PEACE EDUCATION: A pathway to a culture of peace

Summarized by: Veronica A. Tadifa

1. UNDERSTANDING PEACE AND VIOLENCE

Secular views/ concepts of Peace and Violence

 Peace is the absence of war or direct violence – Hugo Grotious (1625)

 Peace is the absence of death and destruction as a result of war and
physical/direct violence – Thee (1982)
 Peace is more or less lasting suspension of violent modes of rivalry between
political units – Raymond Aron (1966)
However, an alternative view started to emerge beginning with the late 1960’s.
Direct violence ---- Indirect/structural violence
Structural violence also led to death and suffering because it is resulted from:

 Extreme poverty
 Starvation
 Avoidable diseases
 Discrimination against minority groups
 Denial of human rights
A world with this condition is a world devoid of peace and human security. It breeds
anger and generates tension leading to armed conflict and war.

John Galtung (1995)

 The manifestation of structural violence are the highly uneven distribution of

wealth, resources, and the power to decide over its distribution.
 Peace is both the:
o absence of personal/direct violence (negative peace)
o presence of social justice (positive peace) – eligitarian distribution of
power and resources

Positive peace Negative peace

 Absence of war or  Presence of just and non-exploitative relationships
physical/direct violence (humans and nature)
 Root causes of conflict are diminished
 Peace with nature is the foundation – shortage of
resources threatens life, rivalry for resources lead to
aggression and violent conflict
Betty Reardon

 Violence is a humanly inflicted harm

Toh Swee-Hin and Virginia Cawagas (1987)

 Creates a conceptual map of violence – it is a typology that indicates the various

types/forms of violence and some example/illustration in each type in the
personal, interpersonal, social, and global levels.

Birgit Brock-Utne (1989)

Direct violence category
o Organized violence – occurs between states or within state
o Unorganozed volence – may include wife battering, rape, child abuse, and
street crime.
Indirect Violence – can either shorten life span or reduce the quality of life
(unequal chances, repression of the freedom of speech and choice)

2. PEACE EDUCATION AS A TRANSFORMATIVE EDUCATION

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.

What is Peace Education?

Peace education – an education that promotes culture of peace. It is transformative.

The Peaceable Teaching-Learning Process

 Cognitive phase – Being aware, understanding

 Affective phase – being concerned, responding, valuing
 Action phase – taking practical action

Betty Reardon (1988)

 Comprehensive Peace Education: Educating for Global Responsibility book – Peace
education’s social purpose is to seek to transform the present human condition by
changing social structures and patterns of thought that have created it.
 Learning to Abolish war; Teaching Toward a Culture of Peace book – the main
purpose of peace education are the elimination of social injustice, the rejection of
violence, and the abolition of war.
Peace Education is a Practical Alternative – it is expected to build a critical mass of
people who will demand for and address the needed personal and structural changes
that will transform the many problems that relate to peace into non-violent, humane.
And ecological alternatives and solution.

Peace Education is an Ethical Imperative – considering the negations of life and well-
being caused by all forms of violence. The ethical systems of the major world faith
traditions, humanitarian ethics, and even primal and indigenous spirituality have
articulated principles that inspire the striving for peace – unity and value for life;
respect for human dignity; non-violence; justice; love as a social ethic.

Schema of Knowledge, Skills, and Attitudes/Values – based on the Center for Peace
Education of Miriam College
A. Knowledge and Content Areas
a. Holistic Concept of Peace
b. Conflict and Violence – causes
c. Some Peaceful Alternatives
i. Disarmament
ii. Non-Violence – Philosophy and Practice
iii. Conflict Resolution, Transformation, Prevention
iv. Human Rights
v. Human Solidarity
vi. Democratization
vii. Development based on Justice
viii. Sustainable Development

B. Attitudes and Values

a. Self-respect
b. Respect for Others
c. Gender Equality
d. Respect for Life/Nonviolence
e. Compassion
f. Global Concern
g. Ecological Concern
h. Cooperation
i. Openness and Tolerance
j. Justice
 k. Social Responsibility
l. Positive Vision

C. Skills
a. Reflection
b. Critical Thinking and Analysis
c. Decision –Making
d. Imagination
e. Communication
f. Conflict Resolution
g. Empathy
h. Group Building

3. INNER PEACE

Patricia Mische (2000)

 Seek also a transformation of spirit aside from transformation of society
 Inner transformation inspires the outer work
 There is an intimate connection between our inner state and what we do in
our outer spheres.

What inner peace entails?

Having inner peace is characterized by self-respect and recognition of one’s own
dignity as a human being. This enables a person to face life’s challenges with an inner
equilibrium. He/she does not easily succumb to addictions, psychological illness, and
other forms of inner disharmony. He/she meets challenges with hope and confidence.
Personal peace also suggest that we respond to negative actions directed to us in a
positive ways. For example, we chose to forgive rather than take revenge.

Jing Lin (2006)

 Forgiveness is the key to achieving inner peace.

 Forgiveness frees our hearts and stops negative energies.

