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
VALUE EDUCATION IS ONE OF THE IMPORTANT CORE SUBJECT IN ALL SORT OF EDUCATIONAL INSTITUTIONS AND ALSO FOR OUR DAY TO DAY LIFE. IN THIS POWER POINT PRESENTATION I CLEARLY PRESENT ABOUT THE CLASSIFICATION OF VALUES IN DETAILED MANNER. THIS WILL PROVIDE MORE IDEAS ABOUT THE IMPORTANCE OF VALUE EDUCATION IN HUMAN LIFE. PLEASE USE THIS POWER POINT PRESENTATION THE REFERENCE.
Young people are promoting understanding and providing education on the values of tolerance and coexistence, especially in areas affected by an influx of refugees and conflict. Learn how the Rotaract Club of Nicosia-Aspelia, Cyprus, sponsored by the Rotary Club of Nicosia-Aspelia, is working with NGOs to create awareness and dialogue among refugees and non-refugees, asylum seekers, and their host communities.
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.
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 is the establishment of harmony and lack of violence between groups. It is important on personal, community, and global levels. Peace between all people and religions creates harmony. War kills people, destroys families, and leaves deep scars. It is a dark experience that war veterans do not want to repeat. Beyond war, terrorism and religious conflicts can also cause immense damage. While a world with only peace may seem mythical, it should still be humanity's goal to reduce conflict and violence as much as possible. Peacekeeping agencies like the UN and Peace Corps have helped make the world more peaceful.
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 is defined in multiple ways in the document, including being quiet inside, having good feelings, people getting along without arguing or fighting, having positive thoughts about oneself and others, and living in harmony. Peace begins from within and requires strength and compassion. It consists of positive thoughts, feelings, and wishes. True peace is more than just the absence of war - it involves non-violence, acceptance, fairness, and communication. Education is seen as key to promoting peace by empowering individuals and enabling them to be peacemakers. Peace education aims to develop values, skills, and attitudes to build peace at various levels from interpersonal to global.
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
VALUE EDUCATION IS ONE OF THE IMPORTANT CORE SUBJECT IN ALL SORT OF EDUCATIONAL INSTITUTIONS AND ALSO FOR OUR DAY TO DAY LIFE. IN THIS POWER POINT PRESENTATION I CLEARLY PRESENT ABOUT THE CLASSIFICATION OF VALUES IN DETAILED MANNER. THIS WILL PROVIDE MORE IDEAS ABOUT THE IMPORTANCE OF VALUE EDUCATION IN HUMAN LIFE. PLEASE USE THIS POWER POINT PRESENTATION THE REFERENCE.
Young people are promoting understanding and providing education on the values of tolerance and coexistence, especially in areas affected by an influx of refugees and conflict. Learn how the Rotaract Club of Nicosia-Aspelia, Cyprus, sponsored by the Rotary Club of Nicosia-Aspelia, is working with NGOs to create awareness and dialogue among refugees and non-refugees, asylum seekers, and their host communities.
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.
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 is the establishment of harmony and lack of violence between groups. It is important on personal, community, and global levels. Peace between all people and religions creates harmony. War kills people, destroys families, and leaves deep scars. It is a dark experience that war veterans do not want to repeat. Beyond war, terrorism and religious conflicts can also cause immense damage. While a world with only peace may seem mythical, it should still be humanity's goal to reduce conflict and violence as much as possible. Peacekeeping agencies like the UN and Peace Corps have helped make the world more peaceful.
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 is defined in multiple ways in the document, including being quiet inside, having good feelings, people getting along without arguing or fighting, having positive thoughts about oneself and others, and living in harmony. Peace begins from within and requires strength and compassion. It consists of positive thoughts, feelings, and wishes. True peace is more than just the absence of war - it involves non-violence, acceptance, fairness, and communication. Education is seen as key to promoting peace by empowering individuals and enabling them to be peacemakers. Peace education aims to develop values, skills, and attitudes to build peace at various levels from interpersonal to global.
A culture of peace is an alternative approach to preventing violence that focuses on managing differences peacefully rather than through force. It involves principles like education for peace, sustainable development, human rights, gender equality, democracy, tolerance, free flow of information, and disarmament. Cultivating peace culture involves designating zones like households, markets, and nature areas as sanctuaries where violence is prohibited. While challenges remain, peace is a social construct that can spread through daily practices that negotiate differences non-violently.
