G. development and peace
•Download as PPT, PDF•
1 like•3,742 views
The document discusses development and peace topics that will be covered in a module. It will cover theories of development, moral principles of development, and the relationship between development and peace. It provides learning objectives and an outline for presenting concepts of development, including definitions, dimensions, levels, and moral principles of development. It also defines peace and discusses forms and levels of violence and peace.
Report
Share
Report
Share
![Learning Objectives: ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Peace education
Peace has traditionally been defined as the absence of war or direct violence. However, in the 1960s an alternative view emerged that peace also requires the absence of structural violence in societies. Structural violence refers to indirect ways that people suffer due to social, political, and economic injustices built into systems. Johan Galtung argued for defining peace positively as both the absence of direct and structural violence, and the presence of social justice. Educating for peace is now seen as an ethical imperative and a way to challenge beliefs that war cannot be avoided, with the goal of cultivating non-violent and just societies.
Peace Education
Peace education aims to foster changes that make the world more humane by teaching values like harmony, cultural diversity, and conflict resolution. Programs vary globally in their objectives and content due to political and social contexts. For example, Australian peace education challenges ethnocentrism and promotes cultural diversity, while Japanese programs target issues like nuclear disarmament and responsibility for past violence. A holistic understanding of peace includes both an absence of direct violence and a presence of social justice, human rights, and ecological well-being. Peace education seeks to transform societies by cultivating awareness, concern, and challenges to structures that enable nonviolence and justice.
Peace Education
Peace education aims to cultivate knowledge, skills, attitudes and values that transform mindsets and behaviors that exacerbate conflicts. It follows a three phase process: cognitive (awareness), affective (concerned response), and active (taking action). Key elements include upholding human dignity, challenging prejudice and building tolerance, promoting nonviolence, challenging war systems, sharing resources, and resolving/transforming conflicts. Effective peace education uses participatory, cooperative and experiential approaches like discussion, role-playing and problem-solving. Peaceable classrooms are affirming, cooperative, communicate appropriately and resolve conflicts peacefully. Peace educators serve as models through qualities like vision, care, inquiry, and inspiring alternative futures.
ppt on peace education
this ppt is an attempt to exhibit the necessity of peace education in our academic study and working culture . it defines microscopic details of peace education in explicable and precise manner
Peace education
The document discusses the concept and definitions of peace education. It explains that peace education aims to transform thinking by developing understanding of concepts like structural violence and positive peace. The goal is to cultivate knowledge, skills, attitudes and values that can help resolve conflicts nonviolently and create just relationships and social structures. Key aspects of peace education include teaching about the holistic concept of peace, root causes of violence, and alternatives like nonviolence and conflict resolution.
Peace and violence
This presentation highlights different notions and dimensions of peace and violence with well-defined definitions and characteristics.
Peace education
Peace education aims to transform behaviors that cause or exacerbate conflict through cultivating knowledge, skills, attitudes, and values related to nonviolence, justice, and environmental sustainability. It takes a holistic approach, addressing cognitive, affective, and active dimensions of learning to build awareness, elicit concern, and encourage personal and social action. The goal is to promote both negative peace, meaning the absence of violence or war, and positive peace, characterized by just, non-exploitative relationships and human and ecological well-being to reduce root causes of conflicts.
Peace education
this power point presentation tackles about PEACE education and the different definitions according to various peace educators, it also involves the definition of peace and the reason why should we teach peace education.
The contents include:
kinds of peace
levels of peace
definition of peace
assumptions on peace educ.
approaches and methodologies in teaching peace education
peace education around the world
theoretical views on peace education
advantage and disadvantage
Recommended
Peace education
Peace has traditionally been defined as the absence of war or direct violence. However, in the 1960s an alternative view emerged that peace also requires the absence of structural violence in societies. Structural violence refers to indirect ways that people suffer due to social, political, and economic injustices built into systems. Johan Galtung argued for defining peace positively as both the absence of direct and structural violence, and the presence of social justice. Educating for peace is now seen as an ethical imperative and a way to challenge beliefs that war cannot be avoided, with the goal of cultivating non-violent and just societies.
Peace Education
Peace education aims to foster changes that make the world more humane by teaching values like harmony, cultural diversity, and conflict resolution. Programs vary globally in their objectives and content due to political and social contexts. For example, Australian peace education challenges ethnocentrism and promotes cultural diversity, while Japanese programs target issues like nuclear disarmament and responsibility for past violence. A holistic understanding of peace includes both an absence of direct violence and a presence of social justice, human rights, and ecological well-being. Peace education seeks to transform societies by cultivating awareness, concern, and challenges to structures that enable nonviolence and justice.
Peace Education
Peace education aims to cultivate knowledge, skills, attitudes and values that transform mindsets and behaviors that exacerbate conflicts. It follows a three phase process: cognitive (awareness), affective (concerned response), and active (taking action). Key elements include upholding human dignity, challenging prejudice and building tolerance, promoting nonviolence, challenging war systems, sharing resources, and resolving/transforming conflicts. Effective peace education uses participatory, cooperative and experiential approaches like discussion, role-playing and problem-solving. Peaceable classrooms are affirming, cooperative, communicate appropriately and resolve conflicts peacefully. Peace educators serve as models through qualities like vision, care, inquiry, and inspiring alternative futures.
ppt on peace education
this ppt is an attempt to exhibit the necessity of peace education in our academic study and working culture . it defines microscopic details of peace education in explicable and precise manner
Peace education
The document discusses the concept and definitions of peace education. It explains that peace education aims to transform thinking by developing understanding of concepts like structural violence and positive peace. The goal is to cultivate knowledge, skills, attitudes and values that can help resolve conflicts nonviolently and create just relationships and social structures. Key aspects of peace education include teaching about the holistic concept of peace, root causes of violence, and alternatives like nonviolence and conflict resolution.
Peace and violence
This presentation highlights different notions and dimensions of peace and violence with well-defined definitions and characteristics.
Peace education
Peace education aims to transform behaviors that cause or exacerbate conflict through cultivating knowledge, skills, attitudes, and values related to nonviolence, justice, and environmental sustainability. It takes a holistic approach, addressing cognitive, affective, and active dimensions of learning to build awareness, elicit concern, and encourage personal and social action. The goal is to promote both negative peace, meaning the absence of violence or war, and positive peace, characterized by just, non-exploitative relationships and human and ecological well-being to reduce root causes of conflicts.
Peace education
this power point presentation tackles about PEACE education and the different definitions according to various peace educators, it also involves the definition of peace and the reason why should we teach peace education.
