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.

3. 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 behaviors that,
in the first place, have either created or exacerbated
violent conflicts. It seeks this transformation by building
awareness and understanding, developing concern,
and finally, challenging personal and social action that
will enable people to create conditions and systems
that actualize nonviolence, justice, environmental care
and other peace values.

4. • This means that the learning process utilized in peace
education is holistic and it tries to address the
cognitive, affective and active dimensions of the
learner. A usual procedure includes the introduction of
relevant new knowledge or reinforced knowledge,
posing valuing questions and using discussion and
other participatory methods to cultivate concern and
eliciting/challenging/encouraging appropriate
personal and social action.

5. Peace is both the absence of personal/direct
violence, and the presence of social justice.
The meaning of peace can be captured
by the idea of a negative peace and the
idea of a positive peace.
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 and ecological
well-being, such that the root causes of conflict are diminished.

6. PEACE BETWEEN
HUMANS AND THE
EARTH AND
BEYOND
GLOBAL PEACE
Respect for other
nations, Justice,
Tolerance, Cooperation
INTERGROUP/SOCIAL PEACE
Respect for other groups within
nation, Justice, Tolerance,
Cooperation
INTERPERSONAL PEACE
Respect for other persons, Justice, Tolerance,
Cooperation
PERSONAL PEACE
Self-respect, Inner resources: love, hope
Harmony with
Nature
Harmony with
Others
Harmony
with the Self
H
a
r
m
o
n
y
w
i
t
h
t
h
e
S
a
c
r
e
d
S
o
u
r
c
e

7. Personal Interpersonal/
community
National Global
Direct/Physical Suicide, drug
abuse
Domestic
violence, violent
crimes
Civil war, violent
crimes, human
rights abuses
Conventional
war, nuclear
war, human
rights abuses
Structural Powerlessness,
alienation, low
self-esteem,
anxiety
Local
inequalities,
poverty, hunger,
prejudice,
cultural
domination,
racism, sexism,
religious
intolerance
National
inequalities,
poverty, hunger,
prejudice,
cultural
domination,
racism, sexism,
religious
intolerance
Global
inequalities,
poverty, hunger,
prejudice,
cultural
domination,
racism, sexism,
religious
intolerance

8. Personal Interpersonal/
community
National Global
Ecological Over-consumption
Over-consumption,
pollution
Over-consumption,
pollution,
chemical and
biological
warfare
Over-consumption,
pollution,
chemical and
biological
warfare

9. This means that the learning process utilized in
peace education is holistic and it tries to address the
cognitive, affective and active dimensions of the learner.
A usual procedure includes the introduction of
relevant new knowledge or reinforced knowledge,
posing valuing questions and using discussion and
other participatory methods to cultivate concern and
eliciting/challenging/encouraging appropriate
personal and social action.

10. The action towards transformation may include
action against prejudice and the war system, or action
for social and economic justice. Paying attention to all
these levels- the cognitive, affective and active-increases
the possibility that the peace perspective or
value that is being cultivated would be internalized.

11. THE PEACEABLE TEACHING – LEARNING
PROCESS
COGNITIVE PHASE
(Being aware, Understanding)
AFFECTIVE PHASE
(Being concerned,
Responding, Valuing)
ACTIVE PHASE
(Taking practical action)

12. WHY EDUCATE FOR PEACE?
• Betty Reardon (Comprehensive Peace Education:
Educating for global Responsibility, 1988) reminds that
peace education has an important social purpose: it
seeks to transform the present human condition by
“changing social structures and patterns of thought that
have created it.”
• Learning to Abolish War; Teaching toward a Culture of
Peace (Reardon and Cabezudo, 2002), the main purpose
of peace education are the elimination of social injustice,
the rejection of violence and the abolition of war.

13. Skills
Some of the skills that need to be
developed are
• Reflection
• Critical Thinking and Analysis
• Decision-making
• Imagination
• Communication
• Conflict Resolution
• Empathy
• Group Building