Whenever social problems, global crises or military conflicts seem almost impossible to solve, education is often seen as a kind of panacea for them. However, such a shift is associated with an overburdening of the educational system. Because in education, there is no morality continuum that leads directly from good intentions to good effects. Peace education requires stable social environments and requires reliable forms of organization so that educational interactions can develop their effectiveness in them. Especially in times when images of war and violence are powerfully intrusive, it is easy to forget that at the same time, in many parts of the world, peace education work is being carried out with admirable commitment and in a variety of forms. In all (didactic) concepts of these educational efforts, an attempt is always made to combine three dimensions: knowledge, feeling and the relationship to one's own behaviour. It is in the logic of education that direct access to the learning consciousness is not possible. Although there can be no guarantee that peace education is effective, we do know that education works.
Adorno, T. W. (1966). Erziehung nach Auschwitz, in: Th. W. Adorno: Erziehung zur Mündigkeit. Frankfurt/Main 1973 (Suhrkamp Verlag), p. 88-104. This text originally was a radio lecture broadcasted by Hessischer Rundfunk the 18th of april 1966.
Luhmann, N. (2017). Systemtheorie der Gesellschaft. (Suhrkamp Verlag).
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