ABSTRACT
For peace education to be effective, it has to combine conceptual and expe riential learning. What children need to learn in the conceptual and experiential realms overlaps, but conceptual learning by itself does not help children to develop in ways that fulfills the aims I described. I refer here to children, because that is where peace education has to start. However, adults need peace education as well and require some of the same knowledge and experience, even if some of the methods may differ. In the course of peace education, children or adults need to develop emotional orientations, values, and skills that are required for peaceful conduct and for committed actions to promote peace. Although one can identify universal elements that are important in peace education, these have to be ap propriately applied to particular contexts. The immediate requirements of peace education will be different for Jewish and for Palestinian children and adults; for children in Angola who had been recruited or forced into fighting and have now become free again (Wessels & Montiero, 2001); for children in a peace ful midwestern community in the United States; or for members of military forces in countries with widely differing circumstances, such as Colombia or Denmark.
