EDUCATING REASON: EDUCATOR AS AN ARCHITECT OF GLOBAL PEACE
Abstract
Amid an epoch of global volatility, education emerges not as a mechanical apparatus of knowledge transfer, but as an ontological foundation for positive peace. This article conceptualizes the educator from a passive conduit of epistemology into an active architect of democratic relationality. Grounded in critical pedagogy and peace theory, we conceptualize the classroom as a micro-polis - a deliberative space where structural violence is dismantled and egalitarian civic habits are forged. However, this emancipatory praxis faces profound systemic impediments: material scarcity, petrified curricula, and pedagogical burnout. To cultivate enduring civic harmony, macro-level educational policies must transcend instrumentalist utility and commit to institutional ecologies that safeguard educator autonomy, psychological well-being, and resource equity. Ultimately, transmuting schooling from a rote-mechanism into a sanctuary of deliberative peace constitutes an indispensable imperative for planetary survival, global harmony, and mutual coexistence.
Keywords: Critical Pedagogy, Positive Peace, Democratic Relationality, Educational Policy, Micro-polis, Pedagogical Autonomy, Structural Violence, Critical Thinking.
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