International Journal of Social and Educational Innovation (IJSEIro) Volume 1, Issue 2/ 2014 99 About a (non)theory of education. Education for peace versus education for war EŞI Marius-Costel “Stefan cel Mare” University, Suceava, Romania E-mail: mariusesi@yahoo.com Received 13.09.2014; Accepted 18.10. 2014 Abstract The analysis of an educational theory in terms of the peace-war relationship illustrates a relevant view whose defining aspects are given by a number of issues that in our opinion are related to the typology of the organizational culture. Such social differences, which are related to the dimension of the organizational culture, generate a series of problems that are not always offered positive solutions. The dimension of social/educational pragmatism somehow reveals the need for a model of empowerment of all the social actors towards what is in terms of morality/ethics the imperative of social utility. Thus, the assessment criteria of the optimization sequences of such a model can be considered mere qualitative aggregates of the very idea of education (for peace/war). Keywords: education for peace, education for war, (non) theory of education, pro-social behaviour, universal humanism Introduction The idea of education in the analytical context that we have developed within this scientific approach is, at social level, a functional structure wherewith the activities of (self) education of the social actors become relevant to the extent that such a view highlights a socio-educational reality that refers to a specific pedagogical approach. Thus, the activities developed within the educational dimension can materialize only if the socio-educational actors can exert some influence upon the social system (for example, the case of opinion leaders or educational leaders). This situation reveals several axiological meanings that can explain the involvement of the social actors in relation to their own pro-social behaviours. In fact, any kind of assumed education involves a process of valorisation and action that is meant to reveal specific typologies of the human/collective personalities. 1. Peace education and universal humanism Peace education, described and explained in relation to at least two assumed goals (Read, 2012: 13), can be correlated with education for democratic citizenship. This issue becomes fundamental and primary when it comes to educational sciences. In other words, the understanding of the structural forms of humanity depends on how the concept of “peace” is understood in terms of mentalities. Everyone’s right to peace also involves the right to life, the right to intercultural education and the right to tolerance. In these circumstances, education for peace is the same as education for positive peace (Reardon, 1988: 26-35). In the context of the new educations, education for peace involves taking into