Peace Education

According to the UNICEF

Process of promoting knowledge,

skills, attitudes and values needed to
bring about behaviour changes that
Resolve conflict peacefully
will enable children, youth and adults
to prevent conflict and violence, both
overt and structural

Create the conditions conducive to

peace, whether at an intrapersonal,
interpersonal, intergroup, national
or international level.
 Peace Education Education that empowers
learners with the
knowledge, skills, attitudes
According to the ‘Teachers and values necessary to end
violence and injustice and
Without Borders’ promote a culture of peace.
Organisation

K
E
Y A learning environment where both teacher and students teach and
learn from one another through equitable dialogue;
P
R Combining academic study with practical application towards societal
I transformation ;

N
C Analyzing issues in a holistic way that accounts for the past, present, and
I future, and includes the personal, local and global levels ;

P
L Promoting values such as compassion, equality, interdependence,
E diversity, sustainability and nonviolence.
S
 Peace Education Labels
Many teachers are already practicing peace education
without calling it by name.
In various parts of the world, peace education has been
referred to as -

Education for Conflict

Resolution, Education for
International Global Education. Critical Pedagogy. Liberation and
Understanding, and Empowerment.
Human Rights.

Disarmament and
Social Justice Environmental
Life Skills Education. Development
Education. Education.
Education.

These various Using the term peace education

labels illuminate •helps co-ordinate such global initiatives
the depth and • unite educators in the common practice
diversity of the of educating for a culture of peace.
field.
Goal (s) of Peace Education
 While the general goal of “fostering changes that will make the world a
better, more humane place” is a common phrase around the world ,
more specific objectives, ideologies, emphases, and curricula of peace
education programmes vary considerably between countries. They tend
to reflect societal preoccupations. (Bar-Tal 2002, 28)
• For example, peace education in Australia is concerned with
challenging ethnocentrism and violence . In South America, it focuses
on structural violence, human rights, and economic inequality (Bar –
Tal 2002).

 Goals for country level programmes reflect the society’s current

experience with conflict or peace.
• For example, conflict - affected countries may stress peace and
social cohesion, countries recuperating from government abuses may
stress human rights, while countries at peace may promote citizenship.
(Sinclair 2008)
d) Education for Peace
Knowledge

Attitudes
Education Skills
for Peace

Values
Education for Peace - Knowledge

Nuclear
Conflict Peace War Justice
Issues

Power Gender Race Environment Futures

 Educational implications:
Education for
Peace - Knowledge Students should –
Issues that deal with –  Study a variety of contemporary conflict
1) Conflict: situations from the personal to the
The ability to identify global and attempts being made to
and understand the resolve them
nature of conflict; non-  Know about ways of resolving conflicts
violent means of non-violently in everyday life.
conflict resolution.
Students should -
2) Peace:
 Study different concepts of peace, both
The ability to identify
and understand the
as a state of being and as an active
nature of peace; process, on scales from the personal to
enhance knowledge of the global.
community  Look at the examples of
mechanisms for the work of individuals
building peace. and groups actively
working for peace.
 Educational Implications:
Education for
Peace - Knowledge Students should –
Issues that deal with –  Explore some of the key issues and ethical
3) War: dilemmas to do with conventional war.
 Look at the effects of militarism on both
A state of armed
individuals and groups, on scales ranging
conflict between
from local to global.
different nations,
states or groups. Students should -
 Learn about a wide range of nuclear issues
4) Nuclear Issues: and be aware of the key viewpoints on
Issues related to defense and disarmament.
nations in possession of  Understand the effects of
nuclear weapons nuclear war and appreciate
causing mass the efforts of individuals,
destruction. groups and governments
to work towards a
nuclear free world.
Education for Educational implications:

Peace - Knowledge Students should –

Issues that deal with -
 Study a range of situations illustrating
5)Justice: injustice on scales from the personal to the
Being fair and global.
reasonable; the
administration of law in a  Look at the work of individuals and groups
reasonable way. involved in the struggle for justice today.

6) Power: Students should -

Understanding of rights  Study issues to do with power in the world
and responsibilities today and ways in which its unequal
distribution effects people’s life chances.
 Explore ways in which people and groups
have regained power in their own lives.
Education for Educational Implications:
Peace - Knowledge
Issues that deal with -
Students should –
7) Gender:  Study various issues to do with
Awareness of one’s discrimination based on gender.
own needs; Self  Understand the historical background to
awareness.
this and the advantages of men and
disadvantages of women.

