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The paper argues teachers should help students explore feelings about war, learn peaceful conflict-resolution alternatives, and examine how traditions and entrenched assumptions sustain inequity. It further emphasizes developing students’ understanding and inquiry through peace education grounded in self-respect and critical awareness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/canadian-social-studies-volume-38-making-connections-wholistic-teaching-through-peace-education/597718/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/canadian-social-studies-volume-38-making-connections-wholistic-teaching-through-peace-education/597718.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper emphasize peace education at the primary level?","Question",{"text":112,"@type":113},"It argues that primary students are increasingly exposed to sensationalized images of war through media and need education that offers alternatives to violence and encourages critical engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What responsibilities does the paper assign to teachers in peace education?",{"text":117,"@type":113},"Teachers should create opportunities for students to explore their feelings about war, learn peaceful conflict-resolution options, and help students question assumptions that sustain structural inequity.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper connect peace education to curriculum and student inquiry?",{"text":121,"@type":113},"It stresses integrating students’ concerns into classroom work and using inquiry and engagement so students think, investigate, and discover for themselves, rather than only absorbing fixed models from media.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597718,1792446671,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CANADIAN SOCIAL STUDIES  \nVOLUME 38 NUMBER 3, SPRING 2004  \n[www.quasar.ualberta.ca/css](www.quasar.ualberta.ca/css)  \nSpecial Issue: Graduate Work in Social Studies Education  \nMaking Connections: Wholistic Teaching Through Peace  \nEducation  \nKris Simpson  \nUniversity of Alberta  \nReturn to Articles  \nAbstract  \nEducating for peace at the primary level is more critical now than ever before, as our students struggle to choose and emulate the models of peace education that stand before them. Continuously facing a sensationalized picture of war, students must not learn from the media generated models that stand before them in a time of war. Instead, education must equip students with alternatives to violence. Thus, teachers must provide students with opportunities to explore their feelings about war, and learn about peaceful alternatives to conflict  \nresolution. Further, students must learn to challenge the assumptions that  \ntraditions have put into place, to ensure that the tenets of peace education  \npreside over inequity that is structural and has gone unquestioned for too long.  \nIntroduction  \n\"…there are no simple answers to how education can  \ncontribute towards disarmament and development. But  \nincreasing awareness through education seems to be a way  \ntowards the kind ofmobilisation that is necessary…\"  \n–Magnus Haavelsrud, Ed., Disarming: Discourse on Violence and Peace, p. 285.  \nAll across Canada, teachers are involved in educating their students about peace education. Under the guise of many names, such as Education for Conflict Resolution, International Understanding, and Human Rights; Global Education; Critical Pedagogy; Education for Liberation and Empowerment; Social Justice Education; Environmental Education; Life Skills Education; Disarmament and Development Education, peace education is not a new phenomenon, nor are the greater issues that accompany its need (United Nations Publications, 2003) . Surrounded by such a vast amount of literature, it is clear that there is no direct path to  \neducating for peace, nor is there a Band Aid solution to ease the malaise and fears of children regarding the atrocities which they witness either directly or via media. It is difficult to explain the reasons for war, but when working with children, one must always be prepared to help students seek out answers to the tough questions.  \nThe aim of this paper is to help direct educators through some of the research and current documentation of peace education as they attempt to guide their students through the tumultuous tides ofthe war. Educating for peace at the primary level is more critical now than ever before, as our students struggle to choose and emulate the models of peace education that stand before them. Continuously facing a sensationalized picture of war, students must not learn from the media generated models that stand before them in a time of war. Instead, education must equip students with alternatives to violence. Thus, teachers must provide students with opportunities to explore their feelings about war, and learn about peaceful alternatives to conflict resolution. Further, students must learn to challenge the assumptions that traditions have put into place, to ensure that the tenets of peace education preside over inequity that is structural and has gone unquestioned for too long.  \nReview of the Readings  \nAs we continually question the objectives and goals of the Social Studies curriculum, it is imperative that the concerns and questions of students be integrated into what is being addressed in the classroom. Meaningful learning requires that students be engaged in thinking that both interests and motivates them to inquire and discover for themselves. In one study, when students were asked to rank their major concerns for the future, they indicated concerns regarding \"…unemployment [as it] was the most frequently mentioned, followed closely by nuclear weapons and war, then violence and crime\" (Hicks, 1","cbCaihqXeYWcvviO","https://ap.wps.com/l/cbCaihqXeYWcvviO","pdf",349549,11,"English","# Abstract\n# Introduction\n# Review of the Readings","[{\"question\":\"Why does the paper emphasize peace education at the primary level?\",\"answer\":\"It argues that primary students are increasingly exposed to sensationalized images of war through media and need education that offers alternatives to violence and encourages critical engagement.\"},{\"question\":\"What responsibilities does the paper assign to teachers in peace education?\",\"answer\":\"Teachers should create opportunities for students to explore their feelings about war, learn peaceful conflict-resolution options, and help students question assumptions that sustain structural inequity.\"},{\"question\":\"How does the paper connect peace education to curriculum and student inquiry?\",\"answer\":\"It stresses integrating students’ concerns into classroom work and using inquiry and engagement so students think, investigate, and discover for themselves, rather than only absorbing fixed models from media.\"}]","CANADIAN SOCIAL STUDIES - VOLUME 38 - Making Connections: Wholistic Teaching Through Peace Education | PDF",1792085564,28]