This document discusses nonviolence and nonviolent direct action. It provides examples of successful nonviolent movements, such as those in the Philippines, Chile, and South Africa. The document outlines six steps for nonviolent direct action, including gathering information, educating others, making a personal commitment, negotiations, direct action, and reconciliation. It also discusses Mohandas Gandhi and Martin Luther King Jr.'s principles of nonviolence, such as opposing the deed but not the person, and using nonviolence to defeat injustice rather than people.
NSTP – CWTS Specific Module 3 (Peace Education).pptxAnacitaZaragosa
The document discusses key concepts relating to peace education, including definitions of peace, violence, and conflict. It defines negative peace as the absence of war and positive peace as the presence of justice and human well-being. Peace education aims to develop knowledge, skills, attitudes, and values to enable resolving conflicts non-violently, promoting human rights and social justice, and building a culture of peace. This includes attitudes of self-respect, respect for others, cooperation, and compassion, as well skills like critical thinking, communication, and conflict resolution.
Peacebuilders work in highly-charged crisis settings. Deep-seated conflicts can suddenly spiral into unexpected violence. And yet, peacebuilding opens opportunities for learning.
Peace education aims to foster changes that make the world more humane by teaching values like harmony, cultural diversity, and conflict resolution. Programs vary globally in their objectives and content due to political and social contexts. For example, Australian peace education challenges ethnocentrism and promotes cultural diversity, while Japanese programs target issues like nuclear disarmament and responsibility for past violence. A holistic understanding of peace includes both an absence of direct violence and a presence of social justice, human rights, and ecological well-being. Peace education seeks to transform societies by cultivating awareness, concern, and challenges to structures that enable nonviolence and justice.
This document provides an introduction to peace education, including definitions and concepts of peace. It discusses peace as more than just the absence of war, involving virtues like trust and justice. Peace education is defined as teaching non-violence, compassion, and respect for all life through developing skills like listening, problem-solving and conflict resolution. The document outlines different perspectives on peace from thinkers like Gandhi, Nehru and others. It distinguishes between negative peace as an absence of violence and positive peace as an absence of structural violence while promoting human rights. The scope and nature of peace education is developing social justice, human values, dismantling cultures of violence, and living in harmony with the earth.
This document discusses four peace themes: 1) Upholding human dignity, which is the foundation for peace. Peace education aims to promote human dignity and well-being. 2) Challenging prejudice and building tolerance by teaching tolerance and respect for diversity to counter discrimination. 3) Promoting nonviolence as an ethical choice that has proven effective through leaders like Gandhi and MLK Jr. 4) Challenging the war system by examining causes of war like territorial disputes, differences in ideology or power struggles, and the impacts of colonialism.
Peace Education (A Transformative Response to Major Societal Challenges)Radzmel Saji
Peace education aims to educate people to become peace agents and help build peaceful communities. It teaches the values, knowledge, attitudes and skills needed to live in harmony with oneself and others. Peace education is transformative and addresses the cognitive, affective and active dimensions of learning. It cultivates understanding and challenges beliefs, perspectives and systems that have caused violence and conflict. The goal is to transform societies and create conditions for nonviolence, justice, human rights and environmental sustainability. Effective peace education adopts a holistic approach and engages the entire school community.
NSTP – CWTS Specific Module 3 (Peace Education).pptxAnacitaZaragosa
The document discusses key concepts relating to peace education, including definitions of peace, violence, and conflict. It defines negative peace as the absence of war and positive peace as the presence of justice and human well-being. Peace education aims to develop knowledge, skills, attitudes, and values to enable resolving conflicts non-violently, promoting human rights and social justice, and building a culture of peace. This includes attitudes of self-respect, respect for others, cooperation, and compassion, as well skills like critical thinking, communication, and conflict resolution.
Peacebuilders work in highly-charged crisis settings. Deep-seated conflicts can suddenly spiral into unexpected violence. And yet, peacebuilding opens opportunities for learning.
Peace education aims to foster changes that make the world more humane by teaching values like harmony, cultural diversity, and conflict resolution. Programs vary globally in their objectives and content due to political and social contexts. For example, Australian peace education challenges ethnocentrism and promotes cultural diversity, while Japanese programs target issues like nuclear disarmament and responsibility for past violence. A holistic understanding of peace includes both an absence of direct violence and a presence of social justice, human rights, and ecological well-being. Peace education seeks to transform societies by cultivating awareness, concern, and challenges to structures that enable nonviolence and justice.
