cwts-peace education

peace(cheng and kurtz, 1998)

is not simply a lack of war or nonviolence; it means the eradication of all facets of injustice

Galtung, 1995)

who said this? “peace is the absence of violence, not only personal or direct but also structural or indirect.

negative peace

absence of war or physical/direct violence

positive peace

presence of just and non-exploitative relationships

refer not only to relationships between humans but also to those between humans and nature

positive peace

According to Mische 1987, peace with nature is considered the foundation of what?

(Bamaby,1989)

It must also be remembered that human behavior is intimately related to the availability of basic resources.

types of violence

1. physical or direct violence

2. structural violence

betty reardon

who is the peace educator who has made significant contributions to the field, defines violence as “humanly inflicted harm”

toh swee-hin and virginia cawagas(1987)

conceptual map of violence was done by?

a typology of violence(conceptual maps)

it is a typology that indicates the various types/forms of violence and some examples/illustrations of each in the personal, interpersonal, social, and global levels

level form of violence

direct/physical

strictural/economic, political

socio-cultural/psychological

ecological

direct/physical category

personal: suicide and drug abuse

interpersonal community: domestic violence and violent crimes

national: national inequalities, poverty and hunger

global: conventional war, nuclear war and human rights abuses

example of personal, interpersonal community, national and global in structural/economic, political category

personal: powerlessness

interpersonal community: local inequalities, poverty and hunger

national: national inequalities, poverty and hunger

global: global inequalities, poverty and hunger

sociocultural/psychological category

personal: alienation, low self-esteem and anxiety

interpersonal community: prejudice/enemy images, cultural domination, racism, sexism, religious intolerance

example of personal, interpersonal community, national and global in ecological category

personal: over consumption

interpersonal community: over consumption and pollution

national: over consumption, pollution, chemical and biological warfare, nuclear power radiation

According to UN 1998, what is the culture of peace?

a culture of peace is a set of values, attitudes, traditions, modes of behavior and ways of life that reflect and inspire:

respect of life and for all human rights

rejection of violence in all its form and commitment to the

prevention of violent to full participation in the process of equitably meeting the needs of present and future generation etcccc…

what is the meaning of the greek concept of “irene”?

impllies harmony and justice as well as the absence of physical violence

arabic of “sala’am” and the hebrew “shalom”

embrace not only th absence of war but also well-being, wholeness and harmony with one’s self and also between individuals, within a community, and among nations, It also means love, full health, prosperity, redistribution of goods and reconciliation.

Sanskrit concept of “shanti”

refers not only to spiritual contentment but also to peace of mind, peace of the earth, peace underneath the seas, peace in outer space-truly a cosmic view of peace

chinese “ping”(barash,1999)

implies harmony, achieving a unity our of diversity, comparable to the ancient chinese concept of integrating seemingly opposed elements as represented in the princples of yin and yang

schema of knowledge, skills and attitudes/values

this list is not exhaustive and is expected to evolve, as peace education practice and experiences as well as corresponding reflections and insights on these experiences increase

schema list of attitudes/values

self-respect

respect for others

gender equality

respect for life/non violence

compassion

global concern

ecological concern

cooperation

openness & tolerance

justice

social responsibility

positive vision

schema list of knowledge

holistic concept of peace

conflict & violence—causes

some peaceful alternatives:

disarmament

non-violence—philosophy & practice

conflict resolution, transformation, prevention

human rights

human solidarity

democratization

development based on justice

sustainable development

schema list of skills

reflection

critical thinking & analysis

decision-making

imagination

communication

conflict resolution

empathy

group building

comprehensive scope of peace education

what is peace education?

it is a multidimensional and holistic in its content and process. It comprised of many themes and forms that have evolved in various parts of the world

disarmament education

to educate and to campaign against arms proliferation because it fuels armed conflicts and draws resources away from rthe basic needs of people

human rights education

according to betty reardon 1995, this facet of peace education contributes to peace; the enjoyment of the fundamental human rights and freedoms by the people provide the foundation for a nonviolent social order. The positive conditions that result from honoring human rights certainly reduce the threat of armed conflict and war.

various forms/facets of peace education

3. global education

defined as all programs, projects, studies, and activities that can help an individual learn and care more about the world beyond his or her community, and to transcend his or her culturally conditioned, ethnocentric, perspectives, perception and behavior(fersh, 1990).

