Peace Education Glossary

A principle of nonviolence originating in Indian philosophy, meaning non-harm to all living beings in thought, word, and deed. Central to Gandhian nonviolent resistance.

Methods and processes for facilitating the peaceful ending of disagreements, including negotiation, mediation, and arbitration.

An approach that goes beyond resolving immediate disputes to address the underlying systems, relationships, and structures that give rise to conflict.

The process of developing critical awareness of one's social reality through reflection and action, as articulated by Paulo Freire.

An educational philosophy that views teaching as a political act and encourages learners to question and challenge systems of power and oppression.

Aspects of a culture (such as ideology, language, religion, or art) that are used to legitimize direct or structural violence.

A set of values, attitudes, traditions, and behaviors defined by the United Nations that promote nonviolence, human rights, tolerance, and democratic participation.

Visible, physical acts of violence committed by identifiable individuals or groups against others, such as war, assault, or terrorism.

Education focused on understanding the effects of weapons and militarism, and promoting efforts toward arms control and disarmament.

The ability to understand and share the feelings of another person. In peace education, it is considered an essential skill for nonviolent communication and cross-cultural understanding.

Education about the principles, mechanisms, and standards of human rights as articulated in international instruments such as the Universal Declaration of Human Rights.

Education that promotes understanding and respect among people of different cultural backgrounds, fostering the skills needed for peaceful coexistence in diverse societies.

A conflict resolution process in which a neutral third party helps disputing parties reach a mutually acceptable agreement.

The absence of direct, physical violence. Considered incomplete without the presence of social justice and equity (positive peace).

A philosophy and set of practices that reject the use of physical force to achieve social or political change, relying instead on civil disobedience, dialogue, and moral persuasion.

A communication approach developed by Marshall Rosenberg that uses observations, feelings, needs, and requests to foster empathy and resolve conflicts without aggression.

A multidisciplinary field of teaching and learning aimed at cultivating the knowledge, skills, attitudes, and values needed to build and sustain peaceful societies.

A range of measures aimed at reducing the risk of relapse into conflict by strengthening capacities for peaceful conflict management and laying foundations for sustainable peace.

A school-based program in which trained students serve as mediators to help fellow students resolve interpersonal conflicts through structured dialogue.

The presence of social justice, equity, cooperative institutions, and the structural conditions that address the root causes of conflict. Goes beyond simply the absence of violence.

The integration of reflection and action; in Freire's framework, the process of acting upon the world in order to transform it, informed by critical reflection.

An approach to justice that focuses on the needs of victims, offenders, and the community, seeking to repair harm through inclusive dialogue rather than punishment.

Mahatma Gandhi's philosophy and practice of nonviolent resistance, meaning 'truth-force' or 'soul-force,' used as a strategy for social and political change.

The fair and equitable distribution of resources, opportunities, and privileges in society. In peace education, achieving social justice is seen as essential for lasting peace.

A learning theory (Jack Mezirow) in which learners critically examine and revise their assumptions and worldviews, leading to fundamental shifts in perspective and behavior.