This document provides an introduction to peace education, including definitions and concepts of peace. It discusses peace as more than just the absence of war, involving virtues like trust and justice. Peace education is defined as teaching non-violence, compassion, and respect for all life through developing skills like listening, problem-solving and conflict resolution. The document outlines different perspectives on peace from thinkers like Gandhi, Nehru and others. It distinguishes between negative peace as an absence of violence and positive peace as an absence of structural violence while promoting human rights. The scope and nature of peace education is developing social justice, human values, dismantling cultures of violence, and living in harmony with the earth.
This document discusses four peace themes: 1) Upholding human dignity, which is the foundation for peace. Peace education aims to promote human dignity and well-being. 2) Challenging prejudice and building tolerance by teaching tolerance and respect for diversity to counter discrimination. 3) Promoting nonviolence as an ethical choice that has proven effective through leaders like Gandhi and MLK Jr. 4) Challenging the war system by examining causes of war like territorial disputes, differences in ideology or power struggles, and the impacts of colonialism.
Peace Education (A Transformative Response to Major Societal Challenges)Radzmel Saji
Peace education aims to educate people to become peace agents and help build peaceful communities. It teaches the values, knowledge, attitudes and skills needed to live in harmony with oneself and others. Peace education is transformative and addresses the cognitive, affective and active dimensions of learning. It cultivates understanding and challenges beliefs, perspectives and systems that have caused violence and conflict. The goal is to transform societies and create conditions for nonviolence, justice, human rights and environmental sustainability. Effective peace education adopts a holistic approach and engages the entire school community.
Peace education aims to educate future generations to build and maintain peace. It teaches the values, knowledge, attitudes, and skills needed to prevent conflict and violence and promote social justice and human rights. Peace is more than just the absence of violence - it includes economic and political justice. Peace education is important for empowering students to resolve conflicts nonviolently and create conditions for peace. Teachers play a key role in peace education by serving as models and imparting these values in the classroom through empathy, inclusion, and teaching conflict resolution skills.
Peace education aims to transform people's mindsets and behaviors that create or exacerbate conflict through nonviolence and peace values. It addresses the cognitive, affective, and active dimensions of learners by introducing new knowledge, discussion to develop concern, and encouraging personal and social action. The goal is to internalize a peace perspective by building awareness, understanding different views, and eliciting alternatives to resolve conflicts nonviolently.
Peace education aims to cultivate knowledge, skills, attitudes and values that transform mindsets and behaviors that exacerbate conflicts. It follows a three phase process: cognitive (awareness), affective (concerned response), and active (taking action). Key elements include upholding human dignity, challenging prejudice and building tolerance, promoting nonviolence, challenging war systems, sharing resources, and resolving/transforming conflicts. Effective peace education uses participatory, cooperative and experiential approaches like discussion, role-playing and problem-solving. Peaceable classrooms are affirming, cooperative, communicate appropriately and resolve conflicts peacefully. Peace educators serve as models through qualities like vision, care, inquiry, and inspiring alternative futures.
This document discusses the concepts of patriotism and nationalism. It provides definitions, noting that patriotism refers to love of one's country and willingness to sacrifice for it, while nationalism emphasizes devotion and prioritization of one's nation. The document explores the difference between the terms and provides examples from Jose Rizal and Andres Bonifacio. It also includes reflection questions asking the reader to consider their own level of patriotism or nationalism.
This document discusses challenging prejudice and building tolerance. It defines key terms like prejudice, stereotype, and discrimination. Prejudice is having negative feelings towards a person or group without basis, a stereotype is having a negative opinion of a group with incomplete knowledge, and discrimination involves negative actions or violence. The document also discusses various types of prejudice like racism, sexism, and ageism. Finally, it emphasizes that education is an effective way to challenge prejudice by teaching tolerance and respect for diversity.
The document discusses the importance and goals of peace education around the world. Peace education aims to foster positive social change through teaching democracy, human rights, nonviolence, and addressing issues like poverty, war, prejudice, and environmental problems. The document provides examples of how peace education is implemented in different countries and regions, highlighting issues specific to their contexts, from challenging militarism in Japan to addressing inequality in South America. It also outlines the role of educators and how schools can incorporate peace education into their curriculums and extracurricular activities to work towards building a more just and peaceful society.
