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.

1. PEACE
EDUCATION: A
Transformative
Response to
Major Societal
Challenges
Group 4

2. z
Learning Outcomes:
• Define peace education and explain its key themes
• Determine the contribution or importance of peace
education
• Describe the attributes of a peaceable classroom and
teacher
• Apply effective learning approaches in peace education

3. INTRODUCTION
“The greatest resource for building
a culture of peace are the people
themselves.”

4. The simplest and most widespread
understanding was that of absence of
death and destruction as a result of war
and physical/ direct violence.

7. Betty Reardon, a peace educator who
has made significant contributions to
the field, defines violence, “humanly
inflicted harm”.

9. Peace Education as Transformative
Education
– Peace education, or an education that promotes
a culture of peace, is essentially transformative.
It cultivates the knowledge base, skills, attitudes
and values that seek to transform people’s
mindsets, attitudes and behaviors that, in the
first place, have either created or exacerbated
violent conflicts.

10. Cognitive Phase
(Being aware,
Understanding)
Affective Phase
(Being concerned,
Responding, Valuing)
Active Phase
(Taking Practical
Action)
The Peaceable Teaching-Learning
Process

11. Educating for peace is an ethical
imperative considering the negation of
life and well-being caused by all forms of
violence.

12. Peace Education’s Schema of Knowledge,
Skills and Attitudes/Values
Integral to peace education is a schema that lists
the key knowledge, skills and attitudes/values.
The list is not exhaustive and is expected to
evolve, as peace education practice and
experiences as well as corresponding reflections
and insights on these experiences increase.

13. Knowledge
1. Holistic Concept of
Peace
2. Conflict and
Violence-causes
3. Some Peaceful
Alternatives
(Disarmament,Non-
Violence Philos. &
Practice, Conflict Reso.,
Transformation,
Prevention, Human
Rights, Human
Solidarity,
Democratization. Dev’t
Based on Justice,
Sustainable Dev’t
Attitudes/Values
1. Self-respect
2. Respect for Others
3. Gender Equality
4. Respect for Life/
Nonviolence
5. Compassion
6. Global Concern
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. Communication
6. Conflict Resolution
7. Empathy
8. Group Building
The list is based on a
survey of peace education
literature and of key
informants/ peace
educators that was done
by the Center for Peace
Education of Miriam
College.

14. PEACE THEMES
1.
• UPHOLDING HUMAN DIGNITY
2.
• CHALLENGING PREJUDICE AND BUILDING
TOLERANCE
3.
• PROMOTING NONVIOLENCE
4.
• CHALLENGING THE WAR SYSTEM
5.
• SHARING THE EARTH’S RESOURCES
6.
• RESOLVING AND TRANSFORMING CONFLICTS

15. z
Peace Theme 1. Upholding
Human Dignity
• Upholding human dignity is at the center of the
values system that we associate with social
peace. Human dignity is defined as the
fundamental innate worth of a human being, a
principle that is now universally accepted but has
not taken root in the actual practice of many
gov’ts, communities and other non-state actors.

16. z
 Education that seeks to uphold human dignity is
often referred to as human rights education,
which is the umbrella we call peace education. In
peace education, one of the central concerns is
the promotion of human dignity and well-being
because of the conviction that this is the
foundation for peace. The achievement of
positive conditions of human rights provide the
foundation of a nonviolent social order and
greatly reduce the causes of armed conflict and
war (Reardon, 1995).

17. z
Peace Theme 2. Challenging
Prejudice And Building Tolerance
• Gordon Allport (1959) asserts that humans have
propensity towards prejudice. This propensity
lies in their normal tendency to form
overgeneralization and categories whose content
represents in oversimplification of their world of
experience.

18. z
 Prejudice is the negative feeling or attitude
towards a person or a group even if it lacks basis.
 Types of Prejudice
 Racism- belief that one’s own cultural or racial
heritage is innately superior to that of others,
hence, the lack of respect or appreciation for
those who belong to a ‘different race’.
 Heterosexism- negative attitudes towards
lesbians and gay men.
 Classism- distancing from and perceiving the
poor as ‘the other’ (Lott,1995)

19. z
 Linguicism- negative attitudes which members pf
dominant language groups hold against non-dominant
language groups (Chen-Hayes, Chen & Arthar, n.d)
 Ageism- negative attitudes held against the young or the
elderly.
 “Looksism”- prejudice against those who do not measure
up to the standards of beauty. The usual victims are the
overweight, undersized, and the dark-skinned (Nario-
Galace,2003).
 Religious intolerance- prejudice against those who are
followers of religions other than one’s own.

20. z
 Stereotype refers to the negative opinion about a
person or a group based on incomplete
knowledge.
 Discrimination refers to negative action toward
members of a specific social group that may be
manifested in avoidance, aversion or even
violence (Franxoi,1986)

21. z Education for Tolerance and
Respect
 Tolerance is not just tolerating what is unjust
but it is respecting, accepting and
appreciating the rich diversity of cultures
and various forms of human expression
(UNESCO,1995).
 Education for tolerance aims to consider
influences that leads to fear, discrimination and
exclusion of others.