Thich Nhat Hanh

 Obsessing about our wounds keeps many of us from experiencing the fullness of
the present.
 The key to world peace is the practice of being peace.
 He believes that each one of us are seeds of both peace and violence. Which of
these seeds will grow depends on which seed we will nurture.
 Techniques of cultivating inner tranquility – breathing, exercises, meditation, and
mindful or conscious living.
 Compassionate, calm and deep listening can restore harmony.
 ”What is most important is that we first take care of the seeds of negativity in
ourselves… if we are peaceful, if we are happy, we can blossom like a flower, and
everyone in our family, pour entire society will benefit from our peace … being
peace is the basis of doing peace, making peace”.

Delai Lama (2001)

 A calm and wholesome state of mind has beneficial effects on our health and
physical well-being. Feelings of fear and anger can be destructive to our health.
 When people are caught up with the idea of acquiring more and being rich, it can
result into losing the dream of happiness.
 He encourages people to be something more than their titles, income, and
possessions.
 Peace is not just the absence of violence but involves satisfaction, happiness and
tranquility; it is an expression of compassion and caring life without fear.

Cultivating inner peace means strengthening one’s inner resources of faith, love, and
hope, personal vision, and capacities so that he can use these in building outer peace.
Inner peace and outer peace feed each other. We cannot say we have inner peace while
ignoring violent realities. As we cultivate inner peace, we also need to nurture our
aspirations and efforts to contribute to societal peace.

4. AFFIRMING DIVERSITY AND CHALLENGING PREJUDICE

Building tolerance for diversity becomes an imperative on a world where hatred

for differences has become a justification for violence.

Stereotypes, being negative beliefs about a group, can form the basis for
prejudicial feelings which in turn may lead to negative action or to
discrimination.

Theories on Violence
Social Learning Theory

 Prejudice is simply passed along, sometimes for generations, and is

reinforced in various institutions including the family, school, and media.
Prejudice stems from ignorance, and one’s tendency to think highlighly of
themselves.
Types of Prejudice

 Racism
 Sexism
 Heterosexism
 Classism
 Linguicism
 Ageism
 Looksism – prejudice against someone who did not met the beauty standard
 Religious intolerance

Education for Tolerance

Prejudice may be challenged through teaching tolerance. Tolerance is the
respect, acceptance, and appreciation of the rich diversity of cultures.
Why teach tolerance?
There is a need for the schools, to educate citizens who are appreciative of other
cultures, respectful of human dignity and differences, and be able to prevent or resolve
conflicts amicably.

Teaching-Learning Ideas
Ways to teach and learn tolerance

 Examine your own biases.

 Use inclusive and/or non-discriminating language.
 Give appropriate attention and treat each student fairly
 Highlight the thought that diversity is enriching.
 Show a variety of racial and physical features used in teaching aids and
classroom decorations.
 Examine learning materials for biased content.
 Know where our students are.
 Narrate stories of racial and cultural prejudice and invite students to take
the perspective of the victims of prejudice.
 Celebrate United Nations Day!
 Provide opportunities for diverse students to share their own practices and
beliefs.
 Initiate activities where students are affirmed for what they are.
 Mediate when students are excluded from play or peer groups.
 Intervene when remarks made by students are hurtful or discriminatory.
 Opposed hate and invite students to interrupt when people are harassed or
hurt for being different.
 Call students to action.
 5. FAITH AND SPIRITUAL TRADITIONS AS RESOURCES OF PEACE
The world’s major spiritual and faith traditions inspire and motivate people to embrace
peace as a mission. Cooperation and understanding among various spiritual and faith
traditions have now become imperative.
A. Christianity
The story began with a song of the angels to the shepherd when Jesus was
born. “Glory to the God in the highest and upon the earth peace” (Luke 2:14)

George (1987)
From its inception, Christianity contained a concern for peace on earth.
Three elements in Jesus’ approach to peace:
a. Rejection of Violence – “ All who take the sword die by the sword” –
Matthew 26: 51-52)
b. Love and reconciliation rather than retaliation – Love of neighbor /the
other is the heart of Christian message and the heart of Jesus’
commandment. “Love your enemies, do good to those who hate you;
bless those who curse you and pray for those who maltreat you”
(Matthew 5: 51-52) Jesus set aside the traditional lex talionis (“an eye
for an eye”) in favor of a loving and compassionate response.
c. Use of transforming initiatives – “Blessed are the peacemakers, for
they shall be called the children of God” (Matthew 5:9) Jesus told his
disciples to respond to violence by taking unexpected, surprising
initiatives. This is not merely about not doing something. It means
taking positive initiatives to neutralize the situation of violence and
injustice.
Glen Stassen (1983) – Four practical steps

 Affirm the valid interest of your enemies and pray for them
 To to your adversary and seek agreement
 Associate with the powerless, who need justice
 Do not seek to return evil for evil. Instead start an
imaginative, transforming initiative.

Shalom – Hebrew word for peace; implies wholeness and

comprehensive well being; absence of war.

Peace is also connected to justice.

