In this chapter, I explore the relationships between mindfulness and peace education in the context of ongoing, intractable ethno-political conflicts such as the one between Israelis and Palestinians, Hindus and Moslems in India, Catholics and Protestants in Northern Ireland (before agreement was reached), or in Bosnia between Serbs and Croats. In such protracted conflict situations, peace education programs are often initiated and organized (e.g., Education for Mutual Understanding, designed and implemented in Northern Ireland in the 1980s by churches, NGOs, or governments (Smith and Robinson, 1992) or Seeds of Peace for Israelis and Palestinians (Wallach and Wallach, 2000). I first very briefly describe the main characteristics of intractable conflicts. I then show what designers of peace education programs usually hope to achieve and the extent to which the cultivation of mindfulness is implicated. I end the chapter with a discussion of two challenges that face peace education with respect to the role that mindfulness plays in it.
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© 2014 John Wiley & Sons, Ltd. All rights reserved.
- Peace education
ASJC Scopus subject areas
- Psychology (all)