Moral education and post‐war societies: the Peruvian case

Abstract

This article analyses the unique challenges and needs of moral and citizenship education in post‐war Peruvian society. It assumes the explanation of the roots, the facts and the enduring negative consequences of violence as described in the final report of the Comisión de la Verdad y Reconciliación (CVR) [Truth and Reconciliation Commission] presented to the country in 2003. Drawing on the argument made by the CVR, the paper begins by discussing the fundamental role that education played in the expansion of violence. Secondly, and within the framework of the CVR, the article undertakes an evaluation of the current state of Peruvian education, emphasising the role and main characteristics of moral and citizenship education within it. Through this examination, the many problems and challenges of moral education in contemporary Peruvian society are highlighted. Finally, the paper presents some general conclusions about the state of moral and citizenship education in Perú and the essential and delicate role it should have in a post‐war society.

Notes

1. Even though the paper focuses mainly on moral education, some references are also made to citizenship education. We think of moral education as education aimed at strengthening moral consciousness and fostering ethical deliberation, which also includes education for a good and valuable life. Citizenship education is understood as education for participation in public life and civic responsibilities. In a post‐war society both should have a political awareness component.

2. At that time several politicians and congressmen were in the news having been caught receiving money illegally to transfer their votes from the political party they belonged to and had been elected to, to another political group. Corruption was then more evident than ever since it showed up in the mass media.

3. See Dibós et al. (2004) for more information about the components of the evaluation.