MODULE

1:
LESSON 1:
PEACE
EDUCATION
 HISTORICAL DEVELOPMENT
PEACE EDUCATION

-“ The process of teaching people

about the threats of violence and
strategies for peace,” and may
take inside or outside the
classroom.
In his Preface to UNESCO's Framework for
Teacher Education (2005), Marmar
Mukhopadhyay, Director of NIEPA, beautifully
crafted his words describing the role of peace
education:
"If education is the only defense against human catastrophe,
peace education is the soul of education that can create the
shield for human survival on the planet earth. It is only through
peace education that peace can be installed in human mind as
an antidote to 'war is in the minds of men'".
 CONCEPT OF PEACE EDUCATION
In its framework for teacher education, UNESCO
(2005) emphasized that peace education is more
effective and meaningful when it is imparted
taking into account the social and cultural context
and the needs of a country.
It should be enriched by its cultural and spiritual
values and with the universal human values. It
should also be globally relevant.
From the peace literature, a few pertinent definitions
can
be reviewed:
 Peace education is an  Peace education is skill building.
It empowers children to find
attempt to respond creative and non-destructive ways
to problems of to settle conflict and to live in
conflict and violence . harmony with themselves, others,
and their world.
 Peace education is
 Peace education is the attempt to
holistic. It embraces
promote the development of an
the physical, authentic planetary
emotional, consciousness that will enable us
intellectual, and to function as global citizens and
social growth of to transform the present human
condition by changing the social
children.
structures and patterns that have
created it.
 Peace education is a  Peace education is the
mechanism for the process of promoting
transformation from a the knowledge, skills,
culture of violence to a attitudes, and values.
culture of peace
through a process of  Peace education is
"conscientisation.“ both significant peace
 Peace education is building strategy and
teaching for and about an effective way of
human rights, gender preventing conflict.
equality, disarmament,
social and economic
justice, non-violence,
sustainable.
 SCOPE OF PEACE EDUCATION
Peace education is multidimensional and
holistic in its content and process.
 We can imagine it as a tree with many
robust branches.
It reflects the growth of progressive
education and social movements in the last
five decades.
 Among the various forms or facets of peace education practice are:

1. Disarmament Education
 is based on the idea that achieving disarmament is
the primary institutional requirement to develop a
culture of peace and establish the foundations for
comprehensive human security (Reardon, 2002).
 After the atomic bombings of Hiroshima and
Nagasaki and the Cold War-inspired arms race,
disarmament movements arose in protest against
these (Toh, 2004).
2. Human Rights Education
human rights education is both education for and
about human rights. When HRE is education for
human rights, it promotes understanding and
embraces the principles of human equality and
dignity and the commitment to respect and protect
the rights of all people (Flowers, 2000).
HRE is education about human rights when students
are learning about the human rights treaties,
mechanisms, terminology, and institutions.
[Link] Education
Global Education (GE) is defined as all
programs, projects, studies and activities
that can help an individual learn and
care more about the world beyond his or
her community, and to transcend his or
her culturally conditioned, ethnocentric
perspectives, perception and behavior
(Fersh, 1990).
The Philippine Council for Peace and Global Education defines
GE, It enumerates three key themes and perspectives:

