In Factis Pax: Journal of Peace Education and Social Justice

Book Review Anderson, E. (2023). Hijacked: How Neoliberalism Turned the Work Ethic Against Workers and How Workers Can Take It Back.

Chitranjan Greer-Travis — 2025-07-02

Book Review Snauwaert, Dale T. 2023. Teaching Peace as a Matter of Justice: Toward a Pedagogy of Moral Reasoning.

Jalen Carpenter — 2025-07-02

World-Centred Peace Education: Toward a Framework for Socio-Eco Peace in Times of Systemic Crisis

Phill Gittins — 2025-07-02

This article develops a novel framework for world-centred peace education in response to today’s interconnected social and ecological crises. It critiques anthropocentric models and the War System, arguing for a paradigm shift that centres relationality and the interdependence of people and planet. The framework is grounded in the concept of socio-eco peace—a vision of mutual flourishing—and integrates a guiding purpose, a relational worldview, theoretical influences, and five interrelated domains: inner, outer, context, pluralism, and process. These domains support peace education that is holistic, inclusive, and responsive to place, time, and community. The article explores how the framework can inform the design, facilitation, and evaluation of peace education across diverse settings, and concludes with implications for theory, policy, practice, and future research.

Self, Eco-relationality and Peace Pedagogy: Lessons and Challenges from Wisdom Traditions ~ A Dialogue.

David Tim Archer — 2025-07-02

As peace and peace education struggle in a climate of existential threats we worry that current onto-epistemologies are insufficient to truly influence sustainable change. Instead, we fear existing pedagogies of peace only become co-opted into reproducing the dominant cultural system, which is based upon problematic notions of individuality, human-centrism, competition and violence. As peace educators and scholars we ask whether alternative onto-epistemological framings of peace could offer ways beyond our current predicaments and genuinely affect how we interact with each other and the other-than-human world. In particular, we wish to explore our own experiences working with what we will define as Wisdom-informed traditions; approaches that respectfully borrow from worldviews outside of the Western Modernist mindset. These perspectives encompass transpersonal notions of Self as interdependent and interrelational with the world around us. We believe such perspectives align with, and in some cases even predate, decolonial and philosophical critiques of peace education, offering specific methodologies that could transform our ways of being away from current Neoliberal framings towards more ecologically-centric and relational sensibilities. To discuss such perspectives, we wish to invite you the reader into dialogue with us to further destabilize the production of knowledge symptomatic with the current onto-epistemologies we seek divergence from. We therefore invite you into a diasporic co-poesis and diffractive dialogue about how Wisdom-informed traditions both challenge and inspire pedagogies of peace whilst reaffirming the central importance of an integrated Self and eco-relationality.

Solidarity in an Eco-Relational Paradigm for Peace and Justice?

Melissa Svigelj — 2025-07-02

Abstract

The term solidarity has inspired many definitions, levels, forms, interpretations, and material enactments. In general, traditional Western understandings of solidarity have emphasized the intersubjective relations that emerge during shared experiences of confronting interlocking systems of domination. However, an emphasis on subjectivity and the body and mind of the conscious individual in interaction with the body and mind of another has constrained imagination and encouraged an unquestioning acceptance of the human as the most significant and perhaps only species or entity capable or worthy of solidarity efforts. Rather than advocating for "humanization" while engaging in acts of solidarity for justice and peace, as if that figurative metamorphosis by anyone or anything inherently results in endorsements of their worthiness for relief, we must honestly confront the everyday, often unquestioned violence of anthropocentrism--the belief that human beings are the central or most important entity on the planet. Rather than offering sustainable peace or justice, solidarity that prioritizes human exceptionalism and domination can exacerbate the violence of human-created ecological crises.

Drawing from theoretical and practical discourse across disciplines, this conceptual essay explores why and what sort of paradigmatic and epistemological shifts for an eco-relational solidarity are necessary for peace and justice education and studies. As Indigenous philosophies based on relational ontologies have long demonstrated, reconsiderations of solidarity’s Western traditional meanings and practices must include acknowledging the profound interconnectedness of all beings. Solidarity in an eco-relational paradigm anchors us in systems thinking and helps us recognize the infinite number of interconnections we share beyond those with fellow humans. The development and introduction of an eco-relational solidarity (not charity) in peace and justice education and studies can dismantle human exceptionalism and domination prominent in the creation of the climate emergency and manifest broader epistemologies and praxes that prioritize more-than-human solidarity for peace, justice, and addressing the climate crisis.

