ABSTRACT The paper explores how might teacher educators engage with teachers’ difficult knowledge and negotiate competing moral truths, when this effort obviously fails to provide adequate ‘answers’ or ‘solutions’. Although the paper is theoretical, this question’s point of departure is an incident from a series of teacher workshops in Cyprus. The question is explored from the vantage of two thinkers, Deborah Britzman and Margaret Walker, who, in different ways, theorize the moral challenges of engaging with difficult knowledge in ways that disrupt stereotypical categories of victims and perpetrators. It is argued that drawing on Britzman and Walker offers a pedagogical theory in peace and moral education that is less about offering definitive answers and settling the questions of moral wrongdoing and more about ‘staying with the trouble’, that is, staying with difficulty for regenerating thinking around issues of morality and peace education. The paper concludes by suggesting under what conditions peace education may function as transformative moral education.

中文翻译：

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涉教师难学问，求德修：德育与和平教育的纠葛

摘要 本文探讨了教师教育工作者如何处理教师的困难知识并协商相互竞争的道德真理，而这种努力显然无法提供足够的“答案”或“解决方案”。虽然这篇论文是理论性的，但这个问题的出发点是塞浦路斯一系列教师研讨会的一个事件。这个问题是从两位思想家黛博拉·布里茨曼和玛格丽特·沃克的角度探讨的，他们以不同的方式将处理困难知识的道德挑战理论化，以打破对受害者和肇事者的刻板印象。有人认为，借鉴 Britzman 和 Walker 提供了一种和平与道德教育的教学理论，而不是提供明确的答案和解决道德不法行为的问题，而更多的是关于“与麻烦保持一致”，也就是说，难以重新思考道德与和平教育问题。本文最后提出了和平教育在什么条件下可以作为变革性道德教育发挥作用的建议。