The contents include:
kinds of peace
levels of peace
definition of peace
assumptions on peace educ.
approaches and methodologies in teaching peace education
peace education around the world
theoretical views on peace education
advantage and disadvantage
Peace Education
Social Dimensions of Education
Chapter 4: Peace Education: A Transformative Response to Major Societal Challenges by Loreta N. Castro
Peace education
This document provides an introduction to peace education, including definitions and concepts of peace. It discusses peace as more than just the absence of war, involving virtues like trust and justice. Peace education is defined as teaching non-violence, compassion, and respect for all life through developing skills like listening, problem-solving and conflict resolution. The document outlines different perspectives on peace from thinkers like Gandhi, Nehru and others. It distinguishes between negative peace as an absence of violence and positive peace as an absence of structural violence while promoting human rights. The scope and nature of peace education is developing social justice, human values, dismantling cultures of violence, and living in harmony with the earth.
Peace and Conflict Nature
The document discusses the nature of peace and conflict. It defines peace as a state of quiet or tranquility without disturbance or violence. Peace can be voluntary through abstaining from agitation or enforced through suppression. How peace is defined determines how one approaches peacemaking. The document also defines conflict as an expressed struggle where interdependent parties perceive incompatible goals or scarce resources and interfere with each other. Conflict can be constructive through understanding issues and finding win-win solutions, or destructive through misunderstanding and win-lose outcomes.
Philippine values...
The document discusses Philippine values, which are derived from various racial and cultural influences. It outlines values identified by different scholars such as pakikisama (getting along with others), utang na loob (reciprocity), bahala na (fatalism), and pakikipagkapwa (seeing others as equals). Core values discussed include health, truth, love, spirituality, social responsibility, economic sufficiency, nationalism, and global solidarity. The document also examines the shaping of values through various forces like education and media. It concludes with the need for a moral recovery program centered on patriotism, common good, integrity, self-reflection, and discipline.
Peace Education
This document discusses peace education and defines peace in a holistic way. It explains that early definitions of peace focused only on the absence of direct violence like war, but modern conceptions recognize that structural violence in the form of poverty, discrimination and environmental destruction also undermine peace. The document presents a model of positive peace as the absence of both direct and structural violence, as well as the presence of justice and human well-being. It categorizes different types of violence across personal, community, national and global levels as direct, structural, socio-cultural and ecological to provide a framework for understanding peace in comprehensive terms.
Peace education
Peace education aims to develop knowledge, skills, attitudes and behaviors that promote harmony within oneself, with others, and the natural environment. It teaches about both negative peace, which is the absence of violence, and positive peace, which includes just, non-exploitative relationships and well-being. Peace education is transformative in that it seeks to change mindsets and address cognitive, affective and behavioral dimensions of learning. The goal is to transform social structures and patterns of thinking that perpetuate injustice and violence, by cultivating respect, justice and cooperation at personal, community and global levels.
Peace Education (A Transformative Response to Major Societal Challenges)
Peace education aims to educate people to become peace agents and help build peaceful communities. It teaches the values, knowledge, attitudes and skills needed to live in harmony with oneself and others. Peace education is transformative and addresses the cognitive, affective and active dimensions of learning. It cultivates understanding and challenges beliefs, perspectives and systems that have caused violence and conflict. The goal is to transform societies and create conditions for nonviolence, justice, human rights and environmental sustainability. Effective peace education adopts a holistic approach and engages the entire school community.
Introduction to Peace Education. By: Mark Oliver Villamayor, RN
Social Dimensions of Education: Introduction to Peace Education and Peace Theme # 1: Upholding Human Dignity
Concept of human security
The document discusses the evolution of the concept of security from a traditional state-centric view to a broader human security perspective. It outlines how human security emerged after World War II to consider all aspects of individual and community life, in contrast to the prior focus only on state sovereignty and military threats. The document then compares the traditional and human security paradigms, examining differences in their referents, threats, and means of ensuring security.
Structural functionalism
A discussion about the early history of functionalism and its proponents as well as the concept of structuralism and Merton's concept of Manifest and Latent Functions and Dysfunctions in social elements
Peace education
1. The document discusses peace education, defining it as teaching about peace, what it is, why it doesn't exist, and how to achieve it.
2. It outlines several goals of peace education, including helping students recognize peace as more than the absence of war, learn to resolve conflicts constructively, and envision alternative societal structures based on peace.
3. The document also discusses components of a peace education curriculum, such as emotions and feelings, anger management, violence in media, communication, empathy, cooperation, self-esteem, and conflict resolution. It provides examples of how these components can be taught.
PEACE EDUCATION
This document provides an overview of peace education. It begins by defining key concepts, including defining peace in a holistic way that includes both the absence of violence and the presence of justice and well-being. It describes peace education as a transformative process that cultivates the knowledge, skills, and attitudes needed to reduce violence and create more just relationships. It outlines the goals of developing cognitive understanding, affective concern, and taking practical action. Finally, it provides lists of the types of knowledge, skills, and attitudes that peace education aims to develop in students.
Introduction to Peace Education
This document provides an overview of peace education. It begins by defining peace education as "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." It then discusses key concepts like defining peace in a holistic way, the levels of violence, and the goals of cultivating knowledge, attitudes/values, and skills through peace education. The document provides lists of sample knowledge areas, attitudes/values, and skills that peace education aims to develop in learners.
Peace education
This document outlines the key aspects of a course on Peace Education from Bharathidasan University in Tiruchirapplli, India. It introduces the course structure and objectives, which are to understand the importance of peace and describe the nature, approaches, and institutions of peace education. It defines peace education as planning strategies to eliminate conflicts through justice, equality, and human rights. The document discusses the aims of peace education as developing global problem solving skills and living according to human rights standards. Finally, it notes that while modern technology has increased material progress, ultimate happiness has not increased, highlighting the continued importance of peace education.
Peace education, positive peace, negative peace, types of peace education, ai...
Peace education aims to develop knowledge, skills, attitudes, behaviors and values that enable learners to identify sources of conflict and resolve them non-violently. It teaches appreciation of diversity, human rights, and environmental sustainability. The document outlines various definitions of peace education by scholars like Dewey, Wessells, and Freire. It discusses the aims of peace education, such as understanding causes of violence, encouraging non-violent conflict resolution, and creating a more just world. The document also describes forms of peace like conflict resolution training and types of peace like positive peace, defined as reducing structural violence. It concludes with examples of implementing peace education through curriculum, media, religious institutions, and community projects.
NSTP – CWTS Specific Module 3 (Peace Education).pptx
The document discusses key concepts relating to peace education, including definitions of peace, violence, and conflict. It defines negative peace as the absence of war and positive peace as the presence of justice and human well-being. Peace education aims to develop knowledge, skills, attitudes, and values to enable resolving conflicts non-violently, promoting human rights and social justice, and building a culture of peace. This includes attitudes of self-respect, respect for others, cooperation, and compassion, as well skills like critical thinking, communication, and conflict resolution.
