Peace Education

1. PEACE THEME 5 (SHARING THE EARTHSRESOURCES)
PEACE
EDUCATION

2. PEACE THE 5
SHARING THE EARTHS RESOURCES
THERE IS A HUGE NUMBER OF PEOPLE WHO LIVE IN
ABSOLUTE POVERTY WHILE THERE ARE THOSE WHO
ARE EXTREMELY WEALTHY, DEMONSTRATING THE
GREAT CONTRAST AND FINANCIAL DIVIDE BETWEEN
THESE GROUPS.

3. • THE HUMAN DEVELOPMENT REPORT INDICATES
THAT OF THE WORLDS SIX BILLION PEOPLE, 1.2
BILLION LIVE ON LESS THAN 1 DOLAR A DAY.
• ACCORDING TO UNICEF, 30,000 CHILDREN AGE 5
AND BELOW DIE EACH DAY DUE TO POVERTY.
• IN THE PHILIPPINES 4.7 MILLION FAMILIES OR
29% OF THE POPULATION WERE POOR IN 2006.
PEACE THE 5
SHARING THE EARTHS RESOURCES

4. PEACE THE 5
SHARING THE EARTHS RESOURCES
OTHER CAUSES OF POVERTY
• LACK OF OPPORTUNITIES SUCH AS EMPLOYMENT
• LACK OF EDUCATION
• CORRUPTION
• OVER CONSUMPTION
• GREED

5. PEACE THE 5
SHARING THE EARTHS RESOURCES
OTHER CAUSES OF POVERTY
• WAR AND ARMED COBFLICTS DISRUPT THE
PEOPLES LIVELIHOOD AND ALL PRODUCTIVE
ACTIVITIES.
• POLITICAL SYSTEMS CREATED BY LOCAL
POLITICAL ELITE THAT HAVE COMBINED WITH
PROFIT-MOTIVATED ECONOMIC SYSTEMS THAT
REDUCE OPPORTUNITIES FOR MOST PEOPLE TO
EARN ENOUGH TO MEET THEIR BASIC NEED.

6. PEACE THE 5
SHARING THE EARTHS RESOURCES
OTHER CAUSES OF POVERTY
• INEQUITABLE DISTRIBUTION OF WEALTH AND
RESOURCESS MUCH OF WHICH HAS BEGUN IN
COLONIAL HISTORY.
• ENVIRONMENTAL CONDITIONS. SOME PLACES ARE
BLESSED WITH MORE ABUNDANT RESOURCES
WHILE OTHERS HAVE TO CONTEND WITH LANDS
THAT CANNOT YIELD CROPS.

7. CHALLENGING ECONOMIC INEQUITY
GLOBAL

8. PEACE THE 5
SHARING THE EARTHS RESOURCES
CHALLENGING ECONOMIC
INEQUITY
GLOBAL
• ESTABLISH A NEW INTERNATIONAL AND POLITICAL
ECONOMIC ORDER THAT IS FAIR
• WEALTHY COUNTRIES SHOULD OPEN UP THEIR MARKETS TO
POOR COUNTRIES WITHOUT CONDITIONALITY
• DEVELOPED COUNTRIES SHOULD PROVIDE UNDCONDITIONAL
DEBT RELIEF AS IT IS THE FOREIGN DEBT BURDEN THAT
COMPELS MOST DEVELOPING COUNTRIES TO REDUCE
ALLOCATIONS FOR BASIC SOCIAL AND ECONOMIC SERVICES

9. PEACE THE 5
SHARING THE EARTHS RESOURCES
CHALLENGING ECONOMIC
INEQUITY
GLOBAL
• ASSISTANCE GIVEN TO DEVELOPING
NATIONS SHOULD BE IN THE FORM
OF GRANTS WITHOUT CONDITIONS
THAT FURTHER PUSH THE
COUNTRY IN THE BOTTOM OF THE
POVERTY CAULDRON.
• RISCH COUNTRIES SHPULD OPEN
ACCESS TO TECHNOLOGIES AS
TECHNOLOGY HELPS PROPEL
DEVELOPMENT.
• REDUCE MILITARY EXPENDITURES
SO THAT MORE RESOURCES WOULD
BE MADE AVAILABLE FOR BASIC
SERVICE AND PRODUCTIVE
ACTIVITIES.

