Peace Education Quotes & Memes

Welcome to our Directory of Quotes & Memes!

This directory is an edited collection of annotated quotes of perspectives on theory, practice, policy and pedagogy in peace education. The directory is designed as a general bibliographic resource as well as a tool for use in teacher training in peace education. Each quote is complemented by an artistic meme that we encourage you to download and spread via social media.

Do you have an inspiring and meaningful quote you'd like to see included? We invite and encourage you to submit quotes to help us expand our directory.

Submit your quotes using our online form here.

What's a meme?

What is a meme? In today’s world the meme has emerged as a powerful tool of expression to spread ideas (in the form of photos or videos) virally over social media. However, the meme is not a new concept. It was first introduced by Richard Dawkins in “The Selfish Gene” (1976). While the gene is understood as the basic unit of biological evolution, the meme is the primary unit of sociocultural evolution. In sociocultural evolutionary terms we examine the contribution of social and cultural artifacts to change. Thus, social learning can be understood as the cultural analogue of genetic transmission.

So why all this fuss about memes? We believe education needs to evolve for the possibilities of peace and planetary survival. Peace education provides a critical, theoretical and pedagogical roadmap for that revolution. Unfortunately, the key concepts of peace education are not circulated among the mainstream. We encourage you to help us in this evolutionary effort by spreading these memes far and wide.

This directory is a project in partnership with Peace Master students at the Universitat Jaime I.


To access the full, annotated entry (and to download the meme) click on the author name or image.

Displaying 1 - 30 of 82

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.”

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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"

Ultimately, critical peace education is not about finding definitive answers, but rather letting each new question generate new forms and processes of inquiry.

Author(s): Monisha Bajaj

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“For critical peace educators, locally relevant curricula around human rights and justice issues must be developed with the aim of simultaneously cultivating participants’ analyses of structural inequalities and a sense of agency in acting to address these issues.”

Author(s): Monisha Bajaj

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“The transformative potential of peace education to engage learners in action towards greater equity and social justice can and ought to be galvanized through consideration of the larger social and political realities which structure, limit, and enable research and practice in the field.”

Author(s): Monisha Bajaj

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“Human rights are a natural framework for peace education, but treating them as static rather than dynamic, and sometimes contradictory, ignores their complexity.”

Author(s): Tauheedah Baker

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“Seeking to dismantle a power imbalance that legitimizes racist acts of violence, without addressing those classroom practices and the racial hierarchies in our curricula, perpetuates systemic racism. Only a transformative pedagogy, founded on racial justice, will allow us to realize our ideals of diversity and inclusivity.”

Author(s): Tauheedah Baker

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“If we want to see a more socially just society for all, we must first undo racism. We must start in the classroom, and teachers must indeed teach to change the world.”

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."

Critical pedagogy keeps at its center the questioning of how power relations operate in the construction of knowledge and how teachers and students can become transformative democratic agents who learn to address injustice, prejudice, and unequal social structures.

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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"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): 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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“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): Paco Cascón

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"Provention at the educational level will mean intervening in the conflict when it is at its very earliest stages, without waiting for it to develop into a crisis."

"La provención a nivel educativo va a significar intervenir en el conflicto cuando está en sus primeros estadios, sin esperar a que llegue la fase de crisis."

Author(s): Paco Cascón

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"In the new century, learning to resolve conflicts in a just and non-violent way is a big challenge, and one that educators for peace cannot shirk, nor would we wish to."

"En el nuevo siglo, aprender a resolver conflictos de manera justa y novio- lenta es todo un reto que la educación para la paz no puede ni quiere soslayar."

Author(s): Paco Cascón

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"Educating for conflict means learning to analyse and resolve conflicts both at the micro level (interpersonal conflicts in our personal surroundings: classroom, home, neighbourhood, etc.) and at the macro level (social and international conflicts, among others)."

"Educar para el conflicto supone aprender a analizarlos y resolverlos, tanto a nivel micro (los conflictos interpersonales en nuestros ámbitos más cercanos: clase, casa, barrio,...), como a nivel macro (conflictos sociales, internacionales,...)."

Author(s): John Dewey

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"The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative."

Author(s): Paulo Freire

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"Conscientization thus implies a constant clarification of what remains hidden within us while we move about the world, though we are not necessarily regarding the world as the object of our critical reflection."

Author(s): Paulo Freire

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"Only dialogue, which requires critical thinking, is also capable of generating critical thinking. Without dialogue there is no communication, and without communication there is no true education."

Author(s): Paulo Freire

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“For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”

Author(s): Paulo Freire

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"conscientização" according to Freire’s translator, “the term conscientização refers to learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality.”

Author(s): Paulo Freire

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“Authentic liberation - the process of humanization - is not another deposit to be made in men. Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it. Those truly committed to the cause of liberation can accept neither the mechanistic concept of consciousness as an empty vessel to be filled, not the use of banking methods of domination (propaganda, slogans - deposits) in the name of liberation.”

Author(s): Paulo Freire

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“The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.”

Author(s): Paulo Freire

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“Education is thus constantly remade in the praxis. In order to be, it must become. It’s “duration” (in the Bergsonian meaning of the word) is found in the interplay of the opposites permanence and change.”

Author(s): Paulo Freire

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“Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision making is to change them into objects.”

Author(s): Paulo Freire

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“The final virtue, if possible, is the ability to love students, in spite of everything. I don't mean a kind of soft or sweet love, but on the contrary a very affirmative love, a love which accepts, a love for students which pushes us to go beyond, which makes us more and more responsible for our task.”

Author(s): Paulo Freire

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"I consider it an important quality or virtue to understand the impossible separation of teaching and learning. Teachers should be conscious every day that they are coming to school to learn and not just to teach. This way we are not just teachers but teacher learners. It is really impossible to teach without learning as well as learning without teaching.”