Summary: Youth Forum Preparatory Session on Peace

Small Group Discussion: Peace Education

The session aimed to foster critical thoughts about the various facets of ‘peace education’, with specific reference to the perspectives of young people.

Heated debates prevailed in this well attended discussion group, covering a wide range of sub-topics including the definition of peace education, the arguments for/obstacles against its implementation, and curriculum models of peace education.

It probably goes without saying that the most familiar concepts are often the most difficult to define, and ‘peace education’ is certainly one of them. Participants struggled to reach any consensus about its meaning and came up with a wide range of definitions, which Miss Martin usefully conceptualized under the headings of 1) attitudes, 2) techniques and 3) knowledge. It was suggested that one way to tackle the problem of definition was to conceive ‘peace education’ as a holistic process (encompassing attitudes, techniques and knowledge), and an approach/way of learning rather than a fixed object.

Much time was also devoted to the definition of ‘conflict’ within peace education. Miss Martin emphasized that conflict is a natural phenomenon of everyday life, and that, with the help of peace education, we can ensure that it does not lead to violence/war.

Following the main discussions, a game entitled ‘win as much as you can’ was introduced to the participants. This stimulation game provoked participants to reflect upon the role of collaboration within peace education – i.e. how collaboration (as opposed to competition) could enhance an atmosphere of peace.

Due to time constraints, no concrete conclusions were reached. It was certain however that many participants left the discussion feeling inspired to continue debating/refining earlier points of discussion on what is undoubtedly a most complex topic.

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