Social Dimensions of Education: Introduction to Peace Education and Peace Theme # 1: Upholding Human Dignity

1. Peace Education
A Transformative Response to Major Societal
Challenges

2. Introduction
War, chaos, killings, conflicts, crimes and violence are
inevitable as it turns our society into this as part of our
culture.
 to preserve the human kind we must act and be an
advocate of peace to resolve war, to lessen or eradicate
killings and crimes and act as non violent member of the
society

3. We must build a culture of peace in order to transform
the world into a better and peaceful place to live and the
no. 1 contributors of peace are the human kind itself.
 Educating people to become peace agents is the central
task of peace building.

4. What is Peace?
 It is defined as absence of death and destruction as a
result of war and physical/direct violence.
 Peace is also defined as the absence of structural
violence, Sociocultural violence, Ecological violence and
direct violence

5.  Johan Galtung explains that peace is the absence of
violence, not only personal or direct but also structural or
indirect and the presence of social justice
“absence of violence” and “presence of justice”

6. 2 Kinds of Peace
Negative Peace
Positive Peace

7. Negative Peace
 It refers to the absence of war or Direct/Physical
Violence (both macro and micro)
Example: No war, torture, child abuse and woman abuse.

8. Positive Peace
 It refers to the presence of just and non-exploitative
relationships, as well as human being and ecological well
being, such that the root causes of conflict are
diminished.
 Peace with nature is considered the foundation for
positive peace.

9.  It is because the earth is ultimately the source of our
survival, physical sustenance, health and wealth.
 It is not possible to provide for human survival if nature’s
capacity to renew itself is seriously impaired.

10. PEACE
VIOLENCE
NEGATIVE
PEACE
POSITIVE
PEACE
Direct
Violence/Physical
Violence
Indirect
Violence/Structural
Violence
Socio-cultural
Violence
Ecological Violence

11. Personal Peace
Interpersonal Peace
Intergroup/Social Peace
Global Peace
Peace between humans and
the Earth and Beyond
LEVELS OF PEACE

12. 1. Personal Peace
 Peace starts with yourself
 Harmony with self
 It includes self respect, love and hope

13. 2. Interpersonal Peace
 It includes respect for other person, justice, tolerance and
cooperation.

14. 3. Intergroup/Social Peace
 It includes respect for other groups within nation, justice,
tolerance and cooperation

15. 4. Global Peace
 It includes respect for other nations, justice, tolerance and
cooperation.

16. 5. Peace between humans and the Earth and
Beyond
 It includes respect for the environment sustainable living,
simple lifestyles

17. What is Violence?
 It is a “humanly inflicted harm” (Betty Reardon)
 It is a result of unequal distribution of resources or a
socio-cultural problem or environmental.

18. Types of Violence
Form of Violence
• Direct/Physical Violence
• Indirect/Structural Violence
• Socio-cultural Violence
• Ecological Violence
Level of Violence
• Personal
• Interpersonal/Community
• National
• Global

19. FORMS / LEVELS of
VIOLENCE
PERSONAL INTERPERSONAL/
COMMUNITY
NATIONAL GLOBAL
DIRECT/PHYSICAL • Suicide
• Drug Abuse
• Domestic
violence
• Violent crimes
• Civil war
• Violent crimes
• Human rights
abuses
• Conventional
war
• Nuclear war
• Human rights
abuse
STRUCTURAL/
ECONOMIC/
POLITICAL
SOCIO-CULTURAL/
PSYCHOLOGICAL
• Powerlessness
• Alienation
• Low self
esteem
• Anxiety
• Local
inequalities
• Poverty, hunger
• Cultural
domination
• Racism/sexism
• National
inequalities
• Poverty, hunger
• Cultural
domination
• Racism/sexism
• Global
inequalities
• Poverty, hunger
• Cultural
domination
• Racism/sexism
ECOLOGICAL • Over
consumption
• Over
consumption
• Pollution
• Over
consumption
• Pollution
• C & B warfare
• Nuclear power
• Over
consumption
• Pollution
• C & B warfare
• Nuclear power

20. Peace Education
 It is an Education that promotes peace that is essential in
transforming the peaceful society.
 The role of the school is to promote peace and teach
them knowledge base, skills attitudes and behaviors that
can help to transform our society in to peaceful one.

21. Peaceable Teaching-Learning Process
Cognitive
Phase
Affective
Phase
Active
Phase
Students must be aware and
understand.
Students must be concerned,
respond and value.
Students must take practical
action

22. Why Educate for Peace?
 Our world is so chaotic because of war, social injustice and
violence in all forms. Do you want to live and give your
children with this kind of society?
 The main purposes of Peace Education are the elimination
of social injustice, rejection of violence and the abolition
of war to transform our society to a peaceful one.

23. Peace Education is Practical Alternative
 Education is the best way to promote peace in teaching the
students (the society of tomorrow) non violent, humane and
ecological alternatives in dealing and eradicating violence.
We know that war has given birth to this horrendous phenomena
such as war-time rape and sex slavery, ethnic cleansing and
genocide (systematic killing of a racial or cultural group)

24. War is accepted as a legitimate means to pursue the so-called
national interest.
War carries with a host of the other elements: amassing
armaments, increasing military forces, inventing sophisticated and
destructive weapons, developing espionage (spy) skills and
technology, willingness to subordinate human rights and use of
torture on enemies.

25. Peace Education is an Ethical Imperative
 Education can be a vehicle of transformation through teaching
Ethical principles.
 This are principles of ethics wherein it value life, not only human but
also other life forms in nature, respect for human dignity, non violence
justice, unity and love as a social ethic. They are highly encouraged for
actualization because it brings us to the common good.