Culture of peace
Peace education aims to transform people's mindsets and behaviors that create or exacerbate conflict through nonviolence and peace values. It addresses the cognitive, affective, and active dimensions of learners by introducing new knowledge, discussion to develop concern, and encouraging personal and social action. The goal is to internalize a peace perspective by building awareness, understanding different views, and eliciting alternatives to resolve conflicts nonviolently.
Conflict theory
Conflict theory states that society functions through conflict between individuals and groups competing over limited resources. It views society as consisting of groups in conflict over power and resources rather than cooperation. Key aspects include inequality built into social structures that benefit those in power, change occurring through conflict rather than adaptation, and groups forming in opposition to pursue their own interests rather than cooperate for social benefits. Major theorists who contributed to conflict theory include Marx, who saw class conflict between owners and workers, and Weber, who argued multiple conflicts exist in society beyond class. Feminist conflict theory explains the oppression of women as benefiting men's pursuit of power. Modern approaches view inequality as producing conflict that can only be overcome through fundamental social transformation.
Peace education
This document discusses peace education as a transformative response to societal challenges. It defines peace broadly as the absence of violence and presence of justice and dignity. Peace education aims to develop knowledge, skills, and attitudes to transform conflicts nonviolently. It addresses themes like upholding human dignity, challenging prejudice, promoting nonviolence, resolving conflicts, and sharing resources equitably. Peace educators use participatory and experiential methods like discussion, role-playing, and problem-solving to cultivate qualities like respect, tolerance, and social responsibility. The goal is to educate people as agents of positive peace in building just communities.
Peace Education
Peace education aims to develop skills and attitudes that promote harmony. It teaches nonviolent conflict resolution, democracy, human rights, and transforming perspectives. There are different forms, including conflict resolution training, democracy education, human rights education, and worldview transformation. Peace education has been criticized for not having a unified theory and for each approach having its own dynamics in theory and practice. The overall goal is to educate students to value peace and resolve conflicts nonviolently.
Skills development for peace and conflict management
Developing the requisite skills to maintain peaceful coexistence and conflict resolution among individuals, groups, workplace and nations.
Education for peace & sustainable development jd singh
The document discusses the role of education in peace building and sustainable development. It outlines key concepts such as peace, sustainable development, and education for peace and sustainable development. It discusses the main challenges of and pillars for education for peace building and sustainable development. These include challenges like resolving conflicts and inequality, and pillars like environment, culture, and spirituality. The document argues that education is essential for creating peace, protecting natural resources, developing environmentally friendly technologies, and achieving sustainable development goals. Education must promote values of peace, justice, human rights, and respect for diversity and the environment.
More Related Content
What's hot
Peace Education
Social Dimensions of Education
Chapter 4: Peace Education: A Transformative Response to Major Societal Challenges by Loreta N. Castro
Peace education
This document provides an introduction to peace education, including definitions and concepts of peace. It discusses peace as more than just the absence of war, involving virtues like trust and justice. Peace education is defined as teaching non-violence, compassion, and respect for all life through developing skills like listening, problem-solving and conflict resolution. The document outlines different perspectives on peace from thinkers like Gandhi, Nehru and others. It distinguishes between negative peace as an absence of violence and positive peace as an absence of structural violence while promoting human rights. The scope and nature of peace education is developing social justice, human values, dismantling cultures of violence, and living in harmony with the earth.
Peace and Conflict Nature
The document discusses the nature of peace and conflict. It defines peace as a state of quiet or tranquility without disturbance or violence. Peace can be voluntary through abstaining from agitation or enforced through suppression. How peace is defined determines how one approaches peacemaking. The document also defines conflict as an expressed struggle where interdependent parties perceive incompatible goals or scarce resources and interfere with each other. Conflict can be constructive through understanding issues and finding win-win solutions, or destructive through misunderstanding and win-lose outcomes.
Philippine values...
The document discusses Philippine values, which are derived from various racial and cultural influences. It outlines values identified by different scholars such as pakikisama (getting along with others), utang na loob (reciprocity), bahala na (fatalism), and pakikipagkapwa (seeing others as equals). Core values discussed include health, truth, love, spirituality, social responsibility, economic sufficiency, nationalism, and global solidarity. The document also examines the shaping of values through various forces like education and media. It concludes with the need for a moral recovery program centered on patriotism, common good, integrity, self-reflection, and discipline.
Peace Education
This document discusses peace education and defines peace in a holistic way. It explains that early definitions of peace focused only on the absence of direct violence like war, but modern conceptions recognize that structural violence in the form of poverty, discrimination and environmental destruction also undermine peace. The document presents a model of positive peace as the absence of both direct and structural violence, as well as the presence of justice and human well-being. It categorizes different types of violence across personal, community, national and global levels as direct, structural, socio-cultural and ecological to provide a framework for understanding peace in comprehensive terms.
Peace education
Peace education aims to develop knowledge, skills, attitudes and behaviors that promote harmony within oneself, with others, and the natural environment. It teaches about both negative peace, which is the absence of violence, and positive peace, which includes just, non-exploitative relationships and well-being. Peace education is transformative in that it seeks to change mindsets and address cognitive, affective and behavioral dimensions of learning. The goal is to transform social structures and patterns of thinking that perpetuate injustice and violence, by cultivating respect, justice and cooperation at personal, community and global levels.
Peace Education (A Transformative Response to Major Societal Challenges)
Peace education aims to educate people to become peace agents and help build peaceful communities. It teaches the values, knowledge, attitudes and skills needed to live in harmony with oneself and others. Peace education is transformative and addresses the cognitive, affective and active dimensions of learning. It cultivates understanding and challenges beliefs, perspectives and systems that have caused violence and conflict. The goal is to transform societies and create conditions for nonviolence, justice, human rights and environmental sustainability. Effective peace education adopts a holistic approach and engages the entire school community.
Introduction to Peace Education. By: Mark Oliver Villamayor, RN
Social Dimensions of Education: Introduction to Peace Education and Peace Theme # 1: Upholding Human Dignity
Concept of human security
The document discusses the evolution of the concept of security from a traditional state-centric view to a broader human security perspective. It outlines how human security emerged after World War II to consider all aspects of individual and community life, in contrast to the prior focus only on state sovereignty and military threats. The document then compares the traditional and human security paradigms, examining differences in their referents, threats, and means of ensuring security.
Structural functionalism
A discussion about the early history of functionalism and its proponents as well as the concept of structuralism and Merton's concept of Manifest and Latent Functions and Dysfunctions in social elements
Peace education
1. The document discusses peace education, defining it as teaching about peace, what it is, why it doesn't exist, and how to achieve it.
