ABSTRACT This paper draws on the theoretical lens of diffraction to conceptualize a new approach to transrational peace education theory and praxis in the post-2016 posttruth political era and Industry 4.0 economic period. The paper reviews foundational concepts and approaches from key founders of the field – Paulo Freire and Betty Reardon – before turning to two contemporary peace education scholars – Wolfgang Dietrich and Hilary Cremin – to investigate the contributions of recent scholarship toward diverse diffractive possibilities for transrational peace education. In this sense, diffraction offers pluralistic views and transformative possibilities for transrational peace education in varied contexts. Transrational peace education builds upon peace education to integrate affective and aesthetic perspectives into peace education theory and praxis. Before concluding, we offer some theoretical implications and pedagogic responses for scholars seeking to work at diffractive transrational intersections. The contribution of the paper is toward theorizing new perspectives for transrational peace education theory and praxis in the 21st century.

中文翻译：

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衍射、超理性视角与和平教育：新的可能性

摘要本文利用衍射的理论视角，在后 2016 后真相政治时代和工业 4.0 经济时期概念化了一种新的超理性和平教育理论和实践方法。该论文回顾了该领域主要创始人 Paulo Freire 和 Betty Reardon 的基本概念和方法，然后转向了两位当代和平教育学者 Wolfgang Dietrich 和 Hilary Cremin，以调查最近的奖学金对跨理性和平教育的各种衍射可能性的贡献. 从这个意义上说，绕射为不同背景下的超理性和平教育提供了多元化的观点和变革的可能性。跨理性和平教育建立在和平教育的基础上，将情感和审美观点融入和平教育理论和实践中。在结束之前，我们为寻求在衍射超理性交叉点工作的学者提供一些理论意义和教学回应。本文的贡献是为 21 世纪超理性和平教育理论和实践的新视角进行理论化。