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Abstract
Since acts of violence are always directed towards other people, the other plays a central role in Peace Education. On the basis of a complexe concept of violence the author argues that violence could be restricted by a better understanding of the other, dealing with difference and alterity, identity and the other, contingency on plural views of reading.
The change in our understanding of reality has led to a new way of viewing the foreign and the other. This experience represents our initial approach to the other and without it constructive relations to foreign cultures are impossible.
Only by such an encounter with the other and the development of heterological thought can there be peace education.
Within the area of intercultural learning, the epistemological conditions governing knowledge are especially important. Through the plurality of views on reality and science, the experience of difference becomes a crucial moment in both the production and treatment of individual and societal knowledge.
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