integrating peace education in the present curriculum-presentation.pptx

7/18/2019 INTEGRATING PEACE EDUCATION IN THE PRESENT CURRICULUM-PRESENTATION.pptx

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Peaceeducation

- is the process of acquiring the values,the knowledge and developingthe attitudes, skills, and behaviors tolive in harmony with oneself, withothers, and with the naturalenvironment



INTEG!TING PE!"E E#$"!TI%NIN T&E PE'ENT "$I"$($)

($"E(E #* P!'IN!G

)!E#-E)



∗ “Without an integrated understanding of life, our

individual and collective problems will onlydeepen and extend. The purpose of education isnot to produce mere scholars, technicians and jobhunters, but integrated men and women who arefree of fear; for only between such human beings

can there be enduring peace.”

+* rishnamurti



* nowledge

.* !ttitudes

/* 0alues

1* '2ills

3acets of Peace Education



N%4(E#GE

• 'tudents should study a variety ofcontemporary con5ict situationsfrom the personal to the glo6al andattempts made to resolve them*

"on5ict



N%4(E#GE

• 'tudents should study di7erentconcepts of peace, 6oth as a state of6eing and as an active process, on

scales from the personal to the glo6al*

Peace



N%4(E#GE

• 'tudents should e8plore some of the2ey issues and ethical dilemmas to dowith conventional war*

4ar



N%4(E#GE

• 'tudents should learn a6out a widerange of nuclear issues and 6e aware ofthe 2ey viewpoints on defence anddisarmament*

Nuclear issues



N%4(E#GE

• 'tudents should study a wide range ofsituations illustrating in9ustice*

+ustice



N%4(E#GE

• 'tudents should study issues to do withpower in the world today*

Power



N%4(E#GE

• 'tudents should study issues ondiscrimination 6ased on gender*

Gender



N%4(E#GE

• 'tudents should study issues to do withdiscrimination 6ased on race*

ace



N%4(E#GE

• 'tudents should have a concern for theenvironment welfare of all the naturalsystems on which they depend*

Environment



N%4(E#GE

• 'tudents should study a range ofalternative futures, 6oth pro6a6le andprefera6le*

3utures



!TTIT$#E

• 'tudents will have a sense of their ownworth and pride in their own particularsocial, cultural, and family 6ac2ground

'elf espect



!TTIT$#E

• 'tudents will have the sense of the worth ofothers, particularly of those with social,cultural, and family 6ac2grounds di7erentfrom their own*

espect forothers



!TTIT$#E

• 'tudents will have a sense of respect forthe natural environment and our overallplace in the we6 of life*

Ecological "oncern



!TTIT$#E

• 'tudents will 6e willing to approachdi7erent sources of information, people,and events with a critical approach 6utopen mind*

%pen-mindedness



!TTIT$#E

• 'tudents will 6e open to and valuevarious dreams and visions of what a6etter world might loo2 li2e*

0ision



!TTIT$#E

• 'tudents will 6e ena6led to valuegenuinely democratic principles andprocesses and 6e ready to wor2 for amore 9ust and peaceful world at local,

national, and international levels*

"ommitment to 9ustice



0!($E'

• dignity, equality, protection of the rightsof all peoples, freedom of speech ande8pression, and freedom of 6elief

&uman rights anddemocracy



0!($E'

• love of peace and harmony, con5ictresolution 6y peaceful means, mutual

understanding and cooperation andrespect

"ooperationand

'olidarity



0!($E'

• "ulture of peace, respect for the familyand all of its mem6ers, appreciation ofone:s own culture, appreciation of theworld:s cultural heritage and human

achievement

Preservation of"ultures



0!($E'

• 'elf-awareness, self-esteem, anddiscipline

• espect and empathy in our relationshipwith others

• )oral courage• %-mindedness, truthfulness and

tolerance• )utual respect for the religious

o6servance of others• 3reedom of thought, conscience and

'elf and%thers



0!($E'

• !wareness of the rights and duties ofciti;enship

• Equality among nations• &armony 6etween nationalism,

regionalism, and internationalism• !wareness of glo6al issues and their

peaceful resolution

Internationalism



0!($E'

• Interdependence of people and nature• "aring for environmental welfare• "ommitment to maintain and improve the

environment for the survival of all species

Protection of theEnvironment



'I(('

• To approach issues with an open andcritical mind and 6e willing to changeopinions in the face of new evidence and

rational argument*

"riticalThin2ing



'I(('

• To 2now where to loo2 for answers and howto select and re9ect information*

Information&andling



'I(('