2. It outlines several goals of peace education, including helping students recognize peace as more than the absence of war, learn to resolve conflicts constructively, and envision alternative societal structures based on peace.
3. The document also discusses components of a peace education curriculum, such as emotions and feelings, anger management, violence in media, communication, empathy, cooperation, self-esteem, and conflict resolution. It provides examples of how these components can be taught.
PEACE EDUCATION
This document provides an overview of peace education. It begins by defining key concepts, including defining peace in a holistic way that includes both the absence of violence and the presence of justice and well-being. It describes peace education as a transformative process that cultivates the knowledge, skills, and attitudes needed to reduce violence and create more just relationships. It outlines the goals of developing cognitive understanding, affective concern, and taking practical action. Finally, it provides lists of the types of knowledge, skills, and attitudes that peace education aims to develop in students.
Introduction to Peace Education
This document provides an overview of peace education. It begins by defining peace education as "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." It then discusses key concepts like defining peace in a holistic way, the levels of violence, and the goals of cultivating knowledge, attitudes/values, and skills through peace education. The document provides lists of sample knowledge areas, attitudes/values, and skills that peace education aims to develop in learners.
Peace education
This document outlines the key aspects of a course on Peace Education from Bharathidasan University in Tiruchirapplli, India. It introduces the course structure and objectives, which are to understand the importance of peace and describe the nature, approaches, and institutions of peace education. It defines peace education as planning strategies to eliminate conflicts through justice, equality, and human rights. The document discusses the aims of peace education as developing global problem solving skills and living according to human rights standards. Finally, it notes that while modern technology has increased material progress, ultimate happiness has not increased, highlighting the continued importance of peace education.
Peace education, positive peace, negative peace, types of peace education, ai...
Peace education aims to develop knowledge, skills, attitudes, behaviors and values that enable learners to identify sources of conflict and resolve them non-violently. It teaches appreciation of diversity, human rights, and environmental sustainability. The document outlines various definitions of peace education by scholars like Dewey, Wessells, and Freire. It discusses the aims of peace education, such as understanding causes of violence, encouraging non-violent conflict resolution, and creating a more just world. The document also describes forms of peace like conflict resolution training and types of peace like positive peace, defined as reducing structural violence. It concludes with examples of implementing peace education through curriculum, media, religious institutions, and community projects.
NSTP – CWTS Specific Module 3 (Peace Education).pptx
The document discusses key concepts relating to peace education, including definitions of peace, violence, and conflict. It defines negative peace as the absence of war and positive peace as the presence of justice and human well-being. Peace education aims to develop knowledge, skills, attitudes, and values to enable resolving conflicts non-violently, promoting human rights and social justice, and building a culture of peace. This includes attitudes of self-respect, respect for others, cooperation, and compassion, as well skills like critical thinking, communication, and conflict resolution.
Culture of peace
Peace education aims to transform people's mindsets and behaviors that create or exacerbate conflict through nonviolence and peace values. It addresses the cognitive, affective, and active dimensions of learners by introducing new knowledge, discussion to develop concern, and encouraging personal and social action. The goal is to internalize a peace perspective by building awareness, understanding different views, and eliciting alternatives to resolve conflicts nonviolently.
Conflict theory
Conflict theory states that society functions through conflict between individuals and groups competing over limited resources. It views society as consisting of groups in conflict over power and resources rather than cooperation. Key aspects include inequality built into social structures that benefit those in power, change occurring through conflict rather than adaptation, and groups forming in opposition to pursue their own interests rather than cooperate for social benefits. Major theorists who contributed to conflict theory include Marx, who saw class conflict between owners and workers, and Weber, who argued multiple conflicts exist in society beyond class. Feminist conflict theory explains the oppression of women as benefiting men's pursuit of power. Modern approaches view inequality as producing conflict that can only be overcome through fundamental social transformation.
Peace education
This document discusses peace education as a transformative response to societal challenges. It defines peace broadly as the absence of violence and presence of justice and dignity. Peace education aims to develop knowledge, skills, and attitudes to transform conflicts nonviolently. It addresses themes like upholding human dignity, challenging prejudice, promoting nonviolence, resolving conflicts, and sharing resources equitably. Peace educators use participatory and experiential methods like discussion, role-playing, and problem-solving to cultivate qualities like respect, tolerance, and social responsibility. The goal is to educate people as agents of positive peace in building just communities.
Peace Education
Peace education aims to develop skills and attitudes that promote harmony. It teaches nonviolent conflict resolution, democracy, human rights, and transforming perspectives. There are different forms, including conflict resolution training, democracy education, human rights education, and worldview transformation. Peace education has been criticized for not having a unified theory and for each approach having its own dynamics in theory and practice. The overall goal is to educate students to value peace and resolve conflicts nonviolently.
What's hot (20)
Peace Education (A Transformative Response to Major Societal Challenges)
Peace Education (A Transformative Response to Major Societal Challenges)
Introduction to Peace Education. By: Mark Oliver Villamayor, RN
Introduction to Peace Education. By: Mark Oliver Villamayor, RN
Peace education, positive peace, negative peace, types of peace education, ai...
Peace education, positive peace, negative peace, types of peace education, ai...
NSTP – CWTS Specific Module 3 (Peace Education).pptx
NSTP – CWTS Specific Module 3 (Peace Education).pptx
Viewers also liked
Skills development for peace and conflict management
Developing the requisite skills to maintain peaceful coexistence and conflict resolution among individuals, groups, workplace and nations.
Education for peace & sustainable development jd singh
The document discusses the role of education in peace building and sustainable development. It outlines key concepts such as peace, sustainable development, and education for peace and sustainable development. It discusses the main challenges of and pillars for education for peace building and sustainable development. These include challenges like resolving conflicts and inequality, and pillars like environment, culture, and spirituality. The document argues that education is essential for creating peace, protecting natural resources, developing environmentally friendly technologies, and achieving sustainable development goals. Education must promote values of peace, justice, human rights, and respect for diversity and the environment.
Peace building and sustainable development
The document discusses peace-building as interventions designed to prevent violent conflict by creating sustainable peace. Peace-building addresses root causes of violence, creates expectations for peaceful conflict resolution, and stabilizes societies politically and economically. It differs from peace-making, which stops ongoing conflicts, and peace-keeping, which only prevents resuming conflicts after they end. Components of peace-building include reconciling opponents, preventing recurring conflict, and addressing structural issues. Peace-building must consider functional structures, emotional conditions, social psychology, stability, rule of law, and cultural sensitivities. It involves three dimensions: demilitarizing and reintegrating combatants, rebuilding infrastructure, and addressing trauma, community relations, human rights, and development.
