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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.
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Introduction to Peace Education
- 1. D PEACE EDUCATION: A TransformativeResponse to Major Societal Challenges
- 3. LEARNING OBJECTIVES After readingthis chapter you should be able to: 1.Define the concept of peace in a holistic way; 2.Explain the contribution or importance of peace education in the quest for positive social changes or transformation; 3.Identify and explain the key themes of peace education. 4. Describe the attributes of a peaceable classroom and teacher. 5. Discuss some of the most important peaceable teaching-learning approaches used in peace education.
- 4. Peace education is the processof 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.
- 5. The greatestresource for building a culture of peace are the people themselves, for it is through them that peaceful relationships are created. Educating people toward becoming peace agents is central to the task of peace building. Peace building – refers generally to the long-term period of building peaceful communities, a desirable goal. INTRODUCTION
- 6. A newway of thinking about peace is important today. Our ideas shape our feelings and our actions, as well as how we live, and how we relate to each other confidential to me. The simplest and most widespread understanding of peace was that absence of death and destruction as a result of war and physical/direct violence. It was realized that it was not only war and direct violence that caused death and disfigurement. Structural violence also led to death and suffering because of the conditions that resulted from it: extreme poverty, starvation, avoidable diseases, discrimination against minority groups and denial of human rights. A HOLISTIC UNDERSTANDING OF PEACE
- 7. Peace isboth the absence of personal/direct violence, and the presence of social justice. Negative peace refers to the absence of war or physical/direct violence, while positive peace refers to the presence of just and non-exploitative relationships, as well as human ecological well-being, such that the root causes of conflict are diminished. Peace with nature is considered the foundation of “positive peace” because the earth is ultimately the source of our survival, physical sustenance, health and wealth; it is not possible to provide for human survival if nature’s capacity to renew itself is seriously impaired. It must also be remembered that human behavior is intimately related to the availability of basic resources. A HOLISTIC UNDERSTANDING OF PEACE
- 8. Peace Positive Peace Presence ofconditions of well-being and just relationships: social, economic, political, ecological Structural Violence e.g., poverty, hunger Socio-cultural Violence e.g., racism, sexism religious intolerance Ecological Violence e.g., pollution, overconsumption Negative Peace Absence of direct/physical Violence (both macro and micro) Direct Violence e.g., war, torture, child and woman abuse Violence DEFINING PEACE
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- 10. level Form of violence Personal Interperson al/Commun ity National Global Direct/ physical Suicide Drugabuse Domestic violence Violent crimes Civil War Violent Crimes Human rights abuses Conventional war Nuclear war Human rights abuses Structural/ economic, political Socio-cultural/ psychological Powerlessness Alienation Low self-esteem anxiety Local inequalities Poverty, hunger Prejudice/enemy images Cultural domination Racism Sexism Religious intolerance National inequalities Poverty, hunger Prejudice/enemy images Cultural domination Racism Sexism Religious intolerance Global inequalities Poverty, hunger Prejudice/enemy images Cultural domination Racism Sexism Religious intolerance Ecological Over- consumption Over- consumption Pollution Over- consumption Pollution Chemical and Over- consumption Pollution Chemical and TYPES OF VIOLENCE
- 11. Peace educationor an education that promotes a culture of peace, is essentially transformative. It cultivates the knowledge behaviors that, in the first place, have either created or exacerbated violent conflicts. It seeks this transformative by building awareness and understanding, developing concern, and finally, challenging personal and social that will enable people to create conditions and systems that actualize nonviolence, justice, environmental care and other peace values. PEACE EDUCATION AS TRANSFORMATIVE EDUCATION
- 12. Cognitive Phase (being aware,Understanding) Active Phase Affective Phase (taking practical action) (being concerned, Responding, Valuing) THE PEACEABLE TEACHING-LEARNING PROCESS
- 13. Educating forpeace will give us the long run the practical benefits that we seek. As stated earlier it is expected to build a critical mass of people who will demand for and address the needed personal and structural changes that will transform the many problems that relate to peace into nonviolent, humane and ecological alternatives and solutions WHY EDUCATE FOR PEACE?
- 14. Attitudes/Values 1. Self-respect 2. Respectfor others 3. Gender equality 4. Respect for life/ nonviolence 5. Compassion 6. Global concern 7. Ecological concern 8. Cooperation 9. Openness & tolerance 10. Justice 11. Social responsibility 12. Positive vision Skills 1. Reflection 2. Critical thinking & analysis 3. Decision making 4. Imagination 5. Conflict resolution 6. Empathy 7. Group building Knowledge 1. Holistic concept o peace 2. Conflict & Violence causes 3. Some peaceful alternatives Disarmament Nonviolence-Philos.& practice Conflict resolution, Trans- formation, prevention Human rights Human solidarity Democratization Development Based on justice Sustainable Development SCHEMA OF KNOWLEDGE, SKILLS AND ATTITUDES/VALUES FOR PEACE EDUCATION
- 15. EDUCATION FOR PEACE:LIST OF KNOWLEDGE AREAS, SKILLS AND ATTITUDES/VALUES Knowledge/Content Areas 1. Holistic Concept for Peace 2. Conflict and Violence 3. Some Peaceful Alternatives a. Disarmament b. Nonviolence • Conflict Resolution, Transformation and Prevention • Human Rights • Human Solidarity 1. Development Based on Justice 2. Democratization 3. Sustainable Development
- 16. It is suggestedthat the following attitudes and values be cultivated: • Self-respect • Respect for others • Respect for life/nonviolence • Gender Equality • Compassion • Attitudes/Values • Global Concern • Ecological Concern • Cooperation • Openness/Tolerance • Justice • Social Responsibility • Positive Vision ATTITUDES/VALUE S
- 17. Some of theskills that need to be developed are: • Reflection • Critical Thinking and Analysis • Decision-making • Imagination • Communication • Conflict Resolution • Empathy • Group Building
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- 29. THE END …… THANKYOU