Edukacja w czasach przełomu – czy możemy nauczyć się działania na rzecz pokoju?

The disruption caused by climate change poses a threat to peace and at the same time raises the need for greater concern for peace education. The chance for survival is seen in the revision of values that influence human attitudes and behaviour. The paradigm shift from anthropocentric to environmentalist and convivial approach is parallel to the need of developing greater concern for the Earth, for humanity and for peace. It is community and dialogue that are central to peace education, facilitating a willingness to cooperate, participate and implement democratic evolutionary principles. There is a need to imagine the world without wars and violence, and at the same time the humanity that cares for peaceful coexistence and the whole planet. Peace education, including adult education, may become a driving force for participation, democracy and community as the vision of future society. The basis of peace education is not its thematic scope, but learning based on a critical approach and a creative search for agreed solutions. A different language is also needed in peace education, emphasising the interdependence between nature and culture and perceiving oneself as part of a larger whole encompassing the whole world and the whole planet. The question of whether acting for peace can be taught and whether education for peace can contribute to caring for peace lies at the heart of the deliberations, based on the ongoing debate among practitioners, theorists, and researchers.