This document discusses peace education at the school stage as a stepping stone towards a peaceful world. It defines positive and negative peace, noting that positive peace involves social justice, nonviolence, and human well-being. The document traces the historical origins of peace education to the 17th century and increasing focus in the 19th-20th centuries. Key components of peace education are identified as human rights education, education for nonviolence, multicultural education, and personal inner peace education. The goals are to develop awareness of peace issues, critical thinking skills, and attitudes of respect, empathy, and environmental concern. Suggested activities include debates, dramas, and celebrating international and religious days to promote understanding between groups.
International peace can be maintained through several methods including balance of power, international law, international organizations, collective security, international morality, and disarmament and arms control. Balance of power involves preventing any single state from becoming too powerful. International law and organizations like the United Nations help codify rules and bring states together to resolve issues peacefully. Collective security and international morality establish norms to discourage aggression and promote cooperation. Disarmament aims to reduce arms and the risk of conflict.
This document discusses types of conflicts, including functional and dysfunctional conflicts. It provides examples and descriptions of different types of conflicts such as social conflict, economic conflict, religious conflict, intra-societal conflict, inter-societal conflict, intra-state conflict, inter-state conflict, armed conflict, and global conflict. It also discusses dysfunctional conflicts including emotional conflict, intra-personal conflict, interpersonal conflict, value conflicts, interest conflicts, workplace conflict, and organizational conflict. The document aims to provide an understanding of the various types of conflicts that can occur and their characteristics.
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.
Social values are standards that promote better social interaction and include truth, honesty, justice, kindness, generosity, tolerance, empathy, and patriotism. These values are formed early in life through parenting and social environment. Social values are important for economic progress, social development, strong social relations, and regional cooperation. However, modern society is facing problems like increasing crime, family breakdown, greed, and individualism due to lack of moral values in education, busy parenting, and influence of social media. To improve conditions, moral values must be taught in schools, parents must play an active role, and individuals must introspect.
This document discusses peace education, its need, aims, and objectives. It outlines that the aims of peace education are to prepare children and youth for a peaceful world, create a united global order that protects children's safety, establish an inclusive civilization of peace, and create desire for nonviolence. The objectives are to foster world improvements, develop values and skills to assist students' well-being, help students envision global peace, create constructive conflict resolution behaviors, and explore peace as a state and process for positive relations. The sources for this information come from slideshare.net and other web sources.
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
What is nonviolence ?
Defining nonviolence, clarifying a few concepts, philosophy of nonviolence, stategy of nonviolent action, political nonviolence
Introduction to nonviolence
This document discusses concepts of democracy and how it relates to education. It defines democracy as power belonging to the people, and notes it can be seen as a form of government, way of life, and means of social and economic development. As a form of government, democracy is defined as being ruled by, of, and for the people. As a way of life, it involves political, economic, and social freedoms. Education should promote democratic values like respect, freedom, equality, and develop skills like critical thinking, leadership, and human relationships. The curriculum, teaching methods, and school administration should also reflect democratic principles.
• Peace and Sustainability • Understanding Peace and Conflict Tasneem Ahmad
This document discusses peace, sustainability, and conflict. It defines sustainability as meeting present needs without compromising future generations' ability to meet their own needs. Conflict is described as a process where groups compete for resources or seek to prevent each other from achieving goals. The document outlines different types of direct and indirect conflict and provides examples. It then discusses steps communities can take to promote peace, such as through cultural events, education programs, and community-wide policies. Overall, the document presents information on sustainability, conflict, and provides guidance on actions individuals and groups can take to develop and maintain peace.
Education plays an important role in society by empowering individuals and promoting social progress. It allows people to become active members of their community and participate in ongoing changes. Education provides individuals with stable and happy lives, equality of opportunity regardless of social class or gender, self-dependence, confidence to express themselves, and understanding of the world. It contributes to a more just, peaceful and safe society by reducing poverty, illegal activities, and social conflicts. An educated population can also adapt to new technologies and changes in the modern world.
The document discusses the concept of liberty. It defines liberty as freedom from arbitrary or despotic government control and the ability to choose, think, and act for oneself. Liberty exists not just from an absence of restraints but also through opportunities. Liberty has both negative and positive aspects. The negative aspect sees liberty as an absence of restraints, while the positive aspect provides opportunities for development that external constraints may prevent. Liberty exists in various forms, including natural, social, civil, moral, political, economic, domestic, national, and international. Restrictions are necessary in society to maintain order and general welfare.