Mindanao
The document provides an overview of Mindanao in the past, present, and future. It discusses Mindanao's history of erratic development and underinvestment. Today, Mindanao has a growing economy focused on agriculture, industry, and tourism. However, peace and development challenges remain. The document outlines Mindanao's goals of sustained growth, poverty reduction, and peace by 2020 through continued investment and regional cooperation.
G128 Ito, T. (2010). National and international development of peace psychol...
G128 Ito, T. (2010). National and international development of peace psychology Panel discussion the 27th International Congress of Applied Psychology.
J Piaget Pp
Jean Piaget was a Swiss philosopher born in 1896 who was interested in biology and the natural world from a young age. He published several papers before high school and over 60 books in his lifetime. Piaget's theory of cognitive development proposed that children progress through four distinct stages - sensorimotor, preoperational, concrete operational, and formal operational - with learning limited by each stage. Piaget also believed moral development occurred in two stages, from heteronomous morality where rules are seen as unchangeable, to autonomous morality where rules are understood to be flexible and made by mutual agreement. While influential, Piaget's theories have also received some criticism regarding aspects like the ages associated with each stage of development.
Sustainable peace process
Social harmony is peaceful interaction of human dynamics among members of a social group or groups. Basic survival and subsistence families or complex societies develop and thrive on some form of social harmony.
Sustainable Peace and Development Campaigne
WOREC is a Human Rights Organization, persistently working for the protection and promotion of Human Right in Nepal since its establishment in 1991. WOREC is continuously advocating for peace and social justice through promotion of human rights, democracy and elimination of all kinds of violence, particularly, violence against women. WOREC has been working as a pool between people in the community to the policy making level and creating space to raise the voices of unheard and marginalized groups to be heard. The peace project is being implemented by WOREC Nepal in support of MISEREOR Germany.
Presentation1
This document outlines a strategic plan for implementing sustainable development and peace building programs in developing countries. It proposes a comprehensive approach involving (1) capacity building for women through education, training, and empowerment programs, (2) the establishment of a national advisory group to provide leadership and coordinate efforts, and (3) monitoring mechanisms to track progress. The goal is to promote social justice, empower women, and create an environment where all community members can improve their lives.
Communal and ethno religious crises and their implications
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
Kholberg's Moral Development
1) Kohlberg's theory proposes that moral reasoning develops through six stages across three levels - pre-conventional, conventional, and post-conventional.
2) The Heinz dilemma describes a situation where a man considers stealing a drug to save his dying wife from cancer.
3) Kohlberg used this dilemma to understand people's moral reasoning and identify which stage they align with based on their evaluation of whether Heinz should steal the drug.
Sustainable Development
The document discusses the concepts of sustainability, development, and sustainable development. It provides definitions for each term and outlines their differences. The history of sustainable development is then examined, from concerns in the 1800s during the Industrial Revolution to recent international agreements like the 1992 Earth Summit and Agenda 21. Barriers to sustainable development are also reviewed, such as economic and political challenges and unequal access to resources.
Theories of moral development
Kohlberg's theory of moral development proposes that morality progresses through three levels - pre-conventional, conventional, and post-conventional. Each level contains more advanced moral reasoning. Gilligan critiqued Kohlberg for not considering ethics of care in women's moral development. Moral theories help understand moral dilemmas and justify professional obligations. Codes of ethics provide conduct guidelines for professionals to resolve ethical issues.
Sustainable Development Goals (SDGs) Overview
Presentation "Transforming Our World: 2030 Agenda for Sustainable Development" by the Department of Public Information of the United Nations.
Moral development in Late Childhood
This document discusses moral development in late childhood according to several theorists. It describes Piaget's three stages of moral development which include pre-moral, heteronomous morality, and autonomous morality stages. It also outlines Kohlberg's six stages of moral development including the conventional morality level. Additionally, it presents Eisenberg's five levels of pro-social reasoning and discusses the importance of developing empathy during childhood.
Lawrence kohlberg's moral development theory
Lawrence Kohlberg was a psychologist known for his theory of six stages of moral development, from self-centered to other-centered reasoning. He believed people progress through these stages in a fixed order based on their ability to understand more advanced moral concepts. Kohlberg's stages of moral development have provided an influential framework for understanding how morality evolves throughout childhood and adulthood.
Piaget's moral development ppt
The document discusses character development and provides definitions of character from various sources. It summarizes theories of character development from Piaget and Kohlberg, describing stages of moral reasoning. It then introduces the Character Development Scale (CDS), a tool used to help individuals identify strengths and areas for growth across six character traits: kindness, integrity, citizenship, determination, responsibility, and respect. Users reflect on their scores to guide character development.
Kohlberg's theory of moral development..final
The document discusses Lawrence Kohlberg's stages of moral development which include 3 levels - pre-conventional, conventional, and post-conventional morality. Each level contains 2 stages that describe how people understand and make decisions regarding moral issues based on their perspective which develops from a focus on obedience and self-interest to social norms to principled thinking. The document also provides examples of responses to scenarios involving a man stealing a drug to save his dying wife that illustrate reasoning at each of Kohlberg's 6 stages of moral development.
Kohlberg's moral development
Heinz considers stealing a rare and expensive drug that could save his dying wife's life. The druggist who owns the drug refuses to lower the price, which Heinz cannot afford. Heinz has tried every legal avenue to get the money but has only raised half of what is needed. Faced with his wife's impending death, Heinz debates whether to steal the drug as a last resort to save her.
Theories of moral development
Moral development theories propose that morality progresses through stages of increasing complexity, from a focus on obedience and consequences to considering social order and universal ethical principles. However, critiques argue that Kohlberg's theory is biased towards Western notions of justice and fails to account for non-Western concepts of morality or women's tendency towards care-based reasoning. The implications are that teachers and researchers should consider cultural and gender influences and use a variety of dilemmas involving both justice and care when studying and facilitating moral growth.
Viewers also liked (20)
Skills development for peace and conflict management
Skills development for peace and conflict management
Education for peace & sustainable development jd singh
Education for peace & sustainable development jd singh
G128 Ito, T. (2010). National and international development of peace psychol...
G128 Ito, T. (2010). National and international development of peace psychol...
Communal and ethno religious crises and their implications
Communal and ethno religious crises and their implications
Similar to G. development and peace
Life Skill UNIT 1
The document discusses life skills and provides context around their importance. It defines life skills as abilities that enable individuals to effectively deal with everyday life challenges. Life skills facilitate physical, mental and emotional well-being. They include 10 core skills: problem solving, critical thinking, effective communication, decision making, creative thinking, interpersonal relationships, self-awareness, empathy, coping with stress, and coping with emotions. These skills can be grouped into thinking skills, social skills, and emotional skills. Developing life skills helps individuals by improving self-esteem, self-confidence, assertiveness, relationship building abilities, and goal setting and planning abilities. It also aids in acquiring knowledge related to specific content areas.