The document discusses the Department of Science and Technology (DOST) in the Philippines. It details DOST's functions of coordinating science projects, formulating programs and policies, and its history and organizational structure including research institutes, councils, and regional offices. Examples are provided of projects funded by DOST councils and research institutes related to areas like information technology, agriculture, health, industry, and disaster monitoring.
Positive and Negative Effects of ReligionNorlyn Traje
This document summarizes some positive and negative effects of religion. Positive effects include charitable giving that helps those in need, promoting ethics in political life by advocating for equality, and bringing people together in communities. However, religion can also fill people with fear, turn people against each other by identifying some religions as the sole truth, and seek power like corporations which can lead to violence and warfare over religious differences. Overall, religion has significantly impacted history both positively and negatively.
The document discusses how major spiritual and faith traditions promote peace. It outlines common peace teachings like rejecting violence, compassion for all, respect for human dignity and justice. The Golden Rule of treating others as you wish to be treated is found across traditions. Upholding human dignity and rights, as defined in documents like the Universal Declaration of Human Rights and the Convention on Eliminating Discrimination Against Women, are important principles discussed in the document. It also discusses children's rights as defined by the Convention on the Rights of the Child.
This document discusses the concept of peace education and identifies many conflicts affecting humanity. It notes that while conflicts are addressed, the challenges remain unresolved and are worsening over time. It argues that a new perspective is needed, and discusses philosophical principles of nonviolence. Peace education seeks to understand the role of conflict and violence, and ways to transform them, building on philosophies of nonviolence. It identifies serving children as primary to fostering peace initiatives.
This document discusses values and different types of values. It begins by defining what a value is and explaining why values are needed. It then discusses whether values can be taught and if they are subjective or objective. Several types of values are outlined in sets A through C, including appetitive, aesthetic, intellectual, moral, spiritual, personal, sociological, cultural, and ultimate values. For each value type, one or more examples are provided. The document concludes by examining different perspectives on ultimate values, such as materialism, hedonism, Marxism, Hinduism, Taoism, God-ism, and humanism.
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.
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 aims to develop knowledge, skills, attitudes and behaviors that promote harmony within oneself, with others, and the natural environment. It teaches about both negative peace, which is the absence of violence, and positive peace, which includes just, non-exploitative relationships and well-being. Peace education is transformative in that it seeks to change mindsets and address cognitive, affective and behavioral dimensions of learning. The goal is to transform social structures and patterns of thinking that perpetuate injustice and violence, by cultivating respect, justice and cooperation at personal, community and global levels.
Social dimensions peace theme 4 challenging the war systemMark
This document discusses challenging the war system through peace education. It defines different types of war and their causes, such as territorial disputes, intolerance of differences, and power struggles. The effects of war include massive death, atrocities, displacement of people, proliferation of weapons, hindering development, and trauma. Peace education seeks to develop a global perspective by teaching the oneness of humanity and that war is a choice rather than inevitable, while also teaching peaceful conflict resolution skills.
Peace is defined in multiple ways in the document, including being quiet inside, having good feelings, people getting along without arguing or fighting, having positive thoughts about oneself and others, and living in harmony. Peace begins from within and requires strength and compassion. It consists of positive thoughts, feelings, and wishes. True peace is more than just the absence of war - it involves non-violence, acceptance, fairness, and communication. Education is seen as key to promoting peace by empowering individuals and enabling them to be peacemakers. Peace education aims to develop values, skills, and attitudes to build peace at various levels from interpersonal to global.
The document discusses the concept and definitions of peace education. It explains that peace education aims to transform thinking by developing understanding of concepts like structural violence and positive peace. The goal is to cultivate knowledge, skills, attitudes and values that can help resolve conflicts nonviolently and create just relationships and social structures. Key aspects of peace education include teaching about the holistic concept of peace, root causes of violence, and alternatives like nonviolence and conflict resolution.
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.
The document outlines key principles and policies of the 1987 Philippine Constitution. It discusses the establishment of a democratic republic where sovereignty resides with the people. It covers principles of independence, social justice, human rights, role of key institutions, and the duties of the state in areas like health, education, labor, economy, environment and local governance. The document provides context and explanation for various sections of the Constitution.
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.
