Abstract

This article explores the relation of serious theoretical reflection to effective teaching and practice. The article explores the curiosity of the human person as a foundation to Peace Studies. It also attempts to show that the neglect of that curiosity contributes to the growing conflict in human affairs as well as a consistent conflict in Peace research and Peace Studies. The article offers a Socratic pedagogy to teaching Peace Studies that would highlight the foundation of Peace Studies as human curiosity. In this process the fragmentation of the researcher, teacher and student’s own quested natures are challenged to reform