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.
International relations as a practice of interaction among states, and among state and non-state actors are thousands of years old
However, International Relations (IR) as an academic discipline studying these relations emerged as a specialized field after WW1.
Like every other academic discipline, International Relations (IR) has developed its own distinctive subject matter since its emergence
This presentation explains the scope and the subject matter of IR with the help of its five pillars- Aim, Actors, Agenda, Arena, and Actions
This document discusses peace education, including its definitions, scope, curriculum development, and pedagogy. It can be summarized as follows:
1) Peace education aims to develop knowledge, attitudes, and skills for living harmoniously with oneself, others, and the environment. It focuses on inner peace, social peace, and peace with nature.
2) The scope of peace education ranges from individual self-development to the global level, addressing citizenship, social issues, and a worldwide perspective.
3) Curriculum development in peace education is interdisciplinary and involves students, teachers, and parents. It focuses on knowledge, attitudes, and skills related to conflict resolution and heritage conservation.
4) Effective pedag
This document discusses the role of peace education in resolving conflicts. It begins by outlining the objectives of peace education, which are to understand concepts like peace, violence transformation, conflict nature and resolution. It then defines conflict resolution as processes that alleviate or eliminate conflict sources. Peace education teaches conflict resolution skills and provides a nonviolent approach to conflicts. It aims to equip people with constructive coping skills. Peace education inculcates values like love and understanding to build a peaceful global society. It helps understand conflict origins and offers adult and student skills to manage, reduce and minimize conflict.
'Education for justice and peace: empowering harmony at individual & communit...VIBHUTI PATEL
Justice, Equality and Peace in the family, in the community, in the country and in the world.
Harmony at the grassroots is best promoted by those whose stakes are high: the urban and rural poor.
Putting women’s concerns center-stage to ensure development is equitable and sustainable.
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.
The document discusses the importance and need for peace. It defines peace as a state without war or conflict where groups live in harmony without violence. Peace is important at all levels from personal to global. War kills people and destroys lives, making peace necessary to avoid such horrific situations. While some conflict may always exist, striving for peace at personal, community, and global levels can help reduce violence and create a more harmonious world. Achieving total peace may not be possible, but it should remain the goal.
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.
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.
A culture of peace is an alternative approach to preventing violence that focuses on managing differences peacefully rather than through force. It involves principles like education for peace, sustainable development, human rights, gender equality, democracy, tolerance, free flow of information, and disarmament. Cultivating peace culture involves designating zones like households, markets, and nature areas as sanctuaries where violence is prohibited. While challenges remain, peace is a social construct that can spread through daily practices that negotiate differences non-violently.
This document discusses peace education at the school stage as a stepping stone towards a peaceful world. It defines positive and negative peace, noting that positive peace involves social justice, nonviolence, and human well-being. The document traces the historical origins of peace education to the 17th century and increasing focus in the 19th-20th centuries. Key components of peace education are identified as human rights education, education for nonviolence, multicultural education, and personal inner peace education. The goals are to develop awareness of peace issues, critical thinking skills, and attitudes of respect, empathy, and environmental concern. Suggested activities include debates, dramas, and celebrating international and religious days to promote understanding between groups.
International peace can be maintained through several methods including balance of power, international law, international organizations, collective security, international morality, and disarmament and arms control. Balance of power involves preventing any single state from becoming too powerful. International law and organizations like the United Nations help codify rules and bring states together to resolve issues peacefully. Collective security and international morality establish norms to discourage aggression and promote cooperation. Disarmament aims to reduce arms and the risk of conflict.
This document discusses types of conflicts, including functional and dysfunctional conflicts. It provides examples and descriptions of different types of conflicts such as social conflict, economic conflict, religious conflict, intra-societal conflict, inter-societal conflict, intra-state conflict, inter-state conflict, armed conflict, and global conflict. It also discusses dysfunctional conflicts including emotional conflict, intra-personal conflict, interpersonal conflict, value conflicts, interest conflicts, workplace conflict, and organizational conflict. The document aims to provide an understanding of the various types of conflicts that can occur and their characteristics.
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.