10. CHALLENGING ECONOMIC INEQUITY
NATIONAL

11. PEACE THE 5
SHARING THE EARTHS RESOURCES
CHALLENGING ECONOMIC
INEQUITY
NATIONAL
• A GENUINE AND
COMPREHENSIVE AGRARIAN
REFORM PROGRAM SHOULD
BE IMPLEMENTED.
• GOVERNMENT SHOULD
INCREASE SUBSIDY FOR
EDUCATION WHICH HELPS
EVEN THE PLAYING FIELD.
• GOVERNMENT AND PRIVATE
LEADING INSTITUTIONS
SHOULD INTSTITUTE CREDIT
REFORMS THAT WIL
SUPPORT SMAL AND
MEDIUM SCALE
ENTREPRENEURS.

12. PEACE THE 5
SHARING THE EARTHS RESOURCES
CHALLENGING ECONOMIC
INEQUITY
NATIONAL
• GOVERNEMENT SHOULD PROVIDE
TRAINING SKILLS PROGRAM SUCH
AS LIVELIHOOD AND MARKETING
PROGRAMS.
• PROGRESIVE TAXATION REFORMS
SHOULD BE INSTITUTED TO
INCREASE THE PURCHASING OF THE
POOR.RURAL INFRASTRACTURES
SUCH AS FARM TO MARKET ROADS
AND DRYING FACILITIES FOR
HARVEST, SHOULD BE DEVELOPED.
• THE GOVERNMENT SHOULD MAKE
ITSELF MORE ACCESSIBLE AND
VISIBLE TO THE PEOPLE THROUGH
DECENTRALIZATION.

13. PEACE THE 5
SHARING THE EARTHS RESOURCES
CHALLENGING ECONOMIC
INEQUITY
NATIONAL
• TRANSNATIONAL CORPORATIONS
SHOULD BE OBLIGED TO MAKE
CONTRIBUTIONS TO COMMUNITY
DEVELOPMENT AND ENVIRONENTAL
PROTECTION.
• A CODE OF CONDUCT SHOULD BE SET
FOR TRANS NATIONAL CORPORATION
TO FOLLOW.
• REDUCE MILITARY EXPENDITURES SO
THAT MORE RESOURCES WOULD BE
MADE AVAILABLE FOR BASIC
SERVICES AND PRODUCTIVE
ACTIVITIES.

14. PEACE THEME 6 (RESOLVING AND TRANSFORMING CONFLICTS))
PEACE
EDUCATION

15. PEACE THE 6
RESOLING AND TRANSFORMING CONFLICTS
WHAT IS CONFLICT?
• CONFLICT IS A NATURAL PART OF LIFE.
• CONFLICT IS FROM THE LATIN WORD CONFLICTUS
“WHICH MEANS STRIKING TOGETHER WITH FORCE”

16. PEACE THE 6
RESOLING AND TRANSFORMING CONFLICTS
WHY DO CONFLICTS ARISE?
• TERRITORIAL DISPUTES
• ETHNIC AND RELIGIOUS ANIMOSITIES
• IDEOLOGICAT AND POWER STRUGGLES
• SOCIAL INJUSTICE
• SEARCH FOR STATE HOOD
• TRADE AND MARKET COMPETIOTIONS
• CONTEST OVER ECONOMIC RESOURCES.

