ABSTRACT
Education is about learning – organized learning done in settings that can include classrooms, community centers, the Internet or venues in the field. Peace education is a form of learning that looks at both identifying education as a potential site of conflict and violence, and a way of imparting values and techniques that seek to recognize conflict, diminish or eradicate violence, and share tools for contributing to peace (Harris & Morrison, 2013). Peace is conceived of in peace education in broad (although unremittingly nonviolent) terms and can comprise inclusivity, democracy, sustainability, emotional regulation, social collaboration, cultural awareness, social justice, and various complementary practices incorporated in personal peacebuilding, including mindfulness training and holistic wellness components. There is no single peace education, and nor is there a solitary method of delivery in peace education for teacher/facilitator/learners to utilize. Peace education is utilized in a multitude of settings, including conflict zones, post-conflict communities, and in so-called tranquil nations. Peace education has a variety of philosophical, cultural, and political roots all of which concern our values, attitudes, behaviors, and mindsets as humans. In the past, scholars have critiqued peace education as overly broad, utterly approximate, and incoherently versatile (Salomon, 2004). They charge that, because peace education applies to many diverse programs that are dissimilar in scope, duration, and target audience, peace education as everything is actually nothing. The spirited call to gather inward and define the discipline has had impactful results.
