Friday, April 26, 2019

DR. VITUS BLOG

By okechukwuvitusblog April 26, 2019 Leave a Comment

DR. VITUS BLOG

Love not lost

Posted: 26 Apr 2019 10:05 AM PDT

"Man...I simply was 21 when I met her. I saw

her from over the room and brother.....

no one needed to disclose to me her identity. I said

'there goes my significant other', and the rest was

history. That young lady was something different,

man. Each and every day, I'd proceed to work for

12 hours, and when I returned home, she had

supper on the table sitting tight for me.

At the point when the children would hit the sack, the two of us

unreasonably drained for whatever else hit the hay so

that we could hold one another. I was

continuously content realizing that she was

directly there in my arms. I revealed to her each

night that as long as she was there, I was

fine and dandy. She was my ruler, man. I told

her that consistently, she was the ruler of

my entire life. Furthermore, my ruler pushed me

all an opportunity to be the man I should have been.

She pushed me to look for God and pursue

Him and adore Him with my entire heart,

she pushed me to be a superior daddy, and

you can ask my daughters, and they'll tell

you. We wouldn't be anyplace close

where we are today on the off chance that she didn't keep on

improving us. A few people simply have a

method for doing that, you know? A few

individuals simply make you need to be a superior

man.

A man recounted to his genuine romance story and made us cry

All things considered, at some point, she began becoming ill. I

didn't stress a lot at first in light of the fact that

everyone becomes ill now and then. Yet, the

specialists assumed it was something

we should stress over. All things considered, sibling,

they were correct. She inquired as to whether I would

wed another person in the event that she kicked the bucket. She

stressed over it. She couldn't envision me

being with another lady. I disclosed to her I

would never have a second ruler. Be that as it may, you

know what? She didn't trust me! That

young lady looked at me without flinching and said 'I

realize you superior to that! You're the sort

of man who needs a lady close by.

You couldn't be glad alone!'

I looked her straight back in those huge

darker eyes, and I said 'sugar, I needn't bother with

any lady in my life, I need you. You're

the just a solitary one for me.'

Indeed, following a time of battling it, a ton had

changed. There was no more supper on the

table when I returned home. Rather, I would

work 12 hours per day, and I would come

home. I would complete my significant other of bed

also, convey her to the table. I would cook

supper with her staying there watching me,

furthermore, we would simply talk like nothing ever

changed.

Here and there, we would sit and eat together

furthermore, grin and simply be upbeat that we could

take a gander at one another. On the awful days, I

would sustain her, and she would cry and

apologize, however I revealed to her it was what I was

there for. She was so wiped out, man. She was

just so wiped out. She could scarcely do nothing.

Furthermore, she needed to take medication constantly;

it was like clockwork.

A man recounted to his intimate romance story and made us cry

So once we ate, I'd convey her back to bed

what's more, lay her down, and I would creep into

bed adjacent to her and hold her simply like I utilized

to, and everything was alright. Much the same as I said

previously, it didn't make a difference what was happening,

for whatever length of time that I could hold her in my arms.

Be that as it may, I could just lay with her for 4 hours

at once on the grounds that at that point I'd need to get up

also, bring her that drug. However, those 4

hours in the middle of when I persuaded just to be

there next to her....man I wouldn't have

exchanged that to no end!"

He quit talking, and we just sat there

contemplating his words with our heart full

of emotions. At that point the man continued

sharing his story:

"Be that as it may, the body can just deal with to such an extent,

you know. It took two years of her being

in a bad way before it bamboozled her. I

saw it coming, thus did she. We both

realized she wasn't returning from it. In any case

regardless it felt like an abrupt thing. I

mean....one day she's there in my arms,

furthermore, the following day she's no more. It executed me

at first, however it didn't take excessively well before I

understood that she truly was in an ideal situation. She

didn't need to take any more medication,

she didn't need to eat my awful cooking,

all she needed to stress over presently was

adulating the Lord!

You realize what still gets me, however?

Man, I don't have a clue what to do about her

stuff. I mean...I can't dispose of it. All her

garments are still in the storeroom, I got pictures

of her all over, and her side of the bed

is exactly how she abandoned it. I need to accept

she's still here. My little girls reveal to me I

ought to get it out of there and fix the spot

up, however I went through my time on earth in that house with

her. It's as yet our home, similar to I'm

concerned."

Nobody could state a word. It's such an uncommon

situation when a man opens up his heart to

offer such profound things with people in general.

We as a whole respected what he accomplished for himself,

for her and for us, as well. The adoration in his

heart was not gone, notwithstanding when the

ladies who evoked it was no more.

A man recounted to his intimate romance story and made us cry

One of the older people in the room stated:

" You had such a great amount to do. Dealing with

her in infection was not a simple thing."

The young fellow just grinned at us. His face

begun to sparkle, and he answered: "Sibling,

it was my benefit to have the capacity to serve my

ruler for whatever length of time that I did."

UNEQUALLY YOKED— What does God think of “missionary dating”—a regenerate follower of Christ with a unbeliever?