22. Nonviolence is the refusal to do harm to
other humans as life is sacred and is an
absolute value. It is anchored on the
belief that humans have potential to
change.

23. • It is both an ethical and moral choice.
• Destruction is not the law of humans
(Gandhi, 1995)
• Nonviolence is a practical choice. Tools
and effects of violence are costly.
• Nonviolence works.

25. What is War?
› A classical or international if it is between states,
or civil or internal, if it occurs between rival
groups or communities within state.
› Aggression and major armed conflicts are
interchangeably used with the word war.
› Aggression is defined as the used of armed
force by a State against the sovereignty,
territorial integrity or political independence of
another State, or in any other manner
(www.undocuments.net)

26. Territorial disputes is defined by Huth (1998) as the
disagreement between states or groups within a state
over where their homeland or borders should be fixed.
Lack of Tolerance
Ideological or power structures
History of colonialism and the process of
decolonization
Competition for resources, extreme abuse of human rights,
desire of leaders to stay in power, narrow or extreme
nationalism, and sympathy for kin across borders.

27. Massive death
Commitment of atrocities
Causes people to flee their homes
Causes weapons to proliferate
Holds back dev’t as huge amount of gov’t budgets are
allocated for defense
People lose their livelihoods and their access to food
supply
Loss of investments, destroy property and the
environment and new opportunities for tourism
Disrupts children’s education, and create fear and
trauma among the population.

28. Peace Theme 5: Sharing The
Earth’s Resources

29.  This highly uneven distribution of wealth and
resources is a situation of violence known as
structural violence.
 This violence refers to the systems,
institutions and policies that meet some
people’s human needs, rights, or wants at the
expense of others, and hunger and poverty
are the symptoms of this violence.

30.  These systems, institutions and policies are
well-entrenched in a global economic
international order controlled by powerful
nation-state; international agencies and
transnational corporations where inequitable
trade practices prevail resulting in more tragic
gaps between the rich and the poor.

31. Causes of Poverty
>War and other
armed conflicts
>Greed
>Inequitable
distribution of
wealth and
resources
>Environment
conditions
>Lack of
opportunities
for
employment
> Lack of
education
> Corruption
>Over consumption
>Political systems
created by local
political elite that have
combined with profit-
motivated economic
systems

33. From the Latin word conflictus which means
striking together with force.
It occurs when one’s actions or beliefs are
unacceptable to and resisted by the other
(Forsyth, 1990). It occurs in dyads, groups or
larger social structures.

34. In dealing with conflicts, two variables are
generally considered by disputants. On is the
relationship with the adversary and the other
one is the importance of the issue at hand.

35.  Avoidance or withdrawal
 Aggression
 Accommodation
 Compromise
 Collaboration or collaborative problem
solving

36. PEACEABLE
CLASSROOM

37. Characteristics
of a Peaceable
Classroom
+Affirmation
+Cooperation
+Communication
+Appropriate
expressions of
feelings
+Appreciation
for diversity
+Peaceful
conflict
resolution

38. Ways to help create the atmosphere of love and
acceptance:
Declare your classroom as a zone of peace and establish
rules to achieve it
As the teacher, let this peace begin with you.
Affirm your students.
Express feelings appropriately and encourage students to
do so.
Encourage respect for and acceptance of difference.
Teach students how to resolve conflict peacefully and
constructively.

39. Attributes of a Peace Educator
Teachers have the power to affect the lives of
children and youth. Peace educators must serve
as models for the qualities and skills they are
helping the young people to develop in the
peaceable classroom and school. Thus, there is a
need to take challenge of personal
transformation so that they can be credible
agents of peace message.

40. >The teacher of peace is a responsible
global citizen, an international agent
of culture of peace, person of vision,
capable of hope and the imagining of
positive change.
>S/He is motivated by service and is
actively involved in the community.
>S/He is a seeker of mutually
enhancing relationships that nurture
peace and a sense of community.
>S/He is gender sensitive and alert to
any possibility of gender bias in self
or students.
>A teacher of peace intentionally
develops the capacity to care by
knowing the learners in their charge
as individuals.
>S/He is an inquirer.
>S/He is a lifelong learner, one who
continues to improve one’s own
learning abilities and keep abreast of
the field.
>S/He practices cooperative learning
by encouraging cooperative learning
tasks and discouraging negative
competition or in-group-out-group
(exclusion) among students.
>A teacher of peace has the skills of
communication and conflict resolution.
>S/He practices cooperative learning.
>A teacher of peace inspires
understanding of alternative
possibilities for the future and for a
culture of peace.
Attributes of a
Peace Educator
(Reardon,2001)

41. TEACHING-LEARNING APPROACHES AND
STRATEGIES IN PEACE EDUCATION
• Teaching approaches that
are compatible with peace
education are:
Holistic education
Participatory education
Cooperative Learning
Experiential education
Humanist education
• Teaching-learning
strategies that are
compatible with the
approaches to peace
education are:
Discussion Pair-Share
Visualization/Imagination Exercise
Perspective taking
Role playing Simulation games
Problem-solving Encouraging action
Web-Charting Show and Tell

42. • Thank you!