conflict resolution education(CRE)

appears to have gained momentum as an educational movement in the last two decades. It is now in the curriculum of many schools and has educated learners about managing conflicts constructively(harris and morrison, 2003)

various forms/facets of peace education

5. multicultural education

an educational movement that has developed first in countries that are multicultural or have a culturally diverse population. this is often the case in countries that have a history of receiving many immigrants from all over the world as in the case of the United States and Australia

education for international understanding

the dynamic that is now being undertaken to promote ___ and a culture of peace has had the participation of many schools, organizations and other civil society actors

interfaith education

began in 1893 at the world’s parliament of religions gathering in chicago. for the first time in history leaders of so-called “eastern” and “western” religions had come together for dialogue, seeking a common spiritual foundation for global unity.

gender-fair/non-sexist education

seeks to foster the learners respect for the abilities and rights of both sexes and to develop awareness of the gender biases and stereotyping that have been culturallt perpetuated in order to change these

development education

emerged to challenge the mainstream model of development which then equated development with modernization. it criticized the unjust and unsustainable economic order which has resulted hunger, homelessness, and marginalization

environmental education(EE)

education about, for and through the environment. It is a field that emerged with postmodernism, as environmental problems began to be recognized in the 1960s, and as post-modernism celebrated the interconnectedness of all life as opposed to an attitude of human domination(galang, 2001)

christianity

begins with a song of the angels to the shepherds when Jesus was born “Glory to God in the highest and upon the earth peace”"(luke 2:14)

christianity

1. rejection of violence

2. love and reconciliation rather than retaliation

3. use of transformative initiatives

islam

root word is “slim”, which means peace— peace with God and other human beings.

five obligations of a muslim according to mahmood-abedin

1. a declaration and acceptance of the oneness of God(tawheed) and the propethood of Mohammed. The great significance of the tawheed is that “if God is one, so is all of his creation”

2. Prayer five times a day.

3. Payment of zakah or obligatory charity, generally 2 ½ percent of once’s wealth annually. Zakah in Islam is a means to redistribute wealth and to show one’s concern to other people.

4. Fasting in the month of Ramadhan. It is mainly a spiritual exercise but it also serves as a way for all muslims to feel solidarity.

5. Pilgrimage to Mekkah(Mecca) once in a lifetime, if one can afford to do so,

spiritual and faith traditions as resources for peace

buddhism

teachings promote spiritual purification through the eradication of defilements until one attains nirvana, the final emancipation from suffering which is the end of one’s cycles of birth and death. they believe in the law of karma, which reveals the truth of cause and effect: good deeds yield good effects, and vice versa. Human beings and animals, according to their karma, have to go through an endless cycle of birth and death and may be reborn in the form of another. Their activities, good or bad, have an effect on themselves and on others(sirikanchana, 2001)

spiritual and faith traditions as resources for peace

hinduism

to gain a vision of unity which is non-discriminatory, where every kind of life form is important. This vision interconnectedness fosters deep respect for one another and a positive relationship between human beings and natural world(sundararajan, 2001)

vaswani(2007) enumerates some of the important principles of hinduism

Live a moral life with right thoughts and actions

Control one’s desires and anger

Practice ahimsa(nonviolence or non-injury)

Promote love and commpassion as well as justice

Recognize that each person reaps the fruit of his/her deeds(karma)

Recognize the importance of inner peace and inner transformation as the beginning of peace in the family, society, and in the world

perspective of shama 2005

hindus are asked to engage in good deeda and beneficial activities, not to inflict with careless words and deeds

hindu practice teaches believes to be tolerant and not to be jealous of anyone, as well as to replace hate and violence with love and nonviolence

indigeneous traditions

hold their land sacred. A Manobo (from an indigeneous tribe in Mindanao, Philippines) expressed this when he said, “The land is both our father and mother”, Mercado 1998)

the golden rule in different faiths

christianity

whatever you wish that others do to you, do so them — that is what the law and prophets are all bout. (matthew 7:12, luke 6:31)

islam

no one of you is a believer until he desires for his brother that which he desires for himself(the hadith)

buddhism

treat not others in ways that you yourself woukd find hurtful(udana-varga 5.18)

the golden rule in different faiths

hinduism

this is the essence of morality: do not do to others which if done to you would cause you pain. (mahabharata, XIII.114.8 V, 1517)

indigeneous spiritualities

do not strive to cause your neighbor’s undoing, for as you strive for your own good treatment, so render it to others. (a universal indigeneous saying)

promoting nonviolence

what is nonviolence?

