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.
Displaying 61 - 90 of 90
Author(s): John Paul Lederach
"La educación para la paz debe plantear y promover, como pauta primordial para la construcción de un sistema de seguridad cualitativamente más real y no-armado, dos elementos: la convicción profunda de la gente de que es necesario un cambio de sistema para resolver nuestros conflictos a escala internacional, y el compromiso de trabajar eficazmente para abolir la guerra y su preparación."
Author(s): Derek Lough
"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): Vicent Martínez Guzmán
"Reforzaremos la educación en los sentimientos….la filosofía para hacer las paces consistirá en educarnos en la pasión por saber que podemos vivir en paz.”
"We reinforce education in feelings... philosophy for making (plural) peaces will consist in educating ourselves in the passion of knowing that we can live in peace."
Author(s): Colman McCarthy
Author(s): Deborah Meier
Author(s): Chintan Girish Modi
"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): Maria Montessori
Author(s): Maria Montessori
Educating for peace will give us in the long run the practical benefits that we seek. It will build a critical mass of people who will demand for and address the needed personal and structural changes that will transform the many problems that relate to peace into nonviolent, humane and ecological alternatives and solutions.
Author(s): Nel Noddings
Author(s): James S. Page
Author(s): Pope John Paul II
"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."
“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.”
"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): Joseph Rotblat
Author(s): Dale T. Snauwaert
“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.”
"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)."