Posted: 26 Apr 2019 08:40 AM PDT


know how exciting it can be to meet someone
you really like. There's such a special rush to
that kind of original attraction.
But you're facing the dating scene's old
ble whammy. You like him and would like to
e him, but you know what God wants you to do.
they aren't the same thing.
it doesn't sound like I need to spend much
e reminding you what God says about Christians
ing non-Christians. God knows it's a risky
iness, and He tells us not to do it.
You are not the same as those who do not
believe. So do not join yourselves to
them. Good and bad do not belong
together. Light and darkness cannot share
together (2 Corinthians 6:14 ).
ou know someone is not a Christian , you should
date him. You already understand that, but
're concerned about this guy's relationship with
. And I commend you for being so concerned.
you must be careful with the temptation to want
e involved with this guy so you can lead him to
ist. Missionary dating seldom works. And God
sn't ask you to do it, either.
here's what I suggest you do. First, get with one
wo of your close Christian friends and begin
ying for this guy. Only God can change his heart.
Him to do that.
ondly, talk to your youth pastor or some other
istian adult, preferably a male, and ask him to
in witnessing to this guy. Ask him to talk to this
about his relationship with the Lord.
finally, continue to seek God's will first. Don't
e a relationship with this guy. God could be
ing you from a lot of heartache and pain. Or
eday, this guy may become a Christian and the
of you may begin a wonderful relationship.
y God knows. But remember, too, that God
ts to give you the desires of your heart.
The thing you should want most is God's
kingdom and doing what God wants. Then
all these other things you need will be
given to you (Matthew 6:33 ).
trust God, Summer. Be faithful to Him. And if
not this guy after he gives his life to Christ , I
pect God has someone even more exciting for
.
hor: Dawson McAllister of Dawson McAllister
!
yright © 1997, Dawson McAllister Live!, All
hts Reserved—except as noted on attached
age and Copyright" page that grants
istianAnswers.Net users generous rights for
ting this page to work in their homes, personal
essing, churches and schools.

