Theorizing peace education. A theoretical survey of the practice of peace education

Abstract

This theoretical investigation presents Peace Education as a group of deliberate human activities that consist on teaching and learning about and for positive peace. It addresses conceptual issues concerning the structures and dynamisms of this field of human activity. Although this effort assumes a humble attitude toward the conceptual controversies it presents, it highlights that effective practice demands the acceptance of synthetic working conceptualizations of the basic elements of Peace Education, which illustrate the interaction of the building blocks of the field and raise questions for further research. The study suggests that these issues are decisive for the way Peace Education constructs its pedagogical discourse and they also determine which pedagogical tools are more useful for the purposes of Peace Education.