SECOTEC Life Skills Notes for Diploma.docx
1. The document defines life skills as abilities that enable individuals to effectively deal with everyday demands and challenges. It categorizes life skills into communication, decision making, and coping skills.
2. It discusses the benefits of life skills education, including health, education, social, cultural, economic, and political benefits. Life skills education can improve relationships, learning, and reduce dropout rates.
3. The document covers key topics in life skills, including self-awareness and self-esteem. Self-awareness involves understanding one's strengths, weaknesses, and identity. High self-esteem is displayed through confidence and independence, while low self-esteem involves difficulty speaking up and feeling guilty.
elements of culture
The document defines culture and its key elements such as social organization, customs and traditions, rules of behavior, religion, language, arts and literature. It also discusses concepts like government, economic systems, economic and social development, and life skills including flexibility, initiative, social skills, productivity, and leadership. The document is about defining culture and various social and economic concepts.
INCLUSIVENESS CHAPTER FIVE (1).pptx
This chapter discusses inclusion for peace, democracy, and development. It defines key terms and identifies exclusionary practices as sources of conflict. Inclusive education is important for fostering values like justice, tolerance, and cooperation which can create peace. Exclusion in areas like education, social inequalities, and horizontal inequalities undermine social cohesion and increase disparities. Conflicts often arise from discrimination based on attributes like gender, age, religion. Inclusive education aims to develop skills like resolving conflicts non-violently and participating in society. Building peace requires inclusion in education, access to justice, strengthening social bonds, good governance, and upholding human rights.
Chapter 1.pptx
The document discusses different perspectives on economic development. It begins by explaining traditional views of development as economic growth measured by GDP per capita. However, this narrow view failed to address issues like poverty and inequality. The document then outlines a new view from the 1970s that defined development more broadly as reducing poverty, inequality, and unemployment alongside economic growth. It also discusses Amartya Sen's capability approach, which focuses on people's real freedoms and opportunities rather than just income. The document concludes by identifying three core values of development - sustenance, self-esteem, and freedom - and three main objectives - increasing basic needs, raising living standards, and expanding economic and social choices.
New cultural and social forces
Culture is defined as the learned behaviors, values, and beliefs shared by a society. It encompasses symbols, heroes, rituals, values, norms, and expressions. Hofstede's model identifies key dimensions of culture including power distance, uncertainty avoidance, individualism vs collectivism, masculinity vs femininity, and long vs short-term orientation. While useful for business, Hofstede's model has limitations and culture is complex with intracultural differences existing within societies. Understanding cultural distance is important for international business.
Fc II - significance and value of individual development
this presentation covers the Foundation Course II Topic - "Importance Of Values In Individual Development"
Socio-cultural-environment.pdf
The document discusses key concepts relating to sociocultural environment. It begins by defining society and culture, and then sociocultural environment. It notes that sociocultural environment refers to trends in attitudes, behavior, values and customs created by and passed down in a community. It also discusses sociocultural development and trends. The document then examines Lev Vygotsky's sociocultural theory that learning relies on social interaction. It outlines the four main components of sociocultural environment: social institutions and systems, social groups, social values and attitudes, and the role of government and business. Finally, it discusses strengths and weaknesses of the Filipino nation.
_Social-Stratification
This document discusses the relationship between society, social stratification, and education. It begins by explaining how social stratification, or social class, is influenced by family income and affects students' educational opportunities and career choices. It then examines several sociological theories of how social stratification develops in a society, such as Marx's economic power theory and Weber's emphasis on status and power. The document also explores the effects of social class on education, such as differences in rural vs urban schooling. Finally, it outlines two major sociological perspectives on education - consensus theory focusing on shared values and conflict theory emphasizing power struggles - and describes four pillars of learning.
Striking a Balance: The Quest for an Educated and Aware Society
In our rapidly changing world, the quest for an educated and aware society has never been more critical. Education and awareness are two distinct yet interrelated pillars of personal and societal development. Striking a balance between these two elements is not just desirable but imperative for a healthier, more harmonious world. This article explores the importance of finding this balance, emphasizing the potential for positive change when both education and awareness are valued at the societal level.
HUMAN
Human development is concerned with advancing human well-being rather than just economic growth. It aims to enlarge people's choices and capabilities through pursuing human rights and freedoms. The objective of human development is to create an environment where people can enjoy long, healthy lives. Human development occurs through biological, cognitive, and socioemotional processes across the life span from prenatal to late adulthood periods. Key issues in human development include social progress, economics, efficiency, equity, participation, freedom, and human security.
Dimension of man
This document outlines a values education program based on the philosophy of the human person. It discusses the dimensions of being human including the physical, intellectual, moral, spiritual, social, economic, and political dimensions. For each dimension, it provides examples of core values and concepts that should be cultivated such as health, truth, love, spirituality, justice, sustainability, and nationalism. The overall goal of the program is to attain a "Just and Humane Society."
Rachita
The document discusses the concept of "heart of education" and learning to live together. It argues that education should take a holistic approach that educates students' hearts by developing skills like self-awareness, empathy, respect for others, and collaboration. Learning to live together involves appreciating diversity, resolving conflicts respectfully, and working towards shared goals and responsibilities as global citizens. The objectives of learning to live together are to promote healthy relationships, respect for others, ethical decision making, and contributing to a just, sustainable and peaceful society.
Brighouse
The document discusses several key issues in determining which capabilities should be developed and how they should be distributed: 1) Capabilities need to recognize human and cultural diversity as well as how needs vary based on environment and traits; 2) Individual autonomy is important but so is connection to community; 3) Policy often focuses on capabilities with broad agreement but education should also include emotional, moral and spiritual domains; 4) Capabilities should aim to benefit those with the least advantages and realistic local conditions. Operationalizing these principles requires attention to interactions across sectors like education, health, and the economy.
topic one.pptx
This document provides an introduction to key concepts in community development including:
1. It defines community development as a collaborative process where community members come together to take collective action and generate solutions to common problems in order to enhance long-term social, economic, and environmental conditions.
2. It identifies several principles that guide community development processes including being democratic, inclusive, community-owned, and promoting social justice and equity.
3. It outlines some values at the core of community development like social justice, self-determination, participation, and sustainable communities.
