A call to adopt pedagogies of optimism in times of armed conflicts: theoretical and practical insights

Abstract

Purpose

The paper argues for the introduction of pedagogies of optimism (and implicitly of hope) in schools as a response to the danger of pessimism, skepticism and helplessness characterizing periods of armed conflicts.

Design/methodology/approach

A conceptual analysis.

Findings

Following an analysis of armed conflicts and their impact on educational systems, the critical contribution of pedagogies of optimism is illuminated. Teachers are encouraged to follow major phases in this kind of pedagogy, such as discovery, acceptance of the situation, imagination and critical thinking.

Originality/value

Practical suggestions are provided at the end of the paper.