Positive peace : reflections on peace education, nonviolence, and social change / / ed. by Andrew Fitz-Gibbon ; with a guest forew. by Arun Gandhi.

• Superior document: Value inquiry book series. Philosophy of peace ; vol. 217
• Author: Concerned Philosophers for Peace. Conference
• TeilnehmendeR: Fitz-Gibbon, Andrew.; Concerned Philosophers for Peace. Conference
• Year of Publication: 2010
• Edition: 1st ed.
• Language: English
• Series: Value inquiry book series. Philosophy of peace ; v. 217.
• Physical Description: 1 online resource (194 p.)
• Notes: Bibliographic Level Mode of Issuance: Monograph
• Other title: Preliminary Material --; HOPE AND THE ETHICS OF BELIEF /; THE VULNERABILITY THESIS AND THE PEACEMAKING VIRTUES /; GANDHIAN NONVIOLENCE AS NOT PRESUPPOSING HUMAN GOODNESS /; NONVIOLENT RHETORIC IN GEOPOLITICS /; WILL KYMLICKA AS PEACEMAKER /; SYSTEMIC CONSTELLATIONS AND THEIR POTENTIAL IN PEACE WORK /; PEACE EDUCATION: A SYSTEMIC FRAMEWORK /; BUILDING BRIDGES TO PEACE: TEACHING TOLERANCE THROUGH THE HISTORY OF ART /; ANTI-WAR WAR FILMS /; THE POWER OF SONG FOR NONVIOLENT TRANSFORMATIVE ACTION /; WOMAN, MOTHER, AND NONVIOLENT ACTIVISM /; THE BLUE GUITAR, BLUE FROG, AND THE BLUES /; WORKS CITED --; ABOUT THE AUTHORS --; INDEX --; VIBS.
• Bibliography: Includes bibliographical references and index.
• ISBN: 1282556436; 9786612556432; 9042029927; 9789042029910
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Andrew Fitz-Gibbon ; with a guest forew. by Arun Gandhi.

Positive Peace is a scholarly and creative compilation of articles on peace education, nonviolence and social change. Arun Gandhi (grandson of Mahatma Gandhi) sets the scene in his introduction with the challenge that positive peace is both a resisting of the physical violence of war and the passive violence of the psychological structures that lead to conflict. Peace education rises to meet that challenge. In twelve chapters, philosophers and educators look at a variety of topics from Gandhian nonviolence, to pragmatic conflict solving; hope and the ethics of belief, to the way we use violent language; mothering and peace activism, to multiculturalism and peace. Recurring themes are: pragmatic nonviolence, the ethics of care as an antidote to violence, and hope in a violent world. Chapters on the use of film in peace education, song and nonviolent activism, and teaching art history and peace, demonstrate pragmatic possibilities for would-be peace educators. Arun Gandhi in his introduction asks, “For generations human beings have strived to attain peace, but with little or no success. … Why is peace so illusive? Is it unattainable? Are humans incapable of living in peace?” This book suggests that peace education has a large part to play. It is an important attempt to begin to meet the challenge.