Peace Education

PEACE EDUCATION:
A Transformative
Response to Major
Societal Challenges
1

LEARNING OBJECTIVES
3
After reading this chapter you should
be 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.

4
 Peace education is the process of acquiring
the values, the knowledge and developing
the attitudes, skills, and behaviors to live in harmony
with oneself, with others, and with the natural
environment.
 Ian Harris and John Synott have described peace
education as a series of "teaching encounters" that
draw from people:
their desire for peace,
nonviolent alternatives for managing conflict, and
skills for critical analysis of structural arrangements that
produce and legitimize injustice and inequality.
INTRODUCTION

INTRODUCTION
5
The greatest resource for building a
culture of peace are the people
themselves, for it is through them that
peaceful relationships are created.
Educating people toward becoming
peace agents is central to the task of
peace building.

6
Peace building refers generally to the
long-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 education
that responds to these challenges should
be encouraged and supported.
INTRODUCTION

7
Our young people in particular need new
perspectives, skills and value orientations
that will enable them to build
relationships and structures that lead to
positive change and human well-being.
A culture of peace must replace the
current culture of violence if we and our
common home, planet Earth, are to
survive.
INTRODUCTION

A Holistic Understanding of Peace
8
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 to
me
DISCUSSION

9
 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 peace was defined as merely the
absence of war or direct violence. This
negative formulation was first given by Hugo
Grotius in 1625 (Dobrosielski, 1987).
DISCUSSION

10
 The simplest and most widespread
understanding of peace was that of
absence of death and destruction as a
result of war and physical/direct
violence.
DISCUSSION

11
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

12
 It was realized that it was not only war and
direct violence that caused the death and
disfigurement. Structural violence also led to
death and suffering because of the conditions
that resulted from it: extreme poverty,
starvation, avoidable diseases, discrimination
against minority groups and denial of human
rights.
DISCUSSION

13
 It was further realized that a world marked
by said conditions is a world devoid of
peace and human security; it breeds anger
and generates tension leading to armed
conflict and war.
DISCUSSION

14
 Johann Galtung, a renowned peace theorist and
researcher, argues that structural violence occurs
when the wealth of affluent nations, groups or
individuals 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

15
 Johann Galtung explains that peace is the
absence of violence, not only personal or
direct, but also structural or indirect. The
manifestations of structural violence are the
highly uneven distribution of wealth and
resources as well as the uneven distribution
of power to decide over the distribution of
said resources.
DISCUSSION

16
Peace is both the absence of
personal/direct violence, and the
presence of social justice.
The meaning of peace can be captured
by the idea of a negative peace and
the idea of a positive peace.
DISCUSSION

17
 Negative peace refers to the absence of war
or physical/direct violence, while positive
peace refers to the presence of just and
non-exploitative relationships, as well as
human and ecological well-being, such that
the root causes of conflict are diminished.
DISCUSSION

18
 The non-exploitative relationships mentioned above
refer not only to relationships between humans but
also those between human and nature. Peace with
nature is considered the foundation of “positive peace”
(Mische, 1987). 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. I t must also be remembered that human
behavior is intimately related to the availability of
basic resources (Barnaby, 1989).
DISCUSSION

DEFINING PEACE
19
PEACE
POSITIVE
PEACE
SOCIO-
CULTURAL
VIOLENCE
STRUCTURAL
VIOLENCE
NEGATIVE
PEACE
DIRECT
VIOLENCE
ECOLOGICAL
VIOLENCE
DISCUSSION
VIOLENCE

LEVELS OF PEACE
20
PEACE BETWEEN
HUMANS AND
THE EARTH AND
BEYOND
GLOBAL PEACE
Respect for other
nations, Justice,
Tolerance,
Cooperation
INTERGROUP/SOCIAL PEACE
Respect for other groups within
nation, Justice, Tolerance,
Cooperation
INTERPERSONAL PEACE
Respect for other persons, Justice, Tolerance,
Cooperation
PERSONAL PEACE
Self-respect, Inner resources: love, hope
Harmony
with the
Self
Harmony with
Others
Harmony with
NatureH
a
r
m
o
n
y
w
i
t
h
t
h
e
S
a
c
r
e
d
S
o
u
r
c
e
DICUSSION

