ERIC Number: ED370869
Record Type: Non-Journal
Publication Date: 1993-Nov
Reference Count: N/A
Peace Education across the Curriculum: Some Perspectives from New Zealand. Peace Education Miniprints No. 52.
This paper argues that issues of peace and war and related environmental and social questions ought to form part of the curriculum of a truly democratic education system. The aim of these studies is not to indoctrinate young people into predetermined positions with respect to controversial questions, but, quite the opposite, to help them develop into independently thinking and questioning adults. An emphasis is placed on the skills students should develop in peace education, such as the principles of presenting a well-considered argument, concern for evidence and logic, and an awareness of bias. One model put forward is Paolo Freire's education for critical consciousness through the study of generative themes. Controversial issues such as those dealt with in peace education should not be limited to older students. Even quite complex issues, such as nuclear weapons, are of concern to young children and should be dealt with at a level appropriate to their development. This is true even in early childhood education, where the desire of some children to play war games could be the basis for political and social education. The second part of the paper looked at curriculum developments in New Zealand education, in which, even though there is no official support for peace education, there is scope within the new curriculum for concerned teachers to deal with peace issues. Learning peace, however, is more than just curriculum development; it is concerned with the process of education as much as with content. Contains 26 references. (DK)
Descriptors: Conflict Resolution, Controversial Issues (Course Content), Curriculum Development, Elementary Secondary Education, Foreign Countries, Interdisciplinary Approach, Peace
Preparedness for Peace, School of Education, Box 23501, S-200 45 Malmo, Sweden.
Publication Type: Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Lund Univ. (Sweden). Malmo School of Education.
Identifiers - Location: New Zealand