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.