• This s2ill ena6le student to thin2 creativelyto resolve con5ict*

"reativeThin2ing



'I(('

• 'tudents will 6e developing the a6ility toin5uence decision-ma2ing thoughtfully,6oth within their own lives and in their localcommunity, and also at national and

international levels*

e5ection



'I(('

• 4or2ing cooperatively with other individualsand groups in order to achieve a commongoal*

"ooperation



'I(('

• 'tudents will 6e a6le to imagine sensitivelythe viewpoints and feelings of other people*

Empathy



'I(('

• 'tudents will 6e a6le to communicate clearlyand assertively with others*

!ssertiveness



'I(('

• 'tudents will 6e a6le to analy;edi7erent con5icts in an o69ective and

systematic way and 6e a6le to suggest arange of solutions to them*

"on5ictesolution



'I<)!+%)E#I!

INTEG!TI%N



'u69ect "onte8t

Peace education can6e introduced into aclassroom as a program*



(anguage

• Peace education in the context oflanguage provides motivation for inter-

cultural communication, a dimension ofsocial consciousness within thecurriculum, and potential forinterconnecting disciplines and

addressing complex issues.



Language Activities used inteaching Peace Education:

eading and4riting

'pea2ing and(istening




Including &umanights and

Peacema2ing0oca6ulary 4ordsin 4ee2ly 'pelling

Program

- espect -esponsi6ility

- 3airness -9ustice-

ights - needs- Perceptions -

democracy

"ommunication'2ills




4riting 'criptsand Plays

Pilando2 = E#'! PeoplePwer Inspired

#e6ates




#rama

Negotiation



B integrating the a!ove mentioned ideasand approaches of Peace Education students

will !e a!le to:

• "nderstand and !e aware of war and peace

issues• #evelop s$ills of empath• %llustrate lin$s !etween the personal, local

and glo!al spheres• Promote personal growth and development

through self-awareness• &ommunicate their feelings and listen to

others' and• &ontri!ute to create peace with (ustice.



)athematics can !e a ver powerful

wa to approach topics of e*uit,glo!al distri!ution of wealth, economicdevelopment, and militar versuseducational expenditures, pollution,

and environmental responsi!ilit.

)athematics



Peace concepts can !ee+ectivel integrated:• hile teaching graphs, charts

and so on, it could !eproduced to displa some ofthe relationships of ourcountr with others.

• tudents could !e made to !eaware of the world pro!lemsinvolving cost of defense

!udgets and local impact.•

)athematics



B integrating the a!ove mentionedideas and approaches to PeaceEducation students will !e a!le to:• #evelop pro!lem solving s$ills• &reative thin$ing and critical

thin$ing s$ills• Be aware of the connection !etween

math and culture• #evelop deep concern for our

environment

)athematics



cience teachers can teach peace! promoting environmentalawareness and ecological thin$ing.

Processes of o!taining, analing

and evaluating evidences and ma$ingpredictions in science develop socials$ills for peace and colla!orativecitienship.

'cience

/hemes of peace and (ustice can !e infused inthe content of science su!(ect so that peace ispervasive in the curriculum.

Life cience&hemistr

Phsics



Peace education is a natural extension of theelementar classroom' it is not that PeaceEducation is something that children 0do1, !ut it isnot what the 0do1 what is true is that teachers

themselves should serve as a model and teachthrough example.

/he following are ocial cience su!(ects thatprovide scope to ena!le students to explore worldpeace.• 2istor• 3eograph

'ocial 'ciences



%n Art, as in #esign /echnolog,investigating and ma$ing can !e practicedcolla!orativel in the classroom.

-/he art world is full of images and con4ict,death and anger !esides peace, serenit andcooperation.-igns and sm!ols have !een used for

centuries to promote war or peace.-tudents can !e encouraged to do speci5cpro(ects highlighting the necessit of peaceto human communit.

!rts and #esign



-%nformation &ommunication /echnolog 6%&/7has not onl increased the potential for glo!alco-operation !ut has also changed the wa

wars are fought.

-tudents could use %&/ to research andpresent their hopes for greater cooperationand understanding in the future ! producing

a we!site or multimedia presentation.

"omputer 'cience



-tudents could examine the moralit of$illing people from a $e!oard thousands ofmiles awa, or the notion of a 8(ust9 war inwhich some are armed with hi-teche*uipment and others use militar

technolog centuries old.

-%n %nformation /echnolog, communicatingand handling information can give great

scope for exchanging ideas and experienceswith others, particularl other oung peopleacross the world.

