Peace Education: An Overview of the Rationale, Content ... · Peace Education: An Overview of the Rationale, Content & Process Developing Peacebuilders through Peace Education & Advocacy

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

jgalace@mc.edu.ph

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

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

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

Why Teach Peace?

Why teach peace?

Ethical imperative

– Our Catholic faith teaches the values of respect, love, nonviolence, justice and oneness of the human family, among others

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)

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

-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

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

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

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.

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).

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).

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

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...

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.

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)

And every day,

throughout the world,

800 million people go

to bed hungry.

Twenty-eight thousand

children die because of

poverty, daily…

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)

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.

Build Awareness1. Situation/Forms of violence

2. Roots of conflict and violence

3. Alternatives to violence

*the Professor in Tokyo

What is peace education?

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

Encourage action

1. Personal change-own mindset,

attitudes, behavior/lifestyle

2. Social action

3. Protection

4. Advocacy

5. Nonviolent Direct Action

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?

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.

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

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

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.

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

The Peaceable Teaching – Learning Process

Cognitive Phase

(Being aware, Understanding)

Active Phase Affective Phase

(Taking practical action) (Being concerned,

Responding, Valuing)

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

The Messenger

We cannot give what we do not have.

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

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

INSA

Developing Peacebuilders

through Peace Education and

Advocacy

Our Experience at the Center for Peace

Education

Center for Peace Education

MIRIAM COLLEGE

Training the Agents

We hold peace education workshops with

modules on challenging the war system

Teaching Peace Skills

We train our students to manage their

conflicts constructively

Workshop on Conflict Resolution

We train our students to become

peer mediators

Petition-signing in support of

an Arms Trade Treaty

Training Students to

become Advocates

We campaign for a ban against Cluster

Munitions

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