Identifying determinants of individual peacefulness: A psychological foundation for peace education.

Knowledge about the personality determinants of individual peacefulness can provide a foundation for the creation and improvement of peace education programs by enabling peace educators to identify and potentially influence those determinants. Based on Walter Mischel’s cognitive social learning theory (Mischel, 1973) and Albert Bandura’s social cognitive theory (Bandura, 1986), as well as on a search of relevant research, this article identifies specific person factors that influence peacefulness in the intrapersonal, interpersonal, and intergroup domains of individuals’ lives. Evidence is presented for the importance of problem-solving ability, conflict-resolution competencies, affect regulation, mindfulness, identification with humanity, self-efficacy beliefs, perspective-taking tendency, concern for others, universalism versus power values, rejection of revenge norms, belief in the efficacy of peaceful actions, and hope for peace. The author offers a rationale for suggesting that peace education programs should address peacefulness in all three domains of students’ lives: the intrapersonal, interpersonal, and intergroup domains. Examples are described, and suggestions are given for educational interventions to foster the development of the person factors that affect peacefulness. Existing social and emotional learning (SEL) programs target some of these person factors, and several reasons are given for suggesting that SEL offers a promising opportunity for promotin...
Source: Peace and Conflict: Journal of Peace Psychology - Category: Psychiatry & Psychology Source Type: research