This document discusses challenging prejudice and building tolerance. It defines prejudice, stereotypes, and discrimination. Some types of prejudice discussed include racism, sexism, heterosexism, classism, linguicism, ageism, looksism, and religious intolerance. The effects of prejudice in schools are outlined, such as victims being more likely to drop out and having negative impacts on psychological and physical health. Education aims to counter influences that lead to fear, discrimination, and exclusion of others.
This document discusses the principles of nonviolence according to Gandhi and Martin Luther King Jr. It states that nonviolence is the refusal to harm others as all life is sacred. Gandhi believed that as long as people accept exploitation, both sides are entangled in injustice, but refusing to cooperate can lead to freedom. King also believed in winning friendship rather than defeating opponents, and defeating injustice rather than people. The document outlines methods of nonviolent protest and explains the steps to nonviolent direct action.
Peace education aims to educate future generations to build and maintain peace. It teaches the values, knowledge, attitudes, and skills needed to prevent conflict and violence and promote social justice and human rights. Peace is more than just the absence of violence - it includes economic and political justice. Peace education is important for empowering students to resolve conflicts nonviolently and create conditions for peace. Teachers play a key role in peace education by serving as models and imparting these values in the classroom through empathy, inclusion, and teaching conflict resolution skills.
Peace education aims to transform people's mindsets and behaviors that create or exacerbate conflict through nonviolence and peace values. It addresses the cognitive, affective, and active dimensions of learners by introducing new knowledge, discussion to develop concern, and encouraging personal and social action. The goal is to internalize a peace perspective by building awareness, understanding different views, and eliciting alternatives to resolve conflicts nonviolently.
Peace education aims to cultivate knowledge, skills, attitudes and values that transform mindsets and behaviors that exacerbate conflicts. It follows a three phase process: cognitive (awareness), affective (concerned response), and active (taking action). Key elements include upholding human dignity, challenging prejudice and building tolerance, promoting nonviolence, challenging war systems, sharing resources, and resolving/transforming conflicts. Effective peace education uses participatory, cooperative and experiential approaches like discussion, role-playing and problem-solving. Peaceable classrooms are affirming, cooperative, communicate appropriately and resolve conflicts peacefully. Peace educators serve as models through qualities like vision, care, inquiry, and inspiring alternative futures.
This document discusses the concepts of patriotism and nationalism. It provides definitions, noting that patriotism refers to love of one's country and willingness to sacrifice for it, while nationalism emphasizes devotion and prioritization of one's nation. The document explores the difference between the terms and provides examples from Jose Rizal and Andres Bonifacio. It also includes reflection questions asking the reader to consider their own level of patriotism or nationalism.
This document discusses challenging prejudice and building tolerance. It defines key terms like prejudice, stereotype, and discrimination. Prejudice is having negative feelings towards a person or group without basis, a stereotype is having a negative opinion of a group with incomplete knowledge, and discrimination involves negative actions or violence. The document also discusses various types of prejudice like racism, sexism, and ageism. Finally, it emphasizes that education is an effective way to challenge prejudice by teaching tolerance and respect for diversity.
The document discusses the importance and goals of peace education around the world. Peace education aims to foster positive social change through teaching democracy, human rights, nonviolence, and addressing issues like poverty, war, prejudice, and environmental problems. The document provides examples of how peace education is implemented in different countries and regions, highlighting issues specific to their contexts, from challenging militarism in Japan to addressing inequality in South America. It also outlines the role of educators and how schools can incorporate peace education into their curriculums and extracurricular activities to work towards building a more just and peaceful society.
The document discusses the Department of Science and Technology (DOST) in the Philippines. It details DOST's functions of coordinating science projects, formulating programs and policies, and its history and organizational structure including research institutes, councils, and regional offices. Examples are provided of projects funded by DOST councils and research institutes related to areas like information technology, agriculture, health, industry, and disaster monitoring.
Positive and Negative Effects of ReligionNorlyn Traje
This document summarizes some positive and negative effects of religion. Positive effects include charitable giving that helps those in need, promoting ethics in political life by advocating for equality, and bringing people together in communities. However, religion can also fill people with fear, turn people against each other by identifying some religions as the sole truth, and seek power like corporations which can lead to violence and warfare over religious differences. Overall, religion has significantly impacted history both positively and negatively.
The document discusses how major spiritual and faith traditions promote peace. It outlines common peace teachings like rejecting violence, compassion for all, respect for human dignity and justice. The Golden Rule of treating others as you wish to be treated is found across traditions. Upholding human dignity and rights, as defined in documents like the Universal Declaration of Human Rights and the Convention on Eliminating Discrimination Against Women, are important principles discussed in the document. It also discusses children's rights as defined by the Convention on the Rights of the Child.
