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.
This material is from Filipino Values & Moral Development published by the Economic Development Foundations in November, 1992 The study was sponsored by the Philippine Senate and was headed by Senator Leticia Shahani. It was conducted by a task force headed by Dr. Patricia Licuanan. The findings were based on bibliographic surveys and interviews and consultations with researchers and practitioners in the behavioral and social sciences, education and social welfare, journalists and social analysts; a nationwide survey of 2000 respondents; and, focus group discussions among residents of an urban poor resettlement area in Bagong Bayan, Dasmariñas, Cavite. From the study was developed “A Moral Recovery Program – Building a People, Building a Nation” Submitted to the Philippine Senate.
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
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A presentation about the first theme of peace which discusses about the prejudice, stereotype, and discrimination.
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
This material is from Filipino Values & Moral Development published by the Economic Development Foundations in November, 1992 The study was sponsored by the Philippine Senate and was headed by Senator Leticia Shahani. It was conducted by a task force headed by Dr. Patricia Licuanan. The findings were based on bibliographic surveys and interviews and consultations with researchers and practitioners in the behavioral and social sciences, education and social welfare, journalists and social analysts; a nationwide survey of 2000 respondents; and, focus group discussions among residents of an urban poor resettlement area in Bagong Bayan, Dasmariñas, Cavite. From the study was developed “A Moral Recovery Program – Building a People, Building a Nation” Submitted to the Philippine Senate.
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
ACCEPTING COMMISSIONED POWERPOINT SLIDES
ACCEPTING COMMISSIONED POWERPOINT SLIDES
ACCEPTING COMMISSIONED POWERPOINT SLIDES
EMAIL queenyedda@gmail.com
This preview may not appear the same on the actual version of the PPT slides.
Some formats may change due to font and size settings available on the audience's device.
To get/buy a soft copy, please send a request to queenyedda@gmail.com
Inclusions of the file attachment:
* Fonts used
* Soft copy of the WHOLE ppt slides with effects
- - - - - - - - - - - - -
A presentation about the first theme of peace which discusses about the prejudice, stereotype, and discrimination.
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 Education :a transformative response to major societal challengesWinston Mark Tinaya
peace education
a transformative response to major societal challenges:
it is a presentation that tackles the peace education and the different forms of violence
Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviours to live in harmony with oneself, with others, and with the natural environment.
I have forgot to put my other reference that help me in this presentation. She is Josephine Pineda Dasig that have made also a presentation about social dimension of education. Thank You so much Ma'am...
Kadalasan ay kinakabit ang kulturang Pranses sa Paris, na sentro ng moda, pagluluto, sining at arkitektura, subalit ang buhay sa labas ng Lungsod ng mga Ilaw ay ibang-iba at nagkakaiba sa bawat rehiyon. Magugunita na ang kultura ng France ay naimpluwensiyahan ng Celtic at Gallo-Roman Culture, gayundin ang Franks, isang tribong German. Ang France ay una nang tinawag na Rhineland subalit noong panahon ng Iron Age at Roman era ay tinawag na Gaul.
'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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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3. LEARNING OBJECTIVES
3
After reading this chapter you should
be able to:
1.Define the concept of peace in a holistic
way;
2.Explain the contribution or importance
of peace education in the quest for
positive social changes or transformation;
3.Identify and explain the key themes of
peace education.
4. 4
Peace education is the process of acquiring
the values, the knowledge and developing
the attitudes, skills, and behaviors to live in harmony
with oneself, with others, and with the natural
environment.
Ian Harris and John Synott have described peace
education as a series of "teaching encounters" that
draw from people:
their desire for peace,
nonviolent alternatives for managing conflict, and
skills for critical analysis of structural arrangements that
produce and legitimize injustice and inequality.
INTRODUCTION
5. INTRODUCTION
5
The greatest resource for building a
culture of peace are the people
themselves, for it is through them that
peaceful relationships are created.
Educating people toward becoming
peace agents is central to the task of
peace building.
6. 6
Peace building refers generally to the
long-term period of building peaceful
communities, a desirable goal.
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.
INTRODUCTION
7. 7
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.
A culture of peace must replace the
current culture of violence if we and our
common home, planet Earth, are to
survive.
INTRODUCTION
8. A Holistic Understanding of Peace
8
A new way of thinking about peace is
important today.
Our ideas shape our feelings and our
actions, as well as how we live, and how
we relate to each other confidential to
me
DISCUSSION
9. A Holistic Understanding of Peace
9
Fritjof Capra, 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).
Early secular writings on the subject of peace
indicate that peace was defined as merely the
absence of war or direct violence. This
negative formulation was first given by Hugo
Grotius in 1625 (Dobrosielski, 1987).
DISCUSSION
10. A Holistic Understanding of Peace
10
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.
DISCUSSION
11. A Holistic Understanding of Peace
11
An alternative view started to emerge,
beginning with the late 1960s. Attention
shifted from direct to indirect or structural
violence, i.e., ways in which people suffer
from violence built into society via its social,
political and economic systems (Hicks,
1987).
DISCUSSION
12. 12
It was realized that it was not only war and
direct violence that caused the death and
disfigurement. 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.
DISCUSSION
A Holistic Understanding of Peace
13. A Holistic Understanding of Peace
13
It was further realized that a world marked
by said conditions is a world devoid of
peace and human security; it breeds anger
and generates tension leading to armed
conflict and war.