Social values are standards that promote better social interaction and include truth, honesty, justice, kindness, generosity, tolerance, empathy, and patriotism. These values are formed early in life through parenting and social environment. Social values are important for economic progress, social development, strong social relations, and regional cooperation. However, modern society is facing problems like increasing crime, family breakdown, greed, and individualism due to lack of moral values in education, busy parenting, and influence of social media. To improve conditions, moral values must be taught in schools, parents must play an active role, and individuals must introspect.
This document discusses peace education, its need, aims, and objectives. It outlines that the aims of peace education are to prepare children and youth for a peaceful world, create a united global order that protects children's safety, establish an inclusive civilization of peace, and create desire for nonviolence. The objectives are to foster world improvements, develop values and skills to assist students' well-being, help students envision global peace, create constructive conflict resolution behaviors, and explore peace as a state and process for positive relations. The sources for this information come from slideshare.net and other web sources.
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
What is nonviolence ?
Defining nonviolence, clarifying a few concepts, philosophy of nonviolence, stategy of nonviolent action, political nonviolence
Introduction to nonviolence
This document discusses concepts of democracy and how it relates to education. It defines democracy as power belonging to the people, and notes it can be seen as a form of government, way of life, and means of social and economic development. As a form of government, democracy is defined as being ruled by, of, and for the people. As a way of life, it involves political, economic, and social freedoms. Education should promote democratic values like respect, freedom, equality, and develop skills like critical thinking, leadership, and human relationships. The curriculum, teaching methods, and school administration should also reflect democratic principles.
• Peace and Sustainability • Understanding Peace and Conflict Tasneem Ahmad
This document discusses peace, sustainability, and conflict. It defines sustainability as meeting present needs without compromising future generations' ability to meet their own needs. Conflict is described as a process where groups compete for resources or seek to prevent each other from achieving goals. The document outlines different types of direct and indirect conflict and provides examples. It then discusses steps communities can take to promote peace, such as through cultural events, education programs, and community-wide policies. Overall, the document presents information on sustainability, conflict, and provides guidance on actions individuals and groups can take to develop and maintain peace.
Education plays an important role in society by empowering individuals and promoting social progress. It allows people to become active members of their community and participate in ongoing changes. Education provides individuals with stable and happy lives, equality of opportunity regardless of social class or gender, self-dependence, confidence to express themselves, and understanding of the world. It contributes to a more just, peaceful and safe society by reducing poverty, illegal activities, and social conflicts. An educated population can also adapt to new technologies and changes in the modern world.
The document discusses the concept of liberty. It defines liberty as freedom from arbitrary or despotic government control and the ability to choose, think, and act for oneself. Liberty exists not just from an absence of restraints but also through opportunities. Liberty has both negative and positive aspects. The negative aspect sees liberty as an absence of restraints, while the positive aspect provides opportunities for development that external constraints may prevent. Liberty exists in various forms, including natural, social, civil, moral, political, economic, domestic, national, and international. Restrictions are necessary in society to maintain order and general welfare.
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.
International relations as a practice of interaction among states, and among state and non-state actors are thousands of years old
However, International Relations (IR) as an academic discipline studying these relations emerged as a specialized field after WW1.
Like every other academic discipline, International Relations (IR) has developed its own distinctive subject matter since its emergence
This presentation explains the scope and the subject matter of IR with the help of its five pillars- Aim, Actors, Agenda, Arena, and Actions
This document discusses peace education, including its definitions, scope, curriculum development, and pedagogy. It can be summarized as follows:
1) Peace education aims to develop knowledge, attitudes, and skills for living harmoniously with oneself, others, and the environment. It focuses on inner peace, social peace, and peace with nature.
2) The scope of peace education ranges from individual self-development to the global level, addressing citizenship, social issues, and a worldwide perspective.
3) Curriculum development in peace education is interdisciplinary and involves students, teachers, and parents. It focuses on knowledge, attitudes, and skills related to conflict resolution and heritage conservation.
4) Effective pedag
This document discusses the role of peace education in resolving conflicts. It begins by outlining the objectives of peace education, which are to understand concepts like peace, violence transformation, conflict nature and resolution. It then defines conflict resolution as processes that alleviate or eliminate conflict sources. Peace education teaches conflict resolution skills and provides a nonviolent approach to conflicts. It aims to equip people with constructive coping skills. Peace education inculcates values like love and understanding to build a peaceful global society. It helps understand conflict origins and offers adult and student skills to manage, reduce and minimize conflict.
