11 About a (non)theory of education. Education for peace versus education for war

Abstract

The analysis of an educational theory in terms of the peace-war relationship illustrates a relevant
view whose defining aspects are given by a number of issues that in our opinion are related to the
typology of the organizational culture. Such social differences, which are related to the dimension
of the organizational culture, generate a series of problems that are not always offered positive
solutions. The dimension of social/educational pragmatism somehow reveals the need for a model
of empowerment of all the social actors towards what is in terms of morality/ethics the imperative
of social utility. Thus, the assessment criteria of the optimization sequences of such a model can be
considered mere qualitative aggregates of the very idea of education (for peace/war).