This document outlines a course on educating for a culture of peace for students ages 12 and older. The course focuses on developing critical thinking skills and teaching non-violent approaches to conflict resolution. The objectives are to help students understand peace education concepts and how to transform violence into peace. One unit focuses on teaching knowledge, attitudes, and skills for critical thinking and active non-violence through classroom activities. Examples of activities provided involve role-playing conflict situations and discussing ways to resolve conflicts non-violently through cooperation and understanding different perspectives.

1. Educating for Culture of Peace-I
Critical thinking and active non-violence
(ages 12+) - knowledge, attitude and skills
to be learnt at classroom activities
By
M.VIJAYALAKSHMI
Assistant Professor

2. Objectives
At the end of the course the student teacher will
1. Understand the concept of peace education.
2. Understand the dynamics of transformation of
violence into Peace.
3. Understand the nature of conflicts and their
resolution.
4. Imbibe the knowledge, attitudes and skills
needed to achieve and sustain a global culture
of peace.
5. Adopt peace education in the curriculum.

3. Unit – 6:
Educating for Culture of Peace-I
6.1 Ecological Thinking and respect for life (ages
8-12)
6.2 Tolerance and respect for human rights
(ages 11 to 16)
6.3 Critical thinking and active non-violence
(ages 12+) - knowledge, attitude and skills to
be learnt at classroom activities

4. Unit – 6:
Educating for Culture of Peace-I
6.3 Critical thinking and active non-
violence (ages 12+) - knowledge,
attitude and skills to be learnt at
classroom activities

5. • Peace Education began as a response to
violence and war. As stated in the
preamble of the Constitution of UNESCO
(United Nations Educational, Scientific
and Cultural Organization), “Since wars
began in the minds of men, it is in the
minds of men [and women] that the
defenses of peace must be constructed.”

6. • Hence the knowledge, attitudes and skills
to be imparted prevent violence and
promote the nonviolent resolution for
conflicts.
• A culture of peace can be achieved
through understanding the global issues
and to be equipped with the conflict
resolution skills to struggle for justice
non-violently.

7. • Critical thinking is an essential skill to explore
nonviolent responses to conflict.
• Practicing critical thinking skills involves
active listening, withholding judgment,
questioning assumptions and stereotypes,
exploring alternative interpretations of
information and allowing time tor self-
reflection and contemplation.

8. • In a conflict situation, these skills enable us
to take a step back, rational assessment of
the situation, and make responsible choices
about how to act and react.
• This activity may be most suited for youth
over the age of twelve.
• The following Critical Conversation exercise
will enable students to practice active
listening, critical thinking and nonviolent
responses to conflict.

9. Learning Objectives
At the end of the activity students will be able
to achieve the following:
Knowledge
• Expose to a “win-win”, cooperative learning
strategy
• Gain experience with nonviolent approaches
to conflict resolution
• To understand the nature of conflict

10. Attitudes
• Exhibit non-judgemental attitudes
• Listen to and hear others’ views

11. Skills
• Practice empathy and compassionate
treatment of others
• Practice active listening and reflection
• Gain competence in identifying and
challenging assumptions
• Use cooperative problem-solving skills to
achieve goals
• Enhance abilities in imagining alternatives to
violence raise pupils’ self-esteem

12. Learning Activity 1:
Resolve Conflict Nonviolently
• Conflict is a part of our life. Although we do
not like conflicts, we have to face them in
life.
• Introduction about conflict; this activity can
be used to discuss about the basic nature of
conflict.

13. • Step 1:
• Let’s find synonyms for conflict, e.g. quarrel,
fight.
• Teacher has to ask each student to write
down on a piece of paper the immediate
feelings, reactions, memory, or thoughts that
come to his or her mind when they hear the
word ‘conflict’
• Expected responses: anger, assault, violent
behaviour, harsh words, etc.

14. • Step 2:
• Teacher can ask them to write a definition of
conflict and make them read it out to the
class.
• Putting together the best concepts, in their
definitions, teacher has to find a
comprehensive definition and should write it
on the board.
• Example: Conflict is a situation between two
parties over a disagreement on an issue in
which they have a common interest.

15. • Step 3:
• Teacher can divide the class into five groups
and give them five minutes to select a type of
conflict and rehearse role-playing it.
• Make each group presents their role-play to
the class. Every presentation should be
followed by a discussion with a view to
understand the nature of the conflict.

16. • Step 4:
• Discussion:
• Finally, the teacher should bring the groups
back together to resume the discussion by
asking the following questions to the
students. Then teacher should make a
summary of the discussion on the board.
• What did you learn about conflicts?
• What are the basic types of conflicts?
• Why do people have conflicts?

17. Learning Activity 2: Resolving Conflict
Learning Activity 3: Controlling Anger

18. Sources are taken from
•Slidesharenet.com
•Web sources