also called as ahimsa is the refusal to do harm to othr humans as life is sacred and is an absolute value. It is anchored in the belief that humans have the potential to change.

mohandas gandhi

as long as people accept exploitation, both exploiter and exploited will be entangled but once the exploited refuse to accept the relationship, refuse to cooperate with it, they are already free

nonviolence and cowardice do not together. possesion of arms implies an element of fear, if not cowardice

a person and his/her deeds are two disctinct things. hate the sin but not the sinner

if we fight back, we will become the vandaland they(oppressors) will become the law

an eye for an eye will make the whole world blind

nonviolence is more powerful for converting the opponent and opening his ears which are otherwise shut to the voice of reason

nonviolence demands that the means used should be as pure as the ends sought. two wrongs will not make one right.

martin luther king, jr.

nonviolence does not seek to defeat or humiliate the opponent but to win his friendship and understanding

nonviolence seeks to defeat injustice, not people

nonviolence thrives on love rather than hatred

nonviolence requires willingness to suffer and amazing disciplince in the midst of provocation

nonviolence holds that suffering can educate and transform

why nonviolence?

it is both an ethical and moral choice. major religious and philosophical traditions teach about respect for life

jainism

it is taught that a wise person “does not kill, nor cause others to kill, nor consent to the killings by others”

who is the founder of taoism?

lao tzu

lao tzu, founder of taoism

taught that “weapons are instruments of evil and not of a good ruler”

buddhism

the precept “not to kill” is the foundation for all buddhist action. everyone is beliebed to have been born with a buddha nature so “no one has the right to take the life of another”

hinduism

ahimsa is considered tge greatest gift and the highest teaching

islam

taught that anyone who “takes one life without justification, it is as if he has taken the lives of all humanity”

judaism

are urged “not to envy a man of violence an not choose any of his ways

christians

are taught that those who use the sword are sooner or later destroyed by it

key points from seville statement:

war is not inevitable. there are cultures which have not engaged in wars for centuries.

violent behavior is not genetically programmed into our human nature. genes provide a developmental potential that can be actualized only in conjunction with the ecological and social environment

humans do not have a violent brain. there is nothing in our neuropsychological makeup that compels us to react violently. how we act is shaped by how we have been conditioned and socialized

biology does not condemn humanity to war. just as “wars begin in the minds of men” so does peace settle there. the same species whi invented war is capable of inventing peace. the responsibility lies with each of us

war

from the frankish-german word “werra” which means confusion, discord, or strife.

according to stanford encyclopedia of philosophy(sep, 2005), what is war?

it is an actual, intentional, and widespread armed conflict between political communities

territorial disputes

have been regarded as the more common causes of war. Huth (1998) defines territorial disputes as the disagreement between states or groups within a state over where their homeland or borders should be fixed.

possible causes of war

a lack of tolerance

for differences is an emerging source of conflicts. differences may be in nationality, clan membership, ehnicity or religious affiliation.

possible causes of war

ideological or power

struggles are sources of war in various countries. an ideology is a set of beliefs which serves as guides on how power should be allocated or how a society should function.

what is the most horrible effect of war?

death

is it true or false?

according to (who, 2002), reports that one person die every 100 seconds each day ss a result of armed violence

true

is it true or false?

according to the penguin atlas of war and peace (2003), indicates that approximate 75% of those killed in wars today are civilians or non-combatants

true

who states this?

“if wars begins in the minds of men, then it i in the minds of men that the defenses of peace must be constructed”

UNESCO Preambles

(reardon and cabezudo, 2002)

“peace education seekes to develop a global perspective on the problems and an understanding that humans are a single species”

cultivating inner peace

inner and outer transformations

patricia mische(2000)

explains that the transformation that we should seek should not be the transformation of our society, but also the transformation of our spirit because the inner transformation inspires the outer work

what is having inner peace?

havinf inner peace is characterized by self-respect and a recognition of one’s own dignity as a human being. this enables a person to face life’s challenges with an inner equilibrium, because despite adversities s/he is convinced of his or her intrinsic worth and purpose.

according to ___________ forgiveness is the key to achieving inner peace

jing lin, 2006

cultural raditions with a broaf concept of peace

1. irene

2. sala’am or shalom

3. shanti

4. ping

various form/facets of peace education

disarmament education

human rights education

global education

conflict resolution education

multicultural education

education for international understanding

interfaith education

gender-fair/non-sexist education

development education

environmental education

religions and traditions

christianity

islam

buddhism

hinduism

indigeneous traditions