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7/27/2019 What is Peace Education-Presentation to the New England Philosophy of Education Society October 06
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Peace Education
Philosophical Principles as Pedagogy for
Social Change
Mary Lee Morrison
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you will teach me first, my students,
the character of my indifferenceand the dark confusion of being young.
I will teach you then my students,
a hope that lies beneath the surface,
a love inherent in the nature of things.follow the course of it to the end of knowing;
gather the thread of it line by line.
Poem by Michael True, in Ordinary People: FamilyLife and Global Values.
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What is Peace EducationPeace education is the
pedagogical efforts to
create a world atpeace.
By peace, we mean more
than the absence of
violence (negative
peace) (Galtung).
Peace in its most positive
aspects embraces ideas of
justice, globalsustainability and the
eradication of structures
that promote insecurity:
poverty, hunger,
malnutrition and lack ofaccess to resources
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Peace Education rests on 2
assumptions Conflict is ubiquitous
There are ways to
transform it
Education for peace
assumes peace in
education(M.Haavelsrud)
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Peace Education Holds Both
Philosophical Principles and
Processes (Skills) Peace education is
visionary and
inherently moral
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Philosophy of Peace Education
Involves Nonviolence
Love as the basis for transformation-
translated into caring classrooms
(Noddings, Martin)
Reverence for the environment and for all
life
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Processes of peace education
Include Skills of conflict resolution
(transformation)
Attitudes
Values
These rest on the ethos of having enoughfor all to sustain life
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Betty Reardon has defined peace
education as the attempt to promote the development of
an authentic planetary consciousness that
will enable us to function as global citizensand to transform the present humancondition by changing the social structuresand patterns of thought that have createdit. The transformational imperative mustbe at the center, both in knowledge andvalues. (Comprehensive Peace Education)
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The root of education Is educare
To lead out
Peace education seeks to draw out frompeople their own best instincts to live morepeacefully with others.
This implies working from within, startingthe transformation of society beginningwith each individual.
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Peace education Seeks to build on the philosophy and the
processes of nonviolence to help us
understand the role that conflict and
violence have played in our own lives,
seeking ways to transform them.
Peace educators point out both the value ofand the risk of conflict and social change.
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Peace education Appreciates the richness
of the concept of peace
Addresses fears Provides a futures
orientation (imagination)
Teaches peace as both a
process and philosophy
Promotes peace as a
concept alongside
justice Promotes the care of
and love of the Earth
and respect for all life
Teaches nonviolence
as a way to settle
differences
d i i i d
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Peace education is practiced
throughout the world in many
settings All have in common the idea of transforming
conflict into something positive and sustainable
so that our world will continue to turn. Peace education seeks to make and build peace
through pedagogy.
Peace education rests on the assumptions that
morals and ethics cannot be separate from theclassroom.
The concept ofresponsibility, both individual andshared, is embedded in the philosophy.
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How is it done? An educator teaching
peace will use
conceptual elementsof the philosophy and
the processes to
structure formal,
informal andhidden curricula,
including classroom
climate, tolerance,
respect and thoseteachable moments
that can transform
classroom
interactions andlearning.
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Some elements of the curricula An understanding of war and its causes
An understanding of violence and its causes
Knowledge of the military and its structures
An understanding of some principles of world
order, including the United Nations system
An understanding of the role of citizenparticipation
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Knowledge of NGOs and their impact on
social change
Knowledge of world-wide and local grass-
roots initiatives
Principles of restorative justice
Listening and dialoguing
The importance of nonviolence
Eli B ldi f d f h
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Elise Boulding, a founder of the
peace research movement has
said There are certain characteristics that optimize
young people growing up to be peacemakers-
those who will seek to shape their societiestoward peace (Building a Global Civic Culture).
These include: genetics, cognitive maturationalprocesses, modeling and reinforcement, knowledgestock, cultural values and beliefs, family influence,
peers, the media, community inputs. Models are key.
The important function of education cannot beunderestimated.
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Who Has Gone Before? Montessori in 1937-
our hope for the
future lies not in theformal knowledgethat we pass on, butin the normaldevelopment of thenew man (sic)(Education for
Peace).
Montessori has often
been quoted as saying
establishing peace isthe work of
education: all politics
can do is keep us out
of war.