'Education for justice and peace: empowering harmony at individual & communit...VIBHUTI PATEL
Justice, Equality and Peace in the family, in the community, in the country and in the world.
Harmony at the grassroots is best promoted by those whose stakes are high: the urban and rural poor.
Putting women’s concerns center-stage to ensure development is equitable and sustainable.
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.
The document discusses the importance and need for peace. It defines peace as a state without war or conflict where groups live in harmony without violence. Peace is important at all levels from personal to global. War kills people and destroys lives, making peace necessary to avoid such horrific situations. While some conflict may always exist, striving for peace at personal, community, and global levels can help reduce violence and create a more harmonious world. Achieving total peace may not be possible, but it should remain the goal.
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.
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.
This document discusses the concept of peace from various perspectives. It defines peace as both the absence of war and conflict, as well as the presence of justice, law, and order. Peace is described as being both an internal, individual state of calm and serenity, as well as an external state of social harmony between groups and nations. The document outlines different types of peace, including internal peace, external peace, interpersonal peace, and world peace. Achieving peace is portrayed as requiring harmony at all levels, from within individuals to between all people and nations globally.
This document discusses the concept of peace from various perspectives. It defines peace as both the absence of war and conflict, as well as the presence of justice, law, and order. Peace is described as being both an internal, individual state of calm and serenity, as well as an external state of social harmony between groups and nations. The document outlines different types of peace, including internal peace, external peace, interpersonal peace, and world peace. Achieving peace is portrayed as requiring harmony at all levels, from within individuals to between all people and nations globally.
This document discusses the concept of peace. It begins by exploring the various definitions and meanings of peace from different perspectives, such as its literal definition referring to an agreement to end conflict, and perspectives that define peace as the absence of war or presence of justice and order. The document then examines perspectives from peace scholars like Einstein, King, the Dalai Lama, and others who see peace as more than just the absence of war. It also summarizes definitions from dictionaries and encyclopedias. Finally, it discusses two types of peace: internal peace (peace of mind) and external peace (peace between groups).
This document discusses peace education and its role in promoting social transformation. It defines peace education as acquiring values, knowledge, attitudes and skills to live in harmony with oneself, others and nature. Peace education aims to transform people's behaviors and build awareness, understanding and concern to encourage nonviolence, justice and environmental stewardship. It uses a holistic approach addressing cognitive, affective and active dimensions to internalize peace values and encourage action for social change. The goal of peace education is to transform society by changing structures and patterns of thought that perpetuate injustice, violence and war.
The document discusses several aspects of peace education, including its goals, key figures who advocated for non-violence like Gandhi and Martin Luther King Jr., and how peace is developed at different levels from personal to global. It also outlines indicators of peace and strategies for peacemaking, including cultivating peaceful thoughts, cultural sensitivity, and non-violent actions. Global education is presented as a way to promote understanding between all people.
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 by Rona Jean Gapuz BSEd lllJovy Laudenio
Peace is defined holistically as the absence of both direct and structural violence. Direct violence refers to acts like war, abuse, while structural violence includes poverty and denial of human rights built into social, economic, and political systems. Johan Galtung argued for defining peace as both the absence of violence and the presence of social justice. Peace education is important as both a practical and ethical way to educate future generations and challenge beliefs that war cannot be avoided, advocating for non-violent conflict resolution instead. Peace education covers knowledge areas like conflict resolution skills, attitudes like respect and compassion, and aims to develop critical thinking and communication skills.
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.
This document discusses peace education. It defines peace as the absence of violence and describes different types of peace, such as interpersonal peace and inner peace. It outlines the goals of peace education, such as helping students recognize peace, learn to resolve conflicts constructively, and understand concepts like human rights and social justice. The document also discusses the teacher's role in peace education and provides examples of components that could be included in a peace education curriculum, such as emotions, communication, empathy, and conflict resolution. Finally, it notes that in the Philippines, peace education focuses on peace negotiations and addressing structural violence and inequality.
