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"Let`s work on our inner capacity to build peace by transforming violence to non-violence, building community, cooperating in common well-being, communicating assertively and respecting each other ideas and thoughts. Doing that in your daily life you will be a model of building peace, a teacher of peace through your actions by promoting Human Rights, by trusting and caring yourself and others around you"

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“The participative component of the peace learning process is also a practice of freedom itself, and a praxis where reflection and action occur.”

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"Peace education alone will not achieve the changes necessary for peace: it prepares learners to achieve change."

Author(s): Augusto Boal

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“Theatre is a form of knowledge; it should and can also be a means of transforming society. Theatre can help us build our future, rather than just waiting for it.”

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Critical peace education (CPE) seeks to disrupt asymmetrical power relationships and unpack their political, economic, social and historical roots.

Author(s): bell hooks

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“We were simply trying to change the way we went about our everyday lives so that our values and habits of being would reflect our commitment to freedom.”

Author(s): Betty Reardon

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“Most... agree that there is no neutral education. Education is a social enterprise conducted for the realization of social values. The question is what values are to be realized through education, and how.”

Author(s): Betty Reardon

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"The general purpose of peace education, as I understand it, is to promote the development of an authentic planetary consciousness that will enable us to function as global citizens and to transform the present human condition by changing the social structures and the patterns of thought that have created it. This transformational imperative must, in my view, be at the center of peace education."

Author(s): Betty Reardon

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“Thinking about how the world might be and envisioning a society characterized by justice are the essence of conceptualizing the conditions that comprise positive peace. If we are to educate for peace, both teachers and students need to have some notion of the transformed world we are educating for.”

Author(s): Betty Reardon

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"We must change ourselves and our immediate realities and relationships if we are to change our social structures and our patterns of thought… We cannot achieve change unless can we think it.”

Author(s): Betty Reardon

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“The ultimate goal of peace education is the formation of responsible, committed, and caring citizens who have integrated the values into everyday life and acquired the skills to advocate for them."

Author(s): Betty Reardon

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"If we advocate the equal value and dignity of all persons, we need also accept their shortcomings as well as their gifts and talents, and understand that all (even ourselves) are capable of changing. The question is whether we will be motivated to do so. My own belief is that this motivation is primarily a task for education, particularly peace education."

Author(s): Betty Reardon

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"What more comprehensive definition of peace education could we offer than learning to learn about, and functioning in and with complexity, so as to enhance the richness and diversity of life?"

Author(s): Cécile Barbeito

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"Recognizing the positive aspects of conflict imply a profound change of perspective: it involves appreciating differences, enjoying controversies, and embracing complexity."

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"The underlying emphasis in peace education is on understanding violence, and exploring alternatives to violence. It is vital to remember that violence is not restricted to physical harm but also includes psychological harm, emotional abuse, discrimination, exclusion, denial of opportunities, exploitation, criminalization of identities, etc. Violence is part of our everyday reality."

Author(s): Colman McCarthy

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“Unless we teach our children peace, someone else will teach them violence.”

Author(s): Daisaku Ikeda

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"Education must cultivate the wisdom to reject and resist violence in all its forms. It must foster people who intuitively understand and know--in their minds, in their hearts, with their entire being--the irreplaceable value of human beings and the natural world. I believe such education embodies the timeless struggle of human civilization to create an unerring path to peace."

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“Peace education is premised upon the cosmopolitan belief that the moral community includes all human beings, that all human beings have moral standing, and thus war and peace, justice and injustice, are global moral considerations.”

Author(s): David Hicks

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“A futures perspective is crucial to effective teaching and learning in peace education. By enabling learners to think more critically and creatively about the forces that create probable and preferable futures, they are able to engage in more purposeful and focused action for change.”

Author(s): Deborah Meier

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"Teaching is mostly listening, and learning is mostly telling."

Author(s): Derek Lough

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"Social justice education seeks to make aware those living on both sides of an oppressive model the exactness of their situation through deep listening to the lived experiences of 'others' and critical self-reflection, then encourages a change of actions henceforth from oppressive to anti-oppressive."

Author(s): Douglas Allen

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“The greatest strength of Gandhi’s peace education: preventative measures for the gradual long-term changes necessary for identifying and transforming the root causes and causal determinants that keep us trapped in escalating cycles of violence.”

Author(s): Elise Boulding

People have to be encouraged to image, taught to exercise a capacity that they indeed have but are unaccustomed to using in a disciplined way. The obstacles to imaging lie partly in our social institutions, including schools, which discourage imaging because it leads to visualizing alternatives which challenge existing social arrangements.

Author(s): Elise Boulding

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“How does anyone ever learn a really new thing? Since utopias are by definition ‘new,’ ‘not-yet,’ ‘other,’ human beings will be able to function in them in ways that do not throw us back to the old order only if we pay enough attention to the learning. Wishful thinking about the desired transformation of consciousness as an inevitable historical process distracts us from studying the difficult disciplines that will make transformation possible.”

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"We're never going to have respectful and reverential relationships with the planet - and sensible policies about what we put in the air, the soil, the water - if very young children don't begin learning about these things literally in their houses, backyards, streets and schools. We need to have human beings who are oriented that way from their earliest memories."

Author(s): Felisa Tibbitts

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“Human rights themes and content in school curricula can take the form of cross-cultural themes mandated by educational policy or it can be integrated within existing subjects, such as history, civics/citizenship education, social studies, and humanities. Human rights education can also be found in arts programs and nonformal clubs and special events that take place in school settings.”

Author(s): Felisa Tibbitts

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"Human Rights Education is a deliberative, participatory process aimed at empowering individuals, groups, and communities."

Author(s): Felisa Tibbitts

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“Human Rights Education is education about human rights, through human rights, and for human rights.”

Author(s): Felisa Tibbitts

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"The following kinds of pedagogy are representative of those promoted by Human Rights Education advocates. These methods are applicable to all types of HRE but are most comprehensively implemented in adult, popular education learning models. Experiential and activity-centered: involving the solicitation of learners’ prior knowledge and offering activities that draw out learners’ experiences and knowledge; Problem-posing: challenging the learners’ prior knowledge; Participative: encouraging collective efforts in clarifying concepts, analyzing themes and doing the activities; Dialectical: requiring learners to compare their knowledge with those from other sources; Analytical: asking learners to think about why things are and how they came to be; Healing: promoting human rights in intrapersonal and interpersonal relations; Strategic thinking-oriented: directing learners to set their own goals and to think of strategic ways of achieving them; and Goal and action-oriented: allowing learners to plan and organize actions in relation to their goals (ARRC, 2003)."

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"A culture of peace will be achieved when citizens of the world understand global problems; have the skills to resolve conflict constructively; know and live by international standards of human rights, gender and racial equality; appreciate cultural diversity; and respect the integrity of the Earth. Such learning can not be achieved without intentional, sustained and systematic education for peace."