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PEACE EDUCATION:

A Transformative

Response to MajorSocietal Challenges

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OPENING PRAYER

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LEARNING OBJECTIVES

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After reading this chapter you shouldbe able to:

1.Define the concept of peace in a holistic

way;2.Explain the contribution or importance

of peace education in the quest for

positive social changes or transformation;3.Identify and explain the key themes of

peace education.


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Peace educationis the process of acquiringthe values, the knowledgeand developingthe attitudes, skills, and behaviorsto live in harmonywith oneself, with others, and with the natural

environment. Ian Harris and John Synott have described peace

education as a series of "teaching encounters" thatdraw from people:their desire for peace,

nonviolent alternatives for managing conflict, and

skills for critical analysis of structural arrangements thatproduce and legitimize injustice and inequality.

INTRODUCTION


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INTRODUCTION

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The greatest resource for building a

culture of peaceare the people

themselves, for it is through them that

peaceful relationships are created.Educating people toward becoming

peace agents is central to the task ofpeace building.


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Peace bui ldingrefers generally to thelong-term period of building peaceful

communities, a desirable goal.

The Philippines and the whole world as

well have many problems that arise from

many forms of violence. An educationthat responds to these challenges should

be encouraged and supported.

INTRODUCTION


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Our young people in particular need new

perspectives, skills and value orientations

that will enable them to build

relationships and structures that lead topositive change and human well-being.

A culture of peace must replace the

current culture of violence if we and ourcommon home, planet Earth, are to

survive.

INTRODUCTION


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A Holistic Understanding of Peace

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A new way of thinking about peace is

important today.

Our ideas shape our feelings and our

actions, as well as how we live, and how

we relate to each other confidential tome

DISCUSSION


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Fritjof Capra, has argued for a change in

thinking, about both concepts and values, as a

necessary first step to solve our many

problems today (Capra, 1982).

Early secular writings on the subject of peace

indicate that peacewas defined as merely the

absence of war or direct violence. This

negative formulation was first given by Hugo

Grotius in 1625 (Dobrosielski, 1987).

DISCUSSION


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The simplest and most widespread

understanding of peace was that ofabsence of death and destruction as a

result of war and physical/direct

violence.

DISCUSSION


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An alternative view started to emerge,

beginning with the late 1960s. Attention

shifted from direct to indirect or structural

violence, i.e., ways in which people suffer

from violence built into society via its social,

political and economic systems (Hicks,1987).

DISCUSSION


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It was realized that it was not only war and

direct violence that caused the death and

disfigurement. Structural violencealso led todeath and suffering because of the conditions

that resulted from it: extreme poverty,

starvation, avoidable diseases, discrimination

against minority groups and denial of human

rights.

DISCUSSIONA Holistic Understanding of Peace


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It was further realized that a world marked

by said conditions is a world devoid of

peace and human security; it breeds angerand generates tension leading to armed

conflict and war.

DISCUSSION


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Johann Galtung, a renowned peace theorist and

researcher, argues that structural violence occurs

when the wealth of affluent nations, groups orindividuals is based on the labor and the essential

resources drawn from nations, groups and

individuals who, as a consequence, are required to

live diminished lives of deprivation (Monez, 1973). There is now a consensus that we need to have a

comprehensive and holistic understanding of peace

if we are to move toward a genuine peace culture.

DISCUSSION


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Johann Galtung explains that peace is the

absence of violence, not only personal or

direct, but also structural or indirect. Themanifestations of structural violence are the

highly uneven distribution of wealth and

resources as well as the uneven distributionof power to decide over the distribution of

said resources.

DISCUSSION


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Peaceis both the absence of

personal/direct violence, and thepresence of social justice.

The meaning of peace can be captured

by the idea of a negative peace and

the idea of a positive peace.



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Negative peace refers to the absence of war

or physical/direct violence, while positivepeacerefers to the presence of just and

non-exploitative relationships, as well as

human and ecological well-being, such thatthe root causes of conflict are diminished.



