The aim of this paper is to highlight the utility of different sources of learning in informal, formal and non-formal venues in lifelong learning developing under variable contextual conditions. This calls for an integration of two fields that have been isolated for too long, namely, citizenship education and peace education.
Untrue, indoctrinating and even coercive communications negate learning that contributes to the formation of convictions based in conscientization. Political awareness is imperative for strengthening the human being’s influence as an historical subject and participant in present and future social movements.
Traditionally, citizenship education focused on citizens’ understanding of and relation to national political systems and domestic affairs. This focus was later enlarged to both a sub-national civic culture and to international orientations with an increasing interest in the global dimension. Peace education originated in peace research and action embedded in an understanding of peace from a value perspective aiming at transformation towards alternative visions of the future. Learners’ perceptions of problems, conflicts and contradictions ranging from local to global levels are starting points for a politicization approach in peace education.
It is claimed in this paper that this comprehensive approach in peace education is imperative in citizenship education in any society. The rationale for this integration of citizenship and peace education is that becoming and being a citizen involves a lifelong process of learning aiming at increasing political awareness and influence.