17. PEACE THE 6
RESOLING AND TRANSFORMING CONFLICTS
DEALING WITH ANGER IN A
CONFLICT SITUATION
WAYS TO CHANGE THE FORM OF OUR ANGER
• RECOGNIZE THAT YOU ARE ANGRY.
• DISTANCE YOURSELF FROM THE SITUATIONS
• RELEASE ANGER PHYSIACALLY IN INDIRECT FORM
• USE RELAXATION TECHNIQUES
• CALM YOUR MIND TALK TO YOUR SELF
• APPLY THERAPEUTIC TECHNIQUES

18. PEACE THE 6
RESOLING AND TRANSFORMING CONFLICTS
DEALING WITH ANGER IN A
CONFLICT SITUATION
WAYS TO CHANGE THE FORM OF OUR ANGER
• TURN TO SPIRITUAL SUPPORT
• USE SOCIAL SUPPORT
• REDIRECT ENERGY
• CRY IT OUT

19. PEACE THE 6
RESOLING AND TRANSFORMING CONFLICTS
DEALING WITH ANGER IN A
CONFLICT SITUATION
HOW DO WE DIRECTLY EXPRESS OUR ANGER?
• 1ST, DESCRIBE THE BEHAVIOUR THAT ANGERS YOU.
• 2ND, DESCRIBE HOW YOU FEEL ABOUT THE BEHAVIOUR
• 3RD, DESCRIBE THE REASON FOR YOUR FEELING.

20. PEACE THE 6
RESOLING AND TRANSFORMING CONFLICTS
DEALING WITH ANGER IN A
CONFLICT SITUATION
HOW DO WE DEAL WITH OTHER PEPLES ANGER?
• ALLOW EXPRESSION.LISTEN
• DO NOT COUNTER ATTACK
• STAND IN THE SHOE OF OTHER
• HELP HIM/HER TO CALM DOWN
• PARAPHRASE/CLARIFY
• EXPLAIN YOUR SITAUATION
• LOOK IN TO OPTIONS TOGETHER
• IF YOU CANT DEAL WITH THE OTHER PERSONS WRATH, ASK FOR HELP

21. PEACE THE 6
Main Options in Dealing with Conflicts
• Avoidance or withdrawal
• Aggression
• Accommodation
• Compromise
• Collaboration or Collaborative problem solving

22. PEACE THE 6
RESOLING AND TRANSFORMING CONFLICTS
DEALING WITH ANGER IN A
CONFLICT SITUATION
STEPS IN COLLABORATIVE PROBLEM SOLVING
APPROACH
1. STORY TELLING
2. FOCUSING
3. THINKING UP
4. CONCURRING

23. PEACE THE 6
RESOLING AND TRANSFORMING CONFLICTS
DEALING WITH ANGER IN A
CONFLICT SITUATION
SOME TIPS TO A GOOD DIALOGUE
• SPEAK IN A GENTLE, NON THREATENING MANNER
• THINK CAREFULLY OF WHAT YOU ARE GOING TO SAY
• USE THE “I” MESSAGE
• ADMIT YOUR OWN RESPONSIBILITY TO THE CONFLICTS
• AVOID USING HAZY STATEMENTS AND GLOBAL WORD SUCH
AS “ALWAYS” AND “NEVER” BE A SPECIFICA AS POSSIBLE

24. PEACE THE 6
RESOLING AND TRANSFORMING CONFLICTS
DEALING WITH ANGER IN A
CONFLICT SITUATION
SOME TIPS TO A GOOD DIALOGUE
• BE WILLING TO TELL OTHER PERSON HIS/HER POSITIVE
ATTRIBUTES.
• SHOW POSITIVE REGARD AND RESPECT.
• BE TOUGH ON THE PROBLEM NOT ON THE PERSON.
• DON’T TAKE ANYTHING PERSONALLY
• BE SOLUTION ORIENTED.

25. LISTENING TIPS:
> Actively listen.
> Listen with empathy.
> Accept criticism of your
> ideas or behavior.
> Paraphrase what you heard and clarify when
needed.