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DEFINING PEACE

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PEACEPOSITIVE

PEACE

SOCIO-

CULTURAL

VIOLENCE

STRUCTURAL

VIOLENCE

NEGATIVEPEACE

DIRECT

VIOLENCE

ECOLOGICAL

VIOLENCE

DISCUSSION

VIOLENCE


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LEVELS OF PEACE

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PEACE BETWEENHUMANS AND

THE EARTH ANDBEYOND

GLOBAL PEACE

Respect for other

nations, Justice,Tolerance,

Cooperation

INTERGROUP/SOCIAL PEACE

Respect for other groups withinnation, Justice, Tolerance,

CooperationINTERPERSONAL PEACE

Respect for other persons, Justice, Tolerance,Cooperation

PERSONAL PEACE

Self-respect, Inner resources: love, hope

Harmony

with theSelf

Harmony with

Others

Harmony with

NatureHa

r

mo

n

y

w

i

th

t

h

e

S

a

cr

e

d

S

o

u

r

c

e

DICUSSION


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Types of Violence

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Betty Reardon, a peace educator who

has made significant contributions tothe field, defines violenceas humanly

inf l icted harm (Reardon, n.d.).

DISCUSSION


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Types of Violence

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Conceptual map of Violence done by Toh

Swee-Hin and Virginia Cawagas (1987). It is

a typology that indicates the various types/

forms of violence and some

examples/illustrations of each type in the

personal, interpersonal, social and global

levels.

DISCUSSION


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Personal Interpersonal/community

National Global

Direct/Physical Suicide, drug

abuse

Domestic

violence, violent

crimes

Civil war,

violent crimes,

human rights

abuses

Conventional

war, nuclear

war, human

rights abuses

Structural Powerlessness,

alienation, low

self-esteem,

anxiety

Local

inequalities,

poverty, hunger,

prejudice,

culturaldomination,

racism, sexism,

religious

intolerance

National

inequalities,

poverty, hunger,

prejudice,

culturaldomination,

racism, sexism,

religious

intolerance

Global

inequalities,

poverty, hunger,

prejudice,

culturaldomination,

racism, sexism,

religious

intolerance

DISCUSSIONTypes of Violence

Level

Type(s)


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Personal Interpersonal/

community

National Global

Ecological Over-

consumption

Over-

consumption,

pollution

Over-

consumption,

pollution,

chemical and

biological

warfare

Over-

consumption,

pollution,

chemical and

biological

warfare

DISCUSSIONTypes of Violence

Level

Type(s)


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Peace Education as Transformative

Education

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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 peoples 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 thatwill enable people to create conditions and systems

that actualize nonviolence, justice, environmental care

and other peace values.

DISCUSSION


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This means that the learning process ut i l ized in

peace educat ion is ho l ist ic and it tries to address

the cogn i t ive, affect ive and act ive dimensions o f

the learner. A usual procedure includes the

introduction of relevant new knowledge or reinforced

knowledge, posing valuing questions and using

discussion and other participatory methods to

cultivate concern and

eliciting/challenging/encouraging appropriate

personal and social action.

DISCUSSIONPeace Education as Transformative

Education


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The action towards transformation may

include action against prejudice and the war

system, or action for social and economicjustice. Paying attention to all these levels-

the cognitive, affective and active- increases

the possibility that the peace perspective orvalue that is being cultivated would be

internalized.

DISCUSSIONPeace Education as Transformative

Education


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THE PEACEABLE TEACHING-

LEARNING PROCESS

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COGNITIVE PHASE

(Being aware,Understanding)

AFFECTIVE PHASE

(Being concerned,Responding, Valuing)

ACTIVE PHASE

(Taking practical action)

DISCUSSION


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Betty Reardon (Comprehensive Peace Education:

Educating for global Responsibility, 1988) reminds that

peace education has an important social purpose: it

seeks to transform the present human condition bychanging social structures and patterns of thought that

have created it.

