The document discusses several approaches to peace education, including conflict resolution training, democracy education, justice education, and human rights education. It also discusses more modern forms of critical peace education and approaches based on worldview transformation. The overall goal of peace education is to promote nonviolent ways of addressing conflicts and create more just, equitable and peaceful societies.
The document discusses several approaches to peace education, including conflict resolution training, democracy education, justice education, and human rights education. It also discusses more modern forms of critical peace education and approaches based on worldview transformation. The overall goal of peace education is to promote nonviolent ways of addressing conflicts and create more just, equitable and peaceful societies.
The document discusses several approaches to peace education, including conflict resolution training, democracy education, justice education, and human rights education. It also discusses more modern forms of critical peace education and approaches based on worldview transformation. The overall goal of peace education is to promote nonviolent ways of addressing conflicts and create more just, equitable and peaceful societies.
The document discusses several approaches to peace education, including conflict resolution training, democracy education, justice education, and human rights education. It also discusses more modern forms of critical peace education and approaches based on worldview transformation. The overall goal of peace education is to promote nonviolent ways of addressing conflicts and create more just, equitable and peaceful societies.
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PEACE EDUCATION
MARRIAGE AND FAMILY RELATIONS
CONFLICT RESOLUTION TRAINING • Peace education programs centered on conflict resolution typically focus on the social-behavioural symptoms of conflict; they train individuals to resolve inter- personal disputes through negotiation and (peer) mediation. The main elements of these programs include: learning to manage anger, "fighting fair"; improving communication through skills such as listening, turn-taking, identifying needs, and separating facts from emotions. Participants are encouraged to take responsibility for their actions and to brainstorm together on compromises. DEMOCRACY EDUCATION • Peace education programs centered on democracy education typically focus on the political processes associated with conflict. They postulate that with an increase in democratic participation, societies are less likely to resolve conflict through violence and war. At the same time, "A democratic society needs the commitment of citizens who accept the inevitability of conflict as well as the necessity for tolerance" (U.S. Department of State, The Culture of Democracy, emphasis added).[19] Programs of this kind foster a conflict-positive orientation in the community by training students to view conflict as a platform for creativity and growth. JUSTICE EDUCATION
• Education for justice is the process of promoting the rule of law (RoL) through
educational activities at all levels. Education for justice teaches the next generation about crime prevention, to better understand and address problems that can undermine the rule of law. This approach promotes peace and encourages students to engage actively in their communities and future professions. HUMAN RIGHTS EDUCATION • Peace education programs centered on raising awareness of human rights typically focus on policies that humanity ought to adopt to move closer to a peaceful global community. The aim is to engender a commitment among participants to a vision of structural peace in which all individual members of the human race can exercise personal freedoms and enjoy legal protection from violence, oppression and indignity. CRITICAL PEACE EDUCATION • Modern forms of peace education relate to new scholarly explorations and applications of techniques in peace education internationally, in plural communities, and with individuals. Critical Peace Education (Bajaj 2008, 2015; Bajaj & Hantzopoulos 2016; Trifonas & Wright 2013) is an emancipatory pursuit that seeks to link education to the goals and foci of social justice - disrupting inequality through critical pedagogy (Freire 2003). Critical peace education addresses the critique that peace education is imperial and impository mimicking the 'interventionism' of Western peacebuilding by foregrounding local practices and narratives into peace education WORLDVIEW TRANSFORMATION
• Some approaches to peace education start from psychological insights, which
recognize the developmental nature of human psychosocial dispositions. Conflict- promoting attitudes and behaviours characterize earlier phases of human development; unity-promoting attitudes and behaviours emerge in later phases of healthy development. • Understand the nature and origins of violence and its effects on both victim and perpetrator. • Create frameworks for achieving peace and peaceful, creative societies. • Sharpen awareness about the existence of unpeaceful relationships between people and within and between nations. • Investigate the causes of conflicts and violence embedded within perceptions, values and attitudes of individuals as well as within social and political structures of society. • Encourage the search for alternatives and possible nonviolent skills. • Equip children and adults with personal conflict resolution skills. • Show people that violence and war are learned and not an intrinsic part of human nature and that it is possible to resolve conflict peacefully. • Create a more peaceful world where all of us may become agents for change. Education for Peace gives us the skills that will assist in achieving peaceful societies. • Correct the limited understanding of peace held by many people that it is the absence, however contrived, of direct violence, of wounding and killing. • Create a better learning environment where conflict and relationships may be explored. • https://www.youtube.com/watch?v=nl1m gb5fHlY • https://www.youtube.com/watch? v=YX6OI2o4JoQ
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES BACHELOR IN BUSINESS TEACHER EDUCATION MAJOR IN BUSINESS TECHNOLOGY
SCHOOL YEAR 2012-2013 STUDENT TEACHERS’
THINKING PROCESSES ON ICT INTEGRATION:
PREDICTORS OF PROSPECTIVE TEACHING
BEHAVIOR WITH EDUCATIONAL
TECHNOLOGY