ABSTRACT
Education for peace, the search for peaceful ways of overcoming conflicts, and the social and individual conditions for peaceful coexistence of both individuals and nations are themes that, particularly in contemporary times, increasingly define socio-pedagogical reflection and activity. This is because the post-modern period, associated with rapid political, socio-economic, educational, and civilisational changes, has presented humankind with many complex problems concerning its existence. Today, there is no longer any doubt that we are unprepared for the opacity and ambivalence of the world as well as its failures. Modern individuals are exposed to constant stress and a sense of being out of control of their own lives. The tragic events surrounding the coronavirus pandemic and the deaths of several million people, or the recent experience of the war in Ukraine and the suffering of many innocent people are good examples. Every day, people are faced with the need to make choices, which are all the more difficult because they often do not find support in the past, in the examples of those closest to them, and have to create their own identity on “shifting sands” themselves. All this becomes a special reason to make the category of peace and, above all, education for peace the object of serious reflection, especially in the context of all-embracing pluralism (historical, socio-cultural, etc.).