This document discusses the concept of peace education and identifies many conflicts affecting humanity. It notes that while conflicts are addressed, the challenges remain unresolved and are worsening over time. It argues that a new perspective is needed, and discusses philosophical principles of nonviolence. Peace education seeks to understand the role of conflict and violence, and ways to transform them, building on philosophies of nonviolence. It identifies serving children as primary to fostering peace initiatives.
This document discusses values and different types of values. It begins by defining what a value is and explaining why values are needed. It then discusses whether values can be taught and if they are subjective or objective. Several types of values are outlined in sets A through C, including appetitive, aesthetic, intellectual, moral, spiritual, personal, sociological, cultural, and ultimate values. For each value type, one or more examples are provided. The document concludes by examining different perspectives on ultimate values, such as materialism, hedonism, Marxism, Hinduism, Taoism, God-ism, and humanism.
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.
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 aims to develop knowledge, skills, attitudes and behaviors that promote harmony within oneself, with others, and the natural environment. It teaches about both negative peace, which is the absence of violence, and positive peace, which includes just, non-exploitative relationships and well-being. Peace education is transformative in that it seeks to change mindsets and address cognitive, affective and behavioral dimensions of learning. The goal is to transform social structures and patterns of thinking that perpetuate injustice and violence, by cultivating respect, justice and cooperation at personal, community and global levels.
Social dimensions peace theme 4 challenging the war systemMark
This document discusses challenging the war system through peace education. It defines different types of war and their causes, such as territorial disputes, intolerance of differences, and power struggles. The effects of war include massive death, atrocities, displacement of people, proliferation of weapons, hindering development, and trauma. Peace education seeks to develop a global perspective by teaching the oneness of humanity and that war is a choice rather than inevitable, while also teaching peaceful conflict resolution skills.
Peace is defined in multiple ways in the document, including being quiet inside, having good feelings, people getting along without arguing or fighting, having positive thoughts about oneself and others, and living in harmony. Peace begins from within and requires strength and compassion. It consists of positive thoughts, feelings, and wishes. True peace is more than just the absence of war - it involves non-violence, acceptance, fairness, and communication. Education is seen as key to promoting peace by empowering individuals and enabling them to be peacemakers. Peace education aims to develop values, skills, and attitudes to build peace at various levels from interpersonal to global.
The document discusses the concept and definitions of peace education. It explains that peace education aims to transform thinking by developing understanding of concepts like structural violence and positive peace. The goal is to cultivate knowledge, skills, attitudes and values that can help resolve conflicts nonviolently and create just relationships and social structures. Key aspects of peace education include teaching about the holistic concept of peace, root causes of violence, and alternatives like nonviolence and conflict resolution.
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.
The document outlines key principles and policies of the 1987 Philippine Constitution. It discusses the establishment of a democratic republic where sovereignty resides with the people. It covers principles of independence, social justice, human rights, role of key institutions, and the duties of the state in areas like health, education, labor, economy, environment and local governance. The document provides context and explanation for various sections of the Constitution.
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.
This document discusses challenging prejudice and building tolerance. It defines prejudice, stereotypes, and discrimination. Some types of prejudice discussed include racism, sexism, heterosexism, classism, linguicism, ageism, looksism, and religious intolerance. The effects of prejudice in schools are outlined, such as victims being more likely to drop out and having negative impacts on psychological and physical health. Education aims to counter influences that lead to fear, discrimination, and exclusion of others.
This document discusses the principles of nonviolence according to Gandhi and Martin Luther King Jr. It states that nonviolence is the refusal to harm others as all life is sacred. Gandhi believed that as long as people accept exploitation, both sides are entangled in injustice, but refusing to cooperate can lead to freedom. King also believed in winning friendship rather than defeating opponents, and defeating injustice rather than people. The document outlines methods of nonviolent protest and explains the steps to nonviolent direct action.
Tolerance, Types of Discrimination and Human RightsTamari Samsonidze
This document discusses the importance of tolerance. It begins by introducing the school and founder of the tolerance project. It then provides several quotes about tolerance, including definitions of tolerance from Einstein and the UN. The rest of the document discusses the importance of tolerance, how it is necessary for a democratic society, and suggests that students and citizens cultivate a habit of tolerance. It emphasizes that tolerance is appreciating diversity and allowing others to live as they choose.
