ABSTRACT
In this paper, the author intends to outline the development of the author own approach to peace education in the context of the growing support for peace studies by the Toronto Board of Education for which the author work. Since then it has held several public meetings with prominent guest speakers and sponsored two conferences on peace education, the second on November 10, 1984. A curriculum dealing with issues of war and peace must involve students in inquiry and in making value judgements, a process which is often described as critical thinking and, by John Dewey, as reflective thinking. In deciding what role to adopt in the discussion of nuclear weapons and peace, the teacher must be aware of what messages are being given to students. It is important that a peace curriculum does not concentrate on preventing war; instead it must focus positively on building a peaceful society.