DISCUSSION
14. A Holistic Understanding of Peace
14
Johann Galtung, a renowned peace theorist and
researcher, argues that structural violence occurs
when the wealth of affluent nations, groups or
individuals is based on the labor and the essential
resources drawn from nations, groups and
individuals who, as a consequence, are required to
live diminished lives of deprivation (Monez, 1973).
There is now a consensus that we need to have a
comprehensive and holistic understanding of peace
if we are to move toward a genuine peace culture.
DISCUSSION
15. A Holistic Understanding of Peace
15
Johann Galtung explains that peace is the
absence of violence, not only personal or
direct, but also structural or indirect. The
manifestations of structural violence are the
highly uneven distribution of wealth and
resources as well as the uneven distribution
of power to decide over the distribution of
said resources.
DISCUSSION
16. 16
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.
DISCUSSION
A Holistic Understanding of Peace
17. 17
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.
DISCUSSION
A Holistic Understanding of Peace
18. 18
The non-exploitative relationships mentioned above
refer not only to relationships between humans but
also those between human and nature. Peace with
nature is considered the foundation of “positive peace”
(Mische, 1987). It is because the earth is ultimately the
source of our survival, physical sustenance, health and
wealth; it is not possible to provide for human survival
if nature’s capacity to renew itself is seriously
impaired. I t must also be remembered that human
behavior is intimately related to the availability of
basic resources (Barnaby, 1989).
DISCUSSION
A Holistic Understanding of Peace
20. LEVELS OF PEACE
20
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 the
Self
Harmony with
Others
Harmony with
NatureH
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
DICUSSION
21. Types of Violence
21
Betty Reardon, a peace educator who
has made significant contributions to
the field, defines violence as “humanly
inflicted harm” (Reardon, n.d.).
DISCUSSION
22. Types of Violence
22
Conceptual map of Violence done by Toh
Swee-Hin and Virginia Cawagas (1987). It is
a typology that indicates the various types/
forms of violence and some
examples/illustrations of each type in the
personal, interpersonal, social and global
levels.
DISCUSSION
23. 23
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
DISCUSSION
Types of Violence
Level
Type(s)
24. 24
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
DISCUSSION
Types of Violence
Level
Type(s)
25. Peace Education as Transformative
Education
25
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.
DISCUSSION
26. 26
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.
DISCUSSION
Peace Education as Transformative
Education
27. 27
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.
DISCUSSION
Peace Education as Transformative
Education
28. THE PEACEABLE TEACHING-
LEARNING PROCESS
28
COGNITIVE PHASE
(Being aware,
Understanding)
AFFECTIVE PHASE
(Being concerned,
Responding, Valuing)
ACTIVE PHASE
(Taking practical action)
DISCUSSION
29. 29
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.
DISCUSSION
WHY EDUCATE FOR PEACE?
30. 30
Educating for peace will give us in the long run the
practical benefits that we seek. As stated earlier it
is expected to build a critical mass of people who
will demand for and address the needed personal
and structural changes that will transform the many
problems that relate to peace into nonviolent,
humane and ecological alternatives and solutions.
DISCUSSION
Peace education is a practical
imperative
31. 31
Peace education challenges the long-held belief
that wars cannot be avoided. Often this belief is
based on an underlying view that violence is
inherent in human nature.
Peace education can transform people’s mindsets
with regard to the inevitably of war and can in fact
enable people to see that alternatives exist and
that there are ways by which violent conflict can be
prevented.
DISCUSSION
Peace education is a practical
imperative
32. Peace education is an ethical
imperative
32
Educating for peace is an ethical imperative
considering the negation of life and well-
being caused by all forms of violence.
The ethical systems of the major world faith
traditions, humanitarian ethics and even
primal and indigenous spirituality have
articulated principles that inspire the striving
for peace.
DISCUSSION
33. 33
These ethical principles include the unity
and value of life, not only of human life but
also other life forms in nature; respect for
human dignity; nonviolence; justice; and
love as a social ethic. They are the
principles that are highly encouraged for
actualization because they are expected to
bring us to the common good.
DISCUSSION
Peace education is an ethical
imperative
34. Peace Education’s Schema of Knowledge,
Skills and Attitudes/Values
34
Knowledge/Content Areas
Some of the knowledge or content areas that
are integral to peace education are:
1. Holistic Concept of Peace
2. Conflict and Violence
3. Some peaceful alternatives
Disarmament
Nonviolence
DISCUSSION
35. Peace Education’s Schema of Knowledge, Skills and
Attitudes/Values
35
Conflict Resolution, Transformation and
Prevention
Human Rights
Human Solidarity
Development Based on Justice
Democratization
Sustainable Development
DISCUSSION
Knowledge/Content Areas
36. Peace Education’s Schema of Knowledge, Skills
and Attitudes/Values
36
Attitudes/Values
It is suggested that the following attitudes and values be
cultivated:
Self-respect
Respect for others
Respect for Life/Nonviolence
Gender Equality
Compassion
DISCUSSION
38. 38
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
DISCUSSION
Peace Education’s Schema of Knowledge, Skills
and Attitudes/Values
39. REFLECTION
39
A holistic understanding of peace is needed for the
youth to be educated on the different facets of peace
for them to be able to live and apply what they have
learned in order to be able to have peaceful
relationships with themselves, with others, with other
nations and with the world as a whole to prevent
increasing the number of victims affected by violence
of various kinds.
40. LEARNING TASK
40
1. In your opinion, why is peace education
important in our present time?
2. The list of Peace Education’s schema of
knowledge, skills and attitudes and
values is exhaustive. What else can you
add to each (knowledge, skills and
attitudes)? Explain.