Social Dimension of Education

1. Peace Education
A Transformative Response to Major
Societal Challenges

2. What is 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.

3. A Holistic Understanding Of Peace
the power of our own understanding and views
of peace both as a value cannot be
underestimated.

4. FRITJOF CAPRA has argued for the need for a
change in thinking, about both concepts and
values, as a necessary first step to solve our
many problems today.
- FRITJOF CAPRA 1982

5. Early secular writings on the subject of peace
indicate that peace was merely the absence of
war or direct violence.
- HUGO GROTIUS in 1625

6. Attention started to shift from direct to indirect
or structural violence. Ways in which people
suffer from violence built into society via its
social, political, and economic systems.
-HICKS, 1987

7. It was realized that it was not only war and
direct violence that caused death and
disfigurement.
Structural violence led to death and sufferings
because of the conditions that resulted from
it.
Ex; extreme poverty, starvation, avoidable
disease, discrimination against minority
groups and denial of human rights.

8. Indeed, peace researchers and educators now
seem satisfied to split the concept of peace in
two.
1. Negative Peace
2. Positive Peace.

9. Negative Peace
Refers to the absence of war or physical/direct
violence.

10. Positive Peace
Refers to the presence of just and non-
exploitative relationships, as well as human
and ecological well-being, such that the root
causes of conflict are diminished.

12. PEACE BETWEEN
HUMANS AND
THE EARTH AND
BEYOND
GLOBAL PEACE
Respect for other
nations, Justice,
Tolerance, Cooperation
INTERGROUP/SOCIAL PEACE
Respect for other groups within
nation, Justice, Tolerance,
Cooperation
INTERPERSONAL PEACE
Respect for other persons, Justice, Tolerance,
Cooperation
PERSONAL PEACE
Self-respect, Inner resources: love, hope
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Harmony with
Nature
Harmony with
Others
Harmony
with the Self

13. Types of violence
• Betty Reardon, a peace educator who has
made significant contributions to the field,
defines violence as “humanly inflicted harm”
(Reardon, n.d.).

14. • Conceptual map of Violence done by Toh
Swee-Hin and Virginia Cawagas (1987). It is a
typology that indicates the various types/
forms of violence and some
examples/illustrations of each type in the
personal, interpersonal, social and global
levels.

15. Level
type
Personal Interpersonal/
community
National Global
Direct/Physical Suicide, drug
abuse
Domestic
violence, violent
crimes
Civil war, violent
crimes, human
rights abuses
Conventional
war, nuclear
war, human
rights abuses
Structural Powerlessness,
alienation, low
self-esteem,
anxiety
Local
inequalities,
poverty, hunger,
prejudice,
cultural
domination,
racism, sexism,
religious
intolerance
National
inequalities,
poverty, hunger,
prejudice,
cultural
domination,
racism, sexism,
religious
intolerance
Global
inequalities,
poverty, hunger,
prejudice,
cultural
domination,
racism, sexism,
religious
intolerance

16. Level
Type(s)
Personal Interpersonal/
community
National Global
Ecological Over-
consumption
Over-
consumption,
pollution
Over-
consumption,
pollution,
chemical and
biological
warfare
Over-
consumption,
pollution,
chemical and
biological
warfare

17. Peace Education as
Transformative Education

18. Peace education, or an education that promotes
a culture of peace, is essentially
transformative.
It cultivates the knowledge base, skills, attitudes
and values that seek to transform people’s
mindsets, attitudes and behaviors.

19. This means that the learning process that
utilized in peace education and it tries to
address the cognitive, effective, and active
dimension of the learner.

20. The Peaceable Teaching-Learning
Process
Cognitive Phrase
(being aware, understanding)
Active Phrase
(talking practical action)
AffectivePhrase
(being concerned, responding, valuing)

21. Why Educate for Peace
Peace education has an important social
purpose. It seeks to transform the present
human condition by “changing social
structures and patterns of thought that have
created it.”
- Betty Reardon

22. • Learning to Abolish War; Teaching toward a
Culture of Peace (Reardon and Cabezudo,
2002), the main purpose of peace education
are the elimination of social injustice, the
rejection of violence and the abolition of war.

23. Why Education is a Practical
alternative
 War has been a core institution of the global
security system then and now.
 Peace education challenges the long held-
belief that wars cannot be avoided.

24. Peace education is an ethical
imperative
• Educating for peace is an ethical imperative
considering the negation of life and well-being
caused by all forms of violence.

25. • The ethical systems of the major world faith
traditions, humanitarian ethics and even
primal and indigenous spirituality have
articulated principles that inspire the striving
for peace.

26. Schema of knowledge, skills, and
attitudes/values

28. Spiritual and Faith Traditions as
Resources for Peace
1. The rejection of violence
2. Love and compassion for other humans
3. Love and compassion for other creatures and
life norms in nature
4. Respect for human dignity
5. Justice or fairness

30. “do to others what you would want them to do
unto you”