26. Peace Education’s Schema of Knowledge, Skills &
Attitudes/Values
 This are list of key knowledge areas, skills, attitudes and values
that a student must learn and possess to achieve the
transformation of peaceful society.
 The list is based on a survey of the Center for Peace Education
of Miriam College.

27. Peace Education’s Schema of Knowledge, Skills &
Attitudes/Values
Knowledge/Content
Skills Attitude/Values

28. Knowledge/Content
Holistic Concepts of Peace
Conflict and Violence
Some Peaceful Alternatives

29. Holistic Concepts of Peace
KNOWLEDGE/CONTENT
• It is very important that the students understands the
meaning and the concept of peace and it is not just
absence of war or physical violence but also the presence
of well-being, cooperation and just relationship in all
living forms.

30. Conflict and Violence
KNOWLEDGE/CONTENT
• Let them understand that conflicts are a natural part of
person’s social life, but they become problems of
violence depending on the methods of conflict resolution
used.

31. Some Peaceful Alternatives
Disarmament
Non violence
Conflict Resolution,
Transformation & Prevention
Human Rights
Human Solidarity
KNOWLEDGE/CONTENT
Dev. based on Justice
Democratization
Sustainable Development

32. Attitudes/Values
ATTITUDES/VALUES
Self Respect
Respect for Others
Respect for Life/Nonviolence
Gender Equality
Compassion
Global Concern
Ecological Concern
Cooperation
Openness/Tolerance
Justice
Social Responsibility
Positive Vision
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

33. Skills
SKILLS
Reflection
Critical Thinking & Analysis
Decision-making
Imagination
Communication
Conflict Resolution
Empathy
Group Building
1.
2.
3.
4.
5.
6.
7.
8.

34. Spiritual & Faith Traditions as Resources for Peace
 The world’s major spiritual and faith traditions inspire and
motivate people to embrace peace as a mission.
 Some religious believers have gone to war and committed acts of
violence in the name of their faith but their teachings indicates
resources for peace.

35. Some common Peace teachings of different Religions
are:
1. The rejection of violence
2. Love and Compassion for other humans
3. Love and Compassion for other life forms in nature
4. Respect Human Dignity
5. Justice or Fairness

36. PEACE THEME 1
Peace Theme 1: Upholding Human Dignity
Human Dignity – is defined as the fundamental innate worth of a
human being. A principle that is now universally accepted but has
not taken root in the actual practices of many government and
communities.
 It came from our beliefs in our religions and molded to be mores
and became laws.

37. PEACE THEME 1
 Human Dignity is often referred to as Human Rights Education
 In peace education, one of the central concerns is the promotion
of human dignity and well being because of the conviction that
this is a foundation for peace.

38. PEACE THEME 1
UDHR (Universal Declaration of Human Rights)
 The recognition of human rights as a significant international
concern came at the close of World War II, with the founding of
United Nations and the adoption of UDHR by UN General
Assembly in a1948.

39. Universal Declaration of Human Rights
 Article 1: Right to Equality
 Article 2 : Freedom from Discrimination
 Article 3: Right to Life, Liberty Personal Security
 Article 4: Freedom from Slavery
PEACE THEME 1

40.  Article 5: Freedom from Torture and Degrading Treatment
 Article 6 : Right to Recognition as a Person before the Law
 Article 7: Right to Equality before the Law
 Article 8: Right to Remedy Competent Tribunal
 Article 9: Freedom from Arbitrary Arrest and Exile
PEACE THEME 1

41.  Article 10: Right from Fair Public Hearing
PEACE THEME 1
 Article 11: Right to be Considered Innocent until Proven Guilty
 Article 12: Freedom from Interference with Privacy, Family,
Home and Correspondence
 Article 13: Right to Free Movement in and out of the Country

42.  Article 14: Right to Asylum in other Countries from Persecution
 Article 15: Right to Nationality and Freedom to Change it
 Article 16: Right to Marry and Family
 Article 17: Right to Own Property
 Article 18: Freedom of Belief and Religion
PEACE THEME 1

43.  Article 19: Freedom of Opinion and Information
PEACE THEME 1
 Article 20: Right of Peaceful Assembly and Association
 Article 21: Right to Participate in Government and in Free
Elections
 Article 22: Right to Social Security
 Article 23: Right to Desirable Work and to Join Trade Unions

44.  Article 24: Right to Rest and Leisure
 Article 25: Right to Adequate Living Standard
 Article 26: Right to Education
PEACE THEME 1
 Article 27: Right to Participate in the Cultural Life in the
Community
 Article 28: Right to Social Order that articulates this Document

45. PEACE THEME 1
 Article 29: Community Duties Essential to Free and Full
Development
 Article 30: Freedom from State or Personal Interference in the
above Rights.

46. Five Major Types of Human Rights
Civil Rights (Self)
Political Rights (Country)
Economic Rights (Wealth)
Social Rights (Community)
Cultural Rights (Beliefs)
PEACE THEME 1

47. Assignment for Finals
PEACE THEME 1
• Read the CEDAW (Convention of the Elimination of all
forms of Discrimination Against Women)
• Research and Briefly Explain the following Philippine
Government Laws in protecting the Women:
a. RA 7877 “Anti-Sexual Harassment Act”
b. RA 8353 “Anti-Rape Law”
c. RA 8505 “Rape Victim Assistance and Protection Act”

48. Assignment for Finals
PEACE THEME 1
d. RA 9208 “Anti-Trafficking in Persons Act”
e. RA 9262 “Anti-Violence Against Women and
Children’s Act”
Encode your assignment in a LONG BOND PAPER. Font
size is 12 and the Font style is LUCIDA CALLIGRAPHY.
No Copy & Paste format. Construct your own ideas base on
what you read. To be pass on September 15 (MWF class) &
16 (TTh class).