INTRODUCTION

Peace cannot be kept by force, it can only be achieved by understanding.

-Albert Einstein

This module in the course Ed 14-Special Topics in Education 3 is design for college

students in the field of education in able for them to see peace as an essential element

to work in harmony with others. It is also designed to know the importance of peace

education in the daily lives of students and teachers.

Education has a vital role to play and teachers must be intentionally trained to teach

and act for tolerance, caring, cooperation, and justice and to “be the change they hope

to see in the world”.

Educating for peace is crucial due to the normalization of violence and its influence on

well-being. Teachers must learn about how a healthy life, for everyone, can be sustained

without violence as a response to conflict. In peace education lessons about the sources

of and responses to conflict, teachers analyze current problems and how they can be

avoided, as well as responsibly managed. They need a vision of a peaceful future as a

foundation for peacemaking and skills for constructing it. Youth lacking such

expectations and capabilities, as well as all who associate with them, have been at risk

for engagement in violence and many losses from its destructive outcomes. In most

nations, federal and state governments have provided limited support for peace-

focused education. Due to a deficiency of curricula for such instruction, teachers have a

large responsibility for creating the lessons and curriculum that facilitate their lessons

about peace development. Consequently, they need preparation for the design and

provision of peace education.

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MODULE OBJECTIVES

After completing this module, the student should be

able to:
 know what peace is
 know what is the definition and importance of
peace
 identify the characteristics of a peaceful person
 list qualities of a positive person
 describe self in the past and self today
 write self-guide on how to handle difficult
situation
 write reflections about one self
 describe the word “compassion”
 identify benefits of being compassionate
 reflect on a quotation
 write benefits of working in group
 analyze own self
 give the importance of cooperation

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 BIG IDEAS
"The responsibility for building a peaceful and enlightened society rests chiefly with the
educator."

What is peace & Harmony: Wikipedia defines Peace as a state of harmony characterized by the
lack of violent conflict and the freedom from fear of violence. Commonly understood as the
absence of hostility, peace also suggests the existence of healthy or newly healed relationships,
prosperity in matters of social or economic welfare, the establishment of equality, and a working
political order that serves the true interests of all.

Peace education is a participatory holistic process that includes teaching for and about
democracy and human rights, nonviolence, social and economic justice, gender equality,
environmental sustainability, disarmament, traditional peace practices, international law, and
human security (Hague Appeal for Peace Global Campaign for Peace Education). Hague Appeal
for Peace Global Campaign for Peace Education pointed out that; "A culture of peace will be
achieved when citizens of the world understand global problems, have the skills to resolve
conflicts and struggle for justice non-violently, live by international standards of human rights
and equity, appreciate cultural diversity, and respect the Earth and each other. Such learning
can only be achieved with systematic education for peace”.

Peace education brings together multiple traditions of pedagogy, theories of education

and international initiatives for the advancement of human development through learning. It is
fundamentally dynamic, interdisciplinary and multicultural and grows out of the work of
educators such as John Dewey, Maria Montessori, Paulo Freire, Johan Galtung, Elise and
Kenneth Boulding and many others.

Building on principles and practices that have evolved over time, responding to different
historical circumstances, peace education aims to cultivate the knowledge, skills and attitudes
needed to achieve and sustain a global culture of peace. Understanding and transforming
violence is central.

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 Peace is understood not only as the absence of traditional forms of direct violence, but
also as a positive presence. Educating for and about all aspects of peace constitutes peace
education.

“In the classroom, peace education aims to develop skills, attitudes and knowledge with co-
operative and participatory learning methods and an environment of tolerance, care and
respect. Through dialogue and exploration, teachers and students engage in a journey of shared
learning. Students are nurtured and empowered to take responsibility for their own growth and
achievement while teachers take care of the well-being of all students. The practice of peace
education is an opportunity to promote the total welfare of students, advocate for their just and
equitable treatment of youth and promote individual and social responsibility for both
educators and learners. Through pedagogy and social action, peace educators demonstrate that
there are alternatives to violence.” (UNESCO Culture of Peace Global Educators)

‘To reach peace teach peace’.

