Arguing that peace education in the United States is constrained by its tenacious adherence to technical reason, Marguerite K. Rivage-Seul underscores the need for peace educators and their students to cultivate "moral imagination." The author first examines concepts of moral imagination recently advanced by educational theorists and peace educators, and demonstrates that these concepts also fail to transcend the limits of technical thought regarding the nuclear arms race. She then carefully develops a view of moral imagination around the ideas of Paulo Freire and Franz Hinkelammert; one that is grounded in an understanding of human intersubjectivity, and in the ways in which the poor "read" the world and perceive possibilities for human welfare beyond the status quo.
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Research Article| January 05 2011
Peace Education: Imagination and the Pedagogy of the Oppressed
Harvard Educational Review (1987) 57 (2): 153–170.
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Marguerite Rivage-Seul; Peace Education: Imagination and the Pedagogy of the Oppressed. Harvard Educational Review 1 July 1987; 57 (2): 153–170. doi: https://doi.org/10.17763/haer.57.2.w651268507w5rg4u
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