In a world often fraught with conflict and discord, the pursuit of peace stands as a beacon of hope and resilience. From the personal to the global scale, the journey of peacemakers is one marked by courage, empathy, and unwavering commitment. “Cultivating Peace: The Journey of Peacemakers” delves into the profound significance of peacemaking, exploring the transformative power it holds for individuals and communities alike. Through the lens of James 3:18, which states, “Peacemakers who sow in peace reap a harvest of righteousness,” this discourse embarks on a journey to unravel the profound truths embedded within the pursuit of peace.
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.
This document discusses peace education as a transformative response to societal challenges like war, violence, and injustice. It defines negative peace as the absence of violence and positive peace as the presence of justice and well-being. Peace education aims to cultivate knowledge, skills, attitudes, and values that transform mindsets and behaviors to promote a culture of peace. It explains that educating for peace is an ethical imperative given the harm caused by all forms of violence in society. The goal is to educate people to become advocates for peace and help build a just, non-violent and sustainable world.
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 is characterized by a lack of violence and conflict, and freedom from fear of violence. The International Day of Peace is observed annually on September 21st. Ancient symbols of peace include the olive branch, which originated in Greek culture. Religious leaders from 50 countries are working together to find ways to maintain peace among religions through ending violence conducted in the name of religion. Inner peace involves being mentally and spiritually at peace through meditation, yoga, and spending time in nature.
Daniela Martins, a third grade student in Tourism, discusses the concept of peace. Peace has evolved from simply meaning the absence of war to encompassing the absence of violence and a culture of peace. True peace is a mentality and way of acting through agreements, negotiations, and concessions rather than the absence of conflict. While peace is recognized as a universal value, it should also be recognized as a human right to better guarantee and preserve it through actions at all levels. Children are taught about peace from a young age to help cultivate it.
This document provides an overview and introduction to the concepts of peace studies and conflict resolution. It defines key terms like conflict, violence, ceasefire, peacemaking, and peacekeeping. It also discusses the importance of considering gender and identity in peace and conflict issues. Specifically, it notes that women are disproportionately impacted by conflict and addresses the need for greater female representation in peace negotiations. The document aims to educate students on these fundamental concepts to promote peace at both the micro and macro levels.
This PowerPoint presentation on Egypt was made by a student of our school under an activity titled ' Know Thy World'. This activity was an initiative undertaken by the British Council. It helped us to know about the culture an tradition of Egypt
The students of class 5 showcased their talent by enacting as some of the famous personalities and impressed us.
This program was conducted under British Council .
The document discusses a dance competition held by Queen's Valley School on Global Dancing Sensation. It summarizes different dance forms performed by the students, including hula from Hawaii, flamenco from Spain, Russian folk dance, belly dancing from the Middle East, and Afro-jazz dance. The performances showcased the school's focus on multicultural growth and allowed the students to learn about different cultures through dance. The audience was left spellbound by the mesmerizing dances representing various parts of the world.
Mexico City is the capital and largest city of Mexico. It is located in the Valley of Mexico, a large valley in the center of Mexico surrounded by mountains. Mexico City has a population of over 21 million people, making it one of the largest cities in the world. It has a long history as the center of the Aztec empire and then as the capital of New Spain under Spanish colonial rule. Today it remains the center of Mexican political and economic life.
Switzerland is a landlocked alpine country in Western Europe with over 7 million residents and 4 national languages. The economy is strong, especially in banking and finance, and tourism is also a major industry. The Alps mountain range stretches across much of the country, and popular destinations include Interlaken known for hiking and skiing, the mountain village of Murren with Europe's highest altitude ski resort, and Lauterbrunnen valley which inspired Tolkien's Rivendell. Swiss food is renowned for cheeses like Swiss cheese and chocolates, while males must complete mandatory military service which involves keeping arms at home.
Students from class VIII at QVS school participated in an inter-class song competition that showcased their musical talents and passion for music. The participants presented melodic songs that captivated the audience and judges. Their efforts demonstrated students' self-discipline, dexterity, and creative abilities, showing why music has become an integral part of the school curriculum for improving students' skills and self-esteem.
The document provides instructions for making two types of friendship bands:
1. A multi-colored friendship band is made using four strands of embroidery floss tied in a chevron knot pattern repeated until the desired length is reached.
2. A rakhi for Raksha Bandhan is made by cutting a circle from colored paper, fringing the edges, gluing a string in the center, and attaching a rosette decoration.
Both projects can be completed in a few minutes and make unique handmade gifts to celebrate friendship and family.
