Eleven articles on peace education published in the first volume of the Journal of Peace Education are analyzed. This selection comprises peace education programs that have been planned or carried out in different contexts. In analyzing peace pedagogies as proposed in the 11 contributions, we have chosen network analysis as our method -enabling the categorization and visualization of qualitative data on differing content and forms preferences. In the analysis, our purpose is to visualize how the authors relate their arguments for specific content and form preferences to peace education. Before and after the empirical analysis of content and form preferences in the 11 peace education programs, a theoretical model is briefly introduced in which the interrelations not only between contents and forms are highlighted but also the interrelations between contents, forms and contextual conditions.In the field of peace education, there have been a great variety of different approaches over the years. Both discourses and practices conclude in divergent views over which contents and methods to prioritize. It is our motivation in the following analysis to diagnose parts of this variation and to critically discuss the merits and possible weaknesses of proposals included in the analysis. We shall depart from a model, focussing on the interrelations between three vital components in any educational activity, namely content, form and contextual conditions. In a broad conception of the substance of peace education, considerations of these interrelations are of central concern to both theory and practice in the field. The interrelations between the three components are visualized in Figure 1. We shall use this model in searching for variations in contents and methods in 11 selected peace education programs and discuss the extent to which -and how -these proposals also relate to the contextual conditions in which the peace education program takes place. Based on our findings, we have selected four areas which we believe may be at the base of the varied perspectives in the field and leading to divergent contents and forms for deeper discussion: (1) What are the different perspectives on what is regarded as the problem of peace, (2) What may be the differing views on how future studies should find their place in the content and methods of peace education,(3) What is the strength of control over student participation and (4) How are contents and forms in peace education grounded in specific theories of learning?The number 1 in the figure above shows that the methods or communication forms preferred will influence the selection of content. Vice versa, the definition of what constitutes valid content will influence the selection of communication forms. Recognizing this interrelationship between content and form requires that they cannot be viewed in isolation from each other but need to be developed in mutual support.Just like the interrelation between content and form, there is an interrelation between form and contextual conditions (c...