26. MEDIATION
What is Mediation?
Ideally, two people with a conflict should be able to resolve
their problem through a face-to-face dialogue. One has to
mediates the two parties in order to resolves the conflicts.

27. MEDITATION
Characteristics of Mediators:
> Impartial to establish trust among
parties in conflict.
> Nonjudgmental and understanding.
> Know how to reframe situations and
broaden perspective.
> Show regard and concern for parties
in conflict.
> Anticipate a positive outcome and
influence adversaries.

28. FROM CONFLICT RESOLUTION TO CONFLICT
TRANSFORMATION
Conflict resolution can be focused on addressing the issue.
Conflict transformation is a higher goal compared to (CR)
conflict resolution. Lederach (2003) explains that CT
involves Issues, behaviors, and people or groups.
Personal or internal Level, Lederach explains that
recognition of feelings such as Fear, Anger, Grief , and
Bitterness on the par of the parties will help them to
understand, grow, and to commit change.

29. FROM CONFLICT RESOLUTION TO CONFLICT
TRANSFORMATION
“Ending something not desired” “Building something desired”

30. PEACEABLE CLASSROOM
What is Peaceable Classroom the concept was first coin by William Kreidler, an
elementary school teacher and a conflict expert.
Conflict in classroom was caused by many factors : >Miscommunication.
Exclusion
 Inability to express feelings appropriately
 Lack of respect to each other ( Lantiere and Patti, 1996)
A peaceable Classroom is characterized by:
Affirmation
Cooperation
Communication
Appreciation for diversity
Appropriate expression of feelings
Peaceful conflict resolution.

31. WAYS TO CREATE AN ATMOSPHERE OF
LOVE AND ACCEPTANCE IN
CLASSROOMS:
• Declare your classroom a zone of peace and establish rules to achieve it.
• As the teacher, let this peace begin with you.
• Affirm your student.
• Express feelings appropriately and encourage students to do so.
• Encourage respect for and acceptance of differences.
• Employ more cooperative than competitive activities.
• Teach students how to resolve conflicts peacefully and constructively.
• Practice students’ skills of communication.

32. TEACHING-LEARNING APPROACHES AND
STRATEGIES IN PEACE EDUCATION
. Teaching learning approaches are compatible with the goals of peace
education are holistic, participatory, cooperative, experiential and humanist.

33. HOLISTIC EDUCATION
• Does not confine itself to the parameters of facts and concept.

34. PARTICIPATORY EDUCATION
• Allowing learners to inquire, share and collaborate.

35. COOPERATIVE LEARNING
• Giving opportunities to the participant to work together and learn, rather than compete with
eac other.

36. EXPERIENTIAL EDUCATION
• Learning not to through didactic means but through the
processing of one’s experience from activities initiated in the
classroom.
• Proponents of a type of education that is humanist. Carl
Rogers and Abraham Maslow.

37. “TEACHING LEARNING STRATEGIES THAT ARE
COMPATIBLE WITH THE APPROCHES TO PEACE
EDUCATION”
• Discussion
• Pair share
• Visualization/ imagination exercise
• Perspective-taking
• Role playing
• Simulation game
• Problem-solving

38. • Considering position/issue poll
• Encouraging action
• Reading or writing a quatation
• Web-charting
• Use of film and photographs
• Telling stories, including personal stories
• Song/poem analsis
• Sentence completion

39. • Journal writing/individual reflection
• Go-round
• Teachable moments
• Interview/research
• Expert resources
• Reciprocal teaching
• Twinning projects
• Dialogues

40. • Journal writing/individual reflection
• Go-round
• Teachable moments
• Interview/research
• Expert resources
• Reciprocal teaching
• Twinning projects
• Dialogues

41. • Exposure trips
• Use of globes and map
• Brainstorming
• Reading quotation
• Use of chart and graphs
• Case studies
• Collage-making
• Show and tell