peace education: an overview of the rationale, content ... · peace education: an overview of the...
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INSA
Peace Education: An Overview of
the Rationale, Content & Process
Developing Peacebuilders through
Peace Education & Advocacy
Jasmin Nario-Galace
Center for Peace Education, Miriam College
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CONCEPTS OF PEACE
Hugo Grotius in 1625- the absence of war or
direct violence
Late 1960s, e.g., Johan Galtung - concept
started to shift from direct to structural
violence. It is not only war that caused death
and damage but also systems, institutions
and policies that meet some people’s needs,
rights and wants at the expense of others
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DEFINING PEACE
PEACE
NEGATIVE PEACE
Absence of direct/physical
violence (both macro and micro)
POSITIVE PEACE
Presence of conditions of
well-being and just relationships:
social, economic, political,
ecological
Direct Violence
e.g., war, torture human rights violations,
SGBV
Structural Violence
e.g., poverty, hunger
Socio-cultural Violence
e.g., racism, sexism,
religious intolerance
Ecological Violence
e.g., pollution, overconsumption
VIOLENCE
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What is peace education?
•Peace education is education that builds
awareness, concern and action in response
to direct, structural, socio-cultural and
other forms of violence in our society.
PEACE EDUCATION
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Why Teach Peace?
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Why teach peace?
Ethical imperative
– Our Catholic faith teaches the values of respect, love, nonviolence, justice and oneness of the human family, among others
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Catholic Teachings Related to Peace
The fullness of peace is expressed in the Hebrew word
“Shalom”. “Shalom” means a state of comprehensive well-
being, which includes:
- good health (Genesis 29:6, Psalm 38:3)
- prosperity (Isaiah 66:12, Leviticus 26:4-6)
- harmony ( Genesis 26:28-31)
- healing (Isaiah 57:19)
- a condition of general social welfare (Jeremiah 14:13)
- absence of war (“I will break bow and sword and weapons
of war and sweep them off the earth, so that all the living
creatures may lie down without fear,” Hosea 2:20)
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Jesus’ commandment is for people to love one
another; by this love it will be known that they are
His disciples (John 13:34).
“If anyone says I love God yet hates his brother, he
is a liar. One who has no love for the brother he
has seen cannot love the God he has not seen” (1
John 4:20).
Jesus went further and said “Love your enemies,
do good to those who hate you . . . . pray for those
who maltreat you” (Matthew 5:43-44)
The Commandment of Love
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-It is a dynamic reality envisioned by the
prophets where spears and swords give way to
implements of peace. “They shall beat their
swords into plowshares and their spears into
pruning hooks; one nation shall not raise the
sword against another nor shall they train for
war again” (Isaiah 2:4).
Peace is not simply the absence of war
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Jesus set aside the traditional lex talionis (an “eye for
an eye”) in favor of a loving and compassionate
response.
“Never repay injury with injury . . . Avenge not
yourselves . . . Vengeance belongs to me; I will
recompense, says the Lord. But if your enemy is
hungry, feed him; if he thirsts, give him to drink . . .
Be not overcome by evil but overcome evil with good.”
(Romans 12:17-21)
“If you bring your gift to the altar and there recall that
your brother has anything against you, leave your gift
at the altar go first to be reconciled with your brother and then come and offer your gift.” (Matthew 5: 23-24)
Reconciliation rather than Retaliation
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Each person has a right to those basic goods
necessary for a decent human life.
The earth is the Lord’s and thus is meant for
all (Psalm 24:1, Leviticus 25). God has a special
love for the economically poor and would like
their hunger to be filled. (Luke 1:46-53, 6:20-25
. Sufficient life-goods for all
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Respect for the dignity of all people
All are created in God’s image (Genesis
1:26-27,Psalm 8) and so every human being
possesses an inalienable dignity.
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The concept of peace also includes the ideaof justice
“Justice and peace shall kiss” (Psalm 85:11);
“Justice will bring about peace, right will produce
calm and security” (Isaiah 32:17).
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Participation
Doing justice means working to enable people to
be the agents of their own development.
People are co-creators with God, sent forth as
friends of Jesus (John 15:12-16, Psalm 8,
Genesis 1:28, 2:15).
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People are called to a community of
simplicity and sharing. (Acts 4:32, 2:43-47,
6:1-7; 1 Cor. 10:17; 2 Corinthians 8:13-15;
Matthew 19:21, 6:25-33).
Solidarity is achieved through service. (Luke
22:25-27; John 10:1-18, 13:4-13; Matthew
10:25-37; James 2:14-17).
Solidarity/Responsibility toward others
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Why Teach Peace?
Political and legal obligation
- nations, through various HR instruments, have affirmed their commitment to the protection and promotion of human rights and human dignity.
UDHR Article 25
Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services...
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Why Teach Peace?
• It is a practical alternative.
Every year, throughout the world, half a
million people are killed from armed
violence. That is roughly one person
killed every minute.
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0
2000
4000
6000
8000
10000
12000
14000
Murder Homicide Physical
Injuries
Rape Robbery
In the Philippines, approximately 22 people die
each day from armed violence (PhilANSA, 2007)
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And every day,
throughout the world,
800 million people go
to bed hungry.
