Handbook on Peace Education by Salomon Gavriel;Cairns Ed;

Author:Salomon, Gavriel;Cairns, Ed;
Language: eng
Format: epub
Publisher: Taylor & Francis Group

Figure 11.1 Overview of four important educational aspects on peace stimulation.

The presented model is, as we may immediately see, an additive one. It is different from holistic models, such as that of Christie, Tint, Wagner, and Dunann Winter (2008). Holistic means here, in opposition to ours, that from a theoretical point of view, conflict management, the deescalation of violence, and postviolence peace building are connected with positive and/or negative peace processes.

At the end of every Catholic religious ceremony, the priest says, “May you go in peace.” This wish is not just a reference to inner peace and an acceptance of life’s undesirable facts, but it seems to say also that racist and right- or left-wing fundamentalism in thinking and behavior has no place in a society and especially not in a modern form of reversible religiousness. Any religion supporting exclusion and racist thinking has no right to be practiced. Here the morality of peace education is stronger than any religious denomination can be. The relationship of religion and war, however, is the most painful issue in the world. A religiously justified war is doubly immoral (a) because of its emotional stimulation as something being already a long time ago and always unjust and (b) because of its contrafactual term: Irreversible and thus immoral religiosity is the problem of our time. But this issue perhaps should be a new chapter in this book (Hillis, 2006; Weisse, 2006).

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