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Introduction to Peace Education. By: Mark Oliver Villamayor, RN


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Social Dimensions of Education: Introduction to Peace Education and Peace Theme # 1: Upholding Human Dignity

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Introduction to Peace Education. By: Mark Oliver Villamayor, RN

  1. 1. Peace Education A Transformative Response to Major Societal Challenges
  2. 2. Introduction War, chaos, killings, conflicts, crimes and violence are inevitable as it turns our society into this as part of our culture.  to preserve the human kind we must act and be an advocate of peace to resolve war, to lessen or eradicate killings and crimes and act as non violent member of the society
  3. 3. We must build a culture of peace in order to transform the world into a better and peaceful place to live and the no. 1 contributors of peace are the human kind itself.  Educating people to become peace agents is the central task of peace building.
  4. 4. What is Peace?  It is defined as absence of death and destruction as a result of war and physical/direct violence.  Peace is also defined as the absence of structural violence, Sociocultural violence, Ecological violence and direct violence
  5. 5.  Johan Galtung explains that peace is the absence of violence, not only personal or direct but also structural or indirect and the presence of social justice “absence of violence” and “presence of justice”
  6. 6. 2 Kinds of Peace Negative Peace Positive Peace
  7. 7. Negative Peace  It refers to the absence of war or Direct/Physical Violence (both macro and micro) Example: No war, torture, child abuse and woman abuse.
  8. 8. Positive Peace  It refers to the presence of just and non-exploitative relationships, as well as human being and ecological well being, such that the root causes of conflict are diminished.  Peace with nature is considered the foundation for positive peace.
  9. 9.  It is because the earth is ultimately the source of our survival, physical sustenance, health and wealth.  It is not possible to provide for human survival if nature’s capacity to renew itself is seriously impaired.
  10. 10. PEACE VIOLENCE NEGATIVE PEACE POSITIVE PEACE Direct Violence/Physical Violence Indirect Violence/Structural Violence Socio-cultural Violence Ecological Violence
  11. 11. Personal Peace Interpersonal Peace Intergroup/Social Peace Global Peace Peace between humans and the Earth and Beyond LEVELS OF PEACE
  12. 12. 1. Personal Peace  Peace starts with yourself  Harmony with self  It includes self respect, love and hope
  13. 13. 2. Interpersonal Peace  It includes respect for other person, justice, tolerance and cooperation.
  14. 14. 3. Intergroup/Social Peace  It includes respect for other groups within nation, justice, tolerance and cooperation
  15. 15. 4. Global Peace  It includes respect for other nations, justice, tolerance and cooperation.
  16. 16. 5. Peace between humans and the Earth and Beyond  It includes respect for the environment sustainable living, simple lifestyles
  17. 17. What is Violence?  It is a “humanly inflicted harm” (Betty Reardon)  It is a result of unequal distribution of resources or a socio-cultural problem or environmental.
  18. 18. Types of Violence Form of Violence • Direct/Physical Violence • Indirect/Structural Violence • Socio-cultural Violence • Ecological Violence Level of Violence • Personal • Interpersonal/Community • National • Global
  19. 19. FORMS / LEVELS of VIOLENCE 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 abuse STRUCTURAL/ ECONOMIC/ POLITICAL SOCIO-CULTURAL/ PSYCHOLOGICAL • Powerlessness • Alienation • Low self esteem • Anxiety • Local inequalities • Poverty, hunger • Cultural domination • Racism/sexism • National inequalities • Poverty, hunger • Cultural domination • Racism/sexism • Global inequalities • Poverty, hunger • Cultural domination • Racism/sexism ECOLOGICAL • Over consumption • Over consumption • Pollution • Over consumption • Pollution • C & B warfare • Nuclear power • Over consumption • Pollution • C & B warfare • Nuclear power
  20. 20. Peace Education  It is an Education that promotes peace that is essential in transforming the peaceful society.  The role of the school is to promote peace and teach them knowledge base, skills attitudes and behaviors that can help to transform our society in to peaceful one.
  21. 21. Peaceable Teaching-Learning Process Cognitive Phase Affective Phase Active Phase Students must be aware and understand. Students must be concerned, respond and value. Students must take practical action
  22. 22. Why Educate for Peace?  Our world is so chaotic because of war, social injustice and violence in all forms. Do you want to live and give your children with this kind of society?  The main purposes of Peace Education are the elimination of social injustice, rejection of violence and the abolition of war to transform our society to a peaceful one.
  23. 23. Peace Education is Practical Alternative  Education is the best way to promote peace in teaching the students (the society of tomorrow) non violent, humane and ecological alternatives in dealing and eradicating violence. We know that war has given birth to this horrendous phenomena such as war-time rape and sex slavery, ethnic cleansing and genocide (systematic killing of a racial or cultural group)
  24. 24. War is accepted as a legitimate means to pursue the so-called national interest. War carries with a host of the other elements: amassing armaments, increasing military forces, inventing sophisticated and destructive weapons, developing espionage (spy) skills and technology, willingness to subordinate human rights and use of torture on enemies.
  25. 25. Peace Education is an Ethical Imperative  Education can be a vehicle of transformation through teaching Ethical principles.  This are principles of ethics wherein it value life, not only human but also other life forms in nature, respect for human dignity, non violence justice, unity and love as a social ethic. They are highly encouraged for actualization because it brings us to the common good.
  26. 26. Peace Education’s Schema of Knowledge, Skills & Attitudes/Values  This are list of key knowledge areas, skills, attitudes and values that a student must learn and possess to achieve the transformation of peaceful society.  The list is based on a survey of the Center for Peace Education of Miriam College.
  27. 27. Peace Education’s Schema of Knowledge, Skills & Attitudes/Values Knowledge/Content Skills Attitude/Values
  28. 28. Knowledge/Content Holistic Concepts of Peace Conflict and Violence Some Peaceful Alternatives
  29. 29. Holistic Concepts of Peace KNOWLEDGE/CONTENT • It is very important that the students understands the meaning and the concept of peace and it is not just absence of war or physical violence but also the presence of well-being, cooperation and just relationship in all living forms.
  30. 30. Conflict and Violence KNOWLEDGE/CONTENT • Let them understand that conflicts are a natural part of person’s social life, but they become problems of violence depending on the methods of conflict resolution used.
  31. 31. Some Peaceful Alternatives Disarmament Non violence Conflict Resolution, Transformation & Prevention Human Rights Human Solidarity KNOWLEDGE/CONTENT Dev. based on Justice Democratization Sustainable Development
  32. 32. Attitudes/Values ATTITUDES/VALUES Self Respect Respect for Others Respect for Life/Nonviolence Gender Equality Compassion Global Concern Ecological Concern Cooperation Openness/Tolerance Justice Social Responsibility Positive Vision 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
  33. 33. Skills SKILLS Reflection Critical Thinking & Analysis Decision-making Imagination Communication Conflict Resolution Empathy Group Building 1. 2. 3. 4. 5. 6. 7. 8.
  34. 34. Spiritual & Faith Traditions as Resources for Peace  The world’s major spiritual and faith traditions inspire and motivate people to embrace peace as a mission.  Some religious believers have gone to war and committed acts of violence in the name of their faith but their teachings indicates resources for peace.
  35. 35. Some common Peace teachings of different Religions are: 1. The rejection of violence 2. Love and Compassion for other humans 3. Love and Compassion for other life forms in nature 4. Respect Human Dignity 5. Justice or Fairness
  36. 36. PEACE THEME 1 Peace Theme 1: Upholding Human Dignity Human Dignity – is defined as the fundamental innate worth of a human being. A principle that is now universally accepted but has not taken root in the actual practices of many government and communities.  It came from our beliefs in our religions and molded to be mores and became laws.
  37. 37. PEACE THEME 1  Human Dignity is often referred to as Human Rights Education  In peace education, one of the central concerns is the promotion of human dignity and well being because of the conviction that this is a foundation for peace.
  38. 38. PEACE THEME 1 UDHR (Universal Declaration of Human Rights)  The recognition of human rights as a significant international concern came at the close of World War II, with the founding of United Nations and the adoption of UDHR by UN General Assembly in a1948.
  39. 39. Universal Declaration of Human Rights  Article 1: Right to Equality  Article 2 : Freedom from Discrimination  Article 3: Right to Life, Liberty Personal Security  Article 4: Freedom from Slavery PEACE THEME 1
  40. 40.  Article 5: Freedom from Torture and Degrading Treatment  Article 6 : Right to Recognition as a Person before the Law  Article 7: Right to Equality before the Law  Article 8: Right to Remedy Competent Tribunal  Article 9: Freedom from Arbitrary Arrest and Exile PEACE THEME 1
  41. 41.  Article 10: Right from Fair Public Hearing PEACE THEME 1  Article 11: Right to be Considered Innocent until Proven Guilty  Article 12: Freedom from Interference with Privacy, Family, Home and Correspondence  Article 13: Right to Free Movement in and out of the Country
  42. 42.  Article 14: Right to Asylum in other Countries from Persecution  Article 15: Right to Nationality and Freedom to Change it  Article 16: Right to Marry and Family  Article 17: Right to Own Property  Article 18: Freedom of Belief and Religion PEACE THEME 1
  43. 43.  Article 19: Freedom of Opinion and Information PEACE THEME 1  Article 20: Right of Peaceful Assembly and Association  Article 21: Right to Participate in Government and in Free Elections  Article 22: Right to Social Security  Article 23: Right to Desirable Work and to Join Trade Unions
  44. 44.  Article 24: Right to Rest and Leisure  Article 25: Right to Adequate Living Standard  Article 26: Right to Education PEACE THEME 1  Article 27: Right to Participate in the Cultural Life in the Community  Article 28: Right to Social Order that articulates this Document
  45. 45. PEACE THEME 1  Article 29: Community Duties Essential to Free and Full Development  Article 30: Freedom from State or Personal Interference in the above Rights.
  46. 46. Five Major Types of Human Rights Civil Rights (Self) Political Rights (Country) Economic Rights (Wealth) Social Rights (Community) Cultural Rights (Beliefs) PEACE THEME 1
  47. 47. Assignment for Finals PEACE THEME 1 • Read the CEDAW (Convention of the Elimination of all forms of Discrimination Against Women) • Research and Briefly Explain the following Philippine Government Laws in protecting the Women: a. RA 7877 “Anti-Sexual Harassment Act” b. RA 8353 “Anti-Rape Law” c. RA 8505 “Rape Victim Assistance and Protection Act”
  48. 48. Assignment for Finals PEACE THEME 1 d. RA 9208 “Anti-Trafficking in Persons Act” e. RA 9262 “Anti-Violence Against Women and Children’s Act” Encode your assignment in a LONG BOND PAPER. Font size is 12 and the Font style is LUCIDA CALLIGRAPHY. No Copy & Paste format. Construct your own ideas base on what you read. To be pass on September 15 (MWF class) & 16 (TTh class).