How to Shape a Culture of Peace in the Face of Wars and Conflicts?

Abstract

In this article, I answer the following questions: Is education for the development of a culture of peace needed in a time marked by war? Is it important? Is its presence justified, or on the contrary, does war (impending, ongoing, or just ended) undermine its validity? In situations of danger, should we not focus solely on the aforementioned safety education to prepare citizens for the most effective possible protection of their health and lives? The phenomenon of feedback between smoldering, threatening, or ongoing conflicts and the so-called ‘conflict culture’ indicate the validity of education for a culture of peace in times marked by war. To justify this thesis, I begin by defining the basic concepts for these considerations: peace, peace culture, education for safety, and education for peace culture. Then, referring to the thoughts of Israeli researcher Daniel Bar-Tal, I describe the phenomenon of feedback between real conflicts and the ‘culture of conflict.’ I focus primarily on the role of education in this phenomenon, which makes the politicized education system, subject to the ruling powers, often serves the ‘culture of conflict’ and strengthen the existing or threatening conflicts. Her opposite may be the so-called indirect education for peace, as well as the activities of teachers who are aware of and are involved in promoting a culture of peace. The final part of the article includes examples of specific grassroots initiatives related to education for a culture of peace. They show its effects, but also the difficulties and challenges that people who become involved in it have to face.