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IV. The “Whole-School Approach” as our Goal :

IV. The “Whole-School Approach” as our Goal : Infuse peace perspectives into the life of the whole school. Peace-oriented Curriculum Content. Participatory & Dialogical Teaching-Learning Methods. Peace Action/ Activities of Social Concern. Co-curricular Programs. VISION and MISSION.

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IV. The “Whole-School Approach” as our Goal :

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  1. IV. The “Whole-School Approach” as our Goal : Infuse peace perspectives into the life of the whole school Peace-oriented Curriculum Content Participatory & Dialogical Teaching-Learning Methods Peace Action/ Activities of Social Concern Co-curricular Programs VISION and MISSION Participative Structures & Caring Relationships; Peace-oriented Policies Peace-related Materials Enrichment Programs for Staff on Peace & Conflict Resolution

  2. Sharing the Miriam College Experience toward the Whole School Approach How we started: • Core group of Peace Associates • MC Community took a pledge , “Declaration of MC as a Zone of Peace,” on College Day, 1991 • to strive to foster caring relationships, • to look for constructive ways of resolving conflicts, • to pursue cooperation rather than aggressive competition as the school spirit, • to live simply and to engage in actions towards peace… Peace has been one of MC’s core values and is explicit in the school’s Vision-Mission. The V-M is central in the whole school approach.

  3. Peace-oriented Curriculum Content • Integration of peace perspectives in various subjects, e.g., Social Studies, CLE, Theology, CA • Separate subjects: Grade 7 Social Studies; Peace Studies; Education for Peace, Gender Equality and the Environment • Minor in Peace Studies • MC- 101

  4. Participatory and Dialogical MethodsPhilosophical Underpinnings: Paolo Freire, Progressive Education A sample methodology for a topic , “Challenging Prejudice.” 1. Ask students: What is your understanding of the word prejudice? Have you experienced prejudice? Can you relate that experience? How did you feel? 2.Using their experiences, draw a list of the types of p. Add inputs including about effects of prejudice. 3. Show a video, “Don’t Laugh at Me.” 4. What feelings surfaced while you were watching the video? 5. What message/s did you get from it? What can you do to challenge prejudice? (Role playing can be used.) Did we engage the learners’ cognitive, affective and active dimensions ?

  5. Co-curricular/Student Programs • Conflict resolution training within the homeroom program- options in dealing with conflict, dialoguing tips, steps in collaborative problem-solving • Peer mediation training and program • Observance of special days- In t’l Day of Peace, Mindanao Week of Peace, HR Day

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