This document discusses peace education, which aims to promote nonviolent conflict resolution and create conditions for peace. It defines peace education as teaching children and adults the skills, attitudes, and values needed to prevent and resolve conflicts nonviolently. The document outlines the history of peace education programs from the early 20th century focusing on themes like anti-nuclearism and human rights. It also discusses how peace education can be incorporated both in and out of school settings.

1. EDUCATION

2. Youth are the foundation of our
future and often can serve as
transformed mentors to their
friends, family and society.
INTRODUCTION

3. The process of promoting the knowledge, skills,
attitudes and values needed to bring about
behaviour changes that will enable children, youth
and adults
to prevent conflict and violence, both overt and
structural;
to resolve conflict peacefully;
and
to create the conditions conducive to peace,
whether at an intrapersonal, interpersonal,
intergroup, national or international level.
DEFINITION

4. AIM OF PEACE EDUCATION
Investigate the causes of conflicts and violence
embedded within perceptions, values and attitudes of
individuals as well as within social and political
structures of society. Encourage the search for
alternatives and possible nonviolent skills. Equip children
and adults with personal conflict resolution skills.

5. Early decades of the 20th century, “peace
education” programs around the world have
represented a spectrum of focal themes,
including anti-nuclearism, international
understanding, environmental responsibility,
communication skills, nonviolence, conflict
resolution techniques, democracy, human
rights awareness, tolerance of diversity,
coexistence and gender equality,
HISTORY

6. 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,
• skills for critical analysis of structural
arrangements that produce and legitimize
injustice and inequality

7. New approaches
focuses on
peace education
as a process of
worldview
transformation

8. PEACE EDUCATION
AN ESSENTIAL COMPONENT OF
QUALITY BASIC EDUCATION
The 1990 World Declaration on Education for
All (the Jomtien Declaration) clearly states
that basic learning needs comprise not only
essential tools such as literacy and numeracy,
but also the knowledge, skills, attitudes and
values required to live and work in dignity and
to participate in development.

9. Windows of opportunity
• There are a number of creative avenues that can
be used to introduce peace education concepts,
skills and attitudes, whether in or out of the
school .
• Traditional folk stories
• Nearly every country in the world has ratified
the Convention on the Rights of the Child,
• Proverbs

10. OUTSIDE OF SCHOOLS
• Peace education should not limited to activities that
take place in schools. A number activities can be
performed after -school programmes and summer
programmes with a peace education focus.
• Workshops, training programmes, and activities for
out of school youth can be created, along with
initiatives that focus on the media, publications for
youth, and community-based arts programmes. Taken
together, such approaches demonstrate that learning
takes place in many different contexts, all of which can
promote messages of peace

11. ? Peace Education
Peace education programs centered on conflict
resolution typically focus on the social-
behavioural symptoms of conflict, training
individuals to resolve inter-personal disputes
through techniques of negotiation and (peer)
mediation. Learning to manage anger, “fight fair”
and improve communication through skills such
as listening, turn-taking, identifying needs, and
separating facts from emotions, constitute the
main elements of these programs

14. PADAGOGY
Three variations of peace education are most common:

15. At schools level
Schools are our main social avenue of learning. While the
primary focus of teaching in schools is predominantly on
academic skills, we feel that life skills are equally important

18. Share Inspiring Words of
Peace from Different
Cultures

20. Develop healthy habits and regular schedules,
including enough sleep, daily exercise and
relaxation.

21. Play Grounds:
to burn negativity

22. Donate to people in need

23. Make Room for Peace/ prayer at
Home
Outer peace begins with inner peace. Children
and adults need special places that give them
a sense of privacy and peace, and that can
serve as a quiet refuge for times when hurt or
angry feelings might lead to violent words or
actions

24. Find Peace in Nature
Take children for a walk or let them explore nature in
their own way. The beauty of nature is a great balm
to the soul

25. Make Time for Creative Play
Young children need plenty of time for unstructured, creative
play. Make-believe social play reduces aggression and
increases empathy in children. Children use play to work
through feelings of fear and sadness, to find comfort, and to
explore the world and develop relationships.

26. Engage Children’s Hands and Hearts
Children need a direct experience of giving. They love to
make things, small and large—their own cards, tree
ornaments, cookies, or bread—for neighbors, family, friends,
or those in need. They can also learn to enjoy sorting through
their own things and giving away some treasured possessions
to others in need.

27. Help young people find active ways to collaborate with
other children globally, through organizations like
Jane Goodall’s Roots and Shoots www.janegoodall.org
Craig Kielburger’s Free the Children www.freethechildren.org
Peace Jam, in which students work directly with Nobel
Peace Laureates www.peacejam.org