"omputer 'cience



>The development of learning that will

ena6le human2ind to renounce theinstitution of war and replace it withinstitutions more consistent with thevisions and values 6eing articulated in the6ody of international standards remain

the core of the Peace Education tas2*!etty "eardon, #eace $ducation%

∗ & "eview and #rojection, '()))*

Teaching )ethods

Teaching )ethods



Teaching )ethods

"ooperative

(earningTo help ensure thatstudents will managecon5ictsconstructively

a* a cooperativeclassroom andschool must 6eesta6lished

6* 'tudents must 6edirectly taught howto manageintellectualcon5icts inherent

in learning groups

(anguage

Teaching )ethods



Teaching )ethods

Group #iscussion

- Is a tool for teaching peace-related

concepts via various su69ects in theclassroom and to assist active,meaningful engagement with otherstudents and wor2 towards a commongoal*

a* 4hat is peace?

6* 4hy is government necessay?

Teaching )ethods



Teaching )ethods

a* #iscussing @uotesof famous Peace

4or2ers

6* #evelopingEthical reasoning

through discussion

- /aught throughdiscussion of moralcon4icts and dilemmas.

Teaching )ethods



Teaching )ethods

Peer Teaching

AE7ective peerteaching providesstudents with

opportunities todevelop awarenessand understandingof community

issues, pro6lemsto develop socialresponsi6ility*

Teaching )ethods



Teaching )ethods

Brainstorming

•to introduce the notions of interfaithharmony, and con5ict resolution whileteaching 'ocial 'ciences, which will 6ring anew attitude of peace among individuals*

• )ost e7ective with groups of C-. studentsand should 6e performed in a rela8classroom environment*

•! 6rainstorming session requires a teacher,a 6rainstorming space and something onwhich o write ideas*

• The teacher:s responsi6ilities are guidingthe session, encouraging participation and

Teaching )ethods



Teaching )ethods

'teps of Brainstorming Technique

%dentifing Pro!lem

&onsolidation Phase

Assessment Phase

Teaching )ethods



Teaching )ethods

ole-Play• Promotes interaction 6oth among

students and 6etween the students andteacher inside and outside theclassroom*

• &elps to create a safe environment

where students can feel free to e8presstheir views and the teacher can thencorrect or modify*

• &as 6een common practice in teachingnegotiation s2ills, appreciating speciDc

type of interest-driven 6ehaviour,understanding 6etter the ethical issuesinvolved, and developing sympatheticviews in course on politics*

•

allows students to gain insight into their

Teaching )ethods



Teaching )ethods

Energi;ers

• !re great ideas for students to rest fromtheir activity or to 6oost their 6rain

activity*

• Engage all students and are a strategythat fosters cooperation*

Teaching )ethods



Teaching )ethods

'torytelling

• 'haring stories gathered from around theworld will reveal surprising solutions tocommon con5icts in homes, schools andcommunities through the magic of story*

• !llows students to Dnd their voice,imparts 2nowledge, carries on traditionsand helps foster changes in listenerFs6ehaviours and ways of thin2ing*

• Peace 6uilding should 6e an en9oya6leprocess which can 6e shared together 6yadults and children*

Teaching )ethods



Teaching )ethods

'torytelling

Peace 6uilding elements

a* &appy endings6* Nonviolent resolution

c* "hallenges e8isting stereotypingd* Imaginative and creativee* 3aith and hopef* Peace with the environmentg* 3inding personal place

Teaching )ethods



Teaching )ethods

'ervice (earning

- integrates meaningful community servicewith instruction and re5ection to enrich thelearning e8perience, civic responsi6ility, andstrengthen communities*

Teaching )ethods



eac g e ods

'ervice (earning 6eneDts the students in anum6er of ways H

• They learn to >serve other rather that>6eing served 6y others*

•

'tudents will practice the principles andhuman values that constitute thefoundation of their purposeful life*

• Their s2ills of cooperation and

communication also get improved*

• Promotes understanding of diversity andmutual respect among al participants*

Teaching )ethods



g

'ervice (earning 6eneDts the students in anum6er of ways H• They learn to >serve other rather that

>6eing served 6y others*

• 'tudents will practice the principles and

human values that constitute thefoundation of their purposeful life*

• Their s2ills of cooperation andcommunication also get improved*

• Promotes understanding of diversity andmutual respect among al participants*

•

It helps students develop interpersonal

Teaching )ethods



g

E8periential Teahing

Teaching )ethods



g

E8periential Teaching

E8periential learning has 6een shown tosigniDcantly enhance teamwor2, social s2ills,peer relations and other concepts closelyrelated to peace 6uilding*

