Abstract
This chapter concerns education’s role in working towards peace, harmony, justice and truth. At a time when these things appear more elusive than ever, education has a key role to play. This role, however, is not straightforward. The chapter argues that there is an urgent need for a shift in teacher identity; from the rational, modern manager of knowledge and resources in neoliberal times, to the transrational postmodern pedagogue in times to come. The chapter is structured around Dietrich’s five families of peace – modern, moral, postmodern, energetic and transrational; and it ends with a rationale for integrating all five families of peace into both peace education and education more generally.
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Notes
- 1.
Often included in these indigenous religions are the Traditional beliefs of North, Central and Southern Americans first peoples, the indigenous people of Australasia and New Zealand, as well as traditional beliefs in Southern Africa that include concepts of Ubuntu.
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Cremin, H., Archer, T. (2018). Transrational Education: Exploring Possibilities for Learning About Peace, Harmony, Justice and Truth in the Twenty First Century. In: Echavarría Alvarez, J., Ingruber, D., Koppensteiner, N. (eds) Transrational Resonances . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-70616-0_14
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