Peace education is

Posted: 26 Apr 2019 08:30 AM PDT

Peace education is the process of acquiring the
values , the knowledge and developing the
attitudes, skills, and behaviors to live in harmony
with oneself, with others, and with the natural
environment.
There are numerous United Nations declarations
on the importance of peace Information Age
Publishing. ISBN 978-1-59311-889-1 . Chapter
details ; and Page, James S. (2008) 'Chapter 9:
The United Nations and Peace Education'. In:
Monisha Bajaj (ed.) Encyclopedia of Peace
Education. (75-83). Charlotte: Information Age
Publishing. ISBN 978-1-59311-898-3 . Further
information </ref> Ban Ki Moon , U.N. Secretary
General, has dedicated the International Day of
Peace 2013 to peace education in an effort to
refocus minds and financing on the preeminence
of peace education as the means to bring about
a culture of peace. [1][2] Koichiro Matsuura , the
immediate past Director-General of UNESCO, has
written of peace education as being of
"fundamental importance to the mission of
UNESCO and the United Nations". [3] Peace
education as a right is something which is now
increasingly emphasized by peace researchers
such as Betty Reardon [4] and Douglas Roche . [5]
There has also been a recent meshing of peace
education and human rights education. [6]
Definition
Ian Harris and John Synott have described peace
education as a series of "teaching encounters"
that draw from people: [7]
their desire for peace,
nonviolent alternatives for managing conflict,
and
skills for critical analysis of structural
arrangements that produce and legitimize
injustice and inequality.
James Page suggests peace education be
thought of as "encouraging a commitment to
peace as a settled disposition and enhancing the
confidence of the individual as an individual
agent of peace; as informing the student on the
consequences of war and social injustice; as
informing the student on the value of peaceful
and just social structures and working to uphold
or develop such social structures; as encouraging
the student to love the world and to imagine a
peaceful future; and as caring for the student and
encouraging the student to care for others". [8]
Often the theory or philosophy of peace
education has been assumed and not articulated.
Johan Galtung suggested in 1975 that no theory
for peace education existed and that there was
clearly an urgent need for such theory . [9] More
recently there have been attempts to establish
such a theory. Joachim James Calleja has
suggested that a philosophical basis for peace
education might be located in the Kantian notion
of duty . [10] James Page has suggested that a
rationale for peace education might be located in
virtue ethics, consequentialist ethics,
conservative political ethics, aesthetic ethics and
the ethics of care. [11] Robert L. Holmes
articulates the view that a moral presumption
against violence already exists amongst civilized
nations. On the basis of this presumptive
prohibition, he outlines several philosophical
values which are relevant to the nonviolent
resolution of conflicts between nations on the
international level including pacifism . [12] [13]
Since the early decades of the 20th century,
"peace education" programs around the world
have represented a spectrum of focal themes,
including anti-nuclearism , international
understanding, environmental responsibility,
communication skills, nonviolence , conflict
resolution techniques, democracy, human rights
awareness, tolerance of diversity, coexistence
and gender equality , among others. [14]
Some [ who? ] have also addressed spiritual
dimensions of inner harmony, or synthesized a
number of the foregoing issues into programs on
world citizenship. While academic discourse on
the subject has increasingly recognized the need
for a broader, more holistic approach to peace
education, a review of field-based projects
reveals that three variations of peace education
are most common: conflict resolution training,
democracy education, and human rights
education. New approaches are emerging and
calling into question some of theoretical
foundations of the models just mentioned. The
most significant of these new approaches
focuses on peace education as a process of
worldview transformation. [ citation needed ]
Forms
Conflict resolution training
Peace education programs centered on conflict
resolution typically focus on the social-
behavioural symptoms of conflict, training
individuals to resolve inter-personal disputes
through techniques of negotiation and (peer)
mediation. Learning to manage anger, "fight fair"
and improve communication through skills such
as listening, turn-taking, identifying needs, and
separating facts from emotions, constitute the
main elements of these programs. Participants
are also encouraged to take responsibility for
their actions and to brainstorm together on
compromises [15]
In general, approaches of this type aim to "alter
beliefs, attitudes, and behaviours...from negative
to positive attitudes toward conflict as a basis
for preventing violence" (Van Slyck, Stern and
Elbedour, 1999, emphasis added). [16] There are
various styles or approaches in conflict
resolution training (ADR , Verbal Aikido, NVC) that
can give the practitioner the means to accept the
conflictual situation and orient it towards a
peaceful resolution. As one peer mediation
coordinator put it: "Conflict is very natural and
normal, but you can't go through your entire life
beating everybody up—you have to learn different
ways to resolve conflict". [17]
Democracy education
Peace education programs centered on
democracy education typically focus on the
political processes associated with conflict, and
postulate that with an increase in democratic
participation the likelihood of societies resolving
conflict through violence and war decreases. At
the same time, "a democratic society needs the
commitment of citizens who accept the
inevitability of conflict as well as the necessity
for tolerance" (U.S. Department of State, The
Culture of Democracy, emphasis added). [18]
Thus programs of this kind attempt to foster a
conflict-positive orientation in the community by
training students to view conflict as a platform
for creativity and growth. [ citation needed]
Approaches of this type train participants in the
skills of critical thinking, debate and coalition-
building, and promote the values of freedom of
speech, individuality, tolerance of diversity ,
compromise and conscientious objection . Their
aim is to produce "responsible citizens" who will
hold their governments accountable to the
standards of peace, primarily through adversarial
processes. Activities are structured to have
students "assume the role of the citizen that
chooses, makes decisions, takes positions,
argues positions and respects the opinions of
others": [19] skills that a multi-party democracy
are based upon. Based on the assumption that
democracy decreases the likelihood of violence
and war, it is assumed that these are the same
skills necessary for creating a culture of peace.
Human rights education
Peace education programs centered on raising
awareness of human rights typically focus at the
level of policies that humanity ought to adopt in
order to move closer to a peaceful global
community. The aim is to engender a
commitment among participants to a vision of
structural peace in which all individual members
of the human race can exercise their personal
freedoms and be legally protected from violence,
oppression and indignity. [ citation needed ]
Approaches of this type familiarize participants
with the international covenants and declarations
