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Peace Education

Peace Education. Mr. Christopher Gardner. OUTLINE OF TODAY’S LESSON. (1) Introduction to Peace Education What is it? How has it evolved? Fundamental questions . (2) Sample Lesson Using Approach Outlined In Chapter 20 Of Text. Initial facts coupled with 2 video clips

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Peace Education

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  1. Peace Education Mr. Christopher Gardner

  2. OUTLINE OF TODAY’S LESSON • (1) Introduction to Peace Education • What is it? • How has it evolved? • Fundamental questions. • (2) Sample Lesson Using Approach Outlined In Chapter 20 Of Text. • Initial facts coupled with 2 video clips • Perspective learning activity & discussion • Take a stand learning activity • (3) Discussion Of My Approach • (4) Interdisciplinary Suggestions • (5) Conclusion

  3. WHAT IS PEACE EDUCATION? • Today it aims at creating a global culture of peace. • Central to the process is the understanding and transformation of violence. • Promotes cooperation globally and in the classroom. • Students are empowered to take responsibility through participatory learning methods in an environment of tolerance, care, and respect.

  4. It consists of people “consciously striving to educate their successors not for the existing state of affairs but so as to make possible a future better humanity” (John Dewey, Democracy and Education).

  5. GOALS OF PEACE EDUCATION HAVE EVOLVED UNESCO (1945) Hague Appeal For Peace (2000) Nuclear Fear (1980s) http://cominganarchy.com/2009/06/17/early-1980s-nuclear-armageddon-films/

  6. 1. How do we begin to teach without first confronting the heavy emotional cloud that often produces psychological numbness and closed-mindedness? And should we? FUNDAMENTAL QUESTIONS FOR TEACHERS 2. How do we approach questions of violence and non-violence in the classroom without furthering the belief that war is inevitable or that we are powerless to bring about peace?

  7. EGYPTIAN PROTESTS 2011 • http://www.youtube.com/watch?v=RtLJpzUp2Z8(Interview @ Tahrir Square With Pro-Democracy Activist) • http://www.youtube.com/watch?v=4WWU2xdmN6k(Emotional Message From Protestor in London)

  8. FRAME OF REFERENCE ACTIVITY Main details. Core issue, approach or concept. Underlying beliefs, assumptions and principles (why?)

  9. FRAME OF REFERENCE ACTIVITY The Liberal and NDP foreign affairs critics believe instability and protest in Egypt can be directly linked to a single person, Hosni Mubarak. Liberal Bob Rae says that Mubarak’s promise to step down in September falls short of being acceptable action. The Liberal and NDP critics do not believe a transition period is needed to transfer power and institute reform. Stephen Harper has remained quiet on the issue of whether or not President Mubarak should step down immediately. NDP’s Paul Dewar echoed Rae’s suggestions. Canadian Government’s Perspective on Egyptian crisis. The Conservative government’s stance so far is that they want to see a peaceful transition toward the “basic values of freedom, democracy, human rights and justice. Democracy is good and will lead to stability. Stability will occur when the individual responsible for the cause of the uprising leaves.

  10. DIFFERING APPROACHES TO THE EGYPTIAN CRISIS • Canadianopposition parties want to see President Mubarak immediately step down. • Iran’sleaders pledge “spiritual” support to the protestors in Egypt and encourage the pro-democracy revolt. • They want to see religious democracy instituted, and an Iranian style Islamist government rather than US-style liberal democracy. • US Democratswant to see President Mubarak step aside, and an interim government before a planned September vote.

  11. DIFFERING APPROACHES TO THE EGYPTIAN CRISIS • Some Egyptiansstill see Mubarak as a great leader despite a few criticisms and want him to seek another term. • Israelfears the absence of Mubarak as a leader in the Middle East will lead to regional instability and wants to support him in any way they can and strengthen his regime. • TheEgyptian Muslim Brotherhoodwants Mubarak to step down immediately or they would halt any negotiations. • Their goal is to create an Islamic state in Egypt, that would not force women to cover up in public and respect Egypt’s 1979 peace treaty with Israel. They also call for a democratic and civic state.

  12. KEY THEORETICAL DILEMMAS • Western Liberal Democracy vs. Religious Islamic Democracy • Immediate Change In Leadership vs. Transition Period • Democracy vs. Stability • IS DEMOCRACY A PACIFier? DEMOCRACY VS. regional STABILITY http://www.washingtonpost.com/wp-dyn/content/video/2011/02/04/VI2011020401102.html TAKE A STAND

  13. READING ACTIVITY (KWL CHART)

  14. UNDERTAKE ACTION • HOW TO GET INVOLVED: • Demonstrators across Canada have organized rallies in support of Egyptian protesters. • Online activism via petitions & Facebook creating awareness • Office of the Prime Minister80 Wellington StreetOttawa, ON K1A 0A2 Fax: 613-941-6900 E-mail: pm@pm.gc.ca

  15. An Engaging Approach To Teaching Peace • (1) Choose A Compelling Narrative • (2) Setup A Dilemma • (3) Explore The Issues • (4) Present Alternative Solutions • (5) Take A Stand • (6) Undertake Action

  16. An Engaging Approach To Teaching Peace • (1) Choose A Compelling Narrative • News Stories, Literary Selections, Films • Engage Emotions • Address Big Questions In The Human Drama • EXAMPLES: -What is worth risking your life for? -What constitutes freedom? -Is violence ever justified? • (2) Explore The Issues • (3) Present Alternative Solutions • Perspective taking activities • Suspend judgement until all the facts are in • Understand there is more than one right answer • Role play, debate from a given perspective

  17. An Engaging Approach To Teaching Peace • (4) Setup A Dilemma • Once heartfelt connections to a topic are made among students draw out a larger dilemma. (e.g. Is the long-term goal of democracy more important than short-term goals of stability?) • (5) Take A Stand • Once a variety of mediums and perspectives are considered, informed discussion and reflection takes place students will need to take a stand. • Human graphs, interaction with like-minded peers and brainstorming reasons for their position is necessary practice before encouraging a public stance. • (6) Undertake Action • If civic engagement and action is not encouraged, the hidden curriculum being taught is that knowing is is enough, and it is not necessary to do anything.

  18. An Interdisciplinary Approach To Peace Education • World Issues • Peace education is relevant to the curriculum, which directs teachers to touch on topics like world conflict and democracy. • Modern History • Thematic units of Modern History 110 are inviting for peace educators as they explore the causes and conditions of revolution and the World Wars.

  19. An Interdisciplinary Approach To Peace Education • Math • Conflict often occur over distribution of wealth and resources. Math allows opportunity for thematic and perhaps more engaging word problems conducive to peace education and conflict resolution. It can be a tool for analyzing topics of equity, distributing of wealth, economic development, military expenditure, etc. • English • Thematic units in English allow the opportunity to cover all literacy and curricular goals why engaging students by providing a forum to interpret and discuss real world problems.

  20. An Interdisciplinary Approach To Peace Education • Science • Allows the opportunity to explore global issues that require transnational cooperation, strengthening peace. These can include such things as environmental issues and promotion of ecological thinking and respect for life. Science also allows us to place our species under a microscope and tackle certain ideas such as the notion that humans may be inherently violent through another lens.

  21. ONLINE RESOURCES • http://www.un.org/cyberschoolbus/peace/frame.htm • http://www.global-ed.org/e4p/ • http://www.classroomconnections.ca/ • http://www.cultivatingpeace.ca/ • http://www.salsa.net/peace/teach/teachers.html • http://youthpeaceinitiative.org.au/peace-games-peace-resources/learning-resources/

  22. Think Globally, Act Locally

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