208417-1566390284092-Concept-of-Needs-Problems-Provision.pdf
This document discusses key concepts related to human needs, problems, social provision, and social responsibility. It outlines Abraham Maslow's hierarchy of needs and how social workers understand the need for individuals and groups to feel empowered to meet their needs. It describes three approaches to understanding human needs: human development across the lifespan, human diversity in different cultures, and social systems theory. Problems are defined as unmet needs. The document also discusses how societies provide for human needs through individual, group, and institutional efforts, as well as the concept of social responsibility between individuals and societies.
savita-hrv-160218044329.pdf
This document discusses human values and value education. It defines values as enduring beliefs that guide conduct and determine goals. Value education aims to develop students intellectually, mentally, and functionally by imparting moral, social, and spiritual values through the curriculum. This helps foster affective development. The document outlines the significance of values in promoting human rights and shaping society. It traces the evolution of values education in India and discusses the key components of a values-based curriculum, including moral education, environmental education, and teaching Indian culture and history. The conclusion emphasizes that educating the mind without educating morality produces a threat to society.
Human Values & Value Education
Concept of Human Values
Value Education as Holistic Education
Significance of Values
Aim of Education & value Education
Evolution of Value oriented Education
Types of values
Components of value Education
Foundation of Values Education
The document outlines the legal and philosophical foundations of values education in the Philippines. It establishes that values education is mandated by the Department of Education through Department Order 41 and aims to develop students who are self-actualized, socially responsible, productive citizens and people of faith imbued with a sense of nationalism and global solidarity. It also describes the values education program which focuses on being God-loving, people-loving, nature-loving, country-loving and patriotic. Additionally, it presents a framework for values based on the dimensions of the human person - intellectual, moral, social, economic, physical and political - and core values like human dignity, social responsibility, health, spirituality, truth, love and
UCSP LEC1.pptx
The document discusses culture, society, politics and the socialization process. It defines culture as the behaviors, beliefs and symbols passed down from generation to generation within a group. Society is defined as a group of people who share a culture and territory. Politics is defined as activities related to influencing government. The document then discusses how socialization teaches people the norms and expectations of society through key agents like family, school, peer groups and media. It positions socialization as important for establishing identity and encouraging socially acceptable behavior.
Similar to G. development and peace (20)
Fc II - significance and value of individual development
Fc II - significance and value of individual development
Striking a Balance: The Quest for an Educated and Aware Society
Striking a Balance: The Quest for an Educated and Aware Society
208417-1566390284092-Concept-of-Needs-Problems-Provision.pdf
208417-1566390284092-Concept-of-Needs-Problems-Provision.pdf
More from Jan Crisides Corrado
The igorots (socan report)
The document discusses the Igorot people who live in the mountainous Cordillera region of northern Luzon in the Philippines. While most Filipinos are Christian or Muslim, the Igorot practice an animist religion and were able to maintain their cultural autonomy despite Spanish colonization due to their isolated mountain homeland. The province of Ifugao, where many Igorot live, is a rugged, forested area located in the Cordillera mountains. The Igorot build distinctive pyramid-shaped houses on stilts and maintain traditions such as rituals, skills like woodcarving, and weapons like spears and axes. They are renowned for their contribution of the Banaue Rice Terraces.
Chapter10
This document provides an overview of key concepts in database management. It discusses the differences between file processing systems and database approaches, common database management systems, and different data models including relational, object-oriented, and multidimensional databases. The key functions of databases are to organize data to allow for easy access, retrieval, and use of information through techniques like queries, forms, and reports. Databases aim to ensure data integrity and security through features such as validation checks, access privileges, backups, and recovery utilities.
Thed 2 – module 1
This document provides an overview of the New Testament, including its origins, contents, and criteria for canonicity. It discusses how the New Testament books were written within 100 years after Jesus' death, primarily in Greek. The 27 books include the four Gospels, Acts, 21 letters, and Revelation. The three stages of New Testament formation included the life of Jesus, the disciples living out the gospel, and the redaction of writings between 70-100 AD.
Thed 2 module 2
The document discusses the four Gospels of the New Testament. It notes that the Gospels are not strictly historical records but rather present the fundamental truth of God's self-revelation in Jesus. The Gospels tell the one story of Jesus through four different perspectives. It provides background on when each Gospel was written and the communities and purposes they served. Mark was likely written around 70 AD in Rome based on Peter's preaching. Matthew and Luke were written around 80-90 AD, with Matthew addressing Jews and Luke Gentiles. John presents a profound meditation on Jesus as the Word of God, written between 95-100 AD.
Diastrophism
Diastrophism refers to movements and deformations of the Earth's crust. Forces acting on the crust can cause it to fold, fault, or trench. Folding occurs when crust crumples and bends, faulting when it fractures, and trenching when large rock masses slide against each other. These movements are driven by processes like plate tectonics, where continental plates slowly move and interact at boundaries, which can cause earthquakes and volcanic activity. Evidence like matching fossil and rock formations between separated continents supports the theory of plate tectonics and the past existence of supercontinents like Pangaea.
Chapter 5 minerals
This document provides information about minerals, including their formation, composition, properties, and crystal structures. It discusses how minerals are the building blocks of rocks and are made up of arrangements of atoms. There are over 2,500 known mineral types that are classified based on their chemical composition and crystalline structure. Common properties described for identifying minerals include color, streak, luster, hardness, cleavage, and crystal shape.
Psychological disorders
Psychological disorders can be understood from biological, psychological, and socio-cultural perspectives. They are classified in the DSM and include anxiety disorders like generalized anxiety disorder, panic disorder, and PTSD. Mood disorders involve disturbances in mood like depression and bipolar disorder. Schizophrenia impacts thinking, perception, communication and behavior with symptoms like delusions and hallucinations. Personality disorders are chronic maladaptive patterns grouped into odd/eccentric, dramatic/emotionally problematic, and chronic fearfulness clusters which include paranoid, antisocial, avoidant, and obsessive-compulsive types.
Chap 3 locating places
1. The document discusses latitude and longitude lines on Earth and how they are used to locate places. It provides details on the prime meridian, equator, tropics, polar circles and how to write latitude and longitude coordinates.
2. Methods for determining distances between locations and solving problems involving latitude, longitude, time zones and universal time are presented.
3. Information is given on sidereal and solar days, time zone conversions, and examples of solving problems involving time differences around the world.
Personality
Personality psychology is the study of enduring patterns of thinking, feeling and behaving that distinguish individuals from one another. Some key aspects covered in the document include Freud's psychodynamic theory involving the id, ego and superego; Jung's concepts of the collective unconscious, anima and animus; Adler's view of personality as dynamic and goal-oriented; behaviorist perspectives focusing on learned behaviors; and social cognitive theory examining reciprocal determinism between behavior, environment and cognition.
