Psychosocial Contextualization of Peace Educations and it's Implication for National Development

Currently, there is no consensus among scholars as to what peace education means. As a result of this lack of conceptual clarity which impedes educational attempts to promote peace, it is imperative that interventions in form of peace education be contextually situated for a clearer understanding to be achieved. This paper therefore posited that some psychosocial factors amidst other factors be included in the curriculum development of any peace education process. These contextual factors include an understanding of conflict-based worldviews, which express themselves in conflicted intrapersonal, interpersonal, intergroup, international relationships. Others are parental upbringing, socio-economic, religious and cultural practices. It also highlighted the imperatives of peace education and the implications of peace education for national development. It further suggest that parents and teachers should seek out teachable moments to talk and teach children the positive values of the society.