of the United Nations system; train students to
recognize violations of the Universal Declaration
of Human Rights; and promote tolerance,
solidarity, autonomy and self-affirmation at the
individual and collective levels. [20]
Human rights education "faces continual
elaboration, a significant theory-practice gap and
frequent challenge as to its validity". [21] In one
practitioner's view:
To prevent these outcomes, many such
programs are now being combined with aspects
of conflict resolution and democracy education
schools of thought, along with training in
nonviolent action. [23]
Worldview transformation
Some approaches to peace education start from
insights gleaned from psychology which
recognize the developmental nature of human
psychosocial dispositions. Essentially, while
conflict-promoting attitudes and behaviours are
characteristic of earlier phases of human
development, unity-promoting attitudes and
behaviours emerge in later phases of healthy
development. H.B. Danesh (2002a, 2002b, 2004,
2005, 2007, 2008a, 2008b) [24] proposes an
"Integrative Theory of Peace" in which peace is
understood as a psychosocial, political, moral
and spiritual reality. Peace education, he says,
must focus on the healthy development and
maturation of human consciousness through
assisting people to examine and transform their
worldviews. Worldviews are defined as the
subconscious lens (acquired through cultural,
family, historical, religious and societal
influences) through which people perceive four
key issues: 1) the nature of reality, 2) human
nature, 3) the purpose of existence, 4) the
principles governing appropriate human
relationships. Surveying a mass of material,
Danesh argues that the majority of people and
societies in the world hold conflict-based
worldviews, which express themselves in
conflicted intrapersonal, interpersonal, intergroup,
and international relationships. He subdivides
conflict-based worldviews into two main
categories which he correlates to phases of
human development: the Survival-Based
Worldview and the Identity-Based Worldview. It
is through the acquisition of a more integrative,
Unity-Based Worldview that human capacity to
mitigate conflict, create unity in the context of
diversity, and establish sustainable cultures of
peace, is increased—be it in the home, at
school, at work, or in the international
community.
Critical peace education
Modern forms of peace education relate to new
scholarly explorations and applications of
techniques used in peace education
internationally, in plural communities and with
individuals. Critical Peace Education (Bajaj 2008,
2015; Bajaj & Hantzopoulos 2016; Trifonas &
Wright 2013) is an emancipatory pursuit that
seeks to link education to the goals and foci of
social justice disrupting inequality through critical
pedagogy (Freire 2003). Critical peace education
addresses the critique that peace education is
imperial and impository mimicking the
'interventionism' of Western peacebuilding by
foregrounding local practices and narratives into
peace education (Salomon 2004; MacGinty &
Richmond 2007; Golding 2017). The project of
critical peace education includes conceiving of
education as a space of transformation where
students and teachers become change agents
that recognise past and present experiences of
inequity and bias and where schools become
strategic sites for fostering emancipatory
change. [25][26][27][28][29][30][31]
Yogic peace education
Where Critical Peace Education is emancipatory,
seeking to foster full humanity in society for
everyone, yogic peace education (Standish &
Joyce 2017) [32] is concerned with transforming
personal (as opposed to interpersonal, structural
or societal/cultural) violence. In yogic peace
education, techniques from yogic science are
utilized to alter the physical, mental and spiritual
instrument of humanity (the self) to address
violence that comes from within. Contemporary
peace education (similar to all peace education)
relate to specific forms of violence (and their
transformation) and similar to teaching human
rights and conflict resolution in schools critical
peace education and yogic peace education are
complementary curricula that seek to foster
positive peace and decrease violence in society.
Criticism
Toh Swee-Hin (1997) observes that each of the
various streams of peace education "inevitably
have their own dynamics and 'autonomy' in
terms of theory and practice". "Salomon (2002)
has described how the challenges, goals, and
methods of peace education differ substantially
between areas characterized by intractable
conflict, interethnic tension, or relative
tranquility". [33]
Salomon (2002) raises the problem and its
consequences:
According to Clarke-Habibi (2005), "A general or
integrated theory of peace is needed: one that
can holistically account for the intrapersonal,
inter-personal, inter-group and international
dynamics of peace, as well as its main
principles and pre-requisites. An essential
component of this integrated theory must also
be the recognition that a culture of peace can
only result from an authentic process of
transformation, both individual and
collective." [34]
News about Peace
Education
Up-to-date news about peace education
initiatives is provided by the Global Campaign
for Peace Education on their website [35] .
Another source is the Culture of Peace News
Network , which is dedicated to education for a
culture of peace[36] . See especially the CPNN
section Where is Peace Education Taking Place?
[37]
See also
Play media
Children's Peace Pavilion
CISV International
Culture of Peace News Network
El-Hibri Peace Education Prize
Institute for Economics and Peace Building
Blocks of Peace program
International Year for the Culture of Peace
Peace
Peace and conflict studies
Peace psychology
School Day of Non-violence and Peace
Teaching for social justice
UNESCO Prize for Peace Education
University for Peace
References
1. ^ Peace Day 2013 Countdown
2. ^ Other examples include:
Constitution of UNESCO , adopted 16
November 1945.
Universal Declaration of Human Rights ,
Section 26.
Recommendation Concerning Education for
International Understanding, Co-operation
and Peace, and Education Relating to
Human Rights and Fundamental Freedoms,
Section 18.
Convention on the Rights of the Child,
Article 29.1(d).
Vienna Declaration and Programme of
Action – World Conference on Human
Rights , Part 2, Paragraphs 78–82, which
identify peace education as part of human
rights education, and which identifies this
education as vital for world peace
Declaration of Principles on Tolerance,
Articles 1 and 4.
Declaration and Programme of Action on a
Culture of Peace, Articles 1/4 and B/9.
A World Fit for Children, Articles 5 and 20
United Study on Disarmament and Non-
proliferation Education, Article 20.
3. ^ Matsuura, Koichiro. (2008) 'Foreword'. In:
J.S.Page Peace Education: Exploring Ethical and
Philosophical Foundations. Charlotte: Information
Age Publishing. p.xix.
4. ^ Reardon, Betty. (1997). 'Human Rights as
Education for Peace'. In: G.J. Andrepoulos and
R.P. Claude (eds.) Human Rights Education for
the Twenty-First Century. (255-261).
Philadelphia: University of Pennsylvania Press.
5. ^ Roche, Douglas. (1993). The Human Right
to Peace . Toronto: Novalis.
6. ^ United Nations General Assembly. (1993)
Vienna Declaration and Programme of Action
(World Conference on Human Rights). New York:
United Nations. (A/CONF. 157/23 on June 25,
1993). Part 2, Paragraphs 78-82.
7. ^ Harris, Ian and Synott, John. (2002) 'Peace
Education for a New Century' Social Alternatives
21(1):3-6
8. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing. p. 189.
ISBN 978-1-59311-889-1 . Chapter details
9. ^ Galtung, Johan (1975) Essays in Peace
Research, Volume 1 . Copenhagen: Eljers. pp.
334-339.
10. ^ Calleja, Joachim James (1991) 'A Kantian
Epistemology of Education and Peace: An
Examination of Concepts and Values'. Unpublishd
PhD Thesis. Bradford University.
11. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing.
ISBN 978-1-59311-889-1 . Chapter details
12. ^ Pacifism: A Philosophy of Nonviolence
Robert L. Holmes. Book blurb on
books.google.com
13. ^ The Ethics of Nonviolence: Essay by
Robert L. Holmes - Book blurb on
google.books.com
14. ^ See Groff, L., and Smoker, P. (1996).
Creating global-local cultures of peace. Peace
and Conflict Studies Journal, 3, (June); Harris,
I.M. (1999). Types of peace education. In A.
Raviv, L. Oppenheimer, and D. Bar-Tal (Eds.),
How Children Understand War and Peace (pp.
299-317). San Francisco: Jossey- Bass
Publishers; Johnson, M.L. (1998). Trends in
peace education. ERIC Digest. ED417123; Swee-
Hin Toh. 1997. "Education for Peace: Towards a
Millennium of Well-Being". Paper for the Working
Document of the International Conference on
Culture of Peace and Governance (Maputo,
Mozambique, 1–4 September 1997)
15. ^ See Deutsch, M. (1993). Educating for a
peaceful world. American Psychologist, 48,
510-517; Hakvoort, I. and Oppenheimer, L.
(1993). Children and adolescents' conceptions of
peace, war, and strategies to attain peace: A
Dutch case study. Journal of Peace Research, 30,
65-77; Harris, I.M. (1999). Types of peace
education. In A. Raviv, L. Oppenheimer, and D.
Bar-Tal (Eds.), How Children Understand War
and Peace (pp. 299-317). San Francisco:
Jossey-Bass Publishers.
16. ^ Van Slyck, M.R., Stern, M., and Elbedour,
S. (1999). Adolescents' beliefs about their
conflict behaviour. In A. Raviv, L. Oppenheimer,
and D. Bar-Tal (Eds.), How Children Understand
War and Peace (pp. 208-230). San Francisco:
Jossey-Bass Publishers.
17. ^ Jeffries, R. Examining barriers to effective
peace education reform. Contemporary
Education, 71, 19-22.
18. ^ U.S. Department of State Bureau of
International Information Programs. (n.d.). The
culture of democracy. Retrieved January 13,
2003, from http://usinfo.state.gov/products/
pubs/whatsdem/whatdm6.htm
19. ^ Quoted from CIVITAS BiH, a program of
democracy and human rights education in
primary, secondary and tertiary schools of
Bosnia and Herzegovina. http://www.civitas.ba/
nastavni_planovi/index.php
20. ^ Brabeck, K. (2001). Justification for and
implementation of peace education. Peace and
Conflict: Journal of Peace Psychology, 7, 85-87.
21. ^ Swee-Hin Toh. 1997. "Education for
Peace: Towards a Millennium of Well-Being".
Paper for the Working Document of the
International Conference on Culture of Peace and
Governance (Maputo, Mozambique, 1–4
September 1997)
22. ^ Parlevliet, M. (n.d.). Quoted in Pitts, D.
(2002). Human rights education in diverse,
developing nations: A case in point – South
Africa. Issues of Democracy, 7 (March).
Retrieved January 12, 2003, from http://
usinfo.state.gov/journals/itdhr/0302/ijde/
pitts1.htm
23. ^ Kevin Kester. 2008. Developing peace
education programs: Beyond ethnocentrism and
violence. Peace Prints, 1(1), 37-64.
24. ^ Danesh, H. B. (2006). Towards an
integrative theory of peace education. Journal of
Peace Education, 3(1), 55–78.
Danesh, H. B. (2007). Education for peace: The
pedagogy of civilization. In Z. Beckerman & C.
McGlynn (Eds.), Addressing ethnic conflict
through peace education: International
perspectives. New York: Palgrave Macmillan.
Danesh, H. B. (2008a). Creating a culture of
healing in schools and communities: An
integrative approach to prevention and
amelioration of violence-induced conditions,
Journal of Community Psychology.
Danesh, H. B. (2008b). The education for peace
integrated curriculum: Concepts, contents, effi
cacy. Journal of Peace Education.
Danesh, H. B., & Clarke-Habibi, S. (2007).
Education for peace curriculum manual: A
conceptual and practical guide. EFP-International
Press.
Danesh, H. B., & Danesh, R. P. (2002a). A
consultative conflict resolution model: Beyond
alternative dispute resolution. International
Journal of Peace Studies, 7(2), 17–33.
Danesh, H. B., & Danesh, R. P. (2002b). Has
conflict resolution grown up? Toward a new
model of decision making and conflict
resolution. International Journal of Peace Studies,
7(1), 59–76.
Danesh, H. B., & Danesh, R. P. (2004). Conflict-
free conflict resolution (CFCR): Process and
methodology. Peace and Conflict Studies, 11(2),
55–84.
25. ^ Salomon, G. (2004). "Comment: what is
peace education?" Journal of Peace Education,
1:1, 123-127.
26. ^ Mac Ginty, R. & Richmond, O. (2007).
"Myth or Reality: Opposing Views on the Liberal
Peace and Post-War Reconstruction,", Global
Society 21: 491-7
27. ^ Golding, D. (2017). "Border
Cosmopolitanism in Critical Peace Education,",
Journal of Peace Education 14(2): 155-75
28. ^ Bajaj, M. (2008). Encyclopedia of Peace
Education. Charlotte: Information Age Publishing
29. ^ Bajaj, M. (2015). 'Pedagogies of
Resistance' and critical peace education praxis.
Journal of Peace Education 12(2): 154-166.
30. ^ Bajaj, M. & Hantzopooulos, M. (Eds)
(2016). Introduction: Theory, Research, and
Praxis of Peace Education in Peace Education:
International Perspectives. New York:
Bloomsbury (1-16).
31. ^ Trifonas, P. P. & Wright, B. (2013).
"Introduction," in Critical Peace Education:
Difficult Dialogues. New York: Springer, (xiii-xx).
32. ^ Standish, K. & Joyce, J (2017).
(Forthcoming) Yogic Peace Education: Theory
and Practice. Jefferson: McFarland and
Company.
33. ^ Salomon, G. (2002). "The Nature of Peace
Education: Not All Programs Are Created Equal"
in G. Salomon and B. Nevo (eds.) Peace
education: The concept, principles and practices
in the world. Mahwah, NJ: Lawrence Erlbaum.
Quoted in Nelson, Linden L. (2000). "Peace
Education from a Psychological Perspective:
Contributions of the Peace and Education
Working Group of the American Psychological
Association Div. 48."
34. ^ Clarke-Habibi, Sara. (2005) "Transforming
Worldviews: The Case of Education for Peace in
Bosnia and Herzegovina". Journal of
Transformative Education, Vol. 3 No. 1, pp.
33-56.
35. ^ http://www.peace-ed-campaign.org/
category/categories/news/ Global Campaign
for Peace Education: News & Highlights
36. ^ http://culture-of-peace.info/vita/2011/
journal_peace_education.html Education for a
Culture of Peace: The Culture of Peace News
Network as a Case Study
37. ^ http://cpnn-world.org/new/?p=6439
Where is Peace Education Taking Place?
Further reading
"Peace Education, Principles", Berghof
Glossary on Conflict Transformation (PDF),
Berlin: Berghof Foundation, 2012
"Peace Education, Methods", Berghof Glossary
on Conflict Transformation (PDF), Berlin:
Berghof Foundation, 2012
Uli Jäger (2014), "Peace Education and
Conflict Transformation", Berghof Handbook
for Conflict Transformation, Online Version
(PDF), Berlin: Berghof Foundation
External links
Canadian Centres for Teaching Peace
Center for Peace and Justice Education,
Villanova University
Culture of Peace Programme Canada
Global Campaign for Peace Education
Peace Education Center Columbia University
Wilmington College Peace Resource Center
US Association for the University for Peace
UN Peace Education Website
Culture of Peace Online Journal
On Earth Peace
Peace Education Foundation
Peace Education System Pakistan
Fundación Educación para la Paz
The Strange War - Stories for Use in Peace
Education in 22 Languages
Content is available under CC BY-SA 3.0
unless otherwise noted.
Terms of Use • Privacy • Desktop
Peace education

