Whenever social problems, global crises or military conflicts seem almost impossible to solve, education is often seen as a kind of panacea for them. However, such a shift is associated with an overburdening of the educational system. Because in education, there is no morality continuum that leads directly from good intentions to good effects. PEACE education requires stable social environments and requires reliable forms of organization so that educational interactions can develop their effectiveness in them. Especially in times when images of war and violence are powerfully intrusive, it is easy to forget that at the same time, in many parts of the world, PEACE education work is being carried out with admirable commitment and in a variety of forms. In all (didactic) concepts of these educational efforts, an attempt is always made to combine three dimensions: knowledge, feeling and the relationship to one's own behaviour. It is in the logic of education that direct access to the learning consciousness is not possible. Although there can be no guarantee that PEACE education is effective, we do know that education works.

Purpose of this research is to examine the PEACE-based curriculum philosophically in accordance to the views of the greatest philosopher of the Post-Enlightenment period, Immanuel Kant. Kant is particularly important for Insisting both on the ethical and cognitive approaches to PEACE, and the inclusive national and international approaches. Also he views PEACE realistically and at the same time not optimistically; idealistically and at the same time not romantically. Since Kant has a substantial essay named «Constant PEACE: A Philosophical Project», his thought about PEACE and how was his philosophical project to establish PEACE can be a suitable subject for teachers in analyzing the PEACE curricula.The national level, Kant believes in a republic system based on the opinion of the majority of the people. At the international level, he proposes to establish a federation of free nations with minimum institutionalism. According to him, the establishment of such a federation is a means for the realization of the ideal of the universal nation and the universal citizen Kant believes that the pastureland leads human to the universal nation, but once the life of human becomes completely moral and wisdom dominates all .his  social and political actions, this end would come true Regarding Kant's ideas, an eclectic curriculum of PEACE has been suggested, which is self-religiosity, experience-based, democratic, pragmatic, reformist, and critical. The scope of the curricula, according to the educational purposes influenced by Kant's philosophy, consists of three phases PEACE skills large-scale PEACE studies eclectic PEACE studies Nowadays, some critics pose objections to some aspects of Kant's philosophy of PEACE, arguing that he his philosophy is nominal and that it cares only for the intention and not the results of an act. Also, unchangeability of Kant's moral principles has been criticized by the advocates of cultural multiplicity, since Kant's insists on the existence of the same moral codes among all nations and human communities.

It is widely accepted that the freedom to practice one's religion, and to live according to one's religious beliefs, is a basic human right, and the key to PEACEful coexistence among religious communities and among nations. In my paper I will focus on the problems that arise when sincerely held religious beliefs come into conflict with the rights of others. Recently in the United States, two such situations have received widespread attention. One case involves pharmacists who refuse to fill prescriptions for birth control pills, because they believe that the use of certain kinds of contraception violates their Christian religious beliefs. The other case involves Muslim taxicab drivers who refuse to transport passengers carrying alcohol for similar reasons. In response to such conflicts, religious tolerance is often embraced as a solution. In western society, the ideal of religious tolerance can be traced back at least to John Locke, and received considerable attention in the work of political philosopher John Rawls. In recent years, tolerance has been embraced as a public value through programs that teach tolerance in public schools....

Different schools and scholars have emphasized the importance of PEACE and the necessity to realize it as the essential and fundamental necessity in human life. Muslim scholars such as Farabi in the Muslim world and Kant and his followers in contemporary the West, have focused on this issue in their own way. Therefore, the purpose of this study is to study and explain "sustainable PEACE" in Abu Nasr Farabi and Kant' s attitude in a comparative manner. The main question of the research is that: Which of the Kant and Farabi's theories of PEACE, according to their worldviews, are capable of explaining the nature of PEACE and realizing it in a stable and steady state. In a comparative study, the findings of the research show that both theories are considered to be "human" and both put forward a moral attitude towards the realization of PEACE; but Farabi, with a comprehensive and virtuous look, observes and explains human and society, and the needs of both, such as PEACE and calmness. In addition, the foundations of PEACE in al-Farabi's political philosophy, in compared to the Kant's sustained foundations of PEACE, due to divine-humanity and innateness, as one of the sources of human identity and human security, has the potential to be more feasible and more realistic.

World Water Day is an annual event organized by the United Nations every year on March 22 (2nd or 3rd of Farvardin).  The title of this day's slogan in 2024 is "Water for PEACE" and emphasizes the vital importance of water in human and social systems, as well as the need for sustainable use of water resources to maintain the integrity of transboundary governance. This event aims to increase the awareness of the world community about the importance of water for maintaining PEACE and stability. The optimal use of water resources, its sustainable management, and cooperation between countries to resolve water-related disputes are among its main goals. This event is held to draw attention to environmental and social issues related to water and tries to clarify and share the crises related to water shortages and their effects on global communities by explaining the importance of preserving and managing water resources. In this research, the World Water Day slogans from 1994 to 2024 have been investigated. Then the analysis of naming Water Day in 2024 was presented.

PEACE is one of the major concepts in political philosophy. Various schools in political philosophy and different political philosophers have presented different views about the ways that can help achieving PEACE among nations. In recent years, the idea of the "clash of civilization" has intensified efforts regarding the issue of PEACE. In this paper, it has been claimed that "dialogue among civilization" can be a very fruitful way towards PEACE. Relying upon the "Hermeneutics of Difference", cultural interaction through civilizational dialogue has been formulated as an alternative way for achieving PEACE.

current research is to critically analyze the discourse of world PEACE in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world PEACE discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world PEACE in educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions.