Peace Education: An Overview of the Rationale, Content & Process

Transcription

1 Peace Education: An Overview of the Rationale, Content & Process Developing Peacebuilders through Peace Education & Advocacy INSA Jasmin Nario-Galace Center for Peace Education, Miriam College

2 CONCEPTS OF PEACE Hugo Grotius in the absence of war or direct violence Late 1960s, e.g., Johan Galtung - concept started to shift from direct to structural violence. It is not only war that caused death and damage but also systems, institutions and policies that meet some people s needs, rights and wants at the expense of others

3 DEFINING PEACE PEACE NEGATIVE PEACE Absence of direct/physical violence (both macro and micro) POSITIVE PEACE Presence of conditions of well-being and just relationships: social, economic, political, ecological Direct Violence e.g., war, torture human rights violations, SGBV Structural Violence e.g., poverty, hunger Socio-cultural Violence e.g., racism, sexism, religious intolerance Ecological Violence e.g., pollution, overconsumption VIOLENCE

4 PEACE EDUCATION What is peace education? Peace education is education that builds awareness, concern and action in response to direct, structural, socio-cultural and other forms of violence in our society.

5 Why Teach Peace?

6 Why teach peace? Ethical imperative Our Catholic faith teaches the values of respect, love, nonviolence, justice and oneness of the human family, among others

7 Catholic Teachings Related to Peace The fullness of peace is expressed in the Hebrew word Shalom. Shalom means a state of comprehensive wellbeing, which includes: - good health (Genesis 29:6, Psalm 38:3) - prosperity (Isaiah 66:12, Leviticus 26:4-6) - harmony ( Genesis 26:28-31) - healing (Isaiah 57:19) - a condition of general social welfare (Jeremiah 14:13) - absence of war ( I will break bow and sword and weapons of war and sweep them off the earth, so that all the living creatures may lie down without fear, Hosea 2:20)

8 The Commandment of Love Jesus commandment is for people to love one another; by this love it will be known that they are His disciples (John 13:34). If anyone says I love God yet hates his brother, he is a liar. One who has no love for the brother he has seen cannot love the God he has not seen (1 John 4:20). Jesus went further and said Love your enemies, do good to those who hate you.... pray for those who maltreat you (Matthew 5:43-44)

9 Peace is not simply the absence of war -It is a dynamic reality envisioned by the prophets where spears and swords give way to implements of peace. They shall beat their swords into plowshares and their spears into pruning hooks; one nation shall not raise the sword against another nor shall they train for war again (Isaiah 2:4).

10 Reconciliation rather than Retaliation If you bring your gift to the altar and there recall that your brother has anything against you, leave your gift at the altar go first to be reconciled with your brother and then come and offer your gift. (Matthew 5: 23-24) Jesus set aside the traditional lex talionis (an eye for an eye ) in favor of a loving and compassionate response. Never repay injury with injury... Avenge not yourselves... Vengeance belongs to me; I will recompense, says the Lord. But if your enemy is hungry, feed him; if he thirsts, give him to drink... Be not overcome by evil but overcome evil with good. (Romans 12:17-21)

11 . Sufficient life-goods for all Each person has a right to those basic goods necessary for a decent human life. The earth is the Lord s and thus is meant for all (Psalm 24:1, Leviticus 25). God has a special love for the economically poor and would like their hunger to be filled. (Luke 1:46-53, 6:20-25

12 Respect for the dignity of all people All are created in God s image (Genesis 1:26-27,Psalm 8) and so every human being possesses an inalienable dignity.

13 The concept of peace also includes the idea of justice Justice and peace shall kiss (Psalm 85:11); Justice will bring about peace, right will produce calm and security (Isaiah 32:17).

14 Participation Doing justice means working to enable people to be the agents of their own development. People are co-creators with God, sent forth as friends of Jesus (John 15:12-16, Psalm 8, Genesis 1:28, 2:15).

15 Solidarity/Responsibility toward others People are called to a community of simplicity and sharing. (Acts 4:32, 2:43-47, 6:1-7; 1 Cor. 10:17; 2 Corinthians 8:13-15; Matthew 19:21, 6:25-33). Solidarity is achieved through service. (Luke 22:25-27; John 10:1-18, 13:4-13; Matthew 10:25-37; James 2:14-17).

16 Why Teach Peace? Political and legal obligation - nations, through various HR instruments, have affirmed their commitment to the protection and promotion of human rights and human dignity. UDHR Article 25 Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services...

17 Why Teach Peace? It is a practical alternative. Every year, throughout the world, half a million people are killed from armed violence. That is roughly one person killed every minute.

18 Murder Hom icide Physical Injuries Rape Robbery In the Philippines, approximately 22 people die each day from armed violence (PhilANSA, 2007)

19 And every day, throughout the world, 800 million people go to bed hungry. Twenty-eight thousand children die because of poverty, daily

20 In the Philippines, 4.7 million families (26.9%) were poor in 2006 (average poverty line for a family of 5 was determined to be at P6,274/month) On an individual basis, 32.9% of the population (or 27.6 million Filipinos) were poor In Tawi-tawi, 8 out of 10 families were considered poor (PDI, 3/9/08)

21 Each day, throughout the world, people are killed or hurt because of HATE as they differ from the rest in terms of ethnicity, religion, sex, gender, and class, among others.

22 What is peace education? Build Awareness 1. Situation/Forms of violence 2. Roots of conflict and violence 3. Alternatives to violence *the Professor in Tokyo

23 Build concern 1. Empathy and compassion 2. Positive vision of the future 3. Social responsibility *reading the signs of the times correctly *social instead of personal mobility

24 Encourage action 1. Personal change-own mindset, attitudes, behavior/lifestyle 2. Social action 3. Protection 4. Advocacy 5. Nonviolent Direct Action

25 What are some key themes of Justice and Peace Education? What are some key themes of peace education? 1. Respect for life - Respect for the life of each human being and respect for other life forms in nature

26 2. Nonviolence The refusal to harm or kill another The use of moral appeal, force of love and positive techniques vs. physical force The use of nonviolent conflict resolution methods, e.g. dialogue, problem-solving approach to negotiation The use of nonviolent methods to obtain justice, not through the eye for an eye dictum.

27 3. Oneness of the human family - All humans are brothers and sisters - All have a common home, planet Earth, and a common future 4. Human worth and dignity - Respect for human rights and fundamental freedoms - Fulfillment of basic human needs - Participation in decision-making

28 5. Tolerance Respect for diversity vs. racism, ethnocentrism, sexism, religious intolerance Rejection of a sense of superiority and other prejudices 6. Economic equity Support for the equitable distribution of wealth and resources Mechanisms for globalization & concern

29 7. Environmental Care and Sustainability -Action that will ensure the wellbeing of the earth s ecosystems such that it can continue to meet future and present needs. 8. Gender equality - valuing the right of women to enjoy equal opportunities with men and to be free from abuse, exploitation and violence.

30 Schema of Knowledge, Skills and Attitudes/ Values ATTITUDES/VALUES.Self respect.respect for Others.Respect for Life/ Nonviolence.Compassion.Global Concern.Ecological Concern.Cooperation.Openness & Tolerance.Social Responsibility.Positive Vision KNOWLEDGE.Holistic Concept of Peace.Conflict & Violence -causes.some Peaceful Alternatives Disarmament Nonviolent Conflict Resolution Human Rights Gender Fairness Human Solidarity Democratization Dev t Based on Justice Sustainable Development SKILLS.Reflection.Critical Thinking & Analysis.Decision Making.Imagination.Communication.Conflict Resolution.Group Building

31 The Peaceable Teaching Learning Process Cognitive Phase (Being aware, Understanding) Active Phase Affective Phase (Taking practical action) (Being concerned, Responding, Valuing)

32 The Process Holistic- does not confine itself to the parameters of facts and concepts Participatory- allows learners to inquire, share, collaborate and engage in dialogue Experiential- learners build ideas from the experience they went through Cooperative- giving opportunities to learners to work together and learn, rather than compete with each other

33 The Messenger We cannot give what we do not have.

34 LEVELS OF PEACE Harmony with the Sacred Source Peace between Humans and the Earth and Beyond Harmony with Nature Global Peace Intergroup/Social Peace Harmony with Others Interpersonal Peace Harmony with the self Personal Peace Self-respect Inner resources: Love, hope Respect for other persons Justice, tolerance, cooperation Respect for other groups within nation Justice, tolerance, cooperation Respect for other nations Justice, tolerance, cooperation Respect for the environment Sustainable living, Simple lifestyles

35 The Messenger Attributes of a Teacher of Peace * Is a person of vision, capable of hope and of imaging positive change Is not only a transmitter of culture but is also a transformer of culture Is motivated by service Encourages cooperative learning Inspires social responsibility on the part of the learners *Betty Reardon

36 Developing Peacebuilders through Peace Education and Advocacy Our Experience at the Center for Peace Education INSA

37 Training the Agents We hold peace education workshops with modules on challenging the war system

38 Teaching Peace Skills We train our students to manage their conflicts constructively Workshop on Conflict Resolution

39 We train our students to become peer mediators

40 Training Students to become Advocates Petition-signing in support of an Arms Trade Treaty

41 We campaign for a ban against Cluster Munitions

42 We advocate for the observance of the Rules of War (Principles of International Humanitarian Law) -campaign to ban landmines -campaign to protect children involved in armed conflict -campaign to protect civilians, esp. women and children