This document discusses civil disobedience and non-violent protest. It covers views from Plato, Mahatma Gandhi, and Martin Luther King Jr. on civil disobedience and how Gandhi influenced King. Specifically, it outlines Gandhi's views on satyagraha and non-violence as techniques for social change. It also summarizes King's view that civil disobedience involves fact-finding, negotiation, self-purification, and non-violent direct action if negotiations fail. The document promotes civil disobedience as an important mechanism for social change that can create change without bloodshed.
This document discusses terrorism and proposes non-violent remedies. It defines terrorism and provides statistics on terrorist attacks from 1970 to present. It examines the causes that drive people to terrorism, such as economic deprivation and social injustice. The author argues that combating terrorism through violent means only breeds more hatred and militants. Non-violent measures like education, employment, developing civil society, entrepreneurship and ending hatred are proposed to effectively address the root causes of terrorism over time. Famous quotes from Dalai Lama and Gandhi emphasize that non-violence and addressing underlying political and social issues are necessary to resolve conflicts and end the threat of terrorism.
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
Human condition; improve personnal live; working on me; dooing my share; group cooperation; skills; well-being; spirituality.
This document provides information on violence against women and calls to action to address it. It discusses types of violence women face, international efforts to eliminate it including designating November 25th as the International Day for the Elimination of Violence against Women. It outlines the UNiTE campaign's 2020 theme of "Orange the World: Fund, Respond, Prevent, Collect!" and provides 10 specific calls to action communities and individuals can take to help address violence against women, such as listening to and believing survivors, teaching consent, and advocating for better data collection.
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
What is nonviolence ?
Defining nonviolence, clarifying a few concepts, philosophy of nonviolence, stategy of nonviolent action, political nonviolence
Introduction to nonviolence
This document summarizes President Alvaro Uribe's presentation at a Google ideas panel on leveraging formers and turning the tide against violent extremism. Uribe argues that violent extremism is the greatest threat to human liberty and undermines democracy, peace, and stability. He outlines Colombia's experience with violent extremist groups that nearly made it a failed state. Colombia restored order through democratic security, effective justice against extremists, and an inclusive reconciliation process that demobilized over 50,000 former combatants. The presentation includes a panel discussion with three former extremist group members who reintegrated into society. Uribe concludes that Colombia shows reconciliation is possible and calls for global cooperation to build a world free of violent extremism
Business Ethics edited February 2023.pdfKhatVillados
1) Surrounding oneself with admirers who always agree can distort reality and prevent one from receiving constructive criticism.
2) While admiration can feel good, it also inflates vanity and makes one believe "crazy" ideas without challenge.
3) For happiness, it is better to seek real friendship with people one admires rather than focusing on being admired. Admiring others can motivate self-improvement through learning from their example and behaviors.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. PEACE EDUCATION AND ENVIRONMENTAL AWARENESS
PROMOTING
NONVIOLENCE
Reported by: Group 3
presentor # 1
2. Options in the Face of Violence
Violence is a choice, and ultimately, the abuser is
the only person who can decide to change.
However, there are things that you can do to
encourage this change;
•Never tell an abuser anything their partner has
told you.
•Learn about intimate partner violence yourself so
you can help your friend or family member
recognize their violent behaviors.
3. • Identify the violence when you see it.
• Educate the abuser about the different types of
violence.
• Your friend or family member may try to blame the victim
for the violence.
• Help the abuser focus on the victim’s feelings and the
serious harm the victim is experiencing because of the
violence.
• Be aware of minimizing, denying and shifting blame, and
don’t support efforts to minimize the severity of the
violent behavior.
• Don’t ignore violence that you hear about or see.
4. • Stay in touch with your friend or family member about
the violence. Be there to support the abuser to change
in the long term.
• Remind your friend or family member that change will
create better, healthier relationships with all the people
in their life.
• Take time to acknowledge the abuser’s strengths.
• Offer your support if they choose to seek help.
• Convince the abuser that getting professional help is
important and have a list of resources ready.
• Help the abuser to accept responsibility for the violence.
• Don’t give up.
5. THREE RESPONSE- OPTION IN DIRECT OR STRUCTURAL VIOLENCE
1. to do nothing about it
2. to respond with violence
3. to respond nonviolently
6. WHAT IS NONVIOLENCE?
Nonviolence or ahimsa is the refusal to do harm to other
humans as life is sacred and is an absolute value. It is anchored
in the belief that humans have the potential to change.
