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چکیده
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Abstract: 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 natural end 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: 1. peace skills 2. large-scale peace studies 3. 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 o
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