can be use as a material in teaching

1. PEACE EDUCATION

2. “If we are to reach real peace in this world we
shall have to begin with the children.”
-Mahatma Gandhi
 Lasting peace may depend on educating
future generations into the competencies,
perspectives, attitudes, values, and
behavioral patterns that will
enable them to build and maintain peace.

3.  What is peace?
 The word ‘peace’ in the English language is derived from the
Latin ‘pax’. Peace in the roman empire meant a cessation in
fighting as well as rule over subject races. A modern
equivalent is found in definitions of peace through
deterrence. This definition describes peace in terms of what it
is not, rather than what it is.
 The term ‘peace’ does not merely imply the absence of overt
violence (sometimes referred to as ‘negative peace’). It also
encompasses the presence of social, economic and political
justice, which is essential to the notion of ‘positive peace’
(hicks, 1985)

4.  Peace is a relationship variable, not a trait. Peace
exists among individuals, groups, and nations; it is not
a trait or a predisposition in an individual, group, or
nation.
 Peace is a dynamic, not a static, process. The level of
peace constantly increases or decreases with the
actions of each relevant party.

5.  Peace is an active process, not a passive state.
Passive coexistence is not a viable path to peace.
Building and maintaining peace takes active
involvement
 Peace is hard to build and easy to destroy. It may take
years to build up a stable peace, then one act can
destroy it

6.  Concept of Peace Education:
 Peace education is the process of acquiring the values, the
knowledge and developing the attitudes, skills, and behaviors
to live in harmony with oneself, with others, and with the
natural environment.
 Peace education is about helping students to understand and
transform conflict in their own lives, in the community and in
the world at large. It is part of all learning areas and is
reinforced by people treating each other in positive ways in
classrooms, playgrounds and in their families and
communities.

7.  Concept of Peace Education:
 James page suggests peace education be thought of as
"encouraging a commitment to peace as a settled disposition
and enhancing the confidence of the individual as an
individual agent of peace; as informing the student on the
consequences of war and social injustice; as informing the
student on the value of peaceful and just social structures
and working to uphold or develop such social structures; as
encouraging the student to love the world and to imagine a
peaceful future; and as caring for the student and
encouraging the student to care for others"

8.  Concept of Peace Education:
 Peace education is the process of promoting the knowledge,
skills, attitudes and values needed to bring about behavior
changes that will enable children, youth and adults to prevent
conflict and violence

9.  Peace Education
• Provide method to transform the potential
conflict and violence towards sustainable peace.
• Promotes culture of peace.
• Strives to empowered future generation to make
peace.

10.  Peace Education
Peace education activities promote the
knowledge, skills and attitudes that will help
people either to prevent the occurrence of
conflict, resolve conflicts peacefully, or create
social conditions conducive to peace.

11.  Peace Education
Core values of nonviolence and social justice
are central to peace education. Nonviolence is
manifested through values such as respect for
human rights, freedom and trust. Social justice is
realized by principles of equality, responsibility,
and solidarity.

12.  Peace Education
 In order to achieve these ideals, peace education programs
across the world address a wide range of themes. These
include nonviolence, conflict resolution techniques,
democracy, disarmament, gender equality, human rights,
environmental responsibility, history, communication skills,
coexistence, and international understanding and
tolerance of diversity.
 Peace education can be delivered to people of all ages, in
both formal and informal settings. Programmed exist at
local, national, and international levels, and in times of
peace, conflict, and post-conflict.

13. Concept of Peace and Violence
Peace
A state of tranquility or quiet: such as:
1. freedom from civil disturbance
2. a state of security or order within a
within a community provided for by law or
custom
3. Freedom from disquieting or oppressive
oppressive thoughts or emotions
4. Harmony in personal relations
Violence
1. the use of physical force so as to injure,
abuse, damage, or destroy
2. an instance of violent treatment or
procedure
3. Injury by or as if by distortion,
infringement, or profanation

14.  Types of violence
violent crimes are typically divided into four main
categories, based on the nature of the behavior.
 Homicide (the killing of one human being by another,
sometimes for legally justifiable reasons).
 Assault (physically attacking another person with the intent to
cause harm), .
 Robbery (forcibly taking something from another person), and
 Rape (forcible sexual intercourse with another person). other
forms of violence overlap with these categories, such as child
sexual abuse (engaging in sexual acts with a child)
and domestic violence (violent behavior between relatives,

15.  Imparting Peace Education in School in 21st
Century:
 The world seems much smaller and almost instantly ,
global issues are becoming local , and the need for peace
education becomes a necessity to build the maintain
peace in students, families life, friendship groups, work
place, neighbors, as well as within selves. Therefore, the
need for peace education has arguably never been
greater than it is today.
 Teaching peace education in schools is a versatile and
multi – disciplinary aspect. It includes teaching peace,
non-violence, and conflict resolution, and social justice,
human rights concern for preserving the natural

16. The Peaceable Teaching-Learning Process
Cognitive Phase
(Being aware, Understanding)
Affective Phase
(Being concerned,
Responding, Valuing)
Active Phase
(Taking Practical Action)

17. Attributes of a Peace Educator
 Teachers have the power to affect the lives of children and
youth. Peace educators must serve as models for the
qualities and skills they are helping young people to
develop in the peaceable classroom and school.
 This means first and foremost, that they is a need to take
challenge of personal transformation so that they can be
credible agents of the peace message.

18. Betty Reardon (2001), well-renowned peace
educator gives the attributes of a peace educator.
 The teacher of peace is a responsible global citizen, an
intentional agent of culture of peace, person of vision,
capable of hope and the imaging of positive change.
 S/he is motivated by service and is actively involved in
community.
 S/he is a lifelong learner, one who continues to improve
one’s learning abilities and to keep abreast of the field.

19.  S/he is a seeker of mutually enhancing relationships that
nurture peace and sense of community.
 S/he is a gender sensitive and alert to any possibility of
gender bias in self or students.
 A teacher of peace intentionally develops the capacity to
care by knowing the learners in their charge as
individuals.
 S/he is an inquirer.

20.  S/He has the skills of reflective learning through which
s/he applies what is learned from teaching to deepen
his/her own understanding of the students and the
learning process.
 A teacher of peace has the skills of communication and
conflict resolution.

21. Promoting Peace Education in Classroom
 Instill empathy among students-empathy is the capacity
to understand another person's thoughts or feelings.
 Nourish students’ physical and mental well-being-
schools should give importance to students' physical and
mental health in order to promote peace education.
 Introduce compromise, cooperation, and conflict
resolution
 Foster inclusive attitude in classroom-teaching
students about the global community will help them

22. Teachers should prioritize peace education in their
classrooms since it is a skill that can be mastered.
Through peace education, you can teach students the
origins of conflict and critical thinking skills through
peace education. This enables them to comprehend
potential causes of conflict, which may stop them from
engaging in such conflicts in the future.

24. Thank you 