Relational and Embodied Epistemologies in Peace Education




Embodiment, Interconnectedness, Peace Education, Indigenous Education, Care


In this contribution, I am exploring from a theoretical perspective, relational and embodied epistemologies in peace education. The question that guides me: How can we create an individual and collective transformation of our worldviews and perceptual habits towards peace? I argue that the complex challenges, the dividing structures of our time, and the various forms of separation that promote violent structures, ask for (new) forms of being, knowing and acting that are based on interconnectedness. A relational understanding of life is crucial for peaceful and caring ways of living. I believe that especially dualistic and binary modes of being and knowing need to be transformed towards relational epistemologies. Therefore, I try to approach relational and embodied epistemologies combining indigenous, phenomenological and feminist ideas. I discuss embodiment as a possible approach to describe the intertwining of self and world, including the intelligence of the heart, as a form of presence to sense deeper levels of perception. I end the paper with a feminist pedagogical approach of care. 


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How to Cite

Lehner, D. (2022). Relational and Embodied Epistemologies in Peace Education. Journal of Awareness-Based Systems Change, 2(1), 37–51.



Original Articles (Peer-Reviewed)