The peace prospects for primary education, integrated through the theories of Johann Galtung and Matthew Lipman, can make a significant contribution to building a culture of peace. Galtung (2014), with his TRASCEND method, advocates for conflict transformation, arguing that peace is not only the absence of war but also the identification of non-violent alternatives to unjust social structures. In describing his model, Galtung stresses the importance of transcending conflicts in order to explore creative solutions that go beyond rigid dichotomies, fostering understanding of the Other’s perspective to overcome selfishness and identify higher, inclusive goals (Galtung & Fischer, 2013; Galtung, 2014). Similarly, Lipman, through his Philosophy for Children approach, aims to promote critical, creative, and “caring” thinking, encouraging children to reflect on complex issues such as justice and coexistence (Lipman, 2003; Lipman, 2005; Massa, 2014; Mazzini, 2024). Specifically, Lipman believes that engaging with the philosophical dimension of experience, the critical exercise of thought, and addressing themes and problems that stimulate a search for knowledge are essential elements in any educational journey, beginning in primary school (Striano, 2000). This contribution aims to explore how integrating Galtung’s and Lipman’s models can foster the development of a culture of peace in primary schools, promoting relational and critical thinking skills from an early age. Through a comparative theoretical analysis, this study examines the fundamental principles of both approaches, aiming to identify potential educational strategies for the positive transformation of conflicts and the promotion of philosophical dialogue in educational practices. The proposed theoretical reflection has significant implications for teacher training, particularly in defining specific indicators related to peace education and the creation of inclusive learning environments
Peace Perspectives for Primary School: Contributions from Lipman and Galtung / Priore Alessandra, &; De Marco, Federica. - (2025). (Intervento presentato al convegno World Federation of Associations for Teacher Education (WFATE) – 8th Biennial Conference & Association for Teacher Education in Europe (ATEE) – Spring Conference 2025 tenutosi a Tarragona).
Peace Perspectives for Primary School: Contributions from Lipman and Galtung
De Marco Federica
Secondo
2025
Abstract
The peace prospects for primary education, integrated through the theories of Johann Galtung and Matthew Lipman, can make a significant contribution to building a culture of peace. Galtung (2014), with his TRASCEND method, advocates for conflict transformation, arguing that peace is not only the absence of war but also the identification of non-violent alternatives to unjust social structures. In describing his model, Galtung stresses the importance of transcending conflicts in order to explore creative solutions that go beyond rigid dichotomies, fostering understanding of the Other’s perspective to overcome selfishness and identify higher, inclusive goals (Galtung & Fischer, 2013; Galtung, 2014). Similarly, Lipman, through his Philosophy for Children approach, aims to promote critical, creative, and “caring” thinking, encouraging children to reflect on complex issues such as justice and coexistence (Lipman, 2003; Lipman, 2005; Massa, 2014; Mazzini, 2024). Specifically, Lipman believes that engaging with the philosophical dimension of experience, the critical exercise of thought, and addressing themes and problems that stimulate a search for knowledge are essential elements in any educational journey, beginning in primary school (Striano, 2000). This contribution aims to explore how integrating Galtung’s and Lipman’s models can foster the development of a culture of peace in primary schools, promoting relational and critical thinking skills from an early age. Through a comparative theoretical analysis, this study examines the fundamental principles of both approaches, aiming to identify potential educational strategies for the positive transformation of conflicts and the promotion of philosophical dialogue in educational practices. The proposed theoretical reflection has significant implications for teacher training, particularly in defining specific indicators related to peace education and the creation of inclusive learning environmentsI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
