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Critiqued traditional pedagogy in 'Pedagogy of the Oppressed' and advocated for dialogical education and critical consciousness.

Introduced the concept of 'cultures of peace' and emphasized the importance of family and community in peace education.

Focused on the role of education in the development of peaceful relations and the importance of mediation and conflict resolution.

Believed in education as a method for social change and peaceful living, promoting democracy and social interaction.

Emphasized child-centered education and the role of education in achieving lasting peace with methods fostering independence and empathy.

Explored the role of education in addressing global issues and the concept of 'peaceable schools.'

Investigated moral education and its impact on the attitudes and behaviors of citizens in democratic societies.

Developed the theory of positive and negative peace, and the concept of structural violence.

Pioneered comprehensive peace education focused on gender and peace, advocating for feminist perspectives in peacemaking.

Co-founder of the Peace Education Commission, promoted peace studies in higher education and K-12 schools.

Advocated for 'care theory' in education, emphasizing the importance of relationship and care as the basis for ethical action.

Advocated for non-violent resistance and peace education through 'satyagraha,' meaning truth and firmness.

Known for his contributions to conflict resolution and cooperative learning strategies within peace education.

Advocates for critical pedagogy and views education as a means for students to become agents of change in democracy.