Peace education encompasses many forms and themes that promote peace, human rights, and social justice. It includes disarmament education, human rights education, global education, conflict resolution education, multicultural education, education for international understanding, interfaith education, development education, gender-fair education, and environmental education. The overarching goals are to nurture inner peace, promote nonviolence, respect diversity, and foster more just and sustainable communities.

2. Gelmer P. Cabag
Masterand

3. Peace education is multidimensional and
holistic in its content and processes, comprised of
many themes and forms that have evolved in
various part of the world.
- is rooted in critical and transformative
pedagogies which seeks to nurture those inner
peace capacities that are essential to external
political action necessary for social
and political change

4. 1. Disarmament education
2. Human Rights education
3. Global Education
4. Conflict/ Resolution education
5. Multicultural education
6. Education for International Understanding
7. Interfaith Education
8. Development Education
9. Gender Fair/Non - sexist Education
10.Environmental Education
Various Forms of Peace Education

5. 1. Disarmament Education
• WMD (Weapons of Mass Destruction) - nuclear,
biological, and chemical weapons intended to kill
or harm on a large scale
• SALW ( Small Arm and Light Weapons) -
proliferation and misused of small arm weapons
intended to kill or harm people
- its important goal is to educate and
campaign against proliferation of weapons, as it
fuels arm conflicts and draws resources away
from the basic need of people

6. Movements Supporting DE
• IANSA ( International Action Network on Small Arms) - they raise
awareness among policy makers, the public and the media about the
global threat to human rights and human security caused by small arms
- IANSA promotes civil society efforts to prevent arms proliferation
and armed violence through policy development, education and research.
• PhilANSA (Philippines Action Network on Small Arms) - a local
movement with the same function of IANSA
• UNDDA (United Nation Department of Disarmament Affairs) - reports
that 70% of the expenditures in the annual global trade on conventional
arms are made by poor countries in developing world.

7. - a movement towards educating people to respect
human rights
2. Human Rights Education

8. • According to Betty Reardon, HRE
contributes to peace; the enjoyment
of the fundamentals of human rights
and freedom by the people provide
the foundation for non-violent social
order.
• “how we teach is what we teach”

9. HRE content includes the study of Universal Declaration
of Human Rights (UDHR) and other important human rights
documents.
- Convention on the Elimination of All Forms of
Discrimination against Women (CEDAW)
- Convention on the Rights of the Child (CRC)

10. - is defined as all programs, projects, studies, and
activities that can help an individual learn and care more
about the world beyond his or her community and to
transcend his/her culturally conditioned, ethnocentric
perspectives, perception and behavior
- PCPGE states that GE is an education for responsible
participation in an interdependent world community.
3. Global Education

11.  GE is human value-centered: affirms the core value and
universal principle of the worth and dignity of human
 GE is world- oriented: understanding as members of
globally system - ecological, social, economic, and
technological
 GE is future - oriented: it is concerned with the creation
of preferred future.
Key Themes and Perspective of GE

12. - its goal is to educate learners about managing conflicts
constructively which includes training in anger management
4. Conflict Resolution Education
Goal of CRE: According to Tricia Jones (2006), CRE aims to;
a.) create safe and constructive learning environment,
b.) enhance student social and emotional development, and;
c.) create constructive conflict community.

13.  It emphasizes the goal of transforming the students as
peacemakers by creating a cooperative climate that
encourages parties to reach mutually acceptable solutions
to disagreements.
CRE also includes skills training such as:
- attentive listening
- effective communication
- constructive dialogue
- peer mediation (CRE in the Philippines)

14. - an education movement which started multicultural or
culturally diverse country
- this case can be related to United States of America and
Australia as they both have great history about immigration
5. Multicultural Education

15. - It encourages not only the appreciation and
understanding of other cultures but also of
one’s own.
- It promotes the person’s sense of
uniqueness of his own culture as a positive
characteristic and enables one to accept the
uniqueness of the cultures of others.
- it is often defined as one that “helps students to understand
and appreciate cultural differences and similarities and to
recognize the accomplishments of diverse groups”

16. - In 1995, UNESCO came out with the
“Declaration and Integrated Framework
of Action and Education for Peace,
Human Rights and Democracy” whose
primary principles include the
importance of education in promoting
peace, human rights and democracy,
and the recognition of their intimate
relationship.
6. Education for International Understanding

17. - a cosmopolitan education which will produce a loyalty to
world citizenship
-The terms "international understanding", "cooperation"
and "peace" are to, be considered as an indivisible whole based
on the principle of friendly relations between peoples and
States having different social and political systems and on the
respect for human rights and fundamental freedoms.
- EIU encompasses not only peace at the global level but also
its building blocks of nonviolent, just and sustainable living
in the other levels of relationships.

18. 7. Interfaith Education
- a movement with a progressive agenda
which began in 1893 at the World’s
Parliament of Religious gathering in
Chicago
- sought to bring together religious and
spiritual leaders of diverse traditions to
engage in dialogue, to educate each
other and their audience about their
respective religions

19. - As inter-religious literacy within the interfaith movement
developed, organizers began to run their attention to the
most effective methods and pedagogies and teaching
others about different religions.
These organizations convened conferences to bring these
leaders with lay people and to address global problems of
intolerance, injustice, and religious persecution.

20. - UNESCO guidelines define interfaith education as
aiming "to actively shape the relations between
people from different religions".
- IE was now viewed as morally and socially
essential means for promoting countering
discrimination and hate crimes and promote
peace

21. - In conclusion, Interfaith dialogue aims to
empathetic understanding of other
religions/faith traditions so that all may live in
harmony and with respect, and to encourage
cooperation among the religions/faith traditions
to resolve common social problems.

22.  It emerged in the 1960s to challenge the mainstream
model of development which then equated development
with modernization.
 Concerned educators and NGOs have advocated the
integration of the issues of poverty and inequalities in the
social studies curriculum and other subjects areas as well
as in the community education contexts to raise
consciousness.
8. Development Education

23. - Ian Harris (2003) describes the goal of Development
Education as building peaceful communities by
promoting an active democratic citizenry interested in
the equitable sharing of the world’s resources.
Development Education is an
approach to peace education
that promotes a vision of
positive peace , one that
motivates people to struggle
against injustice.

24.  Following the rise of popular feminism, efforts to
oppose sexism in schools have been taken and the
overarching goal is to enable students to reach their
full potential regardless of their gender.
 GFE seeks to foster among the learners’ respect for
the abilities and rights of both sexes and to develop
awareness of the gender biases and stereotyping
that have been culturally perpetuated in order to
change these.
9. Gender-fair / Non-sexist Education

25.  Shared parenting
 Home management
 Decision-making
 Equal opportunities
 Enhanced participation and representation in public affairs
 Making women’s roles and contributions visible
 Valued and recognized
 Elimination of all forms of violence against women
 Observance of non-sexist child-rearing practices and schooling
Key Concepts of Gender-Fair Education

26. 10. Environmental Education
 The effects of environmental destruction
are being increasingly felt:
- pollution of land, air and water
- depletion of forests and other resources
- global warming
Environmental Education is education
about, for, and through the environment.

27. An important goal is to keep everyone a good
“steward” or “kin” of the natural environment in order that
the needs of both the present and future generations can
be met.
- People’s unsustainable ways of living
and consuming need to change,
including the paradigm of
development that is based on profit
maximization, a paradigm that inflicts
violence on the earth.