Abstract:

The present paper summarizes the outcomes of my PhD thesis in the field of Peace Education, with the title: Promoting the ‘Reconstructive and Empowering’ approach in secondary school settings. An application from my own life story”, which I will defend at the UNESCO Chair of Philosophy for Peace from University Jaume I next Autum.

In that work, I briefly review the field of Peace Education and focus on the Reconstructive and Empowering (REM) approach by Herrero Rico (2013), which proposes a set of contents, values, methodologies and contexts that promote a caring, participative and inclusive education for the XXI century. Grounding on that theoretical framework, I review some tools and methodologies which enhance the REM approach and, among them, I choose the Life History as the applied methodology to conduct my research.

Therefore, through my own life story narrated from my own personal perspective and contrasted with the view of more than forty acquaintances that have shared certain stages of my life, I reflect upon my learning in life and the benefits from each training in teaching methodologies and techniques that I have received, such as mindfulness, emotional education, collaborative work, project based learning, flipped classroom, educative coaching or reflective practice among others. Moreover, I also reflect upon the valuable learning from each living and working experience in Spain and abroad (Mexico, Canada, England and Norway). With all these insights, I aim at promoting Cultures of Peace and at sharing my worries, constant questioning and discoveries with the educative community, especially in secondary education settings.

Keywords:

Peace education, secondary education, life history methodology, Reconstructive and Empowering (REM) approach, XXI century education, teaching methodologies.