Uniquely Peace Education

Since every state and nation have completely different kinds of educational systems, thus implementing PE will vary in terms of styles and emphasis. A review of the programs of education for peace in different states indicates that they differ considerably in terms of ideology, objectives, emphasis, curricula, and practices (Bjerstedt, 1998). For example, in Australia, peace education focuses on challenging ethnocentrism, cultural chauvinism, and violence, on the other hand, and promoting cultural diversity, nuclear disarmament, and conflict resolution on the other(Burn, R.J; Aspeslagh, R. (Eds.), 1996). In Japan, peace education was generally defined narrowly as ‘anti-atomic bomb’ education. Most recently, the influence of third world perspectives, there has been a broadening notion of peace education to include the study of the origins of Japanese militarism. PE in Japan mostly targets issues of nuclear disarmament, militarism, and the nature of responsibility for acts of violence performed in the past (Murakami, 1992). In South America, peace education is preoccupied with structural violence, human rights, and economic inequality (Garcia, 1998). PE in Ireland is referred to as “Educational for Mutual Understanding,” as Catholics and Protestant try to use educational strategies to undo centuries of enmity (Whyte, 1991). Likewise in Korea, peace education is referred to as “Reunification Education.” (Synot, 2002)    

In Indonesia especially in Aceh the emphasis of PE is given to inequality, violence, and a highly traumatized population with separatist movement. Despite of the difference emphasis and context mentioned above, there is something in common can be found in common in relation to the objective. All of the objectives mentioned above, fostering changes that will make the world a better, more humane place, as consequences the PE should be able to encourage pupils and teachers to voice changes for better world. Salomon, et al (2002) stated: PE mobilizes pupils and teachers to take part in a campaign for change. They are to raise their banner toward an alternative vision of society within the aim of counteracting the beliefs, attitudes, and actions that contradicts the objectives of peace education.