Peace also relates to the worth of humans. In Genesis 1:26-28, God

created humans in His image and likeness. In Matthew 7:12, do for
others what you want them to do for you.

B. Islam – “silm” root word of Islam which means peace (with God and other
human beings) A Muslim is one who submits to God’s will. The objective is not
 so much with personal salvation, but the successful execution of The Divine
Plan and the implementation of a just and harmonious social order.
Mahmood-Abedin – Five obligations of a Muslim
1) A declaration and acceptance of the oneness of God and the
prophethood of Mohammed. “If God is one, so is all of His
creation”.
2) Prayer five times a day.
3) Payment of zakah or obligatory charity (2 ½ of one’s wealth)
zakah – redistribute wealth and to show concern to others.
4) Fasting in the month of Ramadhan.
5) Pilgrimage to Makkah (Mecca) once in a lifetime.

C. Buddhism
 Buddhist teachings promote spiritual purification through the
eradication of defilements until one attains a nirvana.
 Buddhist Scriptures show the Buddha’s approval of a person who does
not kill.
 Buddhism teaches compassion and loving kindness.
 Buddhists believe in the Law of Karma, which reveals the truth of cause
and effect: good deeds yield good effects, and vice versa.
 Buddhism reveals that materialistic enslavement, selfishness and greed
are the sources of all injustice and therefore teaches people to give more,
take less, live a simple life and free themselves from attachments which
are sources of suffering (Sirikanshana, 2001)
 The Middle Path is following a positive and peaceful way in one’s daily
life, avoiding extremes.

D. Hinduism
 The ultimate goal of Hindu spirituality is to gain a vision of unity which
is non-discriminatory. The vision of interconnectedness fosters deep
respect for one another and a positive relationship between human
beings and the natural world.
 Ranganathanada (1968) explains that love and respect for other beings
are the fruits of the sense of oneness that Hindus believe in.
 Vaswanni (2007) – Hinduism principles
o Live a moral life
o Control desires and anger
o Practice ahimsa (nonviolence or non-injury)
o Promote, love, compassion, and justice
o Recognize Karma
o Recognize the importance of inner peace and inner transformation
 Sharma (2005)
o Hindus should engaged in good deeds and beneficial activities
o Hindus should practice tolerance and not jealousy
 Hindus end their prayer with “shanti” three times. Shanti means
let there be peace within us, in our family, and in the world.

E. Indigenous traditions
Indigenous communities have contributed their wisdom toward peace.
 They have profound reverence for nature.
Similarities in culture and spiritual practices:

 Spiritual connection with land – collective rights of the land; collective

responsibility of its protection and sustainability. Indigenous people
considered their land as sacred.
o Monobo – “the land is both our father and mother”.
 Community based restorative justice – community feels responsible for
transgression or violations that a member of that particular community
has committed and it will most likely take a community response to
repair the damage done.
o Lumads forgive easily. They does not sentence unless he knows
the cause.
Golden Rule:
Christianity – Matthew 7:12, Luke 6:31 Whatever you wish that others do to
you, do so to them – that is what the law and the prophets are all about.
Islam – The Hadith. No one of you is a believer until he desires for his brother
that which he desires himself.
Buddhism – Udana-Varga. Treat not others in ways that you yourself find
hurtful
Hinduism – Mahabharata, XIII.114.8 V1517 . This is the essence of morality:
Do not do to others which if done to you would cause you pain.
Indigenous Spiritualties – Do not strive to cause your neighbor’s undoing, for as
you strive for your own good treatment, so render it to others.

6. CARING FOR THE EARTH

Environmental Concerns – pollution, global warming, deforestation, and

desertification.
Impact of Military on the Environment – War destroys ecosystem. Military
activity is one of the biggest sources of environmental damage. The military is
also one of the largest users of environmental resources.

A sustainable environment is one that meets the needs of the present

generation without compromising the ability of future generations to
meet their own needs. Caring for earth is a clear pathway to peace.
Caring for the commons - our survival for this planet makes cooperation
imperative.
o On pollution – restrictions on the emission of harmful gases; restored
the Law of the Sea; solid waste management
o On climate change – Kyoto Protocol was signed (1997) commiting to
cut green house gases emission.
o On forest depletion – massive reforestation; awareness on the effect of
deforestation; log ban
o On saving agricultural lands – educating communities; organic
farming
o On militarization – Ottawa Mine Ban Treaty; international
discussions.

Teaching – Learning Ideas

 Go natural. Ask students to list natural alternatives for their favorite

products and food.
 Forest Bingo game. Ask the students to write in each box the resources
they can get from the environment.
 Ask students to know what fundamental environmental principles there
are that will help guide them toward environment protection.
Seven Environmental Principles
o Nature knows best.
o All forms of life are important.
o Everything is connected to everything else.
o Everything changes.
o Everything must go somewhere.
o Ours is a finite earth.
o Nature is beautiful and we are stewards of God’s creation.

 Watch a film on the environment.

 Do a role play highlighting concepts of sustainable development.