Peace Education, ESD and the Earth Charter

Abstract

This article provides a review of how the values and principles of the Earth Charter initiative relate to two specific innovative movements of educational transformation, namely peace education and education for sustainable development (ESD). The interconnections and synergies between these movements and the Earth Charter are highlighted. Conceptual and pedagogical implications are drawn for implementing all three initiatives in ways that mutually strengthen and enhance their shared vision and mission to build a world infused with values of nonviolence, justice, respect, reconciliation and sustainability. However, they also share various commonalities of purpose, understanding of the root causes of conflicts and peacelessness and optimal strategies for building peace at all levels of life. Drawing on a holistic multidimensional framework of building a culture of peace, the article provides exemplars of how peace education, ESD and the Earth Charter empower members of all societies to overcome militarisation, direct violence, local/global injustices, human rights violations, ecological destruction and inner peacelessness.

The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

“…Also, the development of the theme of communication and socio-cultural diversity is based on the practical experience of academics and researchers in applying peace education in schools and universities [12]; [8]; [16]; [32]. Through a culture-based curriculum content approach, the pedagogical responses of educators (teachers and lecturers) towards the students will also be different.…”

Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity

“…They are many in number (cf. Hicks, 1988;O'Sullivan, 1999;Patomaki, 2001;Reardon, 2001;Reardon & Cabezudo, 2002;Diaz-Soto, 2005;Toh & Cawagas, 2010;Deck, 2010;Christopher & Taylor, 2011;Bajaj & Brantmeier, 2011;Duckworth, 2011;Jenkins, 2013;Bajaj, 2015;Bajaj & Hantzopoulos, 2016), and they have collectively come up with a range of related approaches.…”

La visión de la educación ambiental de estudiantes de maestría en pedagogía en el marco de la Cátedra de la Paz en Colombia

“…Ambas persiguen el desarrollo de una educación crítica que permita una transformación personal para la transformación del sistema. Además comparten propósitos comunes basados en la comprensión de las causas de los conflictos y el desarrollo de estrategias adecuadas para la construcción de una paz ante el afrontamiento de los problemas ambientales (Swee-Hin, y Cawagas, 2010). En esta línea la investigadora pionera de la paz Betty Reardon argumentó que la Educación para la paz debería inculcar los valores de responsabilidad ambiental, diversidad cultural, solidaridad humana, responsabilidad social e igualdad de género (Reardon, 1999).…”