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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.
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Peace education
- 1. Peace Education: A Transformative Responseto Major Societal Challenges
- 3. What is peace? •“ Peace is not just the absence of war. It is the wholeness of life where every person can live with dignity.”(Mindanao Church Peace Congress,1996) • “Peace is the enhancement of life and it is the general well-being of the individual.”
- 4. PEACE EDUCATION It isa holistic response as it is concerned with the issues and problems (Toh, 19970). It is seen to have an international dimensions and historical roots (Hicks, 1993). It aims to develop international understanding and universal brotherhood.
- 5. The greatest resourcefor building a culture of peace are the people themselves. Educating people toward becoming peace agents is central to the task of peace building. Peace building refers generally to the long-term project of building peaceful communities.
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- 7. The power ofour own understanding and views of peace both as a condition and as a value cannot be underestimated. Our ideas shape our feelings and actions, as well as how we live and how we relate with others. Absence of death and destruction as a result of war and physical/direct violence.
- 8. Structural violence also ledto death and suffering because of the conditions that resulted from: Extreme poverty and starvation
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- 10. Johan Galtung “Peace isthe absence of violence , not only personal or direct but also structural or indirect.” He prefers the formulations “absence of violence” and “presence of social justice.”
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- 12. It is theabsence of physical/direct violence such as war, crimes, riots and revolutions. Negative Peace
- 13. Presence of justand non-exploitative relationships. Peace with nature is considered the foundation for “positive peace ” (Mische, 1987). It is not possible to provide for human survival if nature’s capacity to renew itself is impaired. Positive Peace
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- 17. Betty Reardon, apeace educator who has made significant contributions to the field, defines violence’s “humanly inflicted harm (Reardon, n.d).
- 19. Personal Interpersonal / Community NationalGlobal Direct / Physical Suicide Drug abuse 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/enem y images Cultural domination Racism Sexism Religious intolerance Ecological Over- consumption Over-consumption Pollution Over – consumption Pollution Over – consumption Pollution Level Form of violence
- 20. PEACE EDUCATION AS TRANSFORMATIVE EDUCATION Peaceeducation, 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, and behaviors that, in the first place, have either created or exacerbated violent conflicts.
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- 24. Educating for peacewill give us in the long run the practical benefits that we seek. Peace education challenges the long-held belief that wars cannot be avoided. Often this beliefs is based on an underlying view that violence is inherent in human nature.
- 25. Peace Education’s Schema of Knowledge, Skillsand Attitudes/Values
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- 30. Respect for Life/ Nonviolence
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- 40. Holistic Concept ofPeace
- 41. Conflict and Violence-causes
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- 45. Critical Thinking andAnalysis
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- 52. Peace Theme I: UpholdingHuman Dignity
- 53. Human Dignity Is definedas 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 governments, communities and other non-state actors.
- 54. Challenging Prejudice and BuildingTolerance Peace Education Theme 2
- 55. •According to GordonAllport (1958), humans have propensity towards prejudice because of the generalization and categories they experience in this world.
- 56. Prejudice -is the negative feeling or attitude. Stereotype - is the negative opinion. Discrimination - it is the negative actions.
- 57. Types of Prejudice Racism – the belief that some races of people are better than others. Sexism – a system of attitudes, actions, and structures that subordinates others on the basis of their sex where the usual are women.
- 58. Linguicism –negative attitudes which members of dominant language groups holds against non – dominant language groups (Chen- Hayes, Chen & Athar, n.d.) Ageism – negative attitudes held against the young or the elderly.
- 59. Heterosexism –negative attitudes towards lesbian and gay men. Classism – distancing from and perceiving the poor as ‘ the other’ (Lott 1995).
- 60. Looksism– prejudiceagainst those who do not measure up the standards of beauty. Religious Intolerance – prejudice against those who are followers of religion other than one’s own.
- 61. Education for Toleranceand Respect One of the effective way to challenge prejudice is by teaching tolerance. Education for tolerance aims to counter influences that lead to fear, discrimination and exclusion of others. Tolerance recognizes that others have the right to be who they are.
- 62. Promoting Nonviolence“Nonviolence is therefusal to do harm to other humans as life is sacred and is an absolute value”. Peace Theme 3
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- 67. Every human beinghas the potential to change into a way we will be united as one nation even if he/she is bad.
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- 69. Why Nonviolence? •“ Itis both an ethnical and moral choice” •To prevent destruction •“It’s a practical choice” •It is very effective
- 70. Challenging the WarSystem Peace Theme 4
- 71. Aggression “Is defined bythe United Nations as the use of armed force by a state against the sovereignty, territorial integrity or political independence of another state, or in any other manner”. - Violent behavior and attitude towards one another.
- 72. Possible Causes ofWar •“ Territorial Disputes” • “Lack of tolerance” • “Ideological” • “Colonialism” • “Competition”, “abuse”, “desire”, “extreme nationalism”, and “sympathy”
- 73. Effects of War •“massive death” • “atrocities” • People will run away from their places. • Weapons will increase rapidly. • “Hold back the government’s budget and allocated for defense” • “ People will lose their livelihood” • “Destroy properties and environments” • War creates fear and trauma.
- 74. Peace Education Sharing theEarth's Resources Peace theme 5
- 75. There is ahuge number of people who live in extreme poverty, while there are those who are extremely wealthy, demonstrating the great contrast and financial divide between two groups.
- 76. Structural Violence - refersto the systems, institutions, and policies that meet some people's need, rights, or wants at the expense of others.
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- 79. Causes of Poverty War and Armed conflicts Political systems Inequitable distribution of wealth and resources Evironmental conditions
- 80. Lack of opportunitiesfor employment
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- 84. Peace theme 6: Resolving and Transforming Conflict
- 85. Conflict is anatural part of life. Confilct is from the Latin word "confictus" which means "striking together with force".
- 86. Main option in dealingwith conflict
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- 90. What is PeaceableClassroom? A peaceable classroom is characterized by affirmation, cooperation, communication, appreciation for diversity, appropriate expression of feelings and peaceful conflict resolution.
- 91. There are someways to help create the atmosphere of love and acceptance in our classrooms.
- 92. Declare your classroom asa zone of peace and establish rules to achieve it.
- 93. As the teachers, letthis peace begin with you.
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- 95. Express feelings appropriately and encouragestudents to do so.
- 96. Encourage respect for andacceptance of differences.
- 97. Employ more cooperative than competitiveactivities.
- 98. Teach students how toresolve conflicts peacefully and constructively.
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- 115. Show andtell
- 116. Reference Book: Social Dimensionsof Education Authors: Violeta A. Vega, Ph.D. Nelia G.Prieto, Ph.D. Myrna L. Carreon, Ed.D. Prepared by: Palima’s Group