PEACE EDUCATION Specific Module 3 NSTP – CWTS Understanding of PEACE and Violence No time is more appropriate than NOW to build a Culture of Peace. No Social Responsibility is Greater nor Task Heavier than that of Securing Peace on our Planet…. Ambassador Anwarul K. Chowdhury - UN - Peace is not simply lack of war or nonviolence; it means the eradication of all facets of injustice. - Peace is both the absence of personal/direct violence and the presence of social justice - Peace is not only the absence of conflict, it also requires a positive dynamic participatory process where dialogue is encouraged and conflicts are resolved in a spirit of mutual understanding and cooperation Negative Peace – Absence of War or Physical/Direct Violence Positive Peace – Presence of Just and NonExploitative Relationships, as well as human and ecological well-being, such that the root cause of conflict are diminished. Violence - Humanly Inflicted Harm Physical or Direct Violence - War - Rape - Wife Battering - Child Abuse - Crimes Structural Violence - Poverty - Hunger - Unequal Distribution of Wealth and Power - Social Injustice - Racism Culture of Peace A culture of peace is a set of Values, Attitudes, Traditions and Modes of Behavior and Ways of Life based on: (a) Respect for life, ending of violence and promotion and practice of non-violence through education, dialogue and cooperation; Culture of Peace (b) Full respect for the principles of sovereignty, territorial integrity and political independence of States and non-intervention in matters which are essentially within the domestic jurisdiction of any State, in accordance with the Charter of the United Nations and international law; Culture of Peace (c) Full respect for and promotion of all human rights and fundamental freedoms; (d) Commitment to peaceful settlement of conflicts; (e) Efforts to meet the developmental and environmental needs of present and future generations; Culture of Peace (f) Respect for and promotion of the right to development; (g) Respect for and promotion of equal rights and opportunities for women and men; (h) Respect for and promotion of the right of everyone to freedom of expression, opinion and information; Culture of Peace (i) Adherence to the principles of freedom, justice, democracy, tolerance, solidarity, cooperation, pluralism, cultural diversity, dialogue and understanding at all levels of society and among nations; and fostered by an enabling national and international environment conducive to peace. Understanding Conflict - There is no dearth of definition of conflict. - The common theme in all definitions are two or more competing goals, ideas, attitudes, behaviours of one or more parties are perceived in disagreement and feeling of aversely affected interests. Understanding Conflict - Conflict is an inevitable part of personal, organizational and societal life. - We all experience conflict of one kind or the others in our life, group organization and society, Conflicts arise due to competition, differences in values, attitudes, experiences, goals and perception of limited resources. Functional Conflict: - It is healthy disagreement between two or more parties. - In functional conflicts, people primarily differ on ideas or perceptions. - If people are open minded they make joint exploration on ideas or principles, new awareness, new insight which improves the relationship between parties to disagreement. Dysfunctional Conflict: - It is unhealthy disagreement between two or more parties. - Traditional view of conflict is more known for its dysfunctional nature. - It presumes that conflicts are inherently bad and invariably affect the organizational outcome negatively. Conflict: Functional or Dysfunctional - Are the parties to conflict hostile to each other? - Is the outcome likely to be negative one for the organization? - Do the potential losses of the parties exceed any potential gains? - Is energy being diverted from goal accomplishment? Consenquences of Conflict Conflict Management - May imply a process of learning to live peacefully with differences that may not be resolvable at a given point in time. • Competing - It means “standing up for rights, depending on a position which we believe is correct, or simply trying to win. • Avoiding. It is a common response to the negative perception of conflict. The process that pursue neither purpose their own concerns nor those of the other individual. • Compromising. It is moderate in both assertiveness and cooperativeness. The objective is to find some expedient, mutually acceptable solution that partially satisfies both parties. • Accommodating. It is unassertive but cooperative process which results from a high concern for our group’s own interest, matched with a high concern for the interests of other partners. • Collaborating. It is both assertive and cooperative – the complete opposite of avoiding style. It involves and attempt to work with others to find some solution that fully satisfies their concerns. Peace Education Peace Education The ultimate goal of peace education is the formation of responsible, committed, and caring citizens who have integrated the values into everyday life and acquired the skills to advocate for them. - Betty Reardon Peace Education Peace education is a unifying and comprehensive concept that seeks to promote a holistic view of education. However, its relevance is inextricably part of and is highly dependent on contextual specificity. It is more effective and meaningful when adopted according to the social and cultural context and the needs of a country. It should be enriched by its cultural and spiritual values together with the universal human values. It should also be globally relevant. Peace Education Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace (United Nations General Assembly, 1948, p. 6). Peace Education Peace education in UNICEF refers to the process of promoting the knowledge, skills, attitudes and values needed to bring about behaviour changes that will enable children, youth and adults to prevent conflict and violence, both overt and structural; to resolve conflict peacefully; and to create the conditions conducive to peace, whether at an intrapersonal, interpersonal, intergroup, national or international level. Peace Education Peace Education is process of developing knowledge, skills, attitudes, behaviors and values that enable learners to: • Identify and understand sources of local and global issues and acquire positive and appropriate sensitivities to these problems • Resolve conflicts and to attain justice in a non-violent way • Live by universal standards of human rights and equity by appreciating cultural diversity, respect for the earth and for each other - Abebe et. al. (2006) Knowledge, Skills, and Attitudes & Values Integral to Peace Education, i.e., to the Attainment of Culture of Peace (from Miriam College Center for Peace Education) Attitudes and Values 1. 2. 3. 4. 5. 6. Self – Respect Respect for others Gender Equality Respect for Life / Nonviolence Compassion Global Concern 7. Ecological Concern 8. Cooperation 9. Openness and Tolerance 10. Justice 11. Social Responsibility 12. Positive Vision Knowledge 1. 2. 3. Holistic Concept of Peace (Negative and Positive Peace) Understanding Conflict and Violence Some Peaceful Alternatives: - Disarmament - Non-Violence Philosophy and Practice - Conflict Management, Resolution, Transformation, and Prevention - Human Rights - Human Solidarity - Democratization Skills 1. 2. 3. 4. 5. 6. 7. 8. Reflection Critical Thinking and Analysis Decision-Making Imagination Communication Conflict Resolution Empathy Group Building Thank You!!!
