Hartmut von Hentig gave a speech on the subject of peace education at the Evangelical Church Congress in Hanover, which is still having an impact today.

In the 1970s, the sociological turnaround also came into play in peace education. The causes of violence were seen in social structures, e.g. B. by Johan Galtung ( structural violence ) and in Germany by Dieter Senghaas ( organized peacelessness and civilizing hexagon ). A critical peace education emerged, z. B. with the pedagogue Christoph Wulf . It reached a climax in the peace movement in East and West Germany.

After 1990 the interest shifted from the East-West conflict to right-wing extremist violence , globalization , education on sustainability and practical training in non-violent conflict resolution , e.g. B. through mediation . In particular, the problems of pacifying conquered territories such as Iraq and Afghanistan raised the question of the prerequisites for a social culture of peace . This corresponds to another approach that has developed since the 1990s and which should not be understood as a replacement or a contrast to the directions mentioned so far, but rather as opening up another dimension: the cultural-scientific orientation of peace education, “Education for a culture of Peace ”.

International

Peace education today is spread all over the world on the one hand as an educational practice (peace education), on the other hand as theoretical work and reflection of this practice (peace education in the narrower sense). A Peace Education Commission (PEC) has existed within the professional association of peace researchers, the International Peace Research Association (IPRA), since the 1970s. Since 2004 the PEC has published a peer-reviewed international specialist journal, The Journal of Peace Education . The International Institute on Peace Education (IIPE), which holds its annual congress in a different host country, is also worth mentioning .

aims

The literature mentions among other things the goals of peace education and training:

  • Peace competence : This roughly means acquiring knowledge of conflict and war contexts - i.e. the theoretical foundation as the basis for one's own understanding.
  • Ability to Peace : This means the ability to peacefully resolve or defuse conflicts in reality and in everyday life. These include, for example, the ability to deal with conflict, the ability to work in a team and courage.
  • Peace deal : So in short, is meant the ability to affect political processes so that they can be brought to peace relevant action. This extends from the municipal to the international level.

Furthermore, a culture of peace is given as the goal of peace education; in particular from the United Nations and UNESCO.

More information

In his 1967 speech, the reform pedagogue Hartmut von Hentig mentioned that peace education, along with a few other points, was "primarily education for politics". An education for peace also serves to be able to live with conflicts and to be able to deal constructively:

“If we teach young people that conflicts are unhealthy, undemocratic, unpeaceful, we are inverting logic. If conflicts are bad for you, you don't mind resolving them by force. [...] "

- from: Hartmut von Hentig, Education for Peace

Fields of work

Today peace education is understood as a complex of different fields of work, which includes anti-militarism, culture of peace, human rights education, intercultural learning, anti-racism, global learning as well as education on sustainability, gender equality and environmental education. A very decisive field is the non-violent handling of conflicts, for which the term conflict transformation has become established.

Conflict transformation: By promoting communication skills , trusting one's own emotions and learning about concrete solutions, it is possible to tackle conflicts in a targeted manner, to deal with them constructively and to use their potential. The work of Marshall B. Rosenberg with its concept of nonviolent communication has become significant in this regard.

Various organizations in Switzerland offer training in conflict management . This ranges from NCBI's Peacemaker projects , where peacemakers are elected and trained in school classes, to training courses such as Go for Peace for youth group leaders, teachers and social workers, to postgraduate courses. Christian associations have a long tradition in peace service , as does the International Union of Reconciliation IFOR .

Critical reception

Despite the undisputed general positive interpretation of the terms peace and peace culture , the so-called "peace education " - especially during the 1970s at the height of the pacifism debate and the New Games movement that had come from the USA - sparked heated controversies and heated discussions about them Meaning and communication options. The partly politically / ideologically, partly pedagogically / didactically motivated different ideas were carried out through hard disputes in publications and talk shows, whereby in the political discussion the appropriate behavior in threatened situations and in the didactic discourse the question of the instrumentalization of the game were in the foreground. The so-called New Games , intended as a methodological toolbox , were partly enthusiastically received, partly strictly rejected.

The educationalist Andreas Flitner summarized the main positions of the opponents in the opinion dispute in a magazine article from 1986, and the game scientists Siegbert Warwitz and Anita Rudolf took up the topic in connection with the didactic implementation of the game, with the problem of learning transfer and acceptance in Within the framework of the game culture and allowed both supporters and critics of the so-called peace games to have their say with their arguments.

