Evolving Conceptualizations of Peace Education in Hiroshima, Japan

Abstract

Japan is a world leader in peace education, and Hiroshima is one of the world's centers for peace. While the peer-reviewed literature on Japanese peace education is growing, few studies address how present-day peace educators in Hiroshima conceptualize peace education. This study aims to better understand how peace educators in Hiroshima (re)conceptualize, adapt, and apply their work. Using a grounded theory approach, we answer the following research questions: (a) How do contemporary peace educators in Hiroshima conceptualize their work? (b) How has this conceptualization changed or evolved over time? Interviewees presented convergent and divergent insights around three main themes: definitions of peace as a collective identity and constructivist process, metaphors for peace as informing pedagogy, and efforts to challenge taboos through a social justice lens.

Spirituality as a Paradigm of Peace Education

“…Religion does not wash its hands in political affairs as far as politics is defined as involvement in community problems (police) in the fields of government, economy, law and so on. Because political policy choices are essentially moral choices [46]. Indeed, to uphold the mission of Islam, people need to struggle.…”