Peace education as a practice in schools is attributed to Maria Montessori, John Dewey and
Paulo Freire, though earlier thought on education for peace is traced back to Erasmus and
Socrates, among other scholars. Montessori worked to foster peace on three inter-related
levels: the individual, community, and globe. The individual level relates to person-centered
awareness of the self (i.e. body, mind, emotions, and spirit), whereas the community level refers
to interpersonal relations (i.e. trust, openness, and interdependence), and the global level
concerns cultural and environmental consciousness (Montessori 1949). Dewey informed peace
education through his work on the relationship between education and democracy, stating that
one role of education is to foster active citizenship through the participation in processes of
democracy (Dewey 1916). Freire (1970) centered education on revealing systems of oppression,
particularly through the exploration of language and identity and by challenging the banking-
model of teaching and learning. All three educators sought to create education that was learner-
centered and autonomous. This concept of classroom education represents social outcomes
relevant to democratic political systems. Hence, autonomous learning relates to individual and
national autonomy and democratic classroom participation models active citizenship in a
democracy. Peace education is also found philosophically in the work of authors (e.g. Tolstoy,
Thoreau), social thinkers (e.g. Mead, Foucault, Adams), social learning scholars (e.g. Bandura
and Walters) and activists (e.g. Ghandi, King, Ikeda, Syuu Kyi).

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Teach student how to be a peaceful person

Be
compassionat
Think Positive e and do no
harm
Peaceful
Person

Learn to live Be your true

together self

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 ACTIVITIES

1 To begin with Think Positive, the theme aims at developing a positive

mindset in children. Positive thinking is the first characteristic of a
peaceful person. It involves building a positive self-concept in oneself.
Having a positive outlook helps the child to not only value himself but
also to value life in all forms. It also builds attitudes towards accepting
others with respect, and appreciating them honestly. This is a self-
empowering concept that helps children to develop positive attitudes
towards themselves as individuals and their country and humanity.

List some quality of yourself which you are proud of

Write something about “What I was in the past and what I am today?”

FACING LIFE CHALLENGES POSITIVELY

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Instruction: Read the situation below and prepare a self-guide with at least
six instructions to live positively in that condition

Imagine that you were a Jew. Hitler’s soldiers arrested you and put
you into the camp. Conditions are appalling. Prisoners are mentally broken
down by depressive thoughts. You could be killed at any moment. You
decide to live the few days left without mentally breaking down. You
determine to live completely with a positive perception.

1.
2.
3.
4.
5.
6.

After answering, write reflections about yourself.

2 Be Compassionate and Do No Harm tries to inculcate empathetic

qualities such as love, kindness, friendliness and so on. These
qualities are primarily important to respond to the violence in
society.
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  ‘Hatred cannot be conquered by hatred. Hatred can only be
conquered by compassion ‘. (Lord Buddha)
 ‘If somebody slaps you on the left cheek turn your right cheek also’
(Jesus Christ.)
 ‘I respond to those who do good to me by goodness. I also respond
to those who do evil to me by goodness ‘. (Lao Tzu)
 If someone lives a life of non-violence, he need not perform other
religious acts because non-violent living itself is the highest form of
being religious. (Thirukkural, The Tamil Instructional Book of Poetry).
 ‘There is no such powerful weapon than Compassion’ (Mahatma
Gandhi)

What thoughts and feelings come to your mind when you hear the word
“Compassion”?

Identify at least ten personal benefits and results of being compassionate.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Learning to Live Together is so important today in a world where there is
3 so much polarization of human beings on the increase. Children need to
learn to work harmoniously in groups with others. The theme can
accommodate such subtopics as sharing, mutual help, trust building,
taking group responsibility, leading and following. Learning co-operation
reduces egoistic competitive tendencies in children. 8
Reflect on the quotation “No Man is an Island”

Write down some benefits of working in group

4 Be Your True Self, means the strength of the character to be honest

and direct in expressing one’s needs, feelings and thoughts without
letting others down. The skills in such behavior are necessary for
resolving conflicts and effective social interaction. 9
Analyze the situation below

Suppose you are travelling in a long distance train. You want to visit the
toilet and you keep a handkerchief on the seat and leave. On return you
find a stranger sitting there.