Peace education is

Posted: 26 Apr 2019 08:28 AM PDT

Peace education is the process of acquiring the
values , the knowledge and developing the
attitudes, skills, and behaviors to live in harmony
with oneself, with others, and with the natural
environment.
There are numerous United Nations declarations
on the importance of peace Information Age
Publishing. ISBN 978-1-59311-889-1 . Chapter
details ; and Page, James S. (2008) 'Chapter 9:
The United Nations and Peace Education'. In:
Monisha Bajaj (ed.) Encyclopedia of Peace
Education. (75-83). Charlotte: Information Age
Publishing. ISBN 978-1-59311-898-3 . Further
information </ref> Ban Ki Moon , U.N. Secretary
General, has dedicated the International Day of
Peace 2013 to peace education in an effort to
refocus minds and financing on the preeminence
of peace education as the means to bring about
a culture of peace. [1][2] Koichiro Matsuura , the
immediate past Director-General of UNESCO, has
written of peace education as being of
"fundamental importance to the mission of
UNESCO and the United Nations". [3] Peace
education as a right is something which is now
increasingly emphasized by peace researchers
such as Betty Reardon [4] and Douglas Roche . [5]
There has also been a recent meshing of peace
education and human rights education. [6]
Definition
Ian Harris and John Synott have described peace
education as a series of "teaching encounters"
that draw from people: [7]
their desire for peace,
nonviolent alternatives for managing conflict,
and
skills for critical analysis of structural
arrangements that produce and legitimize
injustice and inequality.
James Page suggests peace education be
thought of as "encouraging a commitment to
peace as a settled disposition and enhancing the
confidence of the individual as an individual
agent of peace; as informing the student on the
consequences of war and social injustice; as
informing the student on the value of peaceful
and just social structures and working to uphold
or develop such social structures; as encouraging
the student to love the world and to imagine a
peaceful future; and as caring for the student and
encouraging the student to care for others". [8]
Often the theory or philosophy of peace
education has been assumed and not articulated.
Johan Galtung suggested in 1975 that no theory
for peace education existed and that there was
clearly an urgent need for such theory . [9] More
recently there have been attempts to establish
such a theory. Joachim James Calleja has
suggested that a philosophical basis for peace
education might be located in the Kantian notion
of duty . [10] James Page has suggested that a
rationale for peace education might be located in
virtue ethics, consequentialist ethics,
conservative political ethics, aesthetic ethics and
the ethics of care. [11] Robert L. Holmes
articulates the view that a moral presumption
against violence already exists amongst civilized
nations. On the basis of this presumptive
prohibition, he outlines several philosophical
values which are relevant to the nonviolent
resolution of conflicts between nations on the
international level including pacifism . [12] [13]
Since the early decades of the 20th century,
"peace education" programs around the world
have represented a spectrum of focal themes,
including anti-nuclearism , international
understanding, environmental responsibility,
communication skills, nonviolence , conflict
resolution techniques, democracy, human rights
awareness, tolerance of diversity, coexistence
and gender equality , among others. [14]
Some [ who? ] have also addressed spiritual
dimensions of inner harmony, or synthesized a
number of the foregoing issues into programs on
world citizenship. While academic discourse on
the subject has increasingly recognized the need
for a broader, more holistic approach to peace
education, a review of field-based projects
reveals that three variations of peace education
are most common: conflict resolution training,
democracy education, and human rights
education. New approaches are emerging and
calling into question some of theoretical
foundations of the models just mentioned. The
most significant of these new approaches
focuses on peace education as a process of
worldview transformation. [ citation needed ]
Forms
Conflict resolution training
Peace education programs centered on conflict
resolution typically focus on the social-
behavioural symptoms of conflict, training
individuals to resolve inter-personal disputes
through techniques of negotiation and (peer)
mediation. Learning to manage anger, "fight fair"
and improve communication through skills such
as listening, turn-taking, identifying needs, and
separating facts from emotions, constitute the
main elements of these programs. Participants
are also encouraged to take responsibility for
their actions and to brainstorm together on
compromises [15]
In general, approaches of this type aim to "alter
beliefs, attitudes, and behaviours...from negative
to positive attitudes toward conflict as a basis
for preventing violence" (Van Slyck, Stern and
Elbedour, 1999, emphasis added). [16] There are
various styles or approaches in conflict
resolution training (ADR , Verbal Aikido, NVC) that
can give the practitioner the means to accept the
conflictual situation and orient it towards a
peaceful resolution. As one peer mediation
coordinator put it: "Conflict is very natural and
normal, but you can't go through your entire life
beating everybody up—you have to learn different
ways to resolve conflict". [17]
Democracy education
Peace education programs centered on
democracy education typically focus on the
political processes associated with conflict, and
postulate that with an increase in democratic
participation the likelihood of societies resolving
conflict through violence and war decreases. At
the same time, "a democratic society needs the
commitment of citizens who accept the
inevitability of conflict as well as the necessity
for tolerance" (U.S. Department of State, The
Culture of Democracy, emphasis added). [18]
Thus programs of this kind attempt to foster a
conflict-positive orientation in the community by
training students to view conflict as a platform
for creativity and growth. [ citation needed]
Approaches of this type train participants in the
skills of critical thinking, debate and coalition-
building, and promote the values of freedom of
speech, individuality, tolerance of diversity ,
compromise and conscientious objection . Their
aim is to produce "responsible citizens" who will
hold their governments accountable to the
standards of peace, primarily through adversarial
processes. Activities are structured to have
students "assume the role of the citizen that
chooses, makes decisions, takes positions,
argues positions and respects the opinions of
others": [19] skills that a multi-party democracy
are based upon. Based on the assumption that
democracy decreases the likelihood of violence
and war, it is assumed that these are the same
skills necessary for creating a culture of peace.
Human rights education
Peace education programs centered on raising
awareness of human rights typically focus at the
level of policies that humanity ought to adopt in
order to move closer to a peaceful global
community. The aim is to engender a
commitment among participants to a vision of
structural peace in which all individual members
of the human race can exercise their personal
freedoms and be legally protected from violence,
oppression and indignity. [ citation needed ]
Approaches of this type familiarize participants
with the international covenants and declarations
of the United Nations system; train students to
recognize violations of the Universal Declaration
of Human Rights; and promote tolerance,
solidarity, autonomy and self-affirmation at the
individual and collective levels. [20]
Human rights education "faces continual
elaboration, a significant theory-practice gap and
frequent challenge as to its validity". [21] In one
practitioner's view:
To prevent these outcomes, many such
programs are now being combined with aspects
of conflict resolution and democracy education
schools of thought, along with training in
nonviolent action. [23]
Worldview transformation
Some approaches to peace education start from
insights gleaned from psychology which
recognize the developmental nature of human
psychosocial dispositions. Essentially, while
conflict-promoting attitudes and behaviours are
characteristic of earlier phases of human
development, unity-promoting attitudes and
behaviours emerge in later phases of healthy
development. H.B. Danesh (2002a, 2002b, 2004,
2005, 2007, 2008a, 2008b) [24] proposes an
"Integrative Theory of Peace" in which peace is
understood as a psychosocial, political, moral
and spiritual reality. Peace education, he says,
must focus on the healthy development and
maturation of human consciousness through
assisting people to examine and transform their
worldviews. Worldviews are defined as the
subconscious lens (acquired through cultural,
family, historical, religious and societal
influences) through which people perceive four
key issues: 1) the nature of reality, 2) human
nature, 3) the purpose of existence, 4) the
principles governing appropriate human
relationships. Surveying a mass of material,
Danesh argues that the majority of people and
societies in the world hold conflict-based
worldviews, which express themselves in
conflicted intrapersonal, interpersonal, intergroup,
and international relationships. He subdivides
conflict-based worldviews into two main
categories which he correlates to phases of
human development: the Survival-Based
Worldview and the Identity-Based Worldview. It
is through the acquisition of a more integrative,
Unity-Based Worldview that human capacity to
mitigate conflict, create unity in the context of
diversity, and establish sustainable cultures of
peace, is increased—be it in the home, at
school, at work, or in the international
community.
Critical peace education
Modern forms of peace education relate to new
scholarly explorations and applications of
techniques used in peace education
internationally, in plural communities and with
individuals. Critical Peace Education (Bajaj 2008,
2015; Bajaj & Hantzopoulos 2016; Trifonas &
Wright 2013) is an emancipatory pursuit that
seeks to link education to the goals and foci of
social justice disrupting inequality through critical
pedagogy (Freire 2003). Critical peace education
addresses the critique that peace education is
imperial and impository mimicking the
'interventionism' of Western peacebuilding by
foregrounding local practices and narratives into
peace education (Salomon 2004; MacGinty &
Richmond 2007; Golding 2017). The project of
critical peace education includes conceiving of
education as a space of transformation where
students and teachers become change agents
that recognise past and present experiences of
inequity and bias and where schools become
strategic sites for fostering emancipatory
change. [25][26][27][28][29][30][31]
Yogic peace education
Where Critical Peace Education is emancipatory,
seeking to foster full humanity in society for
everyone, yogic peace education (Standish &
Joyce 2017) [32] is concerned with transforming
personal (as opposed to interpersonal, structural
or societal/cultural) violence. In yogic peace
education, techniques from yogic science are
utilized to alter the physical, mental and spiritual
instrument of humanity (the self) to address
violence that comes from within. Contemporary
peace education (similar to all peace education)
relate to specific forms of violence (and their
transformation) and similar to teaching human
rights and conflict resolution in schools critical
peace education and yogic peace education are
complementary curricula that seek to foster
positive peace and decrease violence in society.
Criticism
Toh Swee-Hin (1997) observes that each of the
various streams of peace education "inevitably
have their own dynamics and 'autonomy' in
terms of theory and practice". "Salomon (2002)
has described how the challenges, goals, and
methods of peace education differ substantially
between areas characterized by intractable
conflict, interethnic tension, or relative
tranquility". [33]
Salomon (2002) raises the problem and its
consequences:
According to Clarke-Habibi (2005), "A general or
integrated theory of peace is needed: one that
can holistically account for the intrapersonal,
inter-personal, inter-group and international
dynamics of peace, as well as its main
principles and pre-requisites. An essential
component of this integrated theory must also
be the recognition that a culture of peace can
only result from an authentic process of
transformation, both individual and
collective." [34]
News about Peace
Education
Up-to-date news about peace education
initiatives is provided by the Global Campaign
for Peace Education on their website [35] .
Another source is the Culture of Peace News
Network , which is dedicated to education for a
culture of peace[36] . See especially the CPNN
section Where is Peace Education Taking Place?
[37]
See also
Play media
Children's Peace Pavilion
CISV International
Culture of Peace News Network
El-Hibri Peace Education Prize
Institute for Economics and Peace Building
Blocks of Peace program
International Year for the Culture of Peace
Peace
Peace and conflict studies
Peace psychology
School Day of Non-violence and Peace
Teaching for social justice
UNESCO Prize for Peace Education
University for Peace
References
1. ^ Peace Day 2013 Countdown
2. ^ Other examples include:
Constitution of UNESCO , adopted 16
November 1945.
Universal Declaration of Human Rights ,
Section 26.
Recommendation Concerning Education for
International Understanding, Co-operation