AKKAPKA or Aksyon para sa kapayapaan at katarungan/
Action for peace and justice 1987 define it as a "principle a way
of life or tool for change that consider the human person as the
highest created value which must not be destroyed. It's aim is to
seek the truth and produce justice and the possibility for
solidarity and reconciliation. Its aim is to liberate the oppressed
and the oppressor through moral percussion, pressure and
forms of nonviolent direct action“.
8. There are following beliefs about nonviolence:
• Nonviolence is more powerful for converting the
opponent and opening his ears which are otherwise shut
to the voice of reason.
• Nonviolence and cowardice do not get together.
Possession of arms implies an element of fear, if not
cowardice.
9. •An eye for an eye will make the whole world
blind.
• A person and his/her deeds are two distinct
things. Hate the sin but not the sinner.
10. SOME PRINCIPLES OF NONVIOLENCE
Mohandas Gandhi, the man who led the people of India
out of British subjugation held the following belief about
nonviolence.
➢As long as people accept exploitation, both exploiter
and exploited will be entangled in injustice, but once the
exploited refuse to accept the relationship, refuse to
cooperate with it, they are already free.
➢A person and his/her deeds are two distinct things. Hate
the sin but not the sinner.
11. ➢ If we fight back, we will become the vandal and they
(oppressors) will become the law.
➢ Nonviolence is more powerful for converting the
opponent and opening his ears which are otherwise shut
to the voice of reason.
➢ Nonviolence demands that the means used should be
as pure as the ends sought. Two wrongs will not make
one right.
12. Marten Luther King Jr. believe in the same principles Gandhi
held on to.
Below are additional beliefs MLK, Jr. held with realgard
to Nonviolence.
➢Nonviolence does not seek to defeat or humiliate the
opponent but to win his friendship and understanding.
➢ Nonviolence seeks to defeat injustice, not people.
➢ Nonviolence thrives on love rather than hatred.
➢ Nonviolence requires willingness to suffer and amazing
discipline in the midst of provocation.
13. ➢ Nonviolence holds that suffering can educate and transform.
To persuade people to believe in nonviolence is not
easy because of tremendously oppressive situation such
as extreme poverty and economic inequity. Human rights
violations and oppression. Such as conditions foment
hatred and anger on the part of the victims, Sympathizers
and people who work for social change making many of
them willing to subscribe to armed struggle against people
in power.
14. WHY NONVIOLENCE?
• It is both an ethical and moral choice.
• In Hinduism, ahimsa is considered the greatest gift and
the highest teaching.
• Destruction is not the law of humans (Gandhi,1931).
• Nonviolence is a practical choice, Tools and effects of
violence are costly.
• Nonviolence work.
15. Example of nonviolent success stories:
❖ In 1986, the Philippines surprised the world with
it's version of nonviolent action. People were able
to peacefully overthrow the dictatorial regime of
Ferdinand Marcos in a nonviolent uprising they
called "people power". Nonviolent direct action
activities were similarly employed by the Filipino
people in 2001 to overthrow Joseph Ejercito
Estrada who was perceived to be an immoral
and corrupt president.
16. Example of nonviolent success stories:
❖ In 1988, the people of Chile succeeded in
defeating the "yes" vote for Pinochet who ruled
the country under military dictatorship for 15
years where thousands were tortured, executed
and exiled; ruthless raids were conducted;
citizens right were limited; publication were
closed down; and school were put under
surveillance.
17. Example of nonviolent success stories:
❖ The people of south Africa, under the leadership
of Nelson Mandela a Archbishop Desmond Tutu,
succeeded in ending the apartheid policy which
was penned in 1948 to " maintain white
supremacy". In 1989, then President Wilhelm de
Klerk lifted ban on opposition groups, released
political prisoners, ended the state of emergency
and restrictions of the press. In 1994, Nelson
Mandela became the first black president of
South Africa.
18. Example of nonviolent success stories:
❖ In central America, Oscar Arias used the power of
dialogue and nonviolent persuasion to convince the
president of Honduras, Guatemala , El Salvador and
Nicaragua to stop receiving military aid from the US and
the USSR, among other things they agreed on as
stipulated in the 1987 peace accords. Central America
was the arena of the two superpower ' cold war. Aria's
nonviolent tactics helped peace to come to central
America where more than 200,000 casualties,
19. WHAT IS NONVIOLENT DIRECT ACTION?
Gene Sharp 2005 has identified 198 methods of
nonviolent action.
