A Rationale for

the Use of
Participatory
Learning Methods
in Peace
Education
•According to the 1990
Jomtien Declaration, “Active
and participatory approaches
are particularly valuable in
assuring learning acquisition
and allowing learner to reach
their fullest potential.”
• These methods should be used
deliberately to support learning
aims that relate to the knowledge,
skills, and attitudes of peace
education. Research supports the
idea that cooperative and
interactive learning methods
promote values and behaviours
that are conducive to peace.
• For example, cooperatively-structured
small group work can build group
cohesion and reduce biases between
group members who differ in terms of
race, ethnicity, gender and disability
(Johnson et. al., 1983). Cooperative
group work also improves
understanding of complex concepts
(Johnson, et. al., 1981).
•It increases problem-solving
skills, enabling participants to
devise more solutions that
demonstrate greater creativity
and practicality (Cohen, 1986).
All of these outcomes are
consistent with the aims of
peace education.
• Typical methods used in UNICEF
peace education programmes
include cooperative group work,
peer teaching, discussion in pairs
and small groups, collaborative
games, brainstorming, priority-
setting exercises, decision-making
and consensus-building exercises,
negotiations, role plays and
simulations.
•This has been done successfully
by the Peace Camps in Lebanon,
by the Student Palava Managers
Project in Liberia, and by such
non-governmental
organizations as the Woodcraft
Folk in the UK.
• Other methods that build a sense
of community while developing a
range of social skills include service
projects such as repairing damaged
homes (Rwanda) or cultural sites
(Lebanon), removing racist graffiti,
or carrying out an environmental
clean-up.
• Peer mediation programmes are
used to empower children to help
their peers find solutions to
conflicts. School visits or joint
school projects with children from
different ethnic groups are used to
break down prejudices.
• Facilitated discussions on peace
and conflict themes following a
street theatre or puppet
performance are another context
in which to promote peace
education.