1. The document discusses peace education, defining it as teaching about peace, what it is, why it doesn't exist, and how to achieve it. 2. It outlines several goals of peace education, including helping students recognize peace as more than the absence of war, learn to resolve conflicts constructively, and envision alternative societal structures based on peace. 3. The document also discusses components of a peace education curriculum, such as emotions and feelings, anger management, violence in media, communication, empathy, cooperation, self-esteem, and conflict resolution. It provides examples of how these components can be taught.

1. ACTIVITY

2. Reflect what is peace means to you.
Each of the member should write a single word
that defines peace.
Within the collected words, formulate a meaning
about the word peace.
Share it on the class

3. Criteria:
Content -----------------------------5
Organization of ideas ------------5
Cooperation ------------------------5

4. The same species that
invented war is capable of
inventing peace
-The Seville Declaration

5. Peace Education in the
work place vis-à-vis
the Teacher’s Role

6. In simple terms,
peace can be defined
as the absence of any
form of violence.

7. Direct Violence is a form of violence
where there is straight physical infliction
of pain to personal and institutional well-
being through the use of force.

8. Indirect Violence is a form of violence
where circuitous manifestation of
aggression, cruelty, and other forms of
demeaning behavior that generally
affect the very essence of human life.

9.  In the contemporary world
understanding of peace
vary from country to
country and within
different cultural contexts.

10. Peace has both positive and
negative connotation.
 Negative – “peace” implies
stopping some form of violence

11.  Positive- involving following
standards of justice, living in
balance with nature and providing
meaningful participation of the
citizens in the government.

13.  Peace involves a respect
for life and for the dignity
of each human being
without discrimination or
prejudice.

14. According to Pael Smoker and Linda
Groff there are different types of
peace:
 International System- peace is not
just the absence of war, but it also
represents a balance of forces.

15.  Civic Society
-when the country is not at war and
there is no structural violence at the macro
level.
 Micro Level
-peace implies managing
interpersonal relations without violence.

16.  Holistic System of Peace
-focus on unity and diversity.
 Intercultural Peace
-exists when different religions and
ethnic groups live together
harmoniously

17.  Sixth type of peace concerns the way
human beings relate to earth and is
achieved when human beings live
sustainably on this planet.
 Inner Peace
-achieved through the strike

18. LEVELS OF
PEACE

19. National Level Peace
-implies law and
order, self-control, a
respect for others and a
guarantee of human
rights.

20. Cultural Level Peace
-artists create peaceful
image to counteract some
of the violent images
propagated through the
mass media and
entertainment industries.

21. Institutional Level
-administrators use
organizational
development techniques
to resolve conflicts.

22. Interpersonal Level
-individuals can
learn arbitrate conflicts
and negotiate
agreements.

23. Psychic Level
-implies a certain
calm and spiritual
connectedness to
other forms of life.

24. Peace Education
-considered to be a both philosophy
and a process involving skills, including
listening, reflection, problem-solving ,
cooperation and conflict resolution.

25. Peace Education
-refers to teaching about peace-what it
is, why it doesn’t exist, and how to
achieve it.

26. Peace Education
-aims at developing in learners the
capacities of critical thinking and questioning
of the existing structures, norms, and values‘
and the readiness to challenge the structures
of the war system

27. Peace Education
-building in learners the skills and
capacities that enable them to effect positive
social change in their communities and the
world.

28. Peace Education
-attempts to transform society by
creating a peaceful consciousness that
condemns violent behaviour.

29. Peace Education
-draws from people their instincts to live
peacefully with others and emphasizes
peaceful values upon which society should be
based.
-assumes that conflict is ubiquitous.

30. Teachers Role
in Peace
Education

35. Some Goals of
Peace
Education

36. Ian Harris (1988), another prominent peace
educator of our time, outlines the goals of peace
education as follows:
Students will:
1. Recognize peace is more than the absence of
war and gain a broader understanding of peace
as respect for life of all living organisms.
2. Recognize their fears.

37. 3. Be aware of the amount of economic
investment allocated on weapons.
4. Be aware of the presences of inequality
among societies and their underlying
reasons and gain new perspectives on
violence and war based on this new
awareness.
5. Learn to resolve conflict constructively.

38. 6. Envision how a new societal structure can be
realized within the framework of peace.
7. Learn how to deal constructively with anger,
and learn different ways to be peaceful under
emotionally challenging times.
8. Understand the concepts of human rights,
equality, social justice and non-violent ways to
resolve conflicts.

39. 9. Gain self-respect and acceptance and
develop skills of critical thinking,
communication, empathy and ethics.
10. Develop awareness of the presence of
violence in various environments and its
impact, as well as of alternative ways to
violent behavior.

40. Classroom-specific benefits of peace
education
• improved human relations between teacher and student
• improved peer relationships and better socialization
• decrease in aggression
• more responsive to learning
• healthy emotional development and improved self-esteem
• students take greater responsibility for their actions

41. Preparation Steps to Teach about Violence and
Peace
• background reading to understand violence and
abuse
• background reading to see what different thinkers
have said about peace
• adapt your pre-existing lesson plans to include a
lesson about abuse, violence or peace
• anticipate uncomfortable issues or questions that
may arise

42. Some Components of a Peace Education
Curriculum
• Emotions and Feelings
• Anger and Anger Management
• Violence in the Media
• Communication
• Empathy
• Cooperation
• Self Esteem
• Tolerance
• Conflict Resolution
• Keeping Safe

43. Emotions and Feelings
• How emotions affect behavior
• The effect of violence on the
emotions and feelings of
children

44. Anger and Anger Management
• Anger is the root of almost all
violent behavior
• Anger itself is not bad
• Anger Management as a tool for
peace

45. Violence in the Media
• Effects of violence in the media
• Teaching children that the
violence in the media does
affect them

46. Communication
• Cognitive and emotional
communication
• How effective communication
can reduce violence

47. Empathy
• Definition of empathy
• How empathy leads to peace in
the classroom and the community

48. Cooperation
• Cooperation and a peaceful
environment
• How cooperation can reduce
bullying and taunting

49. Self Esteem
• What does a child see in the
mirror?
• How teachers can strengthen a
child’s self esteem

50. Tolerance
• Everyone is different from their
neighbor – and that’s a good thing
• How can teachers help children to
appreciate the differences

51. Conflict Resolution
• Definition of conflict
• Conflict is not necessarily negative –
it can be a learning opportunity
• Effective conflict resolution reduces
physical violence

52. Keeping Safe
• Helping children listen
to their instincts
• Tools for avoiding unsafe
situations

53. Major Disadvantage of
Peace education
It offers a long term solution
to immediate threats.
It contains innumerous
themes and that you may
loose track

54. Peace Education is around the World. In the
PHILIPPINES, peace education is centered on peace
negotiations and ceasefire agreements between the
government and the revolutionary movements such
as the MILF, NPA, Communist Party of the Philippines,
and the like. It also tackles structural violence such as
human rights violence, economic inequality, and
social discriminations among the marginalized groups
of the country for these are the serious issues that
people face in the country.

55. Inihanda nina:
G. Ian B. Amper
Bb. Golda Jaira C. Alamazan
Philippine Normal University- Mindanao