Ecological Thinking and respect for life (ages 8-12)

1. Educating for Culture of Peace-I
Ecological Thinking and respect for life
(ages 8-12)
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
6.1 Ecological Thinking and respect
for life (ages 8-12)

5. • “A culture of peace is a set of values,
attitudes, modes of behaviour and ways of
life that reject violence and prevent conflicts
by tackling their root causes to solve
problems through dialogue and negotiation
among individuals, groups and nations. ”
- (UN Resolutions 1998)

6. • Peace Education is a field of theory and
practice of education related to the idea
of promoting knowledge, values,
attitudes and skills conducive to peace
and active commitment to the building
of a cooperative and caring democratic
society.

7. Ecological Thinking and Respect for
Life (Age 8-12)
• Peace Education aims to develop knowledge,
attitudes and skills and an environment of
tolerance, care, and respect for life through
cooperative and participatory learning methods
in the classroom.
• In this journey of shared learning environment
students could be nurtured and empowered to
take responsibility for their own growth and
achievement while teachers care for the well-
being of all students.

8. • The practice of culture of peace is an
opportunity to promote the total welfare of
students, advocate for their just and
equitable treatment of adolescence, and
promote individual and social responsibility
for both educators and learners.
• Teaching about the environment and the
perception of environmental responsibility is
a crucial component of Peace Education.

9. • The following learning activity may be most
suited for children between the ages of eight
and twelve. The knowledge, attitudes, and
skills related to the holistic appreciation for
the value of life and the interdependence of
living systems on the planet can be
effectively dealt with following learning
objectives.

10. Learning Objectives
At the end of the activity, students will be
able to
Knowledge
• Gain knowledge about the nature
• Know elemental aspects of the environment
• Begin to see connections between
environment and themselves

11. Attitudes
• Gain ecological awareness
• Appreciate Earth as a living system
• Display care for others and the planet
• Valuing water
• Demonstrate a cooperative approach to
learning

12. Skills
• Practice active listening
• Develop an ability to participate and express
their opinions
• Discovering ways of saving water.

13. Learning Activity 1:
Care for the Planet - Saving Water
This is an activity that helps to learn civil
responsibility for saving water.
• Step 1: In the beginning students can be
made to brainstorm many uses of water.
Then teacher should list them on the
blackboard.
• Step 2: Students can be asked to form groups
and discuss ‘Why we should save water’?

14. • Step 3: Teacher should make a summary and
present it to the class. Every presentation
should be followed by a brief discussion.
• Ex: What are the ways of saving water at
homes, at school, at farms and at community
level?

15. • Step 4: Then students have to go back to the
same groups and take one topic to discuss.
Students may be asked to make a guide to
save water in the given places. Each group
can be asked to present the guide they have
prepared to the class. A brief discussion
should be followed with each presentation.

16. • Step 5: At end of the class, each student
should be made to verbally complete the
following phases.
1. By saving water 1 help ________
2. One way I can help saving water at home is
__________

17. Assessment:
• Students should be given feedback
about the activity and then reported
back to the class. Students should ask
each other the following questions and
teachers are asked to record their
responses for evaluation.

18. • What did you enjoy about this activity?
• What part was difficult?
• What is one thing you learned in this unit?
• What surprised you about your work for this
unit?
• How would you teach a friend or relative
about water?
• Do you think saving water matters in your
life? If so, in what ways?

19. • Learning Activity 2: A Tree Addresses Us
• Learning Activity 3: Silent Watching

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