Peace is possible even though it is always interspersed with its absence. Necropolitical systems hinder peace. The dissociation of the subject, preventing the action of selective force in the face of obstruction of human potential, makes it a-critical, unable to find overcoming strategies. It is the integration of human multidimensionality providing the expression of the potential and action of selective force that can lead the subject to critical reflection and awareness that enables them to cr…
Read morePeace is possible even though it is always interspersed with its absence. Necropolitical systems hinder peace. The dissociation of the subject, preventing the action of selective force in the face of obstruction of human potential, makes it a-critical, unable to find overcoming strategies. It is the integration of human multidimensionality providing the expression of the potential and action of selective force that can lead the subject to critical reflection and awareness that enables them to create strategies against hegemonic. Knowledge and knowledge carry an axiological burden; values are learned and taught. The way out is in education. Hope and indignation for her absence is a challenge to the whole educational process. The proposals of Espinosa and Rolando Toro Araneda, in dialogue with Ferdinand Röhr and Paulo Freire, constitute philosophies that point out the conditions of possibility with which, not accepting any educational process, strategies are created whose challenge is to educate for peace. In this context, the article proposes to reflect on epistemic-ethical proposals that contribute to peace.
