ABSTRACT
D. Hicks distinguishes between peace studies and peace education. He describes the knowledge, attitudes and skills that equally form the essential core of education for peace. The contributors to Education for Peace go beyond the topic of peace as such and discuss a number of green issues. Another of the contributors to Educating for Peace, Whitaker, draws on A. S. Neill, Carl Rogers, John Holt, and Paolo Freire to argue that peace education is part of a newly emerging ‘transformative paradigm’ for education. In this new paradigm the key characteristics of that which is seen to be desirable educationally refer to the nature of learning rather than to the content of instruction. The main theme of Education for Peace is that an education appropriate for the 21st century needs to pay very careful attention to both relevant content and processes in the curriculum.
