ABSTRACT The security risks posed by the Anthropocene requires peace education strategies aimed at developing the skills necessary for the emergence of regenerative social forms, based on sustainable synergies between humans and nature. This article explores how community-building and regenerative ecology frameworks developed in ecovillages can contribute to that goal, through the case study analysis of the peace education initiative carried out in Israel and the West Bank by Tamera – Healing Biotope I, an ecovillage located in southern Portugal. The findings illustrate the difficulty of creating regenerative social forms through the reproduction of whole system ideal models for sustainable human settlements, due to the vulnerability of intentional communities to the internal reproduction of ethnopolitical loyalties and conflicts. They also illustrate how a combination of local embeddedness and transnational connections contribute to the diffusion of social innovations produced in ecovillages. However, local ethnopolitical organizations and movements tend to promote resistance to the adoption of externally produced frameworks for the development of competences of collaborative sociability and non-violent conflict resolution. The article concludes with an appeal to a transdisciplinary collaboration among scholars, practitioners and public institutions in the development of synergistic models of peace education that are multipliable, but context-sensitive.

中文翻译：

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人类世的和平教育？再生生态学和生态村运动的贡献

摘要 人类世带来的安全风险需要和平教育战略，旨在发展基于人与自然可持续协同作用的再生社会形式出现所需的技能。本文通过对位于以色列南部的生态村 Tamera – Healing Biotope I 在以色列和西岸开展的和平教育倡议的案例研究分析，探讨了在生态村中开发的社区建设和再生生态框架如何为实现这一目标做出贡献。葡萄牙。研究结果表明，由于有意社区对民族政治忠诚和冲突的内部再生产的脆弱性，通过复制整个系统的可持续人类住区理想模型来创造可再生的社会形式是困难的。它们还说明了地方嵌入性和跨国联系的结合如何促进生态村产生的社会创新的传播。然而，地方民族政治组织和运动倾向于抵制采用外部产生的框架来发展协作社交和非暴力冲突解决的能力。文章最后呼吁学者、从业者和公共机构之间进行跨学科合作，以开发可多变但与背景相关的协同和平教育模式。地方民族政治组织和运动倾向于抵制采用外部产生的框架来发展协作社交和非暴力解决冲突的能力。文章最后呼吁学者、从业者和公共机构之间进行跨学科合作，以开发可倍增但与背景相关的和平教育协同模式。地方民族政治组织和运动倾向于抵制采用外部产生的框架来发展协作社交和非暴力解决冲突的能力。文章最后呼吁学者、从业者和公共机构之间进行跨学科合作，以开发可多变但与背景相关的协同和平教育模式。