➤GE is human value-centered: it affirms the core value

and universal principle of the worth and dignity of
humans;
➤ GE is world-oriented: it involves understanding our
identities as members of globally interdependent
systems - ecological, social, economic and
technological.
➤ GE is future-oriented: it is concerned with the creation
of a preferred future.
4. Conflict Resolution Education
➤ Teaching students to become peacemakers
involves creating a cooperative climate that
encourages parties to reach mutually acceptable
solutions to disagreements.
➤ CRE also includes training in anger
management as well as skills in attentive
listening, effective communication, constructive
dialogue and other positive techniques to arrive at
a win-win solution to conflicts.
5. Multicultural Education
➤ Multicultural education is an educational
movement that has developed first in countries
that are multicultural or have a culturally diverse
population.
➤ Multicultural education is often defined as one
that "helps students to understand and
appreciate cultural differences and similarities
and to recognize the accomplishments of diverse
groups" (Ladson-Billings, 1994).
➤
6. Education for International Understanding
➤ In 1995, UNESCO came out with the "Declaration and
Integrated Framework of Action and Education for Peace,
Human Rights and Democracy" whose primary principles
include the importance of education in promoting peace,
human rights and democracy, and the recognition of
their intimate relationship.
➤ EIU is an integral part and that EIU has taken a more
holistic meaning. encompassing not only peace at the
global level but also its building blocks of nonviolent, just
and sustainable living in the other levels of relationships.
7. Interfaith Education
For the first time in history leaders of the so-
called "Eastern" and "Western" religions had
come together for dialogue, seeking a common
spiritual foundation for global unity. Since then
many other interfaith organizations have arisen.
Interfaith education was now viewed as a
morally and socially essential means for
countering discrimination and hate crimes and
for promoting peace .
[Link] Education
Development education is an approach to
peace education that promotes a vision of
positive peace, one that motivates people to
struggle against injustice.
 lan Harris (2003) describes the goal of
development communication as building
peaceful communities by promoting an active
democratic citizenry interested in the equitable
sharing of the world's resources.
[Link]-fair/Non-sexist Education
 Gender-fair Education (GFE) seek to foster
among the learners respect for the abilities
and rights of both sexes and to develop
awareness of the gender biases and
stereotyping that have been culturally
perpetuated in order to change these.
10. Environmental Education
 The effects of environmental destruction are
being increasingly felt: pollution of land, air and
water; depletion of forests and other resources;
and global
 EE is clearly an educational response to
ecological crisis. An important goal is to make
everyone a good "steward" or "kin" of natural
environment in order that the needs of both the
present and future generations can be met.
 SIGNIFICANCE OF PEACE EDUCATION
➤ In order to solve our problems, we must transform the
culture of war and violence into a culture of peace and
nonviolence, which is the goal of peace education.
➤ According to the founding charter of UNESCO, "war
begins in the minds of men".
➤ Albert Einstein said, "The problems we have cannot be
solved at the same level of thinking that created them.“ The
goal of peace education is to raise our level of thinking to be
able to solve these problems.
 Peace Education is a Practical Alternative
➤ It is expected to build a critical mass of people who
will 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.
➤ Peace education challenges the long-held belief that
wars cannot be avoided. Often this belief is based on an
underlying view that violence is inherent in human
nature.
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.
➤ These ethical principles include the unity and value of life,
not only of human life but also other life forms in nature;
respect for human dignity; nonviolence; justice; and love as a
social ethic.
➤ They are principles that are highly encouraged for
actualization because they are expected to bring us to the
common good.
THANK YOU
PRESENTED BY; SHAIK, HASIMA BSSW2
 PEACE AND PEACE
EDUCATION
Lesson 2: Peace: Definitions
and Concepts
MEANING and the CONCEPT of "PEACE"
1. a) Freedom from, or cessation of, world
of hostilities; that condition of a nation or
community in which it is not at war with
another.
b) A ratification or treaty of peace
between two powers previously at war.
2. Freedom from civil commotion and
disorder; public order and security.
3. Freedom from disturbance or
- Early definitions of peace focused on the absence of war or direct
violence.
- However, a broader perspective emerged in the 1960s, recognizing that
peace is not just about the absence of violence, but also about addressing
structural violence and promoting social justice.
Negative Peace: Absence of war or direct violence
Positive Peace: Presence of just and non-exploitative relationships,
human and ecological well-being, and resolution of underlying conflict
issues such as:
-Unequal distribution of resources
- Discrimination
- Power imbalances
- According to John Galtung, positive peace should
encompass freedom, equality, justice, happiness,
health, and creative support for personal growth.
Galtung's Positive Peace Theory
Negative Peace Vs
Positive Peace
•The idea of peace as the •The peace as a "synonym for all
absence of organized other good things in the world
community, particularly,
collective violence... is cooperation and integration
negative Peace. between human groups ... is
positive peace"
•Negative Peace is
•Peace is something more than
compatible with just absence of organized
structural violence group violence, peace also
contains an element of equality
of absence of exploitation.
DISCUSSION DEFINING PEACE,
POSITIVE
PEACE
NEGATIVE
PEACE
PEACE
STRUCTURAL
VIOLENCE

DIRECT
SOCIO CULTURAL
VIOLENCE VIOLENCE

VIOLENCE ECOLOGICAL
AVIOLENCE
THANK YOU
PRESENTED BY; HEJARA MACASASA BSSW2
LESSON 3; Components of
Peace
• Peace education is the process of
acquiring the values, and the
knowledge, and developing the
attitudes, skills and behaviors to
live in harmony with God,
Oneself, with others and with the
nature.
HARMONY WITH GOD. Being a strong
religious culture, a strong relationship with
the Creator is essential to the Filipino’s sense
of peace. For many people, Harmony with
God is the foundation of peace, as God is
love, and it is love and compassion which will
bring us to a better relationship with
ourselves, others and the environment. It
also gives people the strength and hope to
continue striving for personal peace
throughout life, although this can never be
HARMONY WITH THE SELF. This is
related to an individual’s physical,
emotional, mental and spiritual health.
People feel at peace when they are
physically healthy and well- when their
basic needs are met, when they are able
to sleep soundly and when they have
physical exercise.
HARMONY WITH OTHERS. To the Filipino,
there is no Other. Everyone is potentially
kapwa- one with whom one has a shared
identity. Peace can also be attained by
sharing one’s talents to others, making
another person happy, and helping others. It
can only be achieved when there is economic
progress, when there is no war, no
discrimination and oppression, and when
people work together as one country and as
citizens of one world.
HARMONY WITH THE NATURE. This
particular component is often overlooked.
People do not consciously think of their
relationship with nature as having an effect
on their personal peace. One cannot have a
sense of accomplishment and satisfaction
when one is apathetic to the destruction of
the environment, or when villagers fall ill
because of the pollution of rivers from one’s
mining operation. If people continue to live
out of harmony with nature, the world will
THANK YOU
PRESENTED BY; ALI, ALLIYAH LAQUINTA BSSW2
 LESSON 4:
CULTURE OF
PEACE
 THE CONCEPT OF CULTURE OF
PEACE
Was first mentioned in the International
-
Congress in the Minds of men, in
Yamoussoukro, cote d’lvoire in 1989.
-over the years, the notion of a culture
of peace has come a long way.
 The expression of culture of
peace
-it includes a range of values, attitude, traditions and ways of
life such as;
Respect for all life.
Rejection of violence in all its form.
Commitment to solidarity.
In other words, peace is not simply the absence of war or
violent conflict. rather it is a set of values, attitudes and
mode of behavior that promote peaceful co-existence and etc.
 Culture of peace
• It is a way of being, doing and living in society that can
be taught, developed, and best of all, improved upon.
• It does not mean the absence of conflict.
CONFLICT
-It is part and parcel of human existence.
-conflict is inevitable.
The negative connotation attached to conflict is the
problem not conflict itself.
 Peace education
• Essential instrument in the promotion and
cultivation of a culture of peace.
• Includes the teaching about the challenges of
achieving peace, developing non-violent skills and
promoting peaceful attitudes.
• Peace education theories-have been developed to
give us information about the devastating impact
of violent conflicts and then provide us strategies
for peace.
According to Wessels “it would be culturally insensitive to
prescribe an exact meaning of a culture of peace.

CULTURE OF PEACE FRAMEWORKS

UNESCO model-define a culture of peace as “all the
values, attitudes and forms of behavior that reflect respect
for life, human dignity, and for human rights, the rejection
of violence in all its forms and commitments to the
principles of freedom, justice, Solidarity, tolerance and
understanding between people.
United nations general assembly(1999)
-action in the following areas necessary to
transition to a culture of peace and non-violence:
1.A Culture of peace through education;
[Link] participation;
[Link] rights;
[Link] development;
[Link] between man and women;
6. Advancing understanding, tolerance and
solidarity;
[Link] participatory communication and the
free flow of information and knowledge, and
8. Promoting international peace and security.
 Flower model
• Developed by Virginia Cawagas and swee hin toh
(2002).
Educating for a culture of peace-at the center.
Six petals;
1. Dismantling the culture of war.
2. Promoting human rights and responsibilities.
3. Living with justice and compassion.
4. Building cultural respect, reconciliation and solidarity.
5. Living in harmony with the earth.
6. Cultivating inner peace.
 Integral model

• Developed by the university for peace and

central American Government.
• A mandala shaped, person centered
framework.
• Which incorporates the context of peace
with oneself, others, nature, at ethic,
mental, emotional and action levels.
THANK YOU
PRESENTED BY; YASMIRA APAROK BSSW2