Exploring psycho-educational horizons in the face of the climate crisis: links between contemplative pedagogy and the eco-relational paradigm of peace.

Leonardo Gonzalez Torres — 2025-07-02

Starting from the analysis of the global ecological crisis and from the concept of interbeing, the practice of compassion and the approach of eco-pedagogy , this article explores psycho-educational perspectives for an ecological contemplative pedagogy that articulates critical , experiential and transformative practices . Through the analysis of experiences from the Círculo de estudios para la paz and IIPE 2024, the epistemological, political and affective challenges of the emerging eco -relational paradigm of peace are discussed . The work concludes by highlighting the need to integrate ancestral knowledge, contemplative practices, and an emotional reconnection with the earth to consolidate an education committed to ecological justice and planetary regeneration .

Toward Place-Based Peace Pedagogies

Amanda Munroe — 2025-07-02

Following from an ecological paradigm for peace, this article promotes a focus on place as an anchor for peacelearning, deconstructing colonial notions of place and introducing place-based peace education as a strategy for planetary resilience in the face of ecological crisis.

Departing from IIPE 2024's theme, "Navigating the Tensions between tradition and modernity" and drawing on philosophical scholarship on place, the author deconstructs colonial imprints of the notions of linear time, the “atomic” or “unencumbered” self, and enclosure on current notions of place, then introduces opportunities to construct place-based peace pedagogies. Place is compared to an ecosystem, constituted by the integrity of connections among beings and as stable and resilient as the strength of the bonds between them.

The article concludes with an argument for place-based pedagogies that foster connections among learners and that situate learners as neighbors: beings in relationship with each other, human neighbors, and more-than human neighbors, including plants, animals, and land. Invoking Reardon’s (2021) notion that “comprehensive peace education” is an education “for global responsibility” this article seeks to weave existing work in place-based learning into growing scholarship on an ecological paradigm for peace education.

Wars, Trees and the Struggle for Peace

Syed Sikander Mehdi — 2025-07-02

The historical, spiritual, environmental and humanistic properties of trees are recognized worldwide. As a matter of fact, the recognition of their value as an asset to the entire humanity has increased with the passage of time. Their importance has been highlighted not only by the holy books and spiritual leaders of different religions but also by the story tellers, poets, novelists, painters, film makers, medicine manufacturers, and environmental activists. With the growing awareness of the causes and consequences of climate change, proliferating scientific studies have been projecting tree plantation and forestation as an existential need.

However, the ruination of trees due to wars and violence doesn’t seem to have received as much global attention as it should have. Perhaps it won’t be an exaggeration to say that a comprehensive peace perspective on the trees hasn’t been fully developed yet. The destruction of hundreds of thousands of trees in wars and violence are rarely noticed, and voices affirming that the trees also have a right to life and protection in wars and warlike situations as humans are supposed to have are still very mute. This paper discusses the sufferings of the trees as wars victims. It emphasizes the need for a worldwide campaign in favor of the basic rights of the trees and asks as to how can the campaign for the rights of the trees be converted into a powerful agency and how can the worldwide struggle for peace benefit from such an agency.

The Relationship Between Education and the Environment: A Critical and Nonviolent Perspective

Paola Rigoni Grabar — 2025-07-02

The relationship between education and the environment has undergone various historical phases, as exemplified by practices such as open-air schools and forest schools. These educational approaches emphasize the significance of learning in natural contexts to foster a dialectical relationship between theory and practice, a core characteristic of experiential learning. Such practices offer a response to contemporary environmental challenges by proposing a non-competitive and nonviolent interaction with the environment, integrating the needs of human life with the preservation of ecosystems.

However, these perspectives often conflict with current educational systems, which tend to be neutral or subordinate to dominant economic and political dynamics. Traditional pedagogy frequently neglects the role of the teacher’s personal experience as an integral component of the educational process, favoring detached and abstract approaches. This paper instead advocates for an engaged pedagogy, wherein the educator’s experience becomes both educational content and a tool for transformation. The nonviolent dimension of educational practice emerges as a process of conscientization, bridging theory and practice, and driven by engagement with what lies outside school buildings and beyond the certainties imposed by an education system often subservient to a neoliberal economy.

