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.

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

2.  Define the concept of peace
in a holistic way;
 Explain the contribution or
importance of peace
education in the quest for
positive social changes or
transformation;
 Identify and explain the key
themes of peace education;
 Describe the attributes of a
peaceful classroom and
teacher; and
 Discuss some of the most
important peaceable
teaching-learning
approaches used in peace
education
LEARNING OBJECTIVES

3. The greatest
resource for building a
culture of peace are
the people themselves,
for it is through them
that peaceful
relationships and
structure are created.
INTRODUCTION

4. INTRODUCTION
Peace
building
refers
generally to
the long-term
period of
building
peaceful
communities,
a desirable
goal.

5. INTRODUCTION
The Philippines and
the whole world as well
have many problems
that arise from many
forms of violence. An
education that
responds to these
challenges should be
encouraged and
supported.

6. Our young people in
particular need new
perspectives, skills and
value orientations that will
enable them to build
relationships and
structures that lead to
positive change and
human well-being.
INTRODUCTION

7. A culture of
peace must
replace the
current culture
of violence if we
and our
common home,
planet Earth,
are to survive.
INTRODUCTION

8. Our ideas
shape our
feelings and our
actions, as well
as how we live,
and how we
relate to each
other.
A HOLISTIC UNDERSTANDING OF PEACE

9. A HOLISTIC UNDERSTANDING OF PEACE
He has argued for a
change in thinking,
about both concepts
and values, as a
necessary first step
to solve our many
problems today
(Capra, 1982).
Fritjof Capra
(1982)

10. A HOLISTIC UNDERSTANDING OF PEACE
Hugo Grotius
(1695)
Early secular writings
on the subject of
peace indicate that
peace was defined
as merely the
absence of war or
direct violence.
(Dobrosielski, 1987).

11. A HOLISTIC UNDERSTANDING OF PEACE
The simplest and most
widespread understanding of
peace was that of absence of death
and destruction as a result of war
and physical/direct violence.

12. Late 1960s
e.g. Ways in which people suffer from violence built
into society via its social, political and economic
systems (Hicks, 1987).
A HOLISTIC UNDERSTANDING OF PEACE
INDIRECT
or
STRUCTURAL
VIOLENCE
DIRECT

13. 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

14. A HOLISTIC UNDERSTANDING OF PEACE
Peace is the absence of
violence, not only personal or
direct, but also structural or
indirect.
Peace is both the absence of
personal/direct violence, and
the presence of social
justice.
Johan Galtung
(1995)

15. DEFINING PEACE
PEACE
POSITIVE
PEACE
SOCIO-
CULTURAL
VIOLENCE
STRUCTURAL
VIOLENCE
NEGATIVE
PEACE
ECOLOGICAL
VIOLENCE
VIOLENCE
DIRECT
VIOLENCE
Absence of direct/ physical violence
(both micro and macro)
e.g. war, torture child and woman
abuse
Presence of conditions of well-being
and just relationships: social,
economic, political and ecological
e.g. poverty, hunger
e.g. racism, sexism, religious
intolerance
e.g. pollution, overconsumption

16. LEVELS OF PEACE
Harmony w/ the self
Harmony w/ Others
Harmony w/ the Sacred Source
Harmony w/ Nature

17. A peace educator
who has made significant
contributions to the field,
defines violence as
“humanly inflicted
harm”
TYPES OF VIOLENCE
Betty Reardon

18. A TYPOLOGY OF VIOLENCE
(ADAPTED FROM THE CONCEPTUAL MAP FORMULATED BY
TOH SWEE-HIN AND VIRGINIA CAWAGAS)
Level/ Form of
violence
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

19. Ecological Over-
consumption
Over-
consumption,
pollution
Over-
consumption,
pollution,
chemical and
biological
warfare
Over-
consumption,
pollution,
chemical and
biological
warfare
Level/ Form of
violence
Personal Interpersonal/
community
National Global
A TYPOLOGY OF VIOLENCE
(ADAPTED FROM THE CONCEPTUAL MAP FORMULATED BY
TOH SWEE-HIN AND VIRGINIA CAWAGAS)