PEACE EDUCATION

A TRANSFORMATIVE RESPONSE TO MAJOR SOCIETAL CHALLENGES

PEACE

A HOLISTIC UNDERSTANDING OF PEACE

It is because our ideas shape our feelings and actions as well as how we

live and how we relate with others.

PEACE Was defined as absence of war or direct violence

Absence of death and destruction as a result of war and physical/ direct violence

Peace is the absence of violence, not only personal or direct but also structural or indirect

VIOLENCE

It is a “ Humanly inflicted harm”

-Betty Reardon

PERSONALINTERPERSONAL

/ COMMUNITYNATIONAL GLOBAL

Direct/Physical SuicideDrug abuse

Domestic violenceViolent Crimes

Direct/Physical

Conventional war, Nuclear war and

Human rights abuses

Structural/EconomicalPolitical

Socio-cultural/psychological

Powerlessness

AlienationLow self-esteemanxiety

Local inequalities,poverty, hunger

Prejudice/enemy imagesCultural dominationRacism, sexismReligious intolerance

Nat. inequalities,poverty, hunger

Prejudice/enemy imagesCultural dominationRacism, sexismReligious intolerance

Global inequalitiespoverty, hunger

Prejudice/enemy imagesCultural dominationRacism, sexismReligious intolerance

EcologicalOver-

consumptionOver-consumption

pollution

Over-consumption,chemical and

biological warfare

Nuclear power radiation

Over-consumption, chemical and

biological warfareNuclear power

radiation

Level

Forms of Violence

PEACE EDUCATION AS TRANSFORMATIVE EDUCATION

Peace education, or an education that promotes a culture of peace, is essentially transformative. It

cultivates the knowledge base, skills, attitudes and values that seek to transform people’s mindsets, attitudes and behaviors that, in the first place ,

have either created or exacerbated violent conflicts. It seeks this transformation by building

awareness and understanding, developing concern, and finally , challenging personal and social action that will enable people to create

conditions and systems that actualize nonviolence, justice, environment care and other peace values.

THE PEACEABLE TEACHING-LEARNING PROCESS

Cognitive phase(Being aware,

understanding )

Affective phase(Being concerned,

responding and valuing)

Active phase(Taking practical

action)

WHY EDUCATE FOR PEACE ?

IT SEEKS TO TRANSFOM THE PRESENT HUMAN CONDITION BY CHANGING SOCIAL STRUCTURES PATTERNS THOUGHT THAT HAVE CREATED.

- BETTY GARDON

Educating for peace will give us in the long run the practical benefits that we seek.

Peace Education challenges the long-held belief that wars cannot be avoided.

PEACE EDUCATION IS A PRACTICAL ALTERNATIVE

Peace Education Is an Ethical Imperative Educating for peace is an ethical

imperative considering the negation of life and well-being caused by all forms of violence.

A.Faith TraditionB.Humanitarian EthicsC.Spirituality

Peace Education

is the process of acquiring the values, the knowledge and developing the

attitudes skills and behaviors

Ian Harris and John Synott

Peace Education described as a series of “teaching Encounters”

SCHEMA OF KNOWLEDGE,SKILLS AND ATTITUDES/VALUES:Schema is an attempt to list the key knowledge areas, skills, attitudes and values that are integral

peace education

ATTITUDE/VALUES1.Self-resect2.Respect for others3.Gender Equality4.Respect for life/Nonviolence5.Compassion6.Global Concern7. Ecological Concern8.Cooperation9.Openners and tolerance10.Justice11.Social Responsibility12.Positive Vision

Skills1.Reflection2.Critical thinking and Analysis3.Decision-Making4.Imagination5.Communication6.Conflict Resolution7.Empathy8.Grouping

KNOWLEDGE1.Holistic cONcept of Peace2.Causes of conflict and violence3.Some Peaceful Alternarive●Disarmament●Nonviolence Philosophy and Practice●Conflict Resolution,transformation,prevention●Human Rights●Democratization●Developing Based on Justice●Sustainable Development

EDUCATION PEACE: LIST OF KNOWLEDGE AREAS,SKILLS AND ATTITUDES/VALUES