Identifying determinants of individual peacefulness: A psychological foundation for peace education.

Abstract

Knowledge about the personality determinants of individual peacefulness can provide a foundation for the creation and improvement of peace education programs by enabling peace educators to identify and potentially influence those determinants. Based on Walter Mischel’s cognitive social learning theory (Mischel, 1973) and Albert Bandura’s social cognitive theory (Bandura, 1986), as well as on a search of relevant research, this article identifies specific person factors that influence peacefulness in the intrapersonal, interpersonal, and intergroup domains of individuals’ lives. Evidence is presented for the importance of problem-solving ability, conflict-resolution competencies, affect regulation, mindfulness, identification with humanity, self-efficacy beliefs, perspective-taking tendency, concern for others, universalism versus power values, rejection of revenge norms, belief in the efficacy of peaceful actions, and hope for peace. The author offers a rationale for suggesting that peace education programs should address peacefulness in all three domains of students’ lives: the intrapersonal, interpersonal, and intergroup domains. Examples are described, and suggestions are given for educational interventions to foster the development of the person factors that affect peacefulness. Existing social and emotional learning (SEL) programs target some of these person factors, and several reasons are given for suggesting that SEL offers a promising opportunity for promoting peace education in schools.

Development and validation of Indonesian peace of mind scale: The Rasch analysis

“…In contrast, the internal state of harmony refers to a positive condition in a person who has harmony and balance between expectations and the reality of the world [45]. The results of previous studies prove that the conditions of peacefulness and harmony are essential aspects of forming true peace in humans [46].…”

Representaciones sociales de un grupo de excombatientes sobre el cumplimiento del Acuerdo de Paz

“…En sentido general, este enfoque apunta a ideas contrastadas como la humanización de la atención (Catota Tiban & Guarate Coronado, 2023; Martikainen & Sakki, 2023) y la atención a los aspectos emocionales del afrontamiento y la educación para la paz (Nelson, 2021;Vidal Barrantes, 2023). Otros aspectos valorados fueron la atención clínico-médica a los factores psicosociales, las necesidades de las personas que actúan como cuidadores y la calidad de los servicios (Cachi & Valdés Rojas, 2023;Kancheff, 2022;Kitchiner et al, 2019;Martínez Rodríguez et al, 2022).…”

Supporting peaceful individuals, groups, and societies: Peace psychology and peace education.

“…The first few articles offer reviews of related psychological literatures to draw lessons for reflecting on research, practice, and future directions for peace education. Nelson's (2021) “Identifying Determinants of Individual Peacefulness: A Psychological Foundation for Peace Education” presents a review of the processes and factors related to developing an individual orientation toward peace. The article is broadly grounded in Mischel’s Cognitive Social Learning Theory (1973) and Bandura’s Social Cognitive Theory (1986), while drawing on empirical research examining specific person factors (e.g., problem-solving ability, conflict resolution competencies,and perspective-taking tendency) that affect peacefulness in individuals’ intrapersonal, interpersonal, and intergroup experiences.…”