Int. j. econ. manag. soc. sci., Vol(3), No (10), October, 2014. pp.

600-603

TI Journals

International Journal of Economy, Management and Social Sciences

ISSN:
2306-7276

Copyright 2014. All rights reserved for TI Journals.

Explain the Scope and Components of Peace-Oriented Curriculum in

Fatemeh Firouz Komishani

Keywords

Abstract

Peace
Peace education
Model

Peace education as one of the key issues in the field of education is that it can keep attention on - building a
stable security is a national and international level. The educational needs of the community and their
responsibilities towards guiding the new generation to be aware of the problems the world is full of violence.
Peace education programs aimed at creating opportunities for the creation of a society based on justice,
security and the environment is peaceful. Due to the special role of "Peace Train" in the education of
children and youth in the process of globalization, it is essential that teachers, educational specialists,
curriculum specialists, and everyone should pay attention to this important factor influencing learning and
by providing the necessary context it's important to realize. Based on this study, descriptive approach analytical concepts and approaches to the study of peace education in the curriculum deals, finally, the
concepts discussed with reference to the conceptual model for the implementation of a peace-centered
curriculum based on the needs assessment process, setting goals, content design, implementation and
evaluation are the offers.

1.

Introduction

Peace education is an urgent necessity not only for the reason that Aceh is now experiencing deep conflict, but for the reason that conflict is a
reality of life occurring at any time due to the clash of interests, ideas, political orientations, economic systems, etc. Unfortunately, violence is
often utilized as a way of resolving conflict. However, seeking to end conflict through violence potentially creates insecurity since it lengthens
the cycle of violence, and new violence may result in ever more destructive impacts. Therefore, the form of education that educates young
people about how to manage conflicts, that teaches the skills to resolve conflicts, and that emphasizes the importance of peace will play a crucial
role in ending those conflicts [1]. Given the importance of peace education as a need for the old one, with a more complex nature and content, in
all education systems in the world, particularly in schools is felt. Education programs in their communities so that people are able to adjust To
experience life in a new world with ease Knowledge, values, attitudes and abilities needed to learn in this field will be able to take effective steps
to take in terms of social justice and peace in the world [2]. Peace education seeks to substantially reexamine the symbols and mottoes of the
Acehnese traditional wisdom, especially those related to peace issues such as reciprocity, caring, tolerance, and justice. By so doing, these
symbols and advices become more meaningful and beneficial. Peace education does not offer something new, but reconstructs existing ideas,
with the help of contemporary approaches, in order to be useful and effective.
Hence, Bayer, Stanley (2003) have stated that the training should be directed towards the new generation of its role and responsibility to be
aware of the problems the world is full of violence. Peace education is a low place in our world today. In Third World countries, many obstacles
such as weak political structures, internal conflicts, extremism and totalitarian ideologies ignore the curriculum is based Peace [11]. In such
circumstances, it can hardly be the "peace education" in schools spoke. However, expression studies this emphasizes the fact that "peace
education" Today is a basic necessity that should be in the curriculum and continue peace oriented development [8].
Reardon (2000), about the declared goals of peace education should be based on the results of which are expected to be precisely defined. In this
regard, the necessary training should start in childhood, because people need to live in a society based on peace and security. Due to the special
role of "Peace Train" in the education of children and youth in the process of globalization, it is essential that teachers, educational specialists,
curriculum specialists, and everyone should pay attention to this important factor affecting learning and providing the necessary context it's
important to realize. In this regard, according to the above and the importance and necessity of peace education in today's world, the more the
necessity of establishing a peace-centered curriculum is discussed.

2.

Peace education in the curriculum

Peace education seeks to substantially reexamine the symbols and mottoes of the Acehnese traditional wisdom, especially those related to peace
issues such as reciprocity, caring, tolerance, and justice. By so doing, these symbols and advices become more meaningful and beneficial. Peace
education does not offer something new, but reconstructs existing ideas, with the help of contemporary approaches, in order to be useful and
effective [12].
The premise governed by the above empirical experience leads to the ambition of developing a society conducive for solving problems and
conflicts in a peaceful and humane manner. This intent aims at building a bridge to achieve peace by providing pupils with the necessary
knowledge, skills, and peaceful models of life, so that peace becomes not just a goal but also a process to be followed. This effort seeks to
neutralize violence and build a harmonious life for all. In other words, peace education motivates efforts to continuously seek peace, initiate
reconciliation, and promote justice without degrading human dignity, self-worth, and rights. Each individual has a unique identity and wishes to
be recognized and respected; at the same time they must also recognize the identity of others. This principle possesses a moral force for laying
the foundation of a humane and just society [10].

