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The
following excerpt from Günther Gugel and Uli Jäger draws attention to
the limitations of peace education which have to be taken into
account when not wanting to indulge in illusions concerning the
effectiveness of peace-educational measures. |
"(...)
In
peace education, how poor the potential is to influence, and how manifold and
powerful the influence that counters its aims is also needs to be realized. For
example, in peace education it is accepted that people are not only influenced
by the intended guiding behavior of parents, teachers and educators, but also by
everyday experience, the way in which social life is organized and how problems
are dealt with.
Against
this background, it is paramount that the limitations of peace education are
perceived and incorporated into practice so that false hopes and illusions are
avoided. Taking the contemporary approach of politics and society to (the)
right-wing extremism (of the young) will clarify how narrow the limitations of
peace education are even in cases where a large proportion of society condemns
right-wing extremism.
Because
peace education can neither solve basic social problems, or insufficiently or
unjustly distributed material resources, nor balance out the neglect of youth
education. Peace-educational measures against right-wing extremism are made more
difficult when those with political responsibility across parties are not in the
position or do not want to create a more friendly climate for foreigners and
refugees.
The
carpet is pulled from beneath the feet of peace education if - with a view to
quick solutions - millions are invested in projects that are politically
questionable. All acknowledgment of living together peaceably remains conjecture
if the funds for enlightenment campaigns are reduced, financial support for film
projects cut or savings made in the training of educators and teachers.
Peace
education requires favorable political conditions that promote its
institutionalisation and guarantee continual work. Only then can peace education
have the chance to bloom to full effect. This has never been the case
unfortunately, even in prosperous Germany. Hence, the only option open to peace
education often is to continually make reference to threatening situations and
developments so that they are not forgotten or suppressed, name those
responsible, make alternative suggestions and endeavour for major change on a
piecemeal basis."
[Günther
Gugel / Uli Jäger: Gewalt muss nicht sein. Eine Einführung in friedenspädagogisches
Denken und Handeln. 3. Aufl., Tübingen 1997; Internetversion: http://www.friedenspaedagogik.de/themen/f_erzieh/fe3.htm]
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