Refers to the effort to pursue with action via methods
of protest, noncooperation and intervention without using
physical violence.
1. Nonviolent protest and persuasion
seek to produce awareness of the dissent.
• Petitions posters
• Banners lobbying
20. • Marches prayer rallies
• Vigils mock funerals
2. Nonviolent non-cooperation
present the opponent difficulties in maintaining the
normal operation of the system.
• consumer's boycott
• general strike
• civil disobedience.
3. Nonviolent intervention
challenges the opponent more directly.
•sit-ins
21. WHAT ARE THE GOALS OF NONVIOLENT ACTION
MLK Jr. in his "Letter from Birmingham Jail"
written to eight fellow clergymen from Alabama in
1963, wrote that nonviolent action seeks to
dramatize the issue (of injustice) to put pressure on
the adversary to confront the issue. He also wrote
that nonviolent direct action seeks to create a
tension/crisis that would force the adversary to
open the door to negotiation.
22. WHAT ARE THE GOALS OF NONVIOLENT ACTION
Additionally, nonviolent direct action seeks to
create a situation that would liberate victims from
silence and helplessness. This was evident, for
example in Chile where people, for years, suffered
in silence. Nonviolent direct action allowed them
all-men, women and children-to participate in
efforts to overthrow a dictatorial regime.
23. WHAT ARE THE GOALS OF NONVIOLENT ACTION
Nonviolent direct action also seeks to gain
attention, and consequently, support from the
larger community. People from around the world,
for example, were bothered to see Hindus whipped
to the ground by the army serving the British
government without the former hitting back.
Protests from the world community hastened the
granting of independence by the British
government to India.
24. SIX STEPS FOR NONVIOLENT DIRECT ACTION
STEP ONE: INFORMATION GATHERING
Identify the issues in your community and/or
school in need of positive change. To understand
the issue, problem or injustice facing a person,
community, or institution, you must increase your
understanding of the problem. Your investigation
should include all sides of the issue and may include
formal research and Istening to the experiences of
others.
25. SIX STEPS FOR NONVIOLENT DIRECT ACTION
STEP TWO: EDUCATE OTHERS
It is essential to inform others, including your
opposition, about your issue. In order to cause
change, the people in the community must be
aware of the issue and understand its impact. By
educating others you will minimize
misunderstanding and gain support and allies.
26. SIX STEPS FOR NONVIOLENT DIRECT ACTION
STEP THREE: PERSONAL COMMITMENT
Check and affirm your faith in the philosophy
and methods of nonviolence. Causing change
requires dedication and long hours of work. Meet
with others regularly to stay focused on your goal.
Prepare yourself to accept sacrifices, if necessary, in
your work for justice.
27. SIX STEPS FOR NONVIOLENT DIRECT ACTION
STEP FOUR: NEGOTIATIONS
Using grace, humor and intelligence, confront
the individuals whom need to participate in this
change. Discuss a plan for addressing and resolving
these injustices. Look for what is positive in every
action and statement the opposition makes. Do not
seek to humiliate the opponent but call forth the
good in the opponent. Look for ways in which the
opponent can become an ally.
28. SIX STEPS FOR NONVIOLENT DIRECT ACTION
STEP FIVE: DIRECT ACTION
These are actions taken to convince others to work with
you in resolving the injustices. Direct action imposes a “creative
tension” into the conflict. Direct action is most effective when it
illustrates the injustice it seeks to correct. There are hundreds of
direct action, including:
❖ Boycotts--- refusal to buy products
❖ Marches and rallies
❖ Political action and voting
❖ Public art and performance
29. SIX STEPS FOR NONVIOLENT DIRECT ACTION
STEP SIX: RECONCILIATION
Nonviolence seeks friendship and understanding.
Nonviolence does not seek to defeat the opponent.
Nonviolence is directed against evil systems, oppressive
policies, and unjust acts, not against persons.
30. Members:
Normilah M. Mascara
Anirah P. Mohammad
Naima O. Omar
Najiha Azis
Jamelah C. Omar
Nasbiya H.S Nasroding
Nezren M. Mustapha
Naima R. Mulok
Jasmin M. Mangotara
Abdulazis A. Mohammad