601

Explain the Scope and Components of Peace-Oriented Curriculum in Order to Provide a Conceptual Model of Peace Education in Schools
International Journal of Economy, Management and Social Sciences Vol(3), No (10), October, 2014.

Due to the profound challenges of globalization, almost all countries in the education system are about to renew or amend a means to address the
needs of the 21st century. In this process no longer respond to challenges in the context of a national search, but requires extensive cooperation
and coordination is pervasive. "World Council of curriculum and Instruction " was formed in 1971 by teachers from all over the world. In his
introduction to the Statute of the Council of famous global organization responsible for education and training in a specific place dedicated to
peace, it is stated that:
Now is the time for the international community and the teachers having a duty to reassure? Education plays an important role in promoting
equality, peace and human rights is assumed. As a result, all curricula and training institutions for children, youth and elderly people to improve
self-esteem, social awareness and build capacity to participate in the international community at all levels from national to global. The council
wants to focus more on issues of peace, both within the curriculum and training programs in the areas of knowledge and competence and attitude
of the students are [9]. The student-centered approach involves the consideration of the students conditions, including how to incite their
motivation and interest to pursue the peace education contained in our curriculum. It treats pupils as subjects who have the capacity to think and
behave through an interactive and democratic learning process. By contrast, the teachers function here more as counselors and advisers who lead
students to act within the agreed framework. Students thereby internalize and actualize the educational norms being used in Acehnese society.
Hence, the epistemology underlying this Peace Education Curriculum is by its nature comprehensive and multi-targeted. Its teaching
methodology is dynamic and communicative, not being conducted by indoctrination that only results in pseudo-mastery, without touching their
daily life [13].
Peace education is a necessity, since conflict is the natural law of life. Conflict can have both positive and negative impacts, suggesting that
conflict may function as a means to encourage initiative, creativity, and compromise, but it can also lead to violence that causes destruction.
Peace education tries to arouse the students creativity in resolving conflict without violence so that conflict can have positive impacts for life..
In detail, this curriculum intends to:
1. Teach students the knowledge of peace that can heighten their dignity and individuality.
2. Impart to students knowledge about conflict, peace, war, power, gender and ethnic equity, economic justice, and the understanding of
ecology for peace.
3. Guide students to develop a sense of trust in association among humans, including self-introduction, respect of others, ability to manage
the environment, broad-mindedness, the possession of life vision, and love of justice in building the sense of togetherness.
4. Supervise students to develop talent, critical thinking, cooperative ability, tolerance and creativity as skills for solving problems of life
without violence.
5. Grow and develop in students mutual respect based on the essence of rights, obligation, and responsibilities.
6. Help develop students attitudes that highly value diversity, togetherness, social and juridical justice in building society, nation, and
religious life.
7. Create in students open mindedness in all aspects of life.
8. Develop appreciation and actualization of the Acehnese cultural wisdom that can function in creating peacefulness in personal and
communal life.
9. Enable students to possess autonomous behavior, and be visionary and responsible in creating peace and civilized society [2].

3.

Peace-oriented curriculum

Within the field of curriculum, the term "curriculum" according to the orientation of experts and practitioners in this field has different meanings.
Curriculum outcomes, experiences, processes, sequences, refer to projects or activities [7]. Provide a comprehensive definition prevents the
curriculum is difficult to believe Dall (1998) curriculum includes content and formal process informally and through which, learners' experiences
of learning (knowledge, skills and attitudes) to learn under the supervision of school. But the "peace curriculum" is much more difficult than
defining the term "curriculum" is. This is due to the complexity of defining the term is "peace". Peace is not the absence of war and the meaning
of words such as friendship, too idealistic, too - music, enthusiasm, peace and not conflict may not reflect the true meaning of these words.
This curriculum stresses subject-centered approaches as well as student-centered. The subject-centered approach refers to the choice of the
materials (theme and topics) relevant to peace education. These materials were all accumulated from Islamic and Acehnese cultural values in
harmony with the Convention on the Rights of the Child, which has been universally accepted. These values are expected to enable high school
students to be psychologically able to live, learn, and grow maturely even in an unconducive atmosphere. The expected maturity in this context
is the ability to develop an attitude that respects law and the positive norms of social existence [6].

