ABSTRACT

Previous work has not yet comparatively studied which forms of peace education (PE) have been adopted in national laws. Through content analysis of policy documents, we seek to find out why the Colombian Congress established PE as mandatory content across all educational levels in 2014 in a postwar phase, while the German Standing Conference of Ministers of Education rejected attempts to implement PE since the Cold War. Whereas the German school curriculum has maintained a strong disciplinary structure that leads to the rejection of the local version of PE developed in the Federal Republic of Germany, either as military indoctrination or critical pedagogy, Colombia’s curriculum based on classical education is now influenced by educational standards and citizenship education—both influences from the United States. Therefore, it was easier for Colombian policymakers and educators to mutate the local fusion of citizenship competences into a psychological version of PE to solve national conflicts at the expense of promoting moral, historical, and political thinking in connection with traditional school subjects. We conclude by reflecting on how socio-political context and didactic traditions matter in explaining why some educational discourses are rejected or mutate with previous institutionalized educational rhetoric.

摘要

以前的工作尚未比较研究国内法中采用了哪种形式的和平教育（PE）。通过对政策文件的内容分析，我们试图找出为什么哥伦比亚国会在战后阶段于2014年在所有教育水平上将体育作为必修内容，而德国教育部长常务会议拒绝了自冷战以来实施体育的尝试。 。尽管德国学校课程保持了强大的学科结构，导致由于军事灌输或批判教育学而拒绝了德意志联邦共和国开发的本地版本的体育课，但哥伦比亚基于古典教育的课程现在受到教育标准的影响和公民教育-都受到美国的影响。所以，哥伦比亚的政策制定者和教育工作者更容易将公民能力的本地融合转变为体育教育的心理版本，以解决民族冲突，而以促进与传统学校学科相关的道德，历史和政治思维为代价。最后，我们通过反思社会政治背景和教学传统在解释为什么某些教育话语被先前的制度化教育言论拒绝或改变时的重要性而得出结论。