an attempt to maintain consistency between means and ends: 'There is no way to peace, peace is the way'. The stress in education for peace is thus as much on method as on content.

If one is teaching for peace and not merely about peace, a close relationship needs to exist between ends and means, content and form. If one is concerned about developing self-respect, appreciation of others, concepts of justice and nonviolence, they must also be part of the process of learning itself. This puts the teacher in the role of a facilitator rather than in authority, creating a personcentred learning climate which involves much more than just the intellect. Such a climate will encourage participatory and experiential learning, it will involve democracy in action through the development of social and political skills in the classroom.

Teaching peace also places importance on the process of education, i.e. the structure of the classroom, shared power between teacher and student, and a cooperative, co-creative learning process where factors like race, religion, background and learning ability are honored as swaths of fabric in a colorful cultural quil

he case of the Program Pendidikan Damai , a peace education program specifically designed for the province of Aceh, Indonesia, is a good example of a culture of teaching peace. In response to the pandemic brutal war between the Free Aceh Movement and the Indonesian military which has caught tens of thousands of civilians in the crossfire, local educators solicited the advice of international non-governmental organizations in creating a curriculum rooted in principles of nonviolence. The curriculum incorporates tenets of Islamic teaching as well as Acehnese culture, and is thus aptly relevant to the students who, frustrated with the level of violence in their cities and countrysides, decided to participate in workshops and trainings to learn how they can be agents of positive change in their communities. The local schools have adopted the curriculum and have begun teaching the lessons during school hours.

teaching peace gives students the tools to constructively deal with the problems they encounter on both a personal and global level, and it helps them understand their responsibility for elevating the collective human experience.