and Peace, and Education Relating to
Human Rights and Fundamental Freedoms,
Section 18.
Convention on the Rights of the Child,
Article 29.1(d).
Vienna Declaration and Programme of
Action – World Conference on Human
Rights , Part 2, Paragraphs 78–82, which
identify peace education as part of human
rights education, and which identifies this
education as vital for world peace
Declaration of Principles on Tolerance,
Articles 1 and 4.
Declaration and Programme of Action on a
Culture of Peace, Articles 1/4 and B/9.
A World Fit for Children, Articles 5 and 20
United Study on Disarmament and Non-
proliferation Education, Article 20.
3. ^ Matsuura, Koichiro. (2008) 'Foreword'. In:
J.S.Page Peace Education: Exploring Ethical and
Philosophical Foundations. Charlotte: Information
Age Publishing. p.xix.
4. ^ Reardon, Betty. (1997). 'Human Rights as
Education for Peace'. In: G.J. Andrepoulos and
R.P. Claude (eds.) Human Rights Education for
the Twenty-First Century. (255-261).
Philadelphia: University of Pennsylvania Press.
5. ^ Roche, Douglas. (1993). The Human Right
to Peace . Toronto: Novalis.
6. ^ United Nations General Assembly. (1993)
Vienna Declaration and Programme of Action
(World Conference on Human Rights). New York:
United Nations. (A/CONF. 157/23 on June 25,
1993). Part 2, Paragraphs 78-82.
7. ^ Harris, Ian and Synott, John. (2002) 'Peace
Education for a New Century' Social Alternatives
21(1):3-6
8. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing. p. 189.
ISBN 978-1-59311-889-1 . Chapter details
9. ^ Galtung, Johan (1975) Essays in Peace
Research, Volume 1 . Copenhagen: Eljers. pp.
334-339.
10. ^ Calleja, Joachim James (1991) 'A Kantian
Epistemology of Education and Peace: An
Examination of Concepts and Values'. Unpublishd
PhD Thesis. Bradford University.
11. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing.
ISBN 978-1-59311-889-1 . Chapter details
12. ^ Pacifism: A Philosophy of Nonviolence
Robert L. Holmes. Book blurb on
books.google.com
13. ^ The Ethics of Nonviolence: Essay by
Robert L. Holmes - Book blurb on
google.books.com
14. ^ See Groff, L., and Smoker, P. (1996).
Creating global-local cultures of peace. Peace
and Conflict Studies Journal, 3, (June); Harris,
I.M. (1999). Types of peace education. In A.
Raviv, L. Oppenheimer, and D. Bar-Tal (Eds.),
How Children Understand War and Peace (pp.
299-317). San Francisco: Jossey- Bass
Publishers; Johnson, M.L. (1998). Trends in
peace education. ERIC Digest. ED417123; Swee-
Hin Toh. 1997. "Education for Peace: Towards a
Millennium of Well-Being". Paper for the Working
Document of the International Conference on
Culture of Peace and Governance (Maputo,
Mozambique, 1–4 September 1997)
15. ^ See Deutsch, M. (1993). Educating for a
peaceful world. American Psychologist, 48,
510-517; Hakvoort, I. and Oppenheimer, L.
(1993). Children and adolescents' conceptions of
peace, war, and strategies to attain peace: A
Dutch case study. Journal of Peace Research, 30,
65-77; Harris, I.M. (1999). Types of peace
education. In A. Raviv, L. Oppenheimer, and D.
Bar-Tal (Eds.), How Children Understand War
and Peace (pp. 299-317). San Francisco:
Jossey-Bass Publishers.
16. ^ Van Slyck, M.R., Stern, M., and Elbedour,
S. (1999). Adolescents' beliefs about their
conflict behaviour. In A. Raviv, L. Oppenheimer,
and D. Bar-Tal (Eds.), How Children Understand
War and Peace (pp. 208-230). San Francisco:
Jossey-Bass Publishers.
17. ^ Jeffries, R. Examining barriers to effective
peace education reform. Contemporary
Education, 71, 19-22.
18. ^ U.S. Department of State Bureau of
International Information Programs. (n.d.). The
culture of democracy. Retrieved January 13,
2003, from http://usinfo.state.gov/products/
pubs/whatsdem/whatdm6.htm
19. ^ Quoted from CIVITAS BiH, a program of
democracy and human rights education in
primary, secondary and tertiary schools of
Bosnia and Herzegovina. http://www.civitas.ba/
nastavni_planovi/index.php
20. ^ Brabeck, K. (2001). Justification for and
implementation of peace education. Peace and
Conflict: Journal of Peace Psychology, 7, 85-87.
21. ^ Swee-Hin Toh. 1997. "Education for
Peace: Towards a Millennium of Well-Being".
Paper for the Working Document of the
International Conference on Culture of Peace and
Governance (Maputo, Mozambique, 1–4
September 1997)
22. ^ Parlevliet, M. (n.d.). Quoted in Pitts, D.
(2002). Human rights education in diverse,
developing nations: A case in point – South
Africa. Issues of Democracy, 7 (March).
Retrieved January 12, 2003, from http://
usinfo.state.gov/journals/itdhr/0302/ijde/
pitts1.htm
23. ^ Kevin Kester. 2008. Developing peace
education programs: Beyond ethnocentrism and
violence. Peace Prints, 1(1), 37-64.
24. ^ Danesh, H. B. (2006). Towards an
integrative theory of peace education. Journal of
Peace Education, 3(1), 55–78.
Danesh, H. B. (2007). Education for peace: The
pedagogy of civilization. In Z. Beckerman & C.
McGlynn (Eds.), Addressing ethnic conflict
through peace education: International
perspectives. New York: Palgrave Macmillan.
Danesh, H. B. (2008a). Creating a culture of
healing in schools and communities: An
integrative approach to prevention and
amelioration of violence-induced conditions,
Journal of Community Psychology.
Danesh, H. B. (2008b). The education for peace
integrated curriculum: Concepts, contents, effi
cacy. Journal of Peace Education.
Danesh, H. B., & Clarke-Habibi, S. (2007).
Education for peace curriculum manual: A
conceptual and practical guide. EFP-International
Press.
Danesh, H. B., & Danesh, R. P. (2002a). A
consultative conflict resolution model: Beyond
alternative dispute resolution. International
Journal of Peace Studies, 7(2), 17–33.
Danesh, H. B., & Danesh, R. P. (2002b). Has
conflict resolution grown up? Toward a new
model of decision making and conflict
resolution. International Journal of Peace Studies,
7(1), 59–76.
Danesh, H. B., & Danesh, R. P. (2004). Conflict-
free conflict resolution (CFCR): Process and
methodology. Peace and Conflict Studies, 11(2),
55–84.
25. ^ Salomon, G. (2004). "Comment: what is
peace education?" Journal of Peace Education,
1:1, 123-127.
26. ^ Mac Ginty, R. & Richmond, O. (2007).
"Myth or Reality: Opposing Views on the Liberal
Peace and Post-War Reconstruction,", Global
Society 21: 491-7
27. ^ Golding, D. (2017). "Border
Cosmopolitanism in Critical Peace Education,",
Journal of Peace Education 14(2): 155-75
28. ^ Bajaj, M. (2008). Encyclopedia of Peace
Education. Charlotte: Information Age Publishing
29. ^ Bajaj, M. (2015). 'Pedagogies of
Resistance' and critical peace education praxis.
Journal of Peace Education 12(2): 154-166.
30. ^ Bajaj, M. & Hantzopooulos, M. (Eds)
(2016). Introduction: Theory, Research, and
Praxis of Peace Education in Peace Education:
International Perspectives. New York:
Bloomsbury (1-16).
31. ^ Trifonas, P. P. & Wright, B. (2013).
"Introduction," in Critical Peace Education:
Difficult Dialