2. What is peace?
• Peace is being quiet inside.
• Peace is having good feelings inside.
• Peace is when people get along and don't argue or fight.
• Peace is having positive thoughts about myself and others.
• Peace begins within each one of us.
• Peace is more than the absence of war.
• Peace is living in harmony and not fighting with others.
• Peace is a calm and relaxed state of mind.
• Peace consists of positive thoughts, pure feelings, and good wishes.
• To stay peaceful requires strength and compassion.
• World peace grows through non-violence, acceptance, fairness and communication.
3. • "Peace is the main characteristic of a civilized society."
• Peace is not only for children but also adolescents and adults, peace is not just
the absence of war; it is the practice of love.
• In a peaceful society people would work together to resolve conflicts, develop
morality, treat each other with justice, satisfy basic needs, and respect each
other.
• Presence of happiness, health, content and good economy, social justice, and
freedom of expression, creative support for personal growth at all levels, are
some of the elements of peace. Such a peace can be termed as positive peace.
• Peace has been defined as ‘absence of violence’. Peace should mean not only
absence of war, but also violence in all forms, such as conflicts, threat to life,
social degradation, discrimination, oppression, exploitation, poverty, injustice,
and so on.
1a). Freedom from, or cessation of, world of hostilities; that condition of a nation
or community in which it is not at war with another.
1b). A ratification or treaty of peace between two powers previously at war.
2. Freedom from civil commotion and disorder; public order and security.
3. Freedom from disturbance or perturbation”.
4.
5. PEACE
STATE OF
BEING
HUMANE
IN EVERY WAY
GUARANTEE
SERENITY (calmness)
AND SECURITY
AMONG ADVERSITY (misfortune)
FOR THE INDIVIDUAL, SOCIETY
AND COMMUNITY
LOCAL INTERNATIONAL
NATIONAL
6. INNER PEACE
(harmony with oneself, good health
and absence of inner conflicts,
joy, sense of freedom, spiritual peace)
PEACE WITH NATURE
(harmony with natural environment
and mother earth)
SOCIAL PEACE
(harmony in human relationships,
human rights, community building)
TOTAL PEACE
(SOURCES OF PEACE)
7. Levels Of Peace
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
Harmony
with the Self
Harmony with
Others
Harmony with
Nature
8. Education for peace
• An important statement that the E-9 Summit in New Delhi in 1993 made
was: ‘Education is the only defence’ against war.
• Education for Peace has a two-fold purpose:
(a) to empower individuals to choose the path of peace rather than the path of
violence; and
(b) to enabling them to be peacemakers rather than the consumers of peace.
• Education for peace is, in this sense, an essential component of holistic
basic education that aims at the comprehensive development of persons.
• Education for peace is “education to create some of the preconditions for
achievement for peace.” (Reardon)
• Education for peace involves developing values, skills and attitude that are
conducive to building peace. Peace education fields would be considered
part of education for peace includes; international education (or global
education, world studies), multicultural education, and environmental
education.
9. • Peace Education is both a philosophy and a process inclusive of
skills, attitudes and knowledge to create a safe world, to build a
sustainable environment and to bring social change (Harris &
Morrison, 2003).
• Peace Education can be considered as the attempt to provide
values education and social skills that would reinforce positive
group interactions among vastly different cultures and countries
(Gutek, 2006).
• Peace education can be defined as, the transmission of knowledge
about requirement of, the obstacles to and possibilities for
achieving and maintaining peace; training in skills for interpreting
the knowledge; and the development of reflective and
participatory capacities for applying the knowledge to overcome
problems and achieve possibilities.
Concept of Peace Education
10. • Fran Schmidt and Alice Friedman ,1988:
• “Peace education is holistic. It embraces the physical,
emotional, intellectual, and social growth of children
within a framework deeply rooted in traditional human
values. It is based on a philosophy that teaches love,
compassion, trust, fairness, co-operation and reverence
for the human family and all life on our beautiful
planet.”
• “Peace education is skill building. It empowers children
to find creative and non-destructive ways to settle
conflict and to live in harmony with themselves, others,
and their world...... Peace building is the task of every
human being and the challenge of the human family .
12. HISTORICAL PERSPECTIVE OF PEACE
EDUCATION
• Historically, already the earliest human societies attempted to avoid
violence and appreciate the best aspects of human nature by
teaching each other about strategies for peace.
• The modern concept of peace education in western civilization has
been developed by the contribution of many scholars, theologians,
philosophers, practitioners (Harris & Morrison, 2003), such as
Plato, Desiderius Erasmus, Comenius, Immanuel Kant, Mahatma
Gandhi, Martin Luther King, Maria Montessori, Jean-Jacques
Rousseau, John Dewey, Teilhard de Chardin, Johan Galtung and
others.
• First European who used the written word to advocate Peace
Education was the Comenius who in the 17th century argued that
universally-shared knowledge could provide a road to peace
(Harris, 1988).
13. • The growth of PE reflects on the developments of peace movement
and has changed in response to changes in the social, economic,
and political environment.
• The peace movement waves in the 19th century resulted in the
formation of peace organizations and peace societies in both
Europe and the United States (U.S.) followed by the lobbying of
governments against war and international peace congresses in the
20th century.
• Montessori emphasized the socialization of the young child, the
power of education to effect social changes and education as a
means of eliminating war once and for all. Values such as global
citizenship, personal responsibility, and respect for diversity, she
argued, must be an essential part of education (Montessori, 1943).
14. • The origin of ‘peace studies’ (including conflict resolution
and conflict studies) as an academic discipline can be traced
back to the late 1940s, and the field has been developing
steadily since then.
• The first academic peace studies program was established in
the U.S. in 1948. Soon thereafter, the field of peace research
developed as a “science of peace” in the 1950s to counteract
the science of war (Harris, 2008; Steinberg, 2006).
• Betty Reardon, Ian Harris, and Johan Galtung in the 1960s
and 1970s worked within the context of the civil rights,
women’s rights, and anti-war movements.
• In the 1980s, the threat of nuclear war prompted peace
educators all around the world to warn of impending
devastation.
15. • Reardon (1988) emphasized a new paradigm of integrity and
wholeness along with the central role of ecology in peace
education. She argued that the core values of schooling should
be care, concern and commitment, and the key concepts of PE
should be planetary stewardship, global citizenship, and
humane relationships.
• Ian Harris (1988, 2008) stressed a holistic approach to peace
education that could apply to community education, schools,
as well as universities. The key ingredients of such pedagogy
are cooperative learning, democratic community, moral
sensitivity, and critical thinking .
• Strongly influenced by Gandhi, Johan Galtung sees the value
of action, compassion and the importance of the search for
openings, for possibilities of transcending those trends
(Galtung, 1980). The expansion of peace education towards
the end of the 20th century points to an important symbiotic
relationship between peace movements, peace research, and
peace education.
16. Goal Of Peace Education
ACE EDUCATION
• It aims to promote social change through attitudes and inner
transformation (Harris & Morrison, 2003).
• Or to develop peace behaviour.
• Peace Education defines its major goals as follows:
1) Preventing and resolving violent conflicts;
2) Promoting post-conflict stability and development;
3) Increasing peace building capacity, tools, and intellectual
capital worldwide;
4) Proposing world peace and reduction of international
tensions that result from tensions caused by nationalism,
chauvinism and ethnic stereotyping.
17. PRINCIPLES OF PEACE EDUCATION
World Federation of Teachers Unions working group in Prague
(1983), adopted following principles of peace education-
1. The education for peace should compromise of two aspects: one,
explain the necessity and the possibility of peace, and two, take action
in favour of peace.
2. Children, youth and adults should be made to understand the real
causes and responsibilities for past and future conflicts, the economic
and political process that led or which can lead to wars.
3. They should be made aware with inter-dependence of the problems
existed in the society such as racism, sexism, religionism and
colonialism.
4. Citizens should individually and collectively take responsibility for
the prevention of war, by taking action against arms race and should
support disarmament. Passive attitudes and fatalistic views on war
and peace and the concept that war forms part of the human nature
needs to be combated.
5. Reactions and the refusal to think of war must be avoided as
unimaginable needs to be made imaginable. The consequences of the
use of existing nuclear, chemical and biological weapons should be
understood.
20. Scope/Levels Of Peace Education
1) Individual or self-development level,
2) School or community level,
3) National level, and
4) Global level.
21. Peace education in school
• Develop a more humanistic management approach.
• Improve human relations between, teacher-student, teacher-
teacher, student-student etc.
• Help develop good attitudes in students and teachers as well,
e.g. co-operation, mutual respect.
• Help healthy emotional development in students.
• Facilitate socialization through participation in interactive and
cooperative learning activities.
• Improve students’ discipline and moral behavior.
• Develop creativity both in students and teachers.
• Improve standard of quality of teaching and learning.
22. The Integral Model for Peace Education (Brenes, 2004)
The Flower Model (Toh & Cawagas, 2002)
24. ATTITUDES/VALUES :
Tolerance
Democratic
Self-control
Trustworthiness
Non-violence
Respect for human dignity and
difference
Gender and caste sensitivity
Environmental awareness
Caring and empathy
Impartial decision-making
Social responsibility and accountability
Self-respect
Change proneness (willingness to
change)
KNOWLEDGE:
Insight into conditions of war
International understanding
Core constitutional values
Knowledge about the diversity of people,
viewpoints and ideologies in one’s country
Obstacles in peace
Basics of human nature
Human rights and responsibilities
Globalisation and its effects
Environment/ecology and sustainable
development
Conflicts, wars, and nuclear armament
Symptoms of violence in students’
behaviours
Participative learning methods
SKILLS:
Active listening and take action for
peace
communication, and reflection
Empathy and cooperation
Critical thinking and problem solving
Personal and International conflicts
and Conflict resolution
Ability to make political Changes
Identification and positive
interpretation of textbook content
Use of participative teaching-
learning methods
Leadership and decision-making
.
Schema of Knowledge,
Skills and Attitudes/
Values
25. Need For Peace Education
• To develop skills, attitudes, and knowledge with co-operative and
participatory learning methods and an environment of tolerance, care, and
respect.
• Students take responsibility for their own growth and achievement while
teachers care for the wellbeing of all students.
• Is an opportunity to promote the total welfare of students, advocate for their
just and equitable treatment of youth, and promote individual and social
responsibility for both educators and learners.
• Through pedagogy and social action, peace educators demonstrate that
there are alternatives to violence.
• Peace education aims not to reproduce but to transform.
26. CONCLUSION
• Peace education is multidimensional and holistic in its content
and process.
• We can imagine it as a tree with many robust branches.
• Peace education in comprised of many themes and forms that
have evolved in various parts of the world.
• It reflects the growth of progressive education and social
movements in the last five decades.
• “To reach peace, teach peace.”
• Each year the International Day of Peace is observed around
the world on 21st September.
27. What Is Conflict
• Conflict arises when basic physical and psychological needs
are not met.
• Conflict in and of itself is neither negative nor positive.
• However, the response to conflict determines whether there is
a constructive or destructive outcome.
• In order to live peacefully it is important that individuals
develop an understanding of the causes of conflict and the
guidelines for conflict resolution.
• Conflict is from the Latin word conflictus which means
striking together with force.
• It occurs when one’s actions or beliefs are unacceptable to-
and, are, hence resisted by the other (Forsyth, 1990).
28. Definitions of Conflict
• Conflict is a struggle between opponents over values and claims to scarce
status, power and resources. Coser (1956)
• Conflicts are bargaining situations in which the ability of one participant to
achieve his ends is dependent on the choices or decisions that the other
participant makes. Schelling (1960)
• Conflict is a dynamic process in which structure, attitudes and behaviours
are constantly changing and influencing one another. Galtung (1969)
• Conflict takes place whenever incompatible activities occur. One party is
interfering, disrupting, obstructing, or in some other way making another
party’s actions less effective. Deutsch (1973)
• Conflict is a process in which two or more parties attempt to frustrate the
attainment of the other’s goals. The factors underlying conflict are
threefold: interdependence, differences in goals, and differences in
perceptions. Wall (1985)
30. If the basis for classification is the different kinds of conflict parties, then the
conflict types are: intrapersonal, interpersonal, intergroup, intrasociety and
international/global.
This is a very commonly used conflict classification.
These are conflicts which occur within an individual as
a result of frustration they feel with themselves over
their personal goals, targets, plans, or
accomplishments, or as a result of competing values
and questions of conscience. The perplexing question
“should I or should I not?” There are several sub-types
of intrapersonal conflict.
Approach-approach conflict, in this type of conflict individual will have two
desire with positive valence which are equally powerful.
Avoidance-avoidance conflict, There is another conflict situation where a choice
must be made between two unwanted alternatives. where a person has to choose
from amongst two equally unpleasant situations, which is stressful.
Approach-avoidance conflict which also can be highly stressful. This type of
conflict situation is when a choice must be made between two alternatives, which
have both attractive and unattractive aspects.
31. These are conflicts that take place between two
individuals, which reoccur on a regular basis during their
relationship. Examples include conflicts between couples in
relationships, between superiors and subordinates in a work
context, between students and teachers or professors, or
between representatives of two or more cultural groups.
Intergroup conflicts take place between various
formal and non-formal groups. For example, intergroup
conflicts take place between the government and trade
unions, between groups that form one class (for example,
different elements within the working class), between
departments within an organization, or between cultural
groups in a community. For example, a conflict between the
representative of the union and the management in a particular factory over working hours, or
in educational institutions (between lecturers and students, or between the class and a single
student in the class).
32. Intrasociety conflicts or social conflicts most often
refer to conflicts of a larger scale that have a strong public
resonance. For example, these include confrontations between
the ruling political elite and the opposition, or between the
government and NGOs on issues of social importance.
These include conflicts between nation states, global
and regional competition over natural resources, conflicts in
various international organizations over political issues, armed
interventions involving significant loss of life, ethnic or
religious conflicts, wars for self-determination and/or the
creation of new nation states.
33.
34.
35.
36.
37. National conflict
A national conflict is a conflict in which a part of a nation turns against another
part of the same nation.
International conflict
The term "international conflict" referred to conflicts between different nation-
states and conflicts between people and organizations in different nation-states.
Increasingly, however, it also applies to inter-group conflicts within one country when one
group is fighting for independence or increased social, political, or economic power.
Causes of National and International conflict
Dislike for the unlike
Faulty child rearing
Faulty education system
Cast system
Religious beliefs
Unequal distribution of national wealth
Economic competition and rivalry
Cultural variation
Dirty politics
Historical events
Frustration
38. Resolving National and International
Conflict
Proper informal education
Proper formal education
Change in social structure
Rewriting of Indian society
Equal distribution of national wealth
Interact and international marriage
Healthy politics
Legislative measures
Civil campaign
39. Social Injustice
Social injustice definition says that it is a situation when some unfair
practices are being carried in the society. Whatever unjust is happening is usually
against the law and it might not be something that is considered a moral practice.
Basically, social injustice occurs when the equals are treated in an unequal way and the
unequals are treated in an equal way.
Social Injustice Issues
• Discrimination: Although it is a single term but it includes tons of social
inequalities on the basis of culture, politics, religion or even ethnic group.
• Homophobia: It is the injustice towards the sexual minority, where hatred is shown
towards the bisexuals or transgender. Although there is a lot of diversity in America
but the sexual minority is still suffering. Social Injustice in America for these
people is still under the phase of development.
• Ageism: This is the form of injustice in which people or a certain group of people
is discriminating on the basis of their age. When it is applied to the institutional
level, then it includes restraining the rights of the elderly or treating them in a
prejudicial manner.
40. Causes of Social Injustice
Poverty
Starvation
Gender unequality
Elderly
Caste differences
Basis of untouchability
Widows
War
Forced labour
41. Communal Conflicts Harmony
Communal conflicts:
It refers as violent conflict between non state groups that are organized along a shared
communal identity. Meaning of communal conflict deserves some further clarification.
Violent conflict refers to the fact that the parties use lethal violence to gain control over
some disputed and perceived indivisible resource, such as apiece of land or local
political power. This follows a generally accepted conceptualization of armed conflict.
Communal harmony:
It refers to the harmony, acceptance and love among the people of various
communities belonging to different castes, races and religion. Communal harmony is
the most important pre-condition for feeling of Unity and National Integration in India.
42. Causes of Communal Conflicts
Social discrimination
Discipline of unlike
Historical causes or events
Religious differences
Power struggle
Division of the country
Political factors
Ignorance and religious cowardness
Defective socializing
Defective education system
Feeling of revenge and insecurity
43. Remedies or Harmony Treatment of
Communal Conflicts
Proper education system
Healthy home atmosphere
Ban on provoking historical events
Ban on objection folkways
Common goals
Healthy politics
Legislative measures
Common civil code
Cognitive therapy
Community therapy
44. Individual Alienation
• Alienation occurs when a person withdraws or becomes isolated from their
environment or from other people.
• It is a powerful feeling of isolation and loneliness, and stems from a variety of
causes.
• It may occur in response to certain events or situations in society or in one’s
personal life.
• For example, events that may lead to an individual’s feeling of alienation
include the loss of a charismatic group leader, or the discovery that a person
who served as a role model has serious shortcomings. Personal events are a
death in a family, a job change, divorce, or leaving home for the first time can
be reason for the individual elimination.
• People who show symptoms of alienation will often reject loved ones or
society.
• They may also show feelings of distance and estrangement, including from
their own emotions.
• Alienation is a complex, yet common condition. It’s both sociological and
psychological, and can affect your health and aggravate existing medical
conditions.
• Treatment involves diagnosing the cause of alienation, and following through
with treatment.
45. ADVERTISEM
Symptoms of Alienation
• feeling helpless
• feeling that the world is empty or meaningless
• feeling left out of conversations or events
• feeling different or separate from everyone else
• having difficulty approaching and speaking with others,
especially parents
• feeling unsafe when interacting with others
• refusing to obey rules
There can also be symptoms of depression that include:
• having a poor appetite or overeating,
• sleeping excessively or having insomnia
• being fatigued
• lacking self-worth
• having feelings of hopelessness
46. Role of Individual in Making Peace a Way of
Life
Proper socialization
Proper education system
Proper curriculum
Co-curricular activities
Stress on social studies
Proper social structure
