Abstract
The nature and dynamics of social menaces within the educational system have frustrated and held its development hostage. The fundamental issues underlying this trend are value erosion and moral decadence, which have paved way for the distortion of the behavioural and attitudinal dispositions of the operators of the system. The blatant exhibition of discrimination, injustice, prejudice, envy, jealousy and conflict incidents within the educational system not only calls for, but necessitates the domestication of peace education as a panacea to these social menaces and a way to enhance the productivity of the system. Therefore, this study addressed the questions of why, where, when, and how peace education should be domesticated in the educational system in Nigeria. Thus, these questions underscore the focus of discussion in order to promote understanding and learning of the subject.
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