8) Race: Students should -

Understanding the
 Study issues to do with discrimination
interdependence
between individuals based on race.
and societies.  Understand the historical background to
this and the ways in which racism operates
to the advantage of white people and the
disadvantage of black.
 Educational Implications:
Education for
Peace - Knowledge Students should –
Issues that deal with -  Have a concern for the environmental welfare of
all the world’s people and the natural systems on
9) Environment: which they depend.
The surroundings or  Be able to make rational judgments concerning
conditions in which a environmental issues and participate effectively in
person, animal or plant environmental policies.
lives or operates; the
Students should-
natural world.
 Study a range of alternative
futures, both probable and
10) Futures: preferable.
Events or conditions  Understand which scenarios
occurring or existing in are likely to lead to a more just
time still to come. and less violent world and what
changes are necessary to bring
this about.
Education for Peace - Skills
Critical Thinking

Co-operation

Empathy

Assertiveness

Conflict Resolution

Political Literacy
 Educational Implications:
Education for
Peace - Skills Students should –
1) Critical Thinking: • Be able to approach issues with an open and
critical mind
Ability to think • Be willing to change their opinions in the
critically about face of new evidence and rational argument
• Be able to recognise and challenge bias,
prejudices, indoctrination and propaganda.
stereotypes.

Students should –
• Be able to appreciate the
2) Co-operation: value of cooperating on
Ability to shared tasks and be able to
co-operate. work cooperatively with
other individuals and groups
in order to achieve a
common goal.
Education for Educational Implications:
Peace - Skills
Students should –
3) Empathy –
Imagining  Be able to imagine sensitively the view
themselves in points and feelings of other people,
another person’s particularly those belonging to groups,
situation and being cultures and nations other than their own.
open-minded to
their reasoning and
emotions.
4) Assertiveness – Students should –
Ability of being  Be able to able to
confident and forceful. communicate clearly and
assertively with others,
that is not in an aggressive
manner which denies their
own rights.
Education for Educational Implications:
Peace - Skills Students should:
5) Conflict Resolution –
 Be able to analyse different conflicts in an
The ability to make a
objective and systematic way and be able to
firm decision on a suggest a range of solutions to them.
problem or dispute.
 Be able to implement solutions themselves,
wherever appropriate.

4) Political Literacy – Students should:

To be aware of the  Develop the ability to
political scenario
influence decision-making
both locally and
internationally. thoughtfully, within their
own lives, in their local
community, and also at
national and international
levels.
Education for Peace - Attitudes

Self Respect Respect for Ecological

others Concerns

Open Vision Commitment

mindedness to justice
Education for Educational Implications:
Peace - Attitudes
Students should:
1) Self Respect
 Have a sense of their own worth and pride
in their own particular social, cultural and
family background.

Students should:
2) Respect for others  Have a sense of worth for others,
particularly for those with social, cultural
and family backgrounds different from
their own.
Education for Educational Implications:
Peace - Attitudes
Students should:
3) Ecological concerns
 Have a sense of respect for the natural
environment and their own overall place
in the web of life.
 Also have a sense of responsibility for both
the local and global environment.

4) Open-mindedness
Students should:
 Be willing to approach different sources of
information of people and events with a
critical but open mind.
Education for Educational implications:

Peace - Attitudes Students should:

5) Vision  Be open to and value various dreams and
visions of what a better world might look
like not only in their own community but
also in the world as a whole.

6) Commitment to Students should:

justice  Genuinely value democratic principles and
processes
 Be ready to work for a more just and
peaceful world at local, national and
international levels.
Education for Peace - Values
Understanding
Non-violence
Sustainability
Diversity
Compassion
Equality
Interdependence
Experiential Learning Sequence
Learn - Through group activities, games, stories,
and discussion, participants learn basic peace
concepts, vocabulary, and background information.

Practice - Debates, discussion, games, role plays

and other activities challenge participants to
practice KSAs in safe learning settings
Reflect - Participants reflect on their personal peace-
building practice--including how they apply peace-
building concepts to interpersonal interactions with
family, schools, peers, community

Rehearse - Rehearse key peace-building

competencies through projects, services, and other
participant-led community engagement initiatives
Apply - Apply peace-building competencies to social
initiatives, advocating and promoting child, adolescent,
and youth participation and leadership in peace-building
processes at local, national, and international levels
 Activity
 In your group, plan a learning activity for the ‘value’
given to you.
 Choose any grade or age group you like.
 Follow the ‘Experiential Learning Sequence’.

Team
Work
 Bibliography
Articles and Conference Papers- Websites -
 Education for a Culture of Peace, http://teacherswithoutborders.org/page/wh
Human Rights, Citizenship,
Democracy and Regional at-peace-education Retrieved on September
Integration, Retrieved on 27, 2014
September 26, 2014, from Experiential Learning Sequence Retrieved
http://unesdoc.unesco.org/images/
0022/002211/221128e.pdf from
 http://learningforpeace.unicef.org/ http://www.un.org/cyberschoolbus/peace/fra
wp- me2.htm on September 27, 2014
content/uploads/2013/08/Peacebuil
ding-Knowledge-Attitudes-and-
Skills-Desk-Review-and-
Recommendations.pdf
 Kester Kevin, Education for Peace:
Content, Form and Structure:
Mobilizing Youth for Civic
Engagement , Retrieved from
http://www.review.upeace.org/inde
x.cfm?opcion=0&ejemplar=19&entr
ada=101 on 28/09/14
 Peace be
with You!
Thank You!