4.

Conclusions

The accuracy in the primary school curriculum can be seen that with the globalization process, the training aimed to build awareness of global
issues such as sustainable development, human rights, peace and security environment has begun and "Peace Train" in most countries as a
systematic training in all curricula in breaches is presented. And it is named as an important need for security. Peace, a collection of knowledge,
information, understanding, attitudes and skills of each individual to live in a peaceful society those needs. The Peace Education is one of the
basic necessities for living in a world today where people need it. Many national system of education in the third millennium, learning to live in
the future, the most important programs have been introduced. Learning to live together, training for understanding international development
education, multicultural education, citizenship education and training, promote peace, entered the World Peace Project for Education for All,
which is the most important. Schools as institutions providing education services critical role in the training and development of this, the
international community may play.
Educational system and curriculum planners should seek to provide the knowledge, skills and attitudes required to prepare learners to deal with
life's problems and challenges are. Primary education is a course of study as a basis for higher education courses, creator of previous experience
of students. If this experience is significant in terms of lifelong learning can provide. School curricula should be designed and explained that it's
important to include in your.

Hasan Maleki *, Fatemeh Firouz Komishani

Figure 1. Conceptual model of a peace-oriented curriculum

Components of Peace
Education

Needs
assessme

Setting
Goals

Design concepts focused on peace

Designing Courses and

Skill

View
Designing

Design skills and foster peace

Teaching
practices

Citizen:
1 - Methods for achieving peace are aware
2 - Cooperation and collaboration
3 - Responsibility for personal actions
4 - The skills to resolve conflicts peacefully
5 - Respect all forms of life
6 - Component sympathize with others at various levels

Run Curriculum

Family School

Peaceful citizenship
education

Peace education
curriculum
evaluation

602

603

Explain the Scope and Components of Peace-Oriented Curriculum in Order to Provide a Conceptual Model of Peace Education in Schools
International Journal of Economy, Management and Social Sciences Vol(3), No (10), October, 2014.

References
[1]
[2]
[3]
[4]

[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]

Anderson, Margaret, (2004). Helping Increase the Peace: Program Manual, Baltimore: The American Friends Service Committee Middle Atlantic Region,
1999.
Arnow, Jan, (2006). Teaching Peace: How to Raise Children to Live in Harmony Without Fear, Without Prejudice, Without Violence, New York: The
Berkley Publishing Group.
Bayer,F.M.; Stanly ,D.J,(2003). Personal and security journal of philosophy of Education.37, 3: 525-533.
Dall,R.,(1998). Dreamers appear to be practical realists: peace education as a grand narration. In R. J. Burns & R. Aspeslagh (Eds.). There decades of peace
education around the Education (pp.39-45).Charlottesville: Information Age Publishing education, and peace/co-existence from identity and culture. Journal
of peace Education.
Hendrickson, J. A. (1999). An interpretive study of the meaning of peace education, Unpublished Ph. D. Dissertation. Arizona State University.
Lederach, John Paul, (2008). Preparing for Peace: Conflict Transformation Across Cultures, Syracuse: Syracuse University Press.
Maleki, H. (2000). Curriculum guide. Tehran: School.
Mc Farland , S. (2000). A Model for peace education. Montessori life, 11, 1.
Reardon, B. (2007). Response: Needs in peace education development identified by Glass. In D. Sloan (Ed.). Teachers College Record. 84, 1: 237-239.
Salla, E Michael, (2009). Conflict Resolution, Genetics, and Alchemy the Evolution of Conflict Transmutation, Jakarta: Tabula Rasa Institute.
Sydiaha, J. (2003). Spirit of coyote women. In W. Needham (Ed.). Women and Peace. Halifax, NS: Voice of Women.
UNICEF , (2011). Peace and Tolerance Curriculum, , New York: UNICEF.
Yussuf, Mohammed, (2009). Poetry Book, Peace Education Programme, Dadaab (Kenya): UNHCR.