Four major types of peace education are apparent today - peace education as criticism of war, as liberation, as lifestyle movement, and as learning process. However, due to a number problems (such as prejudiced attitudes and concerns on the part of those educators who have experienced war and thus view it differently from those who have not; outdated textbooks; an inability to "teach" relationship perspective - females generally have a different vision of reality than men, seeing themselves as part of the whole rather than distinguishing themselves from others, and it is almost impossible to "teach" that insight), today's peace education lacks the strength and coherence necessary for the attainment of its far-reaching goals. Coupled with this is the unique problem of the developing countries which recognize the Gandhian principle that minds cannot be fed until stomachs are full. Peace education in those countries cannot be separated from development education.
Peace education emerged with an emphasis on "no peace without development", hence the problem of peace is one which reaches into the politics, economics and cultural life of every society; transformation of these systems is necessary in order to bring about peace. The work of Gandhi and Danilo Dolci is critical to peace education, as is the analysis of the application of their works in northern and western Europe by Johan Galtung.
The Encyclopedia of World Problems and Human Potential is a collaboration between UIA and Mankind 2000, started in 1972. It is the result of an ambitious effort to collect and present information on the problems with which humanity is confronted, as well as the challenges such problems pose to concept formation, values and development strategies. Problems included are those identified in international periodicals but especially in the documents of some 60,000 international non-profit organizations, profiled in the Yearbook of International Organizations.
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