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John Dewey Deweys philosophical ideas involved
concepts of educating for peace.
He saw the necessity of teachers loving
their students- love through common self-
sacrifice to reach the common good
(found in Simpson and Jackson article inEducational Foundations-taken from
DeweyMW5).
D d th i
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Dewey and other progressives
were concerned about the
growing militarism of America Dewey connected ideal education to one
involving values of peace
Began the Outlawry of War campaign
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Horace Mann hoped that common
education could free humankind from the
ever present danger of war
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More Modern Educators Neo-Deweyan Maxine Greenes
understanding of education is releasing
persons to be different-inherently
reflecting concepts of freedom and choice-,
listening and dialoguing in order to view
things as they might be. J.R. Martin-schools as homes
The importance of nurturing
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Sara Ruddick-maternal love giving rise to
maternal practice can promote peace
hooks-teaching to transgress-only happens
with adequate nurturing. No dichotomy
between education and social change.
Healing of the world can happen if teachersknow themselves and their students
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Parker Palmer has written The goal of knowledge arising from love
is the reunification and reconstruction of
broken selves and worlds. (To Know as
we are Known: Education as a Spiritual
Journey)
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A Brief History of Peace
Education Contemporary view
on peace education
reflect the evolutionof its concept from
the beginnings of the
peace research
movement-40s and50s
However its roots go
back much further
Reformers such asAddams and Fannie
Fern Andrews
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IPRA (The International
Peace Research
Association)-1965 and
COPRED (Consortium
on Peace, Research,
Education and
Development)-1970 were
outgrowths of the workdone by the Womens
International League for
Peace and Freedom
The relational andtransformative elementsof peace education arose
partly out of the 2nd waveof the womensmovement
Peace began to be seen asincluding concepts ofrelationships-interpersonal, inter-communal and inter-global.
d ti t th
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peace education rests on those
values and attitudes often
associated with women Peace as a concept, and thus peace
education, cannot be separated
conceptually from networking, connectingpeople in mutually productive, constantly
interacting processes of teaching and
learning.
The Earth Charter as a Paradigm
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The Earth Charter as a Paradigm
of Education for A Sustainable,
Peaceful World The Earth Charter is a declaration of fundamental
principles laying out what is needed for to build a
just, sustainable, and, ultimately, peaceful world 4 interconnected themes:
Respect and care for the community of life
Ecological integrity
Social and economic justice
Democracy, nonviolence and peace
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We are now at the
mid-point of the UN
designated Decadefor a Culture of Peace
We have just begun
the Decade for
Sustainable
Development
From the Hague
Appeal for Peace
(2001)
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A culture of peace will be achieved when citizens of
the world understand global problems; have the
skills to resolve conflicts constructively, know andlive by international standards of human rights,
gender and racial equality, appreciate cultural
diversity and respect the integrity of the Earth.
Such learning cannot be achieved withoutintentional, sustained and systematic education
for peace.
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Peace Education in Action
A Visit to Costa Rica
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The University for Peace
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Visit to Two SchoolsImplementing the Precepts of a
Culture of Peace
With cooperation and support of the
University for Peace and the Ministry
of Education for Costa Rica
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Three Themes Peace with self
Peace with others
Peace with nature
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Why do we do what we do?
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From the Preamble to the Earth
Charter We stand at a critical
moment in Earths
history, a time when
humanity must choose its
future. It is imperative
that we, the peoples of
the Earth, declare our
responsibility to oneanother, to the greater
communiy of life and to
future generations.
We urgently need a
shared vision of basic
values to provide anethical foundation for
the emerging world
community.
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To End: My country is the world-to do good is my
religion (Thomas Paine)
We must not only prepare our children for
the world-we must prepare the world for
our children motto of Curbstone Press, a
CT based 501 (c ) (3) organizationhttp://www.cunepress.com/cunemagazine/n
ews/articles/curbstone.htm
http://www.cunepress.com/cunemagazine/news/articles/curbstone.htmhttp://www.cunepress.com/cunemagazine/news/articles/curbstone.htmhttp://www.cunepress.com/cunemagazine/news/articles/curbstone.htmhttp://www.cunepress.com/cunemagazine/news/articles/curbstone.htm