Twenty-eight thousand
children die because of
poverty, daily…
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In the Philippines, 4.7 million families (26.9%) were poor in 2006 (average poverty line for a family of 5 was determined to be at P6,274/month)
On an individual basis, 32.9% of the population (or 27.6 million Filipinos) were poor
In Tawi-tawi, 8 out of 10 families were considered poor
(PDI, 3/9/08)
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Each day, throughout
the world, people are
killed or hurt because
of HATE…as they
differ from the rest in
terms of ethnicity,
religion, sex, gender,
and class, among
others.
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Build Awareness1. Situation/Forms of violence
2. Roots of conflict and violence
3. Alternatives to violence
*the Professor in Tokyo
What is peace education?
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Build concern1. Empathy and compassion
2. Positive vision of the future
3. Social responsibility
*reading the signs of the times correctly
*social instead of personal mobility
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Encourage action
1. Personal change-own mindset,
attitudes, behavior/lifestyle
2. Social action
3. Protection
4. Advocacy
5. Nonviolent Direct Action
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What are some key themes ofJustice and Peace Education?
1. Respect for life
- Respect for the life of each humanbeing and respect for other life forms innature
What are some key themes of peace education?
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2. Nonviolence
The refusal to harm or kill another
The use of moral appeal, force of love and
positive techniques vs. physical force
The use of nonviolent conflict resolution
methods, e.g. dialogue, problem-solving approach
to negotiation
The use of nonviolent methods to obtain justice,
not through the “eye for an eye” dictum.
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3. Oneness of the human family
- All humans are “brothers and
sisters”
- All have a common home, planet
Earth, and a common future
4. Human worth and dignity
- Respect for human rights and
fundamental freedoms
- Fulfillment of basic human needs
- Participation in decision-making
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5. Tolerance
Respect for diversity vs. racism,ethnocentrism, sexism, religiousintolerance
Rejection of a sense of superiority andother prejudices
6. Economic equity
Support for the equitable distribution ofwealth and resources
Mechanisms for globalization & concern
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7. Environmental Care and Sustainability
-Action that will ensure the well-
being of the earth’s ecosystems such
that it can continue to meet future and
present needs.
8. Gender equality
- valuing the right of women to enjoy
equal opportunities with men and to be
free from abuse, exploitation and
violence.
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ATTITUDES/VALUES
.Self –respect
.Respect for Others
.Respect for Life/
Nonviolence
.Compassion
.Global Concern
.Ecological Concern
.Cooperation
.Openness &
Tolerance
.Social
Responsibility
.Positive Vision
KNOWLEDGE
.Holistic Concept of Peace
.Conflict & Violence -causes
.Some Peaceful Alternatives
Disarmament
Nonviolent Conflict
Resolution
Human Rights
Gender Fairness
Human Solidarity
Democratization
Dev’t Based on Justice
Sustainable Development
SKILLS
.Reflection
.Critical Thinking
& Analysis
.Decision Making
.Imagination
.Communication
.Conflict Resolution
.Group Building
Schema of
Knowledge, Skills
and Attitudes/
Values
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The Peaceable Teaching – Learning Process
Cognitive Phase
(Being aware, Understanding)
Active Phase Affective Phase
(Taking practical action) (Being concerned,
Responding, Valuing)
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The Process
Holistic- does not confine itself to the
parameters of facts and concepts
Participatory- allows learners to inquire,
share, collaborate and engage in dialogue
Experiential- learners build ideas from the
experience they went through
Cooperative- giving opportunities to learners
to work together and learn, rather than
compete with each other
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The Messenger
We cannot give what we do not have.
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LEVELS OF PEACE
Peace between Humans and the Earth and Beyond
Global Peace
Intergroup/Social Peace
Interpersonal Peace
Personal PeaceSelf-respect
Inner resources:
Love, hope
Respect for other persons
Justice, tolerance, cooperation
Respect for other groups within nation
Justice, tolerance, cooperation
Respect for other nations
Justice, tolerance, cooperation
Respect for the environment
Sustainable living, Simple lifestyles
Harmony with the Sacred Source
Harmony with the self
Harmony with Others
Harmony with Nature
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The Messenger
Attributes of a Teacher of Peace *
Is a person of vision, capable of hope and of imaging
positive change
Is not only a transmitter of culture but is also a
transformer of culture
Is motivated by service
Encourages cooperative learning
Inspires social responsibility on the part of the learners
*Betty Reardon
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INSA
Developing Peacebuilders
through Peace Education and
Advocacy
Our Experience at the Center for Peace
Education
Center for Peace Education
MIRIAM COLLEGE
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Training the Agents
We hold peace education workshops with
modules on challenging the war system
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Teaching Peace Skills
We train our students to manage their
conflicts constructively
Workshop on Conflict Resolution
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We train our students to become
peer mediators
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Petition-signing in support of
an Arms Trade Treaty
Training Students to
become Advocates
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We campaign for a ban against Cluster
Munitions
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We advocate for the observance of the Rules of War (Principles of International Humanitarian Law)
-campaign to ban landmines
-campaign to
protect children
involved in
armed conflict
-campaign to
protect civilians,
esp. women and
children
in times of war