Module 4

PEACE EDUCATION

Overview:

Throughout the history of mankind, disagreements and conflicts most often resulted
in wars as resolutions to their disputes. Diplomatic relations were only considered after
bloodshed and struggles occurred. As the world evolves, rationalization comes in and a
more diplomatic way of dealing with differences must be done along with modernity.
Education is the first step in bringing about peace in a society when acts of violence
dominate our newsfeeds and suffering and hurt are all around us. People of all ages could
benefit from peace education as an avenue to make the world a better place. In this module
we will learn the value of peace towards the development of the world and its societies.

Objectives:

At the end of this module, you should be able to:

• Define the comprehensive meaning of peace education;
• Determine the pillars of peace of education;
• Differentiate the five classifications of peace education;
• Explain each of the globally-defined human rights;
• Enumerate the knowledge areas, skills and attitudes/values for peace education

Course Materials:

Unit 1: Peace Education Defined

Peace education is the process of gaining

the values, information, attitudes, abilities, and
behaviors necessary to live in harmony with oneself,
other people, and the environment.

The goal of peace education is to create

responsible global citizens who will work to promote
world peace through effective teaching and learning
techniques. It is a premeditated plan to end the
hostilities and bloodshed brought on by injustice,
inequality, and human rights abuses. Peace
education is therefore one of the goals of education
(Halder, 2020).
According to Peace Insight, Activities
promoting peace education foster the knowledge,

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abilities, and attitudes that will enable people to either stop conflicts from starting, settle
disputes diplomatically, or establish peaceful social environments. Peace education is based
on the fundamental principles of social justice and nonviolence. Values like trust, freedom,
and respect for human rights are examples of nonviolence. Justice for all is achieved
through the values of solidarity, accountability, and equality.

Around the world, peace education initiatives tackle a variety of topics in an effort to
realize these goals. These include the following: history, communication skills, coexistence,
gender equality, human rights, democracy, disarmament, nonviolence, coexistence, and
tolerance for diversity and understanding on a global scale.

Unit 2: Pillars of Positive Peace

The Institute for Economics and Peace created a Positive Peace Framework which
raises awareness of the avenues in which community-led action can be utilized to transform
societies into more sustainable and peaceful ones.

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Well-Functioning Government. A smoothly operating government maintains the rule of
law, fosters political stability, fosters trust and participation, and provides excellent public
and civil services.

Sound Business Environment. This refers to both the state of the economy as a whole
and the established institutions that help the private sector function. Economic productivity
and business competitiveness are correlated with the world's most peaceful nations.
Equitable Distribution of Resources

Acceptance of the Rights of Others. These are the official legal frameworks that protect
the fundamental freedoms and rights of individuals, as well as the unwritten social and
cultural standards that influence how people behave.

Good Relations with Neighbors. Sustaining and enhancing peace depends on

harmonious relationships among communities or nations. Goodwill lowers the need for the
military and law enforcement while facilitating trade.

Free Flow of Information. Information is disseminated by free and independent media in a

way that promotes transparency and fosters collaboration between individuals and civil
society. In times of crisis, this results in more thoughtful reactions and better decision-
making.

Equitable Distribution of Resources. Equitable access to resources like health and

education, as well as, to a lesser extent, equitable income distribution, are typically
guaranteed in peaceful nations.

High Levels of Human Capital. An educated and knowledge-driven society improves

economic output, fosters youth care, allows political involvement, and builds social capital.
This is reflected in the level of skill in the human capital base.

Low Levels of Corruption. Resources are distributed inefficiently in civilizations with high
levels of corruption, which frequently results in a shortage of money for basic services and
social unrest. Reduced corruption can boost people's self-esteem and faith in organizations.

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Unit 3: Types of Peace Education

Harris (2004) and G. L. Gutek (2006) distinguish five separate types of Peace
Education which can, and have been, extended to the larger field of Peace Education to
categorize the various orientations that exist within it (Burns & Aspeslagh, 1983).

