PEACE EDUCATION: A

TRANSFORMATIVE
RESPONSE TO MAJOR
SOCIETAL
CHALLENGES

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

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.

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.

Non-exploitative- not only to relationships

between human but also those between
humans and nature

PEACE
Negative Peace
Absence of direct/
Physical violence
A.

B. Positive Peace
presence of
conditions of wellbeing and just
relationships: social,
economic, political
ecological

Direct Violence
e.g., war, torture, child
And woman abuse

Structural Violence
e.g., poverty,
hunger
Socio-cultural
Violence
e.g.,racism, sexism
religious intolerance
Ecological Violence
e.g., pollution
overconsumption

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

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

The Peaceable TeachingLearning Process

Cognitive Phase

Active Phase

(Taking Practical
Action)

Affective Phase

(being concerned,
responding, valuing)

Why Educate for Peace?

Purpose of peace education are
the elimination of social
injustice, the rejection of
violence and the abolition of
war

Peace Educations
Schema of Knowledge,
Skills and
Attitudes/Values

ATTITUDES/VALUES
1. self-respect
2. Respect for others
3. Gender equality
4. Respect for life
5. Compassion
6. Global concern
7. Ecological concern
8. Cooperation
KNOWLEDGE
9. Openness & tolerance
1. Holistic concept of peace 10. Justice
2. Conflict & violence-causes 11. Social responsibility
3. Some peaceful alternatives 12. Positive vision
Disarmament
Nonviolence-Philos.& Practice
conflict resolution
transformation, prevention
human rights
Human solidarity
democratization
Development based on justice
Sustainable Development

SKILLS
1. Reflection
2. Critical thinking
3. Decision making
4. Imagination
5. Communication
6. Conflict resolution
7. Empathy
8. Group building

Spiritual and Faith Tradition

as Resources of Peace
1.
2.

3.
4.

5.

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

Peace Theme 1: Upholding

Human Dignity
is at the center of the values
system that we associate with social
peace

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

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

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

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

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

Article 29- Community Duties

Essential to Free and Full
Development
Article 30- Freedom from State or
Personal Interference in
the above Rights

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 womens
right.

Peace Theme 2:Challenging

Prejudice and Building
Types of Prejudice
Racism- the belief that ones 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

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

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.

Religious intolerance- prejudice against

those who are followers of religious
other than ones 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

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

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

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

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.

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