Learning to Abolish War; Teaching toward a Culture of

Peace (Reardon and Cabezudo, 2002), the main

purpose of peace education are the elimination of

social injustice, the rejection of violence and the

abolition of war.

DISCUSSION

WHY EDUCATE FOR PEACE?


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Educating for peace will give us in the long run the

practical benefits that we seek. As stated earlier it

is expected to build a critical mass of people whowill demand for and address the needed personal

and structural changes that will transform the many

problems that relate to peace into nonviolent,

humane and ecological alternatives and solutions.

DISCUSSIONPeace education is a practical

imperative


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Peace education challenges the long-held belief

that wars cannot be avoided. Often this belief is

based on an underlying view that violence isinherent in human nature.

Peace education can transform peoples mindsets

with regard to the inevitably of war and can in fact

enable people to see that alternatives exist andthat there are ways by which violent conflict can be

prevented.

DISCUSSIONPeace education is a practical

imperative

SC SS O


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Peace education is an ethical

imperative

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Educating for peace is an ethical imperative

considering the negation of life and well-

being caused by all forms of violence. The ethical systems of the major world faith

traditions, humanitarian ethics and even

primal and indigenous spirituality havearticulated principles that inspire the striving

for peace.

DISCUSSION

DISCUSSION


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These ethical principles include the unity

and value of life, not only of human life but

also other life forms in nature; respect forhuman dignity; nonviolence; justice; and

love as a social ethic. They are the

principles that are highly encouraged foractualization because they are expected to

bring us to the common good.

DISCUSSIONPeace education is an ethical

imperative

DISCUSSION


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Peace Educations Schema of Knowledge

Skills and Attitudes Values

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Knowledge/Content Areas

Some of the knowledge or content areas that

are integral to peace education are:1. Holistic Concept of Peace

2. Conflict and Violence

3. Some peaceful alternativesDisarmament

Nonviolence

DISCUSSION

DISCUSSION


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Peace Educations Schema of Knowledge, Skills and

Attitudes/Values

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Conflict Resolution, Transformation and

PreventionHuman Rights

Human Solidarity

Development Based on JusticeDemocratization

Sustainable Development

DISCUSSION

Knowledge/Content Areas

DISCUSSION


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Peace Educations Schema of Knowledge, Skills

and Attitudes/Values

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Attitudes/Values

It is suggested that the following attitudes and values be

cultivated:

Self-respect

Respect for others

Respect for Life/Nonviolence

Gender Equality

Compassion

DISCUSSION

DISCUSSION


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Attitudes/Values

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Global Concern

Ecological Concern

Cooperation

Openness/Tolerance

JusticeSocial Responsibility

Positive Vision

DISCUSSIONPeace Educations Schema of Knowledge, Skills and

Attitudes/Values

DISCUSSION


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Skills

Some of the skills that need to be developed are

Reflection

Critical Thinking and Analysis

Decision-making

Imagination

CommunicationConflict Resolution

Empathy

Group Building

DISCUSSIONPeace Educations Schema of Knowledge, Skills

and Attitudes/Values


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REFLECTION

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A holistic understanding of peace is needed for theyouth to be educated on the different facets of peace

for them to be able to live and apply what they have

learned in order to be able to have peaceful

relationships with themselves, with others, with othernations and with the world as a whole to prevent

increasing the number of victims affected by violence

of various kinds.


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LEARNING TASK

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1. In your opinion, why is peace educationimportant in our present time?

2. The list of Peace Educations schema of

knowledge, skills and attitudes and

values is exhaustive. What else can you

add to each (knowledge, skills and

attitudes)? Explain.


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Thank you listening and watching

Reported by: Valino, Alyssa Denise A.

BSED4- English

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References

Google.com Social Dimensions of Education by Vega,V. A.,

Prieto, N. G. & Carreon, M. L.

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