PEACE

EDUCATION
REPORTERS:

Ban-eg; Dulnuan; Nachima; Tolentino;

Padilla
Peace is…
• Peace is part of the differing way of life of many
cultures.
Jewish & Christians- “Peace be unto you”
Muslims- “Asalaam Aleikum”
Greeks- “Irene”

Defining Peace
 Johan Galtung

• Hebrew “Shalom” and the Arab “Salam” means beyond

the Roman Pax (Roman Peace) to an understanding of
peace that includes justice .

• Peace in not the only the absence of all violence, but

also the presence of justice and human security in all
their forms.

Definition of “Peace”
according to…
 Hizkias Assefa (1993)

• Defined peace as philosophy and, in fact, a paradigm,

with its own values and percepts, which provides a
framework to discern, understand, analyze, and regulate
all human relationships in order to create an integrated,
holistic, and humane social order.

Definition of “Peace”
according to…
 Gilbert Mboubou (2000)
• Defined peace as a precarious victory of the forces of
cooperation and diplomatic understanding over those of
aggression and domination
• For peace to reign, the forces of peace within and around
individuals must oppose and overcome the forces of
aggression.

Definition of “Peace”
according to…
 A.M. Yinda (2003)
• Peace is a vehicle of rule, order, discipline, equilibrium,
and above all of harmony, depending on the nature and
aspirations of each one and on the available resources and
potentials.

Definition of “Peace”
according to…
 Negative peace (cold war)

Is the absence of wide-ranging physical violence or the

condition of war.

 Positive peace (hot peace)

Promoting structural and cultural peace as it involves the

development of a society in which there is no structural violence or
social injustice.

Two Kinds of Peace

NEGATIVE PEACE
 Absence of direct and structural violence.
 Absence of personal and social violence.

POSITIVE PEACE
 Presence of well being and social justice.
 Presence of fundamental human rights.
 Presence of gender equity and racial equality.

According to Nakamura
(2004)…
 Personal or Inner Peace
 Social Peace
 Peace with Nature
 Peace with the Supreme Being

Levels of Peace
• The definitions of PEACE education are dependent by
its advocates, making the concept difficult to delineate.
The following definitions of peace education are
presented for discussion to see differing perspectives
about it

What is PEACE EDUCATION?

 Mary Lee Morrison
“peace educators point out both the value
and the risk of conflict and social change…”

PEACE EDUCATION
according to…
 UNICEF (2009)
“Peace Education is the process of promoting
the knowledge, skills, attitudes, and values
needed to bring about behavior change that
will enable children, youth, and adults to
prevent conflict and violence, both overt and
structural; to resolve conflict peacefully; and to
create the conditions conducive to peace,
whether at an interpersonal, intergroup,
national, or international level.”

PEACE EDUCATION
according to…
 Johan Galtung
“Peace Education is the pedagogical efforts
to create a world at peace. By peace, we
mean more than the absence of violence
(negative peace).”

PEACE EDUCATION
according to…
 Betty Reardon
“Peace Education is the attempt to promote the
development of an authentic planetary
consciousness that will enable us to function as
global citizens and to transform the present
human condition by changing the social
structures and patterns of thought that have
created it. The transformational imperative
must be at the center, both in knowledge and
values.”

PEACE EDUCATION
according to…
 Susan Gelber Cannon
“Peace Education is good, old-fashioned
teaching: love, respect, and thinking, with
the twist of changing the paradigm…”

PEACE EDUCATION
according to…
 Ecyclopedia, Absolute Astronomy
“Peace Education may be defined as 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.”

PEACE EDUCATION
according to…
• It is developmental;
• Systematic in its approach;
• Transformative;
• Comprehensive or holistic in scope; and
• Ethical

From the foregoing definitions, it can be

surmised, that peace education has the
following characteristics:
• The importance of peace education
cannot be ignored, especially in post-
modern times. The following are reasons
peace education must be taught in
schools:

