2. STRENGTHS
It is evident that the true role of education
“CHANGE”.
Educating for peace simply means educating
for change.
The need for change in education is not
manifest syndrome of a dysfuntional system
but latent operating illness of a certain
disease.
3. It requires reflective vigilance among educator-
observer through dedicated attitude to apprehend
observable stimuli and put them under the realm
of researchable investigation.
Education for peace through action research for
instance, constitutes an inseparable, parallel link
between education and innovative change.
Action research is the means for change.
4. The classroom has been and will continue to be the
training ground for professionals.
All action of the educative process start and enhanced
during the stage.
The classroom is the appropriate place to investigate
innovative change.
The teacher who knows best the “ins” and “outs” of the
classroom becomes the prime actor at instigating
change.
5. The learners must no longer be treated as object of
observation but partner for change.
This means that the learners are subject for innovative
change with the teacher as researcher from the inside.
Peace education treats the classroom as the agent of
social change.
Students must grasp the actual condition of society
consciously, and assess social needs for change
deliberately.
6. They must possess reflective thinking
in analyzing social condition.
Reflective thinking produces
responsible action.
The lack or absence of it makes action
mere activism.
7. WEAKNESSES
According to Pradhan (1984) the
peace education has its
weaknesses. Despite the laudable
efforts and noble intentions, the
peace eduacation programs suffer
from number of limitations.
9. Second, the entire effort has
suffered from a kind of
“Eurocentrism” both intellectual
and organizational obsession with
the threat of Nuclear Weapons(
this was during the cold war) and
interstate war.
10. Third, there is a
problem in peace at the
primary or at the level
of the individual.
11. Fourth, peace education programs
have been unable to acquire a
proper and philosophical and
intellectual vision or outlook,
which alone can give a real depth,
dimension and a coherent
substantive base to it.
