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Peace Education as Transformative Education

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Menchie zaldivar

on 19 August 2014

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Transcript of Peace Education as Transformative Education

Reported by: Menchie R. Zaldivar
Peace Education as Transformative 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.
Why Educate for Peace?
Betty Reardon,
in her groundbreaking book,
Comprehensive Peace Education: Educating for global responsibility(1988)
reminds us that peace education has an important social purpose. It seeks to transform the present human condition by
“changing social structures and pattern of thought that have created it.”


Learning to Abolish War; Teaching toward a Culture of Peace (Reardon and 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 abolition of war.

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.

The ethical system of the major world faith traditions, humanitarian ethics and even primal and indigenous spirituality have articulated principles that inspire the striving for peace.

The 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.
Peace Education as Practical Alternative
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.

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.

This means that the learning process that is utilized in peace in 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.
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.
Peace Education’s Scheme of Knowledge, Skills and Attitudes/Values
The following schema is an attempt to list the key knowledge areas, skills, attitudes and values that are integral to peace education.
Figure 4 below illustrates this process in graphic form. Specific peaceable teaching-learning techniques that can go well with this learning process will be described in a later chapter
The Peaceable Teaching-Learning Process
Peace education can transform people’s mindsets with regard to the inevitability 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.
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-Philos. & Practice|
Conflict Resolution,
Transformation and Prevention
Human Rights
Human Solidarity
Democratization
Development Based on Justice
Sustainable Development

Attitudes/Values
It suggested that the following attitudes and values be cultivated:
1. Self-respect
2. Respect for others
3. Gender Equality
4. Respect for Life/Nonviolence
5. Compassion
6. Global Concern
7. Ecological Concern
8. Cooperation
9. Openness & Tolerance
10. Justice
11. Social Responsibility
12. Positive vision
Skills

Some of the skills that need to be developed are:
1. Reflection
2. Critical thinking and Analysis
3. Decision-making
4. Imagination
5. Communication
6. Conflict resolution
7. Empathy
8. Group Building
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