Chap 2 earth's interior
The document summarizes the layers that make up Earth's interior. It discusses that Earth has a crust, mantle, outer core, and inner core. The crust is divided into continental and oceanic crust, and the Mohorovicic discontinuity separates the crust from the mantle. The mantle is divided into an upper and lower mantle by the Gutenberg discontinuity. The outer core is liquid while the inner core is solid. Earth's magnetic field is generated by convection currents in the liquid outer core.
Chap 4 rocks and minerals
There are three main types of rocks: igneous, sedimentary, and metamorphic. Igneous rocks form from the cooling of molten rock either underground (intrusive) or above ground (extrusive). Sedimentary rocks form from the compaction and cementation of sediments and include rocks like limestone and sandstone. Metamorphic rocks form from existing rocks undergoing changes due to heat and pressure in the Earth's crust. Rocks cycle between these forms through geological processes over long periods of time.
A. the national service training program
The document discusses the foundations and provisions of Republic Act 9163 or the National Service Training Program Act of 2001, which mandates tertiary students in the Philippines to undergo military, literacy, or civic welfare training. It outlines the objectives of the National Service Training Program and its three components: Reserve Officers' Training Corps, Literacy Training Service, and Civic Welfare Service. The document also discusses how the program aligns with the Philippine Constitution and is implemented at San Beda College based on its mission and objectives.
F. social analysis
Social analysis is important for understanding issues and realities in communities. It involves talking to community members to understand burning issues from their perspectives and synthesize the information. Social analysis identifies the poorest groups for interventions and informs helping strategies. It empowers communities by raising awareness of their issues and realities.
E. theories of society
The document outlines the topics and learning objectives of an educational module. The topics include defining society and community, stereotypes/prejudice, Maslow's hierarchy of needs, and factors affecting group participation. The objectives are for students to understand how stereotypes can help or hinder community service, appreciate diversity, apply Maslow's theory, and identify factors influencing group performance. The module will include discussions on society/community, prejudice/biases, Maslow's hierarchy, and group participation factors.
D. communication and interpersonal skills, facilitation skills,
The document discusses communication skills and the process of communication. It defines communication as sharing messages to convey information, express feelings, and follow social norms. There are different types of communication including interpersonal, group, and public communication. Effective communication requires active listening skills like receiving messages, interpreting their meaning, evaluating the content, and providing a response. The document also outlines the key elements in the communication process like the message, perception, channels, and feedback.
C. leadership, transformational leadership, qualities of a
The document discusses different types of leadership and qualities of good leaders. It argues that traditional views of leadership only see the educated and elite as leaders, giving others a sense of powerlessness. However, principle-centered community-based leadership sees leadership as a responsibility of the entire community. This type of leadership involves joint problem-solving, collective decision-making, and respect for all members' contributions. Effective community leaders take on enabling, facilitating, and coordinating roles to motivate members and ensure participation and communication. Key leadership qualities include being value-centered, responsive, action-oriented, and a consensus-builder. Servant leadership is also discussed, where the main focus is serving and improving people's lives.
B. human person
The document discusses key aspects of human nature and psychology. It describes humans as complex beings with distinct characteristics among other creatures. It outlines Sigmund Freud's model of the psyche, including the id, ego, and super-ego. It also discusses Maslow's hierarchy of needs and how humans have needs for physiological well-being, safety, love, esteem, and self-actualization. The document emphasizes that each person is unique based on their strengths, weaknesses, interests, history, and experiences socializing in different groups and cultures.
A. the national service training program
The document discusses the foundations and provisions of Republic Act 9163 or the National Service Training Program Act of 2001, which mandates tertiary students in the Philippines to undergo military, literacy, or civic welfare training. It outlines the objectives of the National Service Training Program and its three components: Reserve Officers' Training Corps, Literacy Training Service, and Civic Welfare Service. The document also discusses how the program aligns with the Philippine Constitution and is implemented at San Beda College based on its mission and objectives.
B. sensation and perception
The document provides an overview of human perception and the processes involved. It discusses sensation, which is the detection of stimulus energies by sensory receptors. Perception is then defined as the interpretation and organization of sensory information. The key stages of perception are transduction, neural transmission along afferent pathways to the brain, and cognitive processing in the brain. The various sensory receptors for sight, sound, touch, taste and smell are described.
More from Jan Crisides Corrado (20)
D. communication and interpersonal skills, facilitation skills,
D. communication and interpersonal skills, facilitation skills,
C. leadership, transformational leadership, qualities of a
C. leadership, transformational leadership, qualities of a
G. development and peace
- 1. MODULE IV: Development and Peace Topics to be covered: Theories of Development The Moral Principles of Development Development and Peace
- 12. MORAL PRINCIPLES OF DEVELOPMENT
- 13. DEFINITION OF PEACE PEACE NEGATIVE PEACE absence of physical force or violence. POSITIVE PEACE (Existence of Conditions of Order and Just Relations in the aspect of society, politics, economics and the environment). POSITIVE VIOLENCE actual use of physical force. (example: war, child abuse, murder, nuclear war, robbery ) VIOLENCE IN ECONOMIC RELATIONS (example: poverty, widespread hunger, abuse of human rights) SOCIAL AND CULTURAL VIOLENCE (example: prejudice due to differences of religion, race and culture; sexism – unfair and unequal treatment of women ) ENVIRONMENTAL VIOLENCE (example: pollution, improper waste management, degradation of natural resources VIOLENCE
- 14. LEVELS OF PEACE LEVELS GOALS Personal Peace Self-respect Contentment Love Trust Domestic Peace Love, respect, care Mutual assistance among Members of the Family and household Inter-Personal Peace Love and respect for others Understanding Justice and unity Mutual assistance Local Peace Peace, love and respect Among neighbors or residents of the local community Social/National Peace Respect, Trust, Love and Understanding of People of Different Social Groups (Religion, Ethnic Background and Social Status) International Peace Respect for the culture and way of life of other races / nations Environmental Peace Respect for the environment and sustainable development
- 15. FORMS OF VIOLENCE Forms Levels Personal Local Interpersonal Domestic National International Direct Physical Suicide Vices Domestic Violence Crimes, Child Abuse, Abuse of Interpersonal Relationships Abuse of Human Rights Crimes “ Civil War” War Use of nuclear arms Social Relations Feeling of Powerlessness Local inequality and poverty Social inequalities International inequality Emotional Psychological Cultural Low Self-Esteem Insecurity Local prejudice and discrimination Sexism National Prejudice and Discrimination International Prejudice and Discrimination Environmental Extravagant Lifestyles Pollution and Extravagant Lifestyles Pollution and Extravagant Lifestyles Use of Nuclear Arms Environmental degradation Pollution and Extravagant Lifestyles Use of Nuclear Arms Environmental degradation