The Peace Education Conference will be held for the third time on December 1st, 2016 in Osnabrück, Germany - City of Peace. The venue will be the University of Osnabrück. An estimated number of 150-180 participants are expected to attend. The conference has been previously held in the cities of Mannheim and Frankfurt am Main. enter During the 3rd International Peace Education Conference, current points of argumentation of nonviolence and peace education are projected in the horizon of the global society and innovative perspectives for peace education in the 21st century.

To be able to correlate company-specific descriptions of nonviolence and education with didactic as well as artistic activities for Peace Education, we refer to the basic considerations of global learning, which make the related discourses fruitful. Peace is not a stable state, but must be constantly re-taught, learned, discussed, be (re)constructed and reflected upon.

The goal of education for peace and nonviolence is to empower individuals and societies to be able to nonviolently disengage conflict. Despite the increase of violence worldwide, the hostilities for future competence in the horizon of sustainable peace will continue to be marginalized because this is how it is considered in most international debates, however it is justified in the horizon of national societies. Peace Education
Since the 1960s, the issue of peace education started to prevail in Germany. Its goal is to arrange and promote individual, social, and international learning processes for non-violent and harmonious resolution of conflict. The strengthening of self-consciousness of each individual —the so-called empowerment— is a central concern. Conflict is never interpreted as negative, but instead as acute. Different individuals, social concerns, and developments are understood and discussed insofar as how they do not escalate violently.

Peace is not the mere absence of war, but a process of increasing justice for all. Peace ability describes the social skills of adults, adolescents, and children to deal with situations free of prejudices and negative stereotypes with people from different cultural and religious backgrounds and to promote empathy, tolerance, cooperation, and communication. Different forms of encounters can lead to critical scrutiny and degradation of stereotypes. Peace educators participate in social, political, cultural, and religious processes, as well as decisions, that contribute to the enforcement of justice, overcoming violence, and the promotion of participation and democracy. Peace policy is ultimately peace education.

A good political and social peace policy is the recognition of peace education, as well as their structural, practical, and project-related promotion. Peace policy and peace education should involve all of those responsible in politics, society, and religious organizations to manage non-violent national and international conflict to network non-governmental organizations, companies, authorities, and governments in order to promote peace so as to create political and social conditions and promote civil conflict resolution, crisis prevention, and conflict management which is possible nationally and internationally.

The Peace Education is a global learning that does not primarily aim at the addition of new tasks and curriculum units to the existing educational canon. It makes rather a fundamental shift in the educational horizon which, as a consequence, must develop and discuss all educational content in the light of enhanced spatial, social, and temporal contexts. By itself, global learning relates to the question of personal and social development in the global society. It also takes on ideas and principles of the Third World, environment, peace, and intercultural education and makes them effective in an integrative didactic approach (see GLOBAL LEARNING, 1996: 2).

Global Learning builds on didactic traditions that have been especially developed in the educational work of churches and in religious education. Long before talk of the "globalization", theologian Ernst Lange had already made clear that "the order of ecclesiastical educational work is directed to the global ecumenical horizon" (ibid. 2).

Key issues proposed from the beginning to the didactics of ecumenical learning were: How can learning processes that do not necessarily mobilize overwork, fear of threat, and barriers to learning succeed? How can teachers act in solidarity and responsibly towards future generations, following the rule of the Christian commandment of charity? (Ibid.).

The Peace Education is rather committed on educational theory and educational practice, in order to discuss together in a cross-cultural discourse and to act in solidarity in international educational work contexts. Peace education is no education reform; it is an indicator of a problem with which numerous disciplines (such as education, musicology, theater studies, linguistics and literature, political science, sociology, history, gender science, etc.) should preoccupy themselves in cooperation with education policy and practice alike.

Cooperation Partners