Philosophy of Education for Peace: Bridging Classroom Pedagogy and Global Leadership

Document Type : پژوهشی

Author

• Bakhtiar Shabani Varaki

Professor and Department Chair of Foundation of Education, Ferdowsi University of Mashhad, Mashhad, Iran

10.22067/fedu.2025.46534

Abstract

This essay explores the philosophy of education as a means to foster peace by bridging classroom pedagogy with global leadership. It emphasizes the intrinsic human capacity for "care for the other" and advocates for nurturing empathy, solidarity, and compassion to address societal and global challenges. Drawing on philosophical insights from figures like Rumi, Einstein, and Lao Tzu, the essay distinguishes between inner peace—personal tranquility achieved through reflection—and external peace, which encompasses societal harmony and justice. It highlights the interconnectedness of these dimensions and their relevance to education. The role of educational philosophers is examined at both micro and macro levels, emphasizing their influence on learners, policymakers, and societal structures. Peace pedagogy is presented as a transformative tool to cultivate critical skills like negotiation and empathy in students. The essay also addresses global challenges, urging educational philosophers to actively engage in diplomacy and systemic change to promote peace. Contributions from diverse scholars enrich this discourse, offering perspectives on advocacy, ethics, history, and the limitations of peace education. Together, these insights underscore education's potential as a catalyst for social transformation and global harmony.

Keywords

• peace education
• philosophy of education
• global leadership
• empathy and social transformation

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References

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Freire, P. (2020). Pedagogy of the oppressed. In Toward a sociology of education (pp. 374-386). Routledge.

Noddings, N. (2008). Caring and moral education. Handbook of moral and character education, 161-174.

Rumi, J. (1994). Masnavi Manavi. Amir Kabir Publi‌ cation, Tehran, Iran. p, 222.