In recent times there has been increased recognition of peace education by educational and policy authorities, and also a substantial addition in the number of publications in peace education. Considering the growth of knowledge within peace education, this article reflects on ways peace education as an educational paradigm meets a group of criteria that comprise established frameworks in philosophy of education. The process of knowledge legitimation within science and social science is considered, with some reflections of the role of the Journal of Peace Education in this process of paradigmatic consolidation.