Peace Education

Introduction
• War, chaos, killings, conflicts, crimes and violence are inevitable as it
turns our society into this as part of our culture.

• To preserve the human kind we must act and be an advocate of peace to

resolve war, to lessen or eradicate killings and crimes and act as non
violent member of the society

• We must build a culture of peace in order to transform the world into a

better and peaceful place to live

• The no. 1 contributors of peace are the human kind itself.

• Educating people to become peace agents is the central task of peace

building.
What is Peace?
• The absence of death and destruction as a result of war and
physical/direct violence.

• The absence of violence, not only personal or direct but also

structural or indirect

• The presence of social justice

• The presence of well-being, cooperation and just relationship in

all living forms.
 2 Kinds of Peace
Negative Peace
• the absence of war or Direct/Physical Violence (both macro
and micro)
• Example: No war, torture, child abuse and woman abuse.

Positive Peace
• the presence of just and non-exploitative relationships, as
well as human being and ecological well being, such that the
root causes of conflict are diminished.
• Peace with nature is considered the foundation for positive
peace.

• It is because the earth is ultimately the source of our survival,

physical sustenance, health and wealth.

• It is not possible to provide for human survival if nature’s

capacity to renew itself is seriously impaired.
 LEVELS OF PEACE
Personal Peace

Interpersonal Peace

Intergroup/Social Peace

Global Peace

Peace between Humans and the Earth and Beyond

Personal Peace
> Peace starts with yourself
> Harmony with self
> It includes self respect, love and hope
Interpersonal Peace
> It includes respect for other person, justice, tolerance
and cooperation.
Intergroup/Social Peace
> Respect for other groups within nation, justice,
tolerance and cooperation
Global Peace
> It includes respect for other nations, justice, tolerance
and cooperation.
Peace between Humans and the Earth and Beyond
> It includes respect for the environment sustainable
living, simple lifestyles
 Violence

What is Violence?
• It is a “humanly inflicted harm” (Betty Reardon)
• It is a result of unequal distribution of resources or a socio-
cultural problem or environmental.
Forms/Levels of Violence
 Purpose of Peace Education

Why Peace Education?

• Elimination of social injustice
• Rejection of violence
• Abolition of war.
 Why is Peace Education a
Transformative Education?
• It cultivates the knowledge behaviors that have either created or
exacerbated violent conflicts.
• It seeks this transformation by building awareness and
understanding, developing concern, and finally, challenging
personal and social factors that will enable people to create
conditions and systems that actualize nonviolence, justice,
environmental care and other peace values.
• This means that the learning process utilized in peace education
is holistic and it tries to address the cognitive, effective and active
dimensions of the learner.
• Human Dignity is often referred to as Human Rights Education
• The recognition of human rights as a significant international
concern came at the close of World War II, with the founding of
United Nations and the adoption of UDHR ( Universal Declaration
of Human Rights) by UN General Assembly in 1948.
• Five Major Types of Human Rights
> Civil Rights (Self)
> Political Rights (Country)
> Economic Rights (Wealth)
> Social Rights (Community)
> Cultural Rights (Beliefs)
• Article 1: Right to Equality
• Article 2 : Freedom from Discrimination
• Article 3: Right to Life, Liberty Personal Security
• Article 4: Freedom from Slavery PEACE THEME 1
• Article 5: Freedom from Torture and Degrading Treatment
• Article 6 : Right to Recognition as a Person before the Law
• Article 7: Right to Equality before the Law
• Article 8: Right to Remedy Competent Tribunal
• Article 9: Freedom from Arbitrary Arrest and Exile
• Article 10: Right from Fair Public Hearing PEACE THEME
• Article 11: Right to be Considered Innocent until Proven Guilty
• Article 12: Freedom from Interference with Privacy, Family, Home
and Correspondence
• Article 13: Right to Free Movement in and out of the Country
• Article 14: Right to Asylum in other Countries from Persecution
• Article 15: Right to Nationality and Freedom to Change it
• Article 16: Right to Marry and Family
• Article 17: Right to Own Property
• Article 18: Freedom of Belief and Religion
• Article 19: Freedom of Opinion and Information
• Article 20: Right of Peaceful Assembly and Association
• Article 21: Right to Participate in Government and in Free Elections
• Article 22: Right to Social Security
• Article 23: Right to Desirable Work and to Join Trade Unions
• Article 24: Right to Rest and Leisure
• Article 25: Right to Adequate Living Standard
• Article 26: Right to Education
• Article 27: Right to Participate in the Cultural Life in the Community
• Article 28: Right to Social Order that articulates this Document
• Article 29: Community Duties Essential to Free and Full
Development
• Article 30: Freedom from State or Personal Interference in the
above Rights.
 Attributes of a Peace Educator
• The teacher of peace is a responsible global citizen, an
intentional agent of a culture of peace, a person of vision,
capable of hope and the imaging of positive change.
• S/he is motivated by service and is actively involved in the
community.
• S/he is both a transmitter and transformer of cultures.
• S/he is a seeker of mutually enhancing relationships that
nurture peace and a sense of community.
• S/he is gender sensitive and alert to any possibility of gender
bias in self or students.
• A teacher of peace is constructively critical.
• A teacher of peace intentionally develops the capacity to care by
knowing the learners in their charge as individuals.
• S/he is an inquirer.
• S/he has the skills of reflective learning through which s/he applies
what is learned from teaching to deepen his/her own
understanding of the students and the learning processes.
• A teacher of peace has the skills of communication and conflict
resolution.
• S/he practices cooperative learning by encouraging cooperative
learning tasks and discouraging negative competition or in-group –
out-group behavior among students.
• A teacher of peace inspires understanding of alternative
possibilities for the future and for a culture of peace.