(Universidad de Cuenca, 2015-07) Garrido Quiroz, Rolando
This article argues that in contemporary educational approaches there is no task and more urgent mission
than to actively educate for peace. Education for peace, taken as fashionable in the late twentieth
century, even in the mission of many universities and educational reforms, and forced into so-called
cross sectional objectives, demonstrates that still today it does not reach priority status when thinking
about this challenge in the context of new pedagogical designs and new curricular proposals, by the
usual accreditation systems of education quality. That is, peace in our educational system is still far from
being credible, much less from quality verification.