See also

literature

  • Berlin Committee for UNESCO Work eV (publisher): Culture of Peace. A contribution to the educational mandate of UNESCO: Building Peace in the Minds of Men and Women. Berlin, 2017. Online version (accessed February 21, 2019).
  • Siegbert A. Warwitz, Anita Rudolf: Peace Games . In: Dies .: The sense of playing. Reflections and game ideas. 4th updated edition, Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1664-5 , pp. 145–151.
  • Uli Jäger: Peace Education and Conflict Transformation. Online version (accessed on February 21, 2019. Focus: international peace education)
  • Gavriel Salomon, Ed Cairns (Eds.): Handbook on Peace Education. Psychology Press, New York 2010.
  • Elisabeth Gusdek Petersen: Grozny - Zurich and back. Portraits of five young people from Chechnya. Orell Füssli Verlag AG, Zurich 2009, ISBN 978-3-280-06105-3 .
  • Konrad Tempel: inciting nonviolence. About ways of mindful practice and spirituality. Aphorisma, Berlin 2008, ISBN 978-3-86575-005-1 .
  • Renate Grasse, Bettina Gruber, Günther Gugel (Ed.): Peace Education. Basics, practical approaches, perspectives. rororo, Reinbek 2008, ISBN 978-3-499-55698-2 .
  • Karl Ernst Nipkow : The difficult road to peace. History and theory of peace education from Erasmus to the present. Gütersloh 2007.
  • Werner Wintersteiner: Education of the Other. Building blocks for peace education in postmodernism. agenda, Münster 1999.

Older literature:

  • UNESCO : Integrated Framework for Education for Peace, Human Rights and Democracy 1995. Bonn 1997.
  • Karl Brose: Peace Philosophy and Peace Education. From Kant to Adorno. The Blue Owl Publishing House, Essen 1996.
  • Franz Pöggeler : Education for one world - a plea for a pragmatic peace education. Lang, Frankfurt am Main / Bern / New York / Paris 1990, ISBN 3-631-41941-4 .
  • Andreas Flitner: Peace Education in the Controversy of Opinions . In: Zeitschrift für Pädagogik 1986, p. 763 ff
  • Hermann Röhrs : Peace - an educational task. Idea and Reality of Peace Education , Braunschweig 1983.
  • Christoph Wulf: Peace Education in Discussion , Munich 1973 and ders .: Critical Peace Education , Frankfurt / M. 1973.
  • Hartmut von Hentig: Education for Peace , in: Peace. Lectures at the 13th German Evangelical Church Congress in Hanover in 1967 . Published by Friedebert Lorenz, Kreuz-Verlag, Hanover 1967.

Web links

Wiktionary: Peace Education  - explanations of meanings, origins of words, synonyms, translations

Individual evidence

  1. cf. Günther Gugel: What is peace education? in: Grasse, Gruber, Gugel, Peace Education. Basics, practical approaches, perspectives. , Rowohlt-Verlag, 2008: p. 62, footnote 1 ("The terms peace education, peace education and peace work are often used synonymously. [...]")
  2. The Nature of Conflict UNESCO 1958.
  3. ^ Theodor W. Adorno: Education to the age of maturity. Lectures and discussions with Hellmut Becker 1959–1969. Edited by Gerd Kadelbach. Suhrkamp, ​​Frankfurt 1970.
  4. Hartmut von Hentig: Education for Peace , in: Peace. Lectures at the 13th German Evangelical Church Congress in Hanover in 1967 . Published by Friedebert Lorenz, Kreuz-Verlag, Hanover 1967.
  5. ^ Christoph Wulf: Peace Education in Discussion , Munich 1973; ders .: Critical Peace Education , Frankfurt / M. 1973.
  6. Werner Wintersteiner: From "international understanding" to "education for a culture of peace". In: P. Schlotter, S. Wisotzki (ed.): Peace and conflict research. Nomos Verlagsgesellschaft mbH & Co. KG, Baden-Baden 2011, pp. 345–380.
  7. On cultural and peaceful education see also: Werner Wintersteiner: Pädagogik des Andere , 1999.
  8. ^ Robin J. Burns / Robert Aspeslagh (eds.): Three Decades of Peace Education Around the World. An Anthology. Garland, New York / London 1996.
  9. ^ Werner Wintersteiner: Educational Sciences and Peace Education: Mainstreaming Peace Education into (Western) Academia? In: Gavriel Salomon, Ed Cairns (eds.): Handbook on Peace Education. Psychology Press, New York 2010, pp. 45-59.
  10. ^ Günther Gugel: What is peace education? , in: Grasse, Gruber, Gugel: Peace Education. Basics, practical approaches, perspectives. , Rowohlt-Verlag, 2008: p. 65 ( The core of peace education )
  11. cf. Berlin Committee for UNESCO Work 2017: Culture of Peace .
  12. Hentig, 1967: p. 38 (II (b), point 8)
  13. Hentig, 1967, p. 36 (II (a), point 6)
  14. ^ Christoph Wulf: Peace Education in Discussion , Munich 1973 and ders .: Critical Peace Education , Frankfurt / M. 1973
  15. A. Fluegelman: The new games Vol 2, 12th edition, Mülheim / Ruhr 1996th
  16. ^ Andreas Flitner: Peace Education in the Controversy of Opinions . In: Zeitschrift für Pädagogik 1986, p. 763 ff.
  17. ^ Siegbert A. Warwitz, Anita Rudolf: Peace Games . In: Dies .: The sense of playing. Reflections and game ideas . 4th updated edition, Schneider, Baltmannsweiler 2016, pp. 145–151