Human development in a globalized world needs education towards peace, cultural diversity, and sustainable development. First, education for peacemust draw on central guiding ideas such as the gradual reduction ofmanifest and structural violence and improvement of social justice. Second, the competence to cope with cultural diversity has to be developed in the globalized world. The third task important for the survival of humankind consists of analyzing and reducing violence exercised against nature and future generations through the consumption of non-renewable resources. Education for sustainable development has come to be recognized as a way of improving individual life chances and of promoting social prosperity, economic growth and ecological safety. Learning is multimodal and takes into account the following dimensions of learning: learning to know, learning to do, learning to live with others, learning to be. The concept of multimodality makes it clear that learning takes place in many modes that must be taken into account. Only when this is successful does learning have lasting effects. Mimetic learning involves the body and the senses. In transcultural learning, mimetic processes are directed at people, objects and facts of foreign cultures. In these processes, a similarization" to the alterity of these non-selfcontained cultures takes place. When one speaks about the performativity of learning processes, the emphasis is on their enactment, their performance and their reality- constituting character. The focus is on knowledge of action and there is an interest in generating practical knowledge as a condition of pedagogic action. Inquiry learning requires time and a thorough examination of material that needs to be discovered, structured and interpreted. This means integrating mimetic, performative and poietic modes of learning in order to create intensive learning experiences. To a great extent, schools are ritually organized institutions. School rituals, therefore, also play an important role in transcultural learning.
This study has been undertaken within the context of education for human rights, in order to identify, collect and analyse the values of a multicultural and cosmopolitan education.
An analysis of the history of the most recent generation can be a reason for optimism or for pessimism. Although we can see many facts that show the emergence of a culture of peace, we can also see a lot of suffering and violent problems, also in schools. These two parallel lines explain the interest of both the UN and UNESCO for affirming the Culture of Peace, as opposed to the old habits of violence.
The article comments on some International documents that encourage teachers to look for a culture of peace, by determining the main aims of an education for peace, beginning with the promotion of a sense of universal values and of the type of behaviours that support this new culture. Latter in the article, the practical implication of these documents is studied with reference to Spain and Great Britain, and also to the evaluation of the ideas proposed in these countries. In the latest part of the article the necessary conditions to build an authentic culture of peace, are analyzed, in the context of a reflection on the basis of human dignity. The author presents six strategies for the action of teachers who want to collaborate in the building of a culture of peace. He concludes by making some remarks about the relationship among truth, freedom and dialogue, maintaining that the search for the truth of the human being in the educational domain give rise to a positive dialogue with young people, as far from violence as from a total disinterest in the future of the younger generations.
Key words: International Year for a Culture of Peace, Peace educators, Moral education, Dialogue.
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