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Peace education is the process of acquiring the ''values'', the ''knowledge'' and developing the ''attitudes, skills, and behaviors'' to live in harmony with oneself, with others, and with the natural environment. There are numerous United Nations declarations on the importance of peace education.〔Page, James S. (2008) ''Peace Education: Exploring Ethical and Philosophical Foundations''. Chapter 1. Charlotte: Information Age Publishing. ISBN 978-1-59311-889-1. (Chapter details ); and Page, James S. (2008) 'Chapter 9: The United Nations and Peace Education'. In: Monisha Bajaj (ed.)''Encyclopedia of Peace Education''. (75-83). Charlotte: Information Age Publishing. ISBN 978-1-59311-898-3. (Further information )〕 Ban Ki Moon, U.N. Secretary General, has dedicated the International Day of Peace 2013 to peace education in an effort to refocus minds and financing on the preeminence of peace education as the means to bring about a culture of peace.〔(Peace Day 2013 Countdown )〕〔Other examples include: * Constitution of UNESCO, adopted 16 November 1945. * Universal Declaration of Human Rights, Section 26. * Recommendation Concerning Education for International Understanding, Co-operation and Peace, and Education Relating to Human Rights and Fundamental Freedoms, Section 18. * Convention on the Rights of the Child, Article 29.1(d). * Vienna Declaration and Programme of Action - World Conference on Human Rights, Part 2, Paragraphs 78-82, which identify peace education as part of human rights education, and which identifies this education as vital for world peace * Declaration of Principles on Tolerance, Articles 1 and 4. * Declaration and Programme of Action on a Culture of Peace, Articles 1/4 and B/9. * A World Fit for Children, Articles 5 and 20 * United Study on Disarmament and Non-proliferation Education, Article 20. 〕 Koichiro Matsuura, the immediate past Director-General of UNESCO, has written of peace education as being of "fundamental importance to the mission of UNESCO and the United Nations". 〔Matsuura, Koichiro. (2008) 'Foreword'. In: J.S.Page ''Peace Education: Exploring Ethical and Philosophical Foundations.'' Charlotte: Information Age Publishing. p.xix.〕 Peace education as a right is something which is now increasingly emphasized by peace researchers such as Betty Reardon 〔Reardon, Betty. (1997). 'Human Rights as Education for Peace'. In: G.J. Andrepoulos and R.P. Claude (eds.) ''Human Rights Education for the Twenty-First Century.'' (255-261). Philadelphia: University of Pennsylvania Press.〕 and Douglas Roche 〔Roche, Douglas. (1993). ''The Human Right to Peace''. Toronto: Novalis.〕 There has also been a recent meshing of peace education and human rights education 〔United Nations General Assembly. (1993) ''Vienna Declaration and Programme of Action (World Conference on Human Rights).'' New York: United Nations. (A/CONF. 157/23 on June 25, 1993). Part 2, Paragraphs 78-82.〕 == Definition == Ian Harris and John Synott have described peace education as a series of "teaching encounters" that draw from people:〔Harris, Ian and Synott, John. (2002) 'Peace Education for a New Century' ''Social Alternatives'' 21(1):3-6〕 *their desire for peace, *nonviolent alternatives for managing conflict, and *skills for critical analysis of structural arrangements that produce and legitimize injustice and inequality. James Page suggests peace education be thought of as "encouraging a commitment to peace as a settled disposition and enhancing the confidence of the individual as an individual agent of peace; as informing the student on the consequences of war and social injustice; as informing the student on the value of peaceful and just social structures and working to uphold or develop such social structures; as encouraging the student to love the world and to imagine a peaceful future; and as caring for the student and encouraging the student to care for others" .〔Page, James S. (2008) ''Peace Education: Exploring Ethical and Philosophical Foundations''. Charlotte: Information Age Publishing. p. 189. ISBN 978-1-59311-889-1. (Chapter details )〕 Often the theory or philosophy of peace education has been assumed and not articulated. Johan Galtung suggested in 1975 that no theory for peace education existed and that there was clearly an urgent need for such theory.〔Galtung, Johan (1975) ''Essays in Peace Research, Volume 1''. Copenhagen: Eljers. pp. 334-339.〕 More recently there have been attempts to establish such a theory. Joachim James Calleja has suggested that a philosophical basis for peace education might be located in the Kantian notion of duty.〔Calleja, Joachim James (1991) 'A Kantian Epistemology of Education and Peace: An Examination of Concepts and Values'. Unpublishd PhD Thesis. Bradford University.〕 James Page has suggested that a rationale for peace education might be located in virtue ethics, consequentialist ethics, conservative political ethics, aesthetic ethics and the ethics of care.〔Page, James S. (2008) ''Peace Education: Exploring Ethical and Philosophical Foundations''. Charlotte: Information Age Publishing. ISBN 978-1-59311-889-1. (Chapter details )〕 Since the early decades of the 20th century, “peace education” programs around the world have represented a spectrum of focal themes, including anti-nuclearism, international understanding, environmental responsibility, communication skills, nonviolence, conflict resolution techniques, democracy, human rights awareness, tolerance of diversity, coexistence and gender equality, among others.〔See Groff, L., and Smoker, P. (1996). Creating global-local cultures of peace. Peace and Conflict Studies Journal, 3, (June); Harris, I.M. (1999). Types of peace education. In A. Raviv, L. Oppenheimer, and D. Bar-Tal (Eds.), How Children Understand War and Peace (pp. 299-317). San Francisco: Jossey- Bass Publishers; Johnson, M.L. (1998). Trends in peace education. ERIC Digest. ED417123; Swee-Hin Toh. 1997. “Education for Peace: Towards a Millennium of Well-Being”. Paper for the Working Document of the International Conference on Culture of Peace and Governance (Maputo, Mozambique, 1–4 September 1997)〕 Some have also addressed spiritual dimensions of inner harmony, or synthesized a number of the foregoing issues into programs on world citizenship. While academic discourse on the subject has increasingly recognized the need for a broader, more holistic approach to peace education, a review of field-based projects reveals that three variations of peace education are most common: conflict resolution training, democracy education, and human rights education. New approaches are emerging and calling into question some of theoretical foundations of the models just mentioned. The most significant of these new approaches focuses on peace education as a process of worldview transformation. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「peace education」の詳細全文を読む スポンサード リンク
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