Now how do you respond to the situation?

Write something you have done for which you regret ever since

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Read the story below.

“The Two Donkeys”

Two hungry donkeys were tied together with a short rope. Each one
was facing a different direction. Each donkey saw a large pile of hay in front
of it that it wanted to eat. The two donkeys pulled hard on the rope to get
to the hay, but they couldn’t succeed because they were pulling in opposite
directions and the rope was too short. After a while, they sat down
together and tried to find a solution to their problem. Slowly, they realized
that they could get what they want by cooperating together, rather than by
pulling against each other. Suddenly, their problem was solved. First they
went together to one pile of hay and ate from it. Then they went to the
other pile of hay and ate some more.

What is the moral (or lesson) of the story?

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Write an essay about how the story symbolized conflict in the real world.

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 10 WAYS TO PROMOTE PEACE IN CLASSROOM

1. Start by defining the word “peace” with your students. You can ask children what they
think it means; their answers will probably be very enlightening. They are often surprised
to realize that peace can be found many places. It doesn’t just refer to “world peace”.
They can have a hand in creating a peaceful environment wherever they are.

2. Declare your classroom a “peace zone”. Do not tolerate any kind of bullying. Lay
down ground rules at the beginning of the year that are posted for everyone to see. Have
all the children agree to the ground rules (even signing the list of rules) and hold them
accountable.

3. Teach conflict resolution skills. One way (that children enjoy very much) is through
role-playing. Choose a time when everyone is together and there are no unresolved
conflicts. Role-play different situations that you notice amongst the children. Talk about
peaceful ways to resolve the conflict.
4. If you have an annual event, like a poetry recitation, a musical, or other performance,
choose “Peace” as the theme every so often. Challenge the children to find stories,
poems, and songs about peace. They may also want to draw or paint pictures of “peace”
and what it means to them. Again, much insight can be gained by looking into their
responses.
5. Peace education can vary by age; older children will naturally be able to get into the
history of peace and conflict by studying different countries and cultures. They can
participate at a higher level by researching and writing about peace and peace education.
6. Have children participate in the care of their environment, showing respect for the
materials, pets, plants, and other children.
7. When studying geography, history, and other cultures, emphasize respect for the
diversity of traditions and customs found around the world.
8. Consider having your school named an international peace site. The World Citizen
organization heads up that project, and they have information about peace education as
well.
9. Be a good example. Don’t argue with parents, your spouse, or other teachers in front of
the children. Speak respectfully about other people. Don’t gossip. Show kindness. It can
be easy to forget that children are watching your every move, and learn more from what
you do than what you say.
10. Establish special holidays and rituals for your school or home. These can include
joyful celebrations as well as sad occasions (like the loss of a pet). Everyone can share in
the planning, decorating, and celebrating.

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Congratulations!
You have made it!

Feel free to write your reflections here. What do

you feel after completing this module?

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References:
http://philippines.forumzfd.org/sites/default/files/downloads/130807_peace_educatio
n_teaching_guide_compressed.pdf
https://link.springer.com/chapter/10.1057/9780230107830_8
https://peacelearner.files.wordpress.com/2010/01/ian-harris-what-is-peace-
education11.pdf
http://www.unescobkk.org/fileadmin/user_upload/apeid/Conference/16thConference/
papers/A_Mahmood.pdf
http://wilderdom.com/games/PeaceEducationExperientialActivities.html
http://www.blog.montessoriforeveryone.com/promoting-peace.html
http://unesdoc.unesco.org/images/0012/001252/125228eo.pdf
Peace Education - The Development of Peace Education and Its Basic Principles -
Conflict, Individual, World, and Society -
StateUniversity.com http://education.stateuniversity.com/pages/2314/Peace-
Education.html#ixzz57Mpsg7I0

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