This economy, by projecting human existence into an artificial and abstract dimension, has contributed to a loss of connection with reality. Neoliberalism has promoted consumption as the solution to existential crises, distancing humans from the authentic needs of the natural and animal environment. From this critical perspective, education must reclaim its transformative role, abandoning subordination to the market and reorienting itself toward a practice that fosters critical, nonviolent awareness. Such an approach is essential to addressing global challenges through sustainable and reality-based solutions.

Revitalizing Regional Landscapes, Redefining Peace: Satoyama and Satoumi as Models for Eco-Relational Justice in Japan

Raquel Navarro Caparrós — 2025-07-02

The present article examines how the restoration of traditional landscapes through the practices of satoyama (a Japanese term referring to rural areas where humans and nature coexist, fostering biodiversity and cultural heritage) and satoumi (a Japanese term describing productive coastal areas that integrate human livelihoods with rich marine ecosystems) in Japan can serve as practical models for an ecological and relational conception of peace. Using an interdisciplinary approach that combines peace studies, ecological justice, and sustainable pedagogies, the article explores local efforts to revitalize the regional landscape after decades of environmental degradation. These efforts include community-led reforestation, sustainable management of water and agricultural resources, and the conservation of native species. The study of satoyama and satoumi in Japan demonstrates how these practices promote relational justice, extending beyond human conflicts to address the health of soil, water, and biodiversity. Furthermore, these models enable the integration of traditional knowledge and contemporary strategies, challenging dominant extractivist paradigms. It is argued that these initiatives foster ecological regeneration and enhance social cohesion by engaging multiple stakeholders—local governments, communities, and NGOs—in collaborative practices. The cases examined in this research, particularly the one of the Totoro Furusato Foundation, provide a concrete foundation for rethinking peace education from a sustainability perspective, bridging local and global dimensions of the ecological crisis.

Using Climate Simulators to Facilitate Peacebuilding

Ciara Renee Johnson — 2025-07-02

As the climate crisis approaches a critical juncture, the pursuit of ecological peace becomes increasingly vital to conflict resolution and peacebuilding efforts. This article explores the pivotal role of climate simulators in fostering peacebuilding through informed, data-driven dialogues. These tools anchor peacebuilding initiatives in scientific reality, enabling the identification and assessment of the co-benefits and co-considerations associated with climate-related actions. Furthermore, they promote scenario-based planning within peacebuilding contexts.

Drawing from the author's personal experiences with the En-ROADS Climate Simulator in both secondary education and peacebuilding education settings, this article demonstrates the practical application of these tools. The En-ROADS Climate Simulator serves as a powerful example of how climate simulators can be integrated into educational frameworks to enhance understanding and engagement.

The article provides actionable recommendations for incorporating climate simulators into broader educational environments, community advocacy efforts, and legislative processes. By emphasizing the significance of data visualizations tailored to specific geographic locations, the article highlights how personalized climate simulation tools can inform and support sustainable, long-term peacebuilding strategies.

Ultimately, this article underscores the transformative potential of climate simulators in bridging the gap between scientific data and peacebuilding practices, advocating for their active adoption to address the multifaceted challenges posed by the climate crisis.

Interdependence, Interconnectedness, and Intersectionality: The Ecology of Positive Peace

Randall Amster — 2025-07-02

one of the foundational links between social and environmental engagement is an overarching sense of interconnectedness.The implications of science, philosophy, spirituality, and lived experience alike are clear on this point: reality is deeply relational, and we are enmeshed in webs of interconnection from the micro to the macro scales in demonstrable ways. Yet despite this, there remains a profound reluctance to recognize interrelatedness. The bifurcation of the world into a zero-sum contest is as much a fiction as is the idea that climate change and environmental destabilization only affect people in some faraway place. Recognizing and remediating this is a central tenet of intersectionality, which understands inequalities and entrenched hierarchies not as immutable characteristics of existence but as system-wide factors reflected within foundational values and structures. This commentary paper brings this emergent lens to bear on socioecological issues from food to climate change, arguing that a systemic approach is necessary for human survival.What is intended with this analysis is not to set about demonstrating or proving that interdependence, interconnectedness, and intersectionality are important perspectives nor that they are empirically valid—instead taking these suppositions as a given and going further to unpack their fuller implications as critical factors for peace and our continued existence. The point is to assert the gravity of the moment as an inflection point in which we have been gifted with an opportunity to bend the “arc of justice” toward its fulfillment. In this work, we are called upon to be engaged actors and not spectators, to ask not merely when but how.

