4. Are critical as they
guide us in the way we
think and act.
Values have roots in
our cultures,
civilizations, faith
and spiritual
traditions.
FORMATION
5. Dialogue
A contradiction if
educating for peace
becomes an exercise in
“banking”,
as teachers
assume the role of
authoritarian
“experts” and
learners become
passive imbibers of
peace knowledge.
6. CRITICAL EMPOWERMENT
Peace education seeks to move
not just the mind but also the
heart and the spirit.
It encourages
commitment to
action and
transformation
both at the
personal and social