In order to promote peace in our personal lives and in our world it is necessary for teachers to espouse peace education throughout the process and content of their educational systems. Peace education refers to a non-authoritarian educational process that is compatible with peace and avoids all structural violence, not just education about peace. Peace research and peace education require a third vital element, peace action, to promote the desired results of developing social literacy skills in students for responsible non-violent participation within a democratic society. Parents and teachers play a critical role in facilitating positive peace actions in the personal, home, and school environment of the student. At the elementary level, cooperative games and group play with an emphasis on sharing promote this environment. Instruction on the nature of conflicts, the activities of peace workers, and the role of peace heroes begin in the later years of primary school. At the secondary level, methods of mutual or group problem-solving incorporating peaceful social change provide the basis for continued peace education. Teachers should avoid stereotyping at every educational level by indicating that all cultures and peoples are in a process of continuous development. The paper concludes with a list of references, agencies and centers, suggested fiction and general studies for elementary and secondary students, "Educating for Peace" series titles on curriculum ideas, and two "Young Peacemakers" activities for elementary students. (PPB)