The document discusses a group singing performance by queens that included both classical Indian and Western music. It provides background on Indian classical music, noting its origins in ancient scriptures, and defines Western music as a form of American folk music from Western North America. The performance aimed to promote peace and happiness through music, which is described as food for the soul and an art form involving sound, pitch, rhythm, and other elements that can vary by culture and context. Music is also said to help reduce stress and boost heart and brain health as a hobby or pastime.
The document provides biographical information on several famous kings, personalities, and leaders from around the world, including Mahatma Gandhi, Akbar the Great, Ashoka the Great, Rani Laxmi Bai, Queen Elizabeth II, Martin Luther King Jr., Mother Teresa, Nelson Mandela, and two fictional characters named Sejal and Paawani. The summaries include key details about their lives, reigns or works, places of birth and death, family members, and major accomplishments.
This is a PPT made by students of Queen's Valley School to spread love through their love bands, i.e., Rakhis and Friendship Bands.This was a British Council activity.
Italian cuisine has evolved over centuries through social and political changes, with roots dating back to antiquity. Significant developments occurred with the introduction of foods from the Americas in the 18th century, like potatoes, tomatoes, and maize. Italian cuisine is characterized by simplicity and reliance on high quality ingredients rather than elaborate preparation. Dishes vary widely by region but many regional dishes have spread throughout Italy. Cheese and wine are also a major part of Italian cuisine.
This document provides information about cuisines from different regions including Mexico, China, Italy, and North America. For Mexico, it mentions a Mexican takeout restaurant in Bluebell that serves enchiladas, burritos, and tacos. For China, it describes the long history and regional diversity of Chinese cuisine. For Italy, it notes how Italian cuisine has evolved over centuries through social and political changes. And for North America, it states the cuisine also includes styles from Central America and the Caribbean due to their geographic proximity.
The Multi-Cuisine Eat Street Competition was a British Council activity where Class VII students prepared and presented delicacies from 4 countries - China, United States, Italy, and Mexico. The competition focused on tacos, tortillas, tomato soups and other Mexican foods that typically include lots of cheese.
The document discusses a global dancing sensation performance at Queens Valley School featuring African, Hawaiian, and Arabic dances. It provides background information on each dance form, including their origins, styles, and cultural significance. The dances emphasize community, gender roles, and spiritual traditions. Preparing the students for the performance was challenging as they had to understand the feelings and precise movements of each dance. Through hard work practicing day and night, the students were able to perform well and make their teachers proud, showing the history represented in traditional dances.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Harmony is when you feel happy. Harmony is when people
are all getting along together. Harmony is when people are
nice to one another. Harmony is the flow of life. Peace is an
occurrence of harmony characterized by the lack of
violence, conflict behaviors and the freedom from fear of
violence. Commonly understood as the absence of
hostility and retribution peace also suggests sincere
attempts at reconciliation ,the existence of healthy or
newly healed interpersonal or international relationships,
prosperity in matters of social or economic welfare, the
establishment of equality, and a working political order that
serves the true interests of all.
What does peace and harmony
mean?
3.
4.
5.
6. There have been moments in almost everyone's day-to-
day living when one has experienced the true joy of
living, with calm, peace and tranquility.
What has usually disturbed these moments are
memories of guilt and shame, carried by the ego and
which resurfaces every now and then, causing
discomfort.These feelings could be because of one's own
deeds or another's.
7. What if you can be totally convinced that no action is anyone's
doing, that all action was merely a happening that simply had to
happen?
This is what spiritual seeking is all about. Masters may talk
about enlightenment or self-realisation, but what it means is to
be able to experience the peace and tranquility that the sage
enjoys in his day-to-day life.
A sage is considered a sage because he seems to be anchored in
peace and tranquility while facing the pains and pleasures of
day-to-day living in his chosen field of activity, like any other
ordinary person.
8.
9.
10.
11. Peace movement is a social movement that seeks to
achieve ideals such as the ending of a particular war (or all
wars), minimize inter-human violence in a particular place
or type of situation, often linked to the goal of
achieving world peace .
The political cooperative is an example of an organization
that seeks to merge all peace movement organizations and
green organizations, which may have some diverse goals,
but all of whom have the common goal of peace and
humane sustainability. A concern of some peace
activists is the challenge of attaining peace when those
that oppose it often use violence as their means of
communication and empowerment.