Types of Violence
21
Betty Reardon, a peace educator who
has made significant contributions to
the field, defines violence as “humanly
inflicted harm” (Reardon, n.d.).
DISCUSSION

Types of Violence
22
 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

23
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,
cultural
domination,
racism, sexism,
religious
intolerance
National
inequalities,
poverty, hunger,
prejudice,
cultural
domination,
racism, sexism,
religious
intolerance
Global
inequalities,
poverty, hunger,
prejudice,
cultural
domination,
racism, sexism,
religious
intolerance
DISCUSSION
Types of Violence
Level
Type(s)

24
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
DISCUSSION
Types of Violence
Level
Type(s)

Peace Education as Transformative
Education
25
 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 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 that
will enable people to create conditions and systems
that actualize nonviolence, justice, environmental care
and other peace values.
DISCUSSION

26
 This means that the learning process 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.
DISCUSSION
Education

27
 The action towards transformation may
include action against prejudice and the war
system, or action for social and economic
justice. Paying attention to all these levels-
the cognitive, affective and active- increases
the possibility that the peace perspective or
value that is being cultivated would be
internalized.
DISCUSSION
Education

THE PEACEABLE TEACHING-
LEARNING PROCESS
28
COGNITIVE PHASE
(Being aware,
Understanding)
AFFECTIVE PHASE
(Being concerned,
Responding, Valuing)
ACTIVE PHASE
(Taking practical action)
DISCUSSION

29
 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 by
“changing 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?

30
 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 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.
DISCUSSION
Peace education is a practical
imperative

31
 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 can transform people’s mindsets
with regard to the inevitably of war and can in fact
enable people to see that alternatives exist and
that there are ways by which violent conflict can be
prevented.
DISCUSSION
Peace education is a practical
imperative

Peace education is an ethical
imperative
32
 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 have
articulated principles that inspire the striving
for peace.
DISCUSSION

33
 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 the
principles that are highly encouraged for
actualization because they are expected to
bring us to the common good.
DISCUSSION
Peace education is an ethical
imperative

Peace Education’s Schema of Knowledge,
Skills and Attitudes/Values
34
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 alternatives
 Disarmament
 Nonviolence
DISCUSSION

Peace Education’s Schema of Knowledge, Skills and
Attitudes/Values
35
Conflict Resolution, Transformation and
Prevention
Human Rights
Human Solidarity
Development Based on Justice
Democratization
Sustainable Development
DISCUSSION
Knowledge/Content Areas

Peace Education’s Schema of Knowledge, Skills
and Attitudes/Values
36
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

Attitudes/Values
37
Global Concern
Ecological Concern
Cooperation
Openness/Tolerance
Justice
Social Responsibility
Positive Vision
DISCUSSION
Peace Education’s Schema of Knowledge, Skills and
Attitudes/Values

38
Skills
Some of the skills that need to be developed are
 Reflection
 Critical Thinking and Analysis
 Decision-making
 Imagination
 Communication
 Conflict Resolution
 Empathy
 Group Building
DISCUSSION
Peace Education’s Schema of Knowledge, Skills
and Attitudes/Values

REFLECTION
39
 A holistic understanding of peace is needed for the
youth 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 other
nations and with the world as a whole to prevent
increasing the number of victims affected by violence
of various kinds.

LEARNING TASK
40
1. In your opinion, why is peace education
important in our present time?
2. The list of Peace Education’s schema of
knowledge, skills and attitudes and
values is exhaustive. What else can you
add to each (knowledge, skills and
attitudes)? Explain.

Reference
41
 Social Dimensions of Education by Vega,V. A.,
Prieto, N. G. & Carreon, M. L.

Peace Education

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