Source: https://www.semanticscholar.org/paper/Meanings-of-the-main-concepts-of-peace-
education-M%C3%A4gi/a86c5f734db2fd4f30da21026cd9529ad415cb95

1. International Education

International education describes a dynamic idea that entails the movement

of people, ideas, and minds across national and cultural boundaries. It is made
easier by the phenomena of globalization, which is erasing geographical limitations
on social, cultural, and economic structures.

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2. Development Education

Development education is concerned with issues of human rights, dignity,

self-reliance and social justice in both developed and developing countries. It is
concerned with the causes of under-development and the promotion of an
understanding of what is in development, of how different countries go about
undertaking development, and of the reasons for and ways of achieving a new
international economic and social order (United Nations, 1975)

3. Conflict Resolution Education

The intentional teaching of techniques and approaches for handling conflict,

controlling emotional outbursts, and fostering harmonious, fruitful relationships with
others is known as conflict resolution education. These abilities possess the capacity
to defuse potentially violent situations.

4. Environmental Education

The study of environmental education (EE) aims to teach people, groups, and
organizations about the environment and to equip them with knowledge and abilities
to tackle global issues. It can change people's lives and the way society functions. It
enlightens and motivates (North American Association for Environmental Education
2024).

5. Human Rights Education

Human rights education builds knowledge, skills, and attitudes prompting

behavior that upholds human rights. It is a process of empowerment that helps
identify human rights problems and seek solutions in line with human rights
principles. It is based
on the understanding
of our own
responsibility to make
human rights a reality
in our community and
society at large.” (Navi
Pillay, former United
Nations High
Commissioner for
Human Rights).

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Unit 4: Human Dignity and Universal Declaration of Human Rights

Of all the ethical concepts, the most fundamental is human dignity. The well-known
statement from Emmanuel Kant, the philosopher of the Enlightenment, sums it up nicely:
"Every person exists as an end in itself, and not simply as a means that one can control and
use." Respect, veneration, and protection for every individual as a free being with a distinct
past are all part of what it is to be human (Vivre dans la Dignité, 2024)

Not only is human dignity a basic right in and of itself, but it also forms the true
foundation of other fundamental rights. The 1948 Universal Declaration of Human Rights
enshrined human dignity in its preamble: ‘Whereas recognition of the inherent dignity and of
the equal and inalienable rights of all members of the human family is the foundation of
freedom, justice, and peace in the world.’

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 ASSESSMENTS

Answer the following questions to the best of your ability.

1. Why is it essential for us to always consider peace at all times? Elaborate your
position.

2. With all the social problems present in Philippine society, what do you think hinder/s
our country from becoming more peaceful than its current situation?

3. With the conflicts surrounding the current status of the Philippines, what can you
propose or suggest to resolve these issues peacefully considering the concepts you
have acquired from this module?

REFERENCES

7 Pillars of Peace Education. (2010, July 11). Peace Learner. https://peacelearner.org/about-2/7-

pillars-of-peace-education/

A Review of 12 Peace Education Learning Frameworks. (n.d.) https://everydaypeacebuilding.com/a-

review-of-12-peace-education-learning-frameworks/

About EE and Why It Matters. (n.d.). North American Association for Environmental Education.
https://naaee.org/about/ee#:~:text=Environmental%20education%20(EE)%20is%20a

Article 1 - Human dignity. (2015, April 25). European Union Agency for Fundamental Rights.
https://fra.europa.eu/en/eu-charter/article/1-human-dignity

Soken-Huberty, E. (2020, October 1). What is Human Rights Education? Human Rights Careers.
https://www.humanrightscareers.com/issues/human-rights-
education/#:~:text=%E2%80%9CHuman%20rights%20education%20means%20education

Peace education. (n.d.). Peace Insight. https://www.peaceinsight.org/en/themes/peace-

education/?location&theme=peace-education

UNIT-I: PEACE EDUCATION Structure. (n.d.). Retrieved May 14, 2024, from
https://mimtfoundation.wordpress.com/wp-content/uploads/2020/08/peace-education-1.pdf

Vivre dans la Dignité. (n.d.). What is human dignity? Vivre Dans La Dignité.
https://vivredignite.org/en/information/what-is-human-dignity/