Major Reasons for PEACE

EDUCATION
1. To provide students the capability and values they must have to
build and sustain peace in their respective families, friends,
community, workplace, country, world, and within themselves.
2. To constructively handle the after-effects of war or conflict and
presence of violence in individuals’ daily lives like increased violence
and aggression.
3. To develop social responsibility which is needed in the 21st century.
4. To provide hope for a better future for the younger members of
society, because it indicates that their society is aware of its ills and its
ills and is striving o remedy them in order to build a better place to
live.
5. To value the richness of the philosophy and concept of peace as a
process, to understand war behavior, to promote a concept of peace
accompanied by social justice, and to stimulate a respect for life by
managing conflicts nonviolently.
Another basic assumption in the promotion of peace
education is that is founded on universal values and
attitudes, which are related to the following:
1. Human Rights
2. Democracy
3. Cooperation and Solidarity
4. Preservation of Cultures
5. Internationalism
6. Protection of Environment
7. Spirituality

Basic Assumptions on Peace

Education
To implement an effective peace education curriculum,
these important skills must constitute its content as they
are imperative to create peace at different levels of
human relationship. Ideally, these skills are
fundamentally embodied and developed in three broad
categories or interventions of peace education such as:
(a) Conflict Resolution
(b) Violence Prevention Education
(c) Non-Violence Education

Categories or Interventions
of Peace Education
Teaching peace education is not easy task to accomplish. The
success of doing it relies heavily on the content and the process
of teaching it. If peace education must be successful, the
recommended approaches and methodologies to teach the subject
as follows:
1. Cooperative and Collaborative Learning.
2. Critical Pedagogy.
3. Inquiry Methodology or Problem Solving.
4. Emphasis on Conceptual Frameworks.
5. Conflict Analysis and Responses.
6. Civil Society Participation.

Approaches and Methodologies in

Teaching Peace Education
In JAPAN, peace education is limited and defined as “anti-
atomic bomb” education.
In AUSTRALIA, peace education emphasizes on
combating racism, ethnocentrism, and violent behavior, on
the one hand, advocating cultural diversity, eliminating
nuclear weapons, and resolving conflicts.
In SOUTH AMERICA, where peace education is
preoccupied with structural violence, such as human rights,
security, and economic equality because of the widespread
poverty that the people experience in the area.

Peace Education Around the World

In the UNITED STATES OF AMERICA, peace education
programs often revolve around prejudice, discrimination,
violence, and environmental issues because these are the
pressing issues and concerns of the people.
In CAMEROON where the country’s leadership adopted,
the introduction of citizenship education and democracy in
schools and colleges with main objective of resolving the
frequent inter-ethnic conflicts in the country. Their leaders
believe that effective peace studies and citizenship
education should develop greater social cohesion and
prevent an instant conflict in the country, which may
adversely affect the entire Central-African sub-region.

Peace Education Around the World

In the PHILIPPINES, peace education is centered on
peace negotiations and ceasefire agreements between the
government and the revolutionary movements such as the
MILF, NPA, Communist Party of the Philippines, and the
like. It also tackles structural violence such as human rights
violence, economic inequality, and social discriminations
among the marginalized groups of the country for these are
the serious issues that people face in the country.

Peace Education Around the World

• Interactionist view
Interactionist believe that like many things in life, peace education starts at
home, developed through socialization or interaction with significant persons in one’s life.
• Functional Perspective
Believes that school plays a crucial role in attaining peace from personal level to
global level. Education has a huge role to play in promoting the ideals of peace, freedom,
and social justice.
• Conflict Perspective
The asserted role of education in promoting solidarity, peace, and harmony is
one of the great self-illusions of education.
• Critical Perspective
Peace Education is a tool Western countries use to cover up the injustices and
oppression they have caused the world, especially to the world countries.

Theoretical Views on Peace Education

• DISADVANTAGE
 It contains innumerous themes and that you may loose
track.
• ADVATAGE
 You can work by theme. You can concentrate themes like
peace on conflicts, on prejudices, on the multicultural
society, on violence in everyday life, the theme of rich and
poor

Advantage vs. Disadvantage of

PEACE EDUCATION
IMPACT of PEACE EDUCATION
• Teaching Peace Education is not an easy task to
accomplish. The success of doing it relies heavily on the
content and the process of teaching it.
• Peace education addresses one of the most difficult
human dilemmas: How can people live in peace?
Throughout this past century peace educators have
created academic content, practical skills, and peaceful
pedagogies that could help the citizens of the world
produce peace. In spite of these efforts, not all schools
and colleges embrace the study of peace.

Conclusion