Widening and Wilding The Socio-Ecological Dimensions of Peace Experiences from the International Institute on Peace Education

Janet C. Gerson — 2025-07-02

In this exploratory conceptual and reflective article, we aim to describe the dynamic yet amorphous socio-ecological dimensions of peace as we have experienced them through the learning ecosystem of the International Institute on Peace Education (IIPE). We begin by naming the threads that brought us to this collaboration, then we build a conceptual mosaic in this pursuit, engaging with peace, modernity, interbeing, and sentipensar. We then describe the learning ecosystem of the IIPE and delve into the mosaic thinking that weaves this ecosystem together. We then engage in a detailed description of an example of IIPE pedagogical experimentation with regenerative peace pedagogies using the workshop on hospicing modernity, our roles, and our reflections on the experience. Finally, we consider how IIPE might enhance, deepen, or further emphasize the socio-ecological dimensions of peace through our relationships with each other, the inner workings of the institute, and the institute’s location in more intentional ways. We consider how this relational socio-ecological dimension of peace might be called regenerative peace education and discuss how these insights might open up peace pedagogy and practices for cultivating dynamic webs of caring relations and generosity of spirit among humans, other living systems and the natural world upon which our survival depends and of which we are a part. We hope that in deeply exploring these considerations using the example of the IIPE, the insights might be relevant to other peace education contexts and endeavors.

The Ecological Challenge of Peace Education

Werner Wintersteiner — 2025-07-02

The ecological challenge does not just mean the challenge of ecological problems and crises. Rather, it refers to the epistemic challenge of developing a new way of thinking, a new relationship to “nature” and thus also to the human world, which could be described as eco-relational peace. This text traces the paths that peace education has taken over the last half century in developing such a way of thinking.

Ecological issues have long played a role in peace education and peace research in general. This connection began at the latest with Hiroshima and Nagasaki – in other words, with the realization that humanity itself is capable of destroying the foundations of life. As far as environmental issues in the narrower sense are concerned, the work of Anita Wenden and Frans Verhagen, but also of Betty Reardon in the USA or the German handbook Practice of Ecological and Peace Education in Germany Deutschland in the 1980s come to mind.

What is new, however, is that ecology is no longer just a topic, but has become a category of peace. Added to this is the post-colonial and indigenous criticism not only of Western ecological concepts, but also of the Western understanding of nature – such as the work of Malcolm Ferdinand from the Caribbean or the critical studies of Western ecological thinkers by Raymond Matand Makashing from the Democratic Republic of Congo. It is increasingly recognized that issues of global justice, non-violence and peace cannot do without the dimension that some call “peace with nature”. However, these are auxiliary expressions, because there is a danger that what should be connected will be separated again by the use of the terms. For this reason, concepts such as the Anthropocene must also be seen in their ambivalence.

As far as peace education itself is concerned, the work of Vanessa Andreotti from Brazil is probably trend-setting, as it not only criticizes Western concepts such as Global Citizenship Education through postcolonial and indigenous approaches, but also renews them.

In this article, a number of strands from the history of ideas will be presented and examined in terms of their usefulness for a contemporary understanding of peace and peace education. The aim is to provide some building blocks for a “new comprehensive peace education”.

"Forging Peace in 2025-2030: The Role of Canada and South Korea as Middle Powers in Leading Global Conflict Resolution"

Erika Simpson — 2025-06-16

This article offers a fresh and compelling look at how Canada and South Korea—two influential middle powers—can reshape the global approach to peace and security. It traces South Korea’s robust journey from military rule to democratic resilience and its ongoing efforts to engage North Korea in peace and denuclearization talks. In parallel, Canada’s experience with a nuclear-armed neighbor underscores the shared challenges both nations face. Rather than relying on outdated military alliances and Cold War mindsets, the article calls for bold new coalitions and innovative security alliances that champion diplomacy, peacebuilding, and multilateral cooperation. It argues that Canada and South Korea are uniquely positioned to lead a global shift away from militarization—toward dialogue, conflict prevention, and peace education. With the rise of emerging technologies like drones and AI-driven warfare, the need for forward-thinking diplomatic strategies is more urgent than ever. The article ends with a powerful vision: a reimagined global security order led by middle powers that dare to challenge the status quo and light the path toward a more peaceful, nuclear-free world.