• E8periential learning asserts theimportance of critical re5ection in learning*

• To learn constructive non-violent

6ehaviours*

• "ooperative and educational games areused as tools for e8periential learning*

•

Teaching )ethods



g

Inquiry-6ased (earning and Teaching

Teaching )ethods



g

Inquiry-6ased (earning and Teaching

• 'tudents are made to learn to value otherspoint of view, to 6e conDdent, to share

opinions in a respectful way and to resolvecon5ict dialogically*

• 'tudents can e8perience a range ofthoughts and perspectives for cultural

understanding, non-violent communicationand learn con5ict management s2ills*

Teaching )ethods



g

#ialogues

Pictures

Teaching )ethods



g

#ialogues

• Promote the 6onds of friendships, decisionma2ing s2ills and 6uild empathy, wherepeople can feel for each other*

• Promote values such as self-respect,respect for others, self e8pression anda6ility to listen to others, including thosewho have di7erent perspectives*

• Enhance tolerance and open-mindedness*



∗ is a program or out-of-class activitywhich provides curriculum-relatedlearning and character 6uildinge8periences*

∗ are particularly good at providingopportunities for students to wor2 inteams, to e8ercise leadership, and tota2e the initiative themselves*

"o-curricular !ctivities

Assem!l



• Through thisactivity social

interaction,leadership ,healthyrecreation, self-

discipline andself-conDdence ofstudents can 6eenhance*

• #evelops aframewor2 forunderstandingand appreciating

diversity and

ports and 3ames



• Games shouldcontri6ute in

6uilding one:scharacter andteach the personhow to 6rea2

down 6arriers ofhatred anddistrust*

• Games should

foster the spirit ofcooperation andprovide theopportunity to

e8perience

p

&lu! Activities



• "lu6s shouldpromote glo6al

understandingamong pupilscoming fromdi7erent

6ac2grounds indeveloping aglo6al vision to6ecome a trueciti;en of the

world*

"niformed groups



-aims to develop a

resourceful,resilient loyalyoung men andwomen capa6le of

serving theepu6lic asresponsi6le adultciti;ens and togroom leaders for

the ne8t millenniumso that they cancontri6ute to peace

g p

&ultural )eets



%rgani;ing cultural meets such as music,dance and drama in schools will

strengthen inter-religious andintercultural cooperation amongstudents*

)usic

&hildren singing in unison

Patriotic songs Ang !aan $o, Lupang

2inirang

#ance and #rama

ta+ #evelopment



p

)a2ing a school a place ofpeace is an achievement ofa cooperative e7ort and

the commitment of thewhole sta7 under thesupportive leadership of acompetent principal*

ta+ #evelopment



The purposes of sta7 developmentprogram should 6eH

• To ma2e them feel valued in the 9o6they do

• To ena6le them to do their 9o6 well•

To help them to anticipate and preparefor changes in their wor2 • To encourage them to derive

e8citement and satisfaction from theirinvolvement in change and

• To ma2e them feel willing andcompetent to contri6ute constructivelyto the development of the school

p

ta+ #evelopment



!ctivities for sta7 development

* "onducting sta7 meeting.* Provide #iscussions forums and4or2shops

/* Training )ethods1* %rgani;ing 'ta7 'eminars on PeaceEducationJ* Intensive Training

p

"lassroom )anagement



g

)aintaining a well-6ehaved classroom is

one of the most crucialelements for achievingma8imum learning*

&lassroom )anagement



g




Principles of "lassroom )anagement • Encouraging good 6ehavior with

praise

• &appy students display 6etter

classroom 6ehavior

• Engaging students in interestinglessons is a sure-Dre way to eliminatepro6lem 6ehavior*

• &andling disruptions with minimalinterruption

•

Prevention is far easier than a

g

'chool )anagement



g

equires the schoolto demonstrate all the

concepts related topeace 6oth in themethodology andimplementation of the




Peace Education can 6e successfullyintegrated through these principlesH

• Positive tone of warmth and safetyclimate

• "hild-centered philosophy andpractice

• Practices for developing self-esteem

• !6sence of corporal punishment

g



P!"TI"!( 'TEP'T% B$I(# PE!"E

"$(T$E IN

'"&%%('

The following are the practical steps to6uild peace culture in schoolsH



6uild peace culture in schoolsH

* )eta-cognition and thin2ing dispositions

.* The classroom as a peaceful community/* (anguage !rts activities1* Trust 6uilding activities

• )orning )eeting•

"ele6rate %ne #ay in Peace• Peace 4ee2

J* "ele6rations around the 4orldK* 'chool (i6raryL* #isplaying )ottos



∗

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