UNIVERSITY OF SOUTHERN MINDANAO

PEACE AND
DEVELOPMENT

Chapter 1
 Topic Outline
Lesson 3: Peace Education as Transformative Education
❑What is Peace Education?;
❑Why Educate for Peace?;
❑Peace Education is a Practical Alternative;
❑Peace Education is an Ethical Imperative;
❑Schema of Knowledge, Skills &
Attitudes/Values;
❑Education for Peace: List of Knowledge
Areas, Skills & Attitudes/Values;
❑Attitudes/Values; and
❑Skills

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 Intended Learning Outcomes

The lesson three (3) aims to:

❑Recognize the different knowledge, skills
and attitudes in peace;
❑Utilize knowledge in the analysis of
personal, interpersonal and social
issues/concerns; and
❑Develop skills and attitudes needed in
peace-making.

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 Preliminary
The greatest resource for building a culture of peace are the
people themselves, for it is through them that peaceful
relationships and structures are created. Hence, educating people
toward becoming peace agents is central to the task of
peacebuilding. Peacebuilding refers generally to the long-term
project of building peaceful communities. One can readily see
how peace education is therefore both a significant peacebuilding
strategy (as in the case of a post-conflict situation) and effective
way of preventing violent conflict.

In a peacebuilding framework developed in the Philippines, peace

constituency-building is indicated as an important element (Ferrer,
2005). The latter includes education aimed at promoting a peace
culture and agenda.

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 What is Peace 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 challenging
personal and social action that will enable people to
live, relate and create conditions and system that
actualize nonviolence, justice, environmental care and
other peace values.
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The Peaceable Teaching-
Learning Process
Cognitive Phase
(being aware,
understanding)

Affective Phase
Active Phase
(being concerned,
(taking practical
responding,
action)
valuing)

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This means that the learning process that is utilized in
peace education is holistic and it tries to address the
cognitive, affective and active dimensions of 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.
Finally, peace education elicits well-thought out
alternatives from them, those that are fair and
constructive for example, and encourages them to
work for the conflict’s resolution and transformation
through nonviolent ways.
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 Why Educate for Peace?
Betty Reardon, in her groundbreaking book,
Comprehensive Peace Education: Educating for
Global Responsibility (1998) reminds us that peace
education has an important social purpose. It seeks to
transform the present human condition by changing
social structures and patterns of thought that have
created it. She carries this perspective forward in later
book, Learning to Abolish War; Teaching toward
Culture of Peace (Reardon & Cabezudo, 2002). In the
latter, it states that the main purposes of peace
education are the elimination of social injustice, the
rejection of violence and the abolition of war.
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According to Cora Weiss, President & Initiator of the
Hague Appeal for Peace,
There are many campaigns that are working on a
variety of issues which must be addressed if this new
century is not to carry forward the legacy of the 20th
century, the most violent & war-filled in history. All these
campaigns are needed if we are to sow seeds for
peace and the abolition of war, but none can succeed
without education… Hague Appeal for Peace has
decided that to sustain a long-term change in the
thought and action of future generations… our best
contribution would be to work on peace education
(Weiss, 2022).

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 Peace Education is a Practical
Alternative

Educating for peace will give us in the long run the

practical benefits that we seek. 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.

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 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.

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 Schema of Knowledge, Skills &
Attitudes/Values in Peace
The foregoing schema is an attempt to list the key
knowledge areas, skills, attitudes and values that are
integral to peace education. The list is based on a
survey of peace education literature and of key
informant/peace educators that was done by the
Center for Peace Education of Miriam College. The list
is not exhaustive and is expected to evolve, as peace
education practice and experiences as well as
corresponding reflections and insights on these
experiences increase.

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 Education for Peace: List of
Knowledge, Skills &
Attitudes/Values Areas
Some of the knowledge/content areas that are integral
to peace education are:
❑Holistic Concept of Peace – it is important that
students understand that peace is not just the
absence of direct/physical violence but also the
presence of conditions to well-being, cooperation &
just relationships in the human & ecological spheres.
This perspective will help them analyze peace issues
in an integrated way.

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❑Conflict & Violence
Conflicts are a natural part of person’s social life, but
they become problems of violence depending on the
methods of conflict resolution used. Students can study
the problems of violence in various levels from the
personal to the global and including direct, structural,
socio-cultural and ecological violence. They can also
examine the roots and consequences of violence.

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❑Some Peaceful Alternatives:
▪ Disarmament
▪ Nonviolence
▪ Conflict Resolution, Transformation & Prevention
▪ Human Rights
▪ Human Solidarity
▪ Development Based on Justice
▪ Sustainable Development

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Some of the attitudes/values and ❑Openness/Tolerance
content areas that are integral to ❑Justice
peace education are:
❑Social Responsibility
❑Self-respect
❑Positive Vision
❑Respect for Others
❑Respect for Life/Nonviolence
❑Gender Equality
❑Compassion
❑Global Concern
❑Ecological Concern
❑Cooperation

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Some of the skills/content areas that are integral to
peace education are:
❑Reflection
❑Critical Thinking & Analysis
❑Decision-Making
❑Imagination
❑Communication
❑Empathy
❑Group Building

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Summary

KNOWLEDGE SKILLS

ATTITUDES/VALUES

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 Reference/s
❑Navarro-Castro & Jasmin Nario-Galace.
(2019). Peace Education: A Pathway to
Culture of Peace-3rd Edition. Center for Peace
Education Miriam College

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