Games and exercises

We understand peace education as “a dynamic, continuous and permanent process, based on the concepts of positive peace and the creative perspective of the conflict, and that through socio-affective approaches and problematizing aims to develop a new culture, the culture of peace, that helps people to critically observe reality by standing in front and act accordingly…” (Xesús Jares, Educación para la paz. Editorial Popular. Madrid, 1999) In peace education, coherence between the contents, the methods and the structures are essential.

▪ Attitude. The attitude of the educator and the learner must be consistent with the values that are to be transmitted. The educator must practice non-authoritarianism and equity, while the learner must have a participatory, critical and proactive attitude.

▪ Methodology. Peace education works with the socio-affective methodology, based on the individual experience and the feelings that it generates, in order to generate reflection and transformation: To feel> to reflect> to act

▪ Structures. It is important that the norms for relationships between members of a group are known and accepted by all. For this, the norms must have been discussed and agreed upon. It is also important that decisions are made in an inclusive way, taking into account all voices and taking care that the final decision is as representative as possible.

▪ Contents. Some of the contents of education for peace are education for disarmament, education for human rights and intercultural education. We focus on education for conflict because we believe that conflict is inherent to relationships between people, and that it is cross-cutting to all other “education for …”. We start from the recognition of the subjectivity of persons, and for this reason, we educate for a critical consciousness, through the concepts of peace, violence and conflict, among others.

More information on peace education games and exercises here (in Spanish)