PEACE EDUCATION: A TRANSFORMATIVE RESPONSE TO MAJOR SOCIETAL CHALLENGES

1. PEACE EDUCATION: ATRANSFORMATIVERESPONSE TO MAJOR SOCIETAL CHALLENGES

2. The Greatest resource for building a culture of peace are the people themselves, for it is through them that peaceful relationships and structures are created

3. Peace Building- refers generally to the long-term project of building peaceful communities Structural violence- also led to death and suffering because of the conditions that resulted from it: extreme poverty, starvation, avoidable diseases, discrimination against minority groups and denial human rights.

4. Johan Galtung- explains that peace is the absence of violence, not only personal or direct but also structural or in direct. Negative Peace- refers to the absence of war or physical/direct violence. Positive Peace- refers to the presence ecological well-being, such that the root causes of conflict are diminished.

5. Non-exploitative- not only to relationships between human but also those between humans and nature PEACE Negative PeaceB. Positive Peace Absence of direct/ presence of Physical violence conditions of well- being and just relationships: social, economic, political ecological

6. Direct ViolenceStructural Violence e.g., war, torture, child e.g., poverty, And woman abuse hunger Socio-cultural Violence e.g.,racism, sexism religious intolerance Ecological Violence e.g., pollution overconsumption

7. Personal Peace Self-respect inner resources: love, hope Interpersonal Peace Respect for other persons justice, tolerance, cooperation Intergroup/Social Peace Respect for other groups within nation justice, tolerance, cooperation Global Peace Respect for other nations justice, tolerance, cooperation

8. Peace between Humans and the Earth and Beyond Respect for the environment sustainable living, simple lifestyle Peace education- education that promotes a culture of peace, is essentially transformative It seeks this transformation by building awareness and understanding, developing concern, and finally, challenging personal and socio action that will enable people to create conditions and systems that actualize nonviolence, justice environmental care

9. The Peaceable Teaching-Learning Process Cognitive Phase Active Phase Affective Phase (Taking Practical (being concerned, Action) responding, valuing)

10. Why Educate for Peace? Purpose of peace education are the elimination of social injustice, the rejection of violence and the abolition of war

11. Peace Education’s Schema of Knowledge, Skills and Attitudes/Values

12. ATTITUDES/VALUES • self-respect • Respect for others • Gender equality • Respect for life • Compassion • Global concern • Ecological concern • Cooperation • Openness & tolerance • Justice • Social responsibility • Positive vision • KNOWLEDGE • Holistic concept of peace • Conflict & violence-causes • Some peaceful alternatives • Disarmament • Nonviolence-Philos.& Practice • conflict resolution • transformation, prevention • human rights • Human solidarity • democratization • Development based on justice • Sustainable Development • SKILLS • Reflection • Critical thinking • Decision making • Imagination • Communication • Conflict resolution • Empathy • Group building

13. Spiritual and Faith Tradition as Resources of Peace The rejection of violence Love and compassion for other humans Love and compassion for other creatures and life forms in nature Respect for human dignity Justice or fairness

14. Peace Theme 1: Upholding Human Dignity is at the center of the values system that we associate with social peace

15. UNIVERSAL DECLARATION OF HUMAN RIGHTS Article 1- Right to Equality Article 2- Freedom from Discrimination Article 3- Right to Life, Liberty, Personal Security Article 4- Freedom from Slavery Article 5- Freedom from Torture and Degrading Treatment

16. Article 6- Right to Recognition as a Person before the Law Article 7- Right to Equality before the Law Article 8- Right to Remedy by Competent Tribunal Article 9- Freedom from Arbitrary Arrest and Exile Article 10- Right to Fair Public Hearing

17. Article 11- Right to be Considered Innocent until Proven Guilty Article 12- Freedom Interference with privacy, Family, Home and Correspondence Article 13- Right to be Free Movement in and out of the Country Article 14- Right to Asylum in other countries from Persecution Article 15- Right to a Nationality and the Freedom to Change it

18. Article 16- Right to Marriage and Family Article 17- Right to own Property Article 18- Freedom of Belief and Religion Article 19- Freedom of Opinion and Information Article 20- Right of Peaceful Assembly and Association Article 21- Right to Participate in Government and in Free Elections Article 22- Right to Social Security

19. Article 23- Right to Desirable Work and to Join Trade Unions Article 24- Right to Rest and Leisure Article 25- Right to Adequate Living Standard Article 26- Right to Education Article 27- Right to Participate in the Cultural Life of Community Article 28- Right to a Social Order that Articulates this Document

20. Article 29- Community Duties Essential to Free and Full Development Article 30- Freedom from State or Personal Interference in the above Rights

21. The Convention on the Elimination of All Forms of Discrimination Against Women is also known as the International Bill of Rights for Women and is the only international treaty that comprehensively addresses women’s right.

22. Peace Theme 2:Challenging Prejudice and Building Types of Prejudice Racism- the belief that one’s own cultural or racial heritage is innately superior to that of others, hence, the lack of respect or appreciation for those who belong to a “different race”

23. Sexism- a system of attitudes, actions and structures that subordinates others on the basis of their sex where the usual victims are women. Heterosexism- Negative attitudes toward lesbian and gay men Classism- distancing from and perceiving the poor as “the other”

24. Linguicism- negative attitudes which members of dominant language groups hold against non-dominant language groups Ageism- negative attitudes held against the young or the elderly “Looksism”- prejudice against those who do not measure up to set standard of beauty.

25. Religious intolerance- prejudice against those who are followers of religious other than one’s own Education for Tolerance and Respect there is a need for schools to educate citizens not to accept hateful propaganda about the “different other” and instead appreciate other cultures and respect cultural differences

26. Peace Theme 3: Promoting Nonviolence is the refusal to do harm to other humans as life is sacred and is an absolute value. It is anchored on the belief that humans have the potential to change

27. What is Nonviolence Direct Action? -refers to efforts to persuade with action via methods of protest, noncooperation and intervention without using physical violence Nonviolent Protest and Persuasions (seeks to produce awareness of the dissent) – Petitions, Banners, Posters, Lobbying, Singing, marches, prayer rallies. Mock funerals and vigils

28. Nonviolent Noncooperation (presents the opponent with difficulties in maintaining the normal operation of the system) - consumers’ boycott, general strike and civil obedience Nonviolent Intervention (challenges the opponent more directly) - sit-ins and fast

29. Steps in Doing Nonviolent Direct Action 1st step- collect data to ascertain that injustice exist. Research or the gathering of information is an important first step tp any violent struggle.

30. 2nd Step- to raise consciousness of people about the issue. Education, whether, formal or informal, should aim at making victims understand their plight and believe that they could get out of their situations 3rd step- to organize constituents and build coalitions 4th step- to nonviolent struggles would be the employ