Abstract
This dissertation explores the value of spiritual education as a form of peace education in the Aotearoa/New Zealand (A/NZ) context in order to support National Education Learning Priorities 1 and 2. This research was undertaken as an integrative literature review, through an intuitive research process. This research found that much of the existing peace education literature focuses on systemic and interpersonal peace and that there is a significant gap in understanding the value of intrapersonal or inner peace and its potential for promoting outer peace. In A/NZ, we have a secular education system that currently allows for the inclusion of spiritual education through social sciences (values and beliefs) and in the health curriculum through taha wairua (the spiritual aspect of well-being) within the hauora model of well-being. The literature suggests that spiritual education does have value as peace education since it supports the development of attitudes and skills for inner peace. Additionally, spiritual education can provide opportunities to share knowledge from a variety of cultural, epistemological and ontological perspectives, which promotes interpersonal and intergroup understanding. The literature also suggests that further research is required to gain a better understanding of what spiritual education is in terms of knowledge and practices, and how it might be included in education to support the development of inner peace and well-being for learners.