Have you ever wondered how difficult it is to "teach" the concept of peace at home, in school, or even how this concept can be understood by young children?
After so many years of peaceful periods and watching the extremes of war, we feel the need more than ever to talk, explain, and above all, understand the concept of peace and its values. At the same time, we strongly feel the need to process the images of war and violence and try to manage the emotions of powerlessness, disappointment, insecurity, and fear that surround us.
If we manage to understand our emotions, especially what frightens us - what paralyzes us - then we will be able, as 'grown-ups,' to actively participate in a discussion that will resonate with our children - our students. Unfortunately, we cannot explain the concept of peace honestly without comparing it to the concept of war.
Let us remember that the historical development of war is linked to the games of pirates or knights, while the philosopher Immanuel Kant formulated rules for the Eternal Peace in the children's group. Therefore, initially, peace is understood as the absence of war. However, this perspective is not enough!
In true peace, the concept of reconciliation is necessarily included. Where the principles of reconciliation are absent, conditions for the next war are often prescribed. War is understood as the conflict between nations or groups within a nation, usually associated with the intention of defeating the opposing state.
During this period, modern representations of war and violence in the media promote a NON-constructive approach to conflict management in a peaceful world. Our students are emotionally overwhelmed by the war events they see. (Please note that we will not dig into the endless debate about "just war" because it would exclude the educational context of the discussion, as the topic becomes philosophical, discussed in theology, and addressed in ethics and moral values. To grasp complex philosophical concepts such as the concept of God, a child must first attribute everything to nature and then subsume nature into God. A thought process that does not align with the cognitive development of children at their age).
It is necessary to help students develop a proper and comprehensive education about the concept of Peace. The focus is on social education and emotional education. An appropriate educational program can provide opportunities for the practical application of harmony through narratives, activities, theatrical games, and perception games. The educational principle governing this is that people, including children, are not enemies to each other and should not treat each other as enemies. To cultivate an appreciation for Peace, the conditions in which it develops must be understood, and it should be emphasized that Peace is not self-evident for everyone. As mentioned above, true Peace necessarily includes reconciliation, so the regulatory idea, i.e., the necessary conditions and prerequisites for group peace, cannot be absent from the pedagogical approach.
Peace is not taught. It is cultivated!
On a more practical level, the following teaching proposals can open the way to improve communication within the class and express the boundaries, needs, and fears of our students:
- How peaceful is our school?
- How did the last fight between George and Dimitris end?
- What should I do if someone gets hurt?
- What can we do as a group for Peace?
- What if in a society, war and not peace were the normal state?
- How do I feel and what do I think when I see war scenes on TV?
- How do I feel when I hear that children my age are injured or have lost their parents?
- How do I feel knowing that I have material goods, security, and peace when children in another country lack them?
- What should I do about the wars and crimes of my ancestors? Do I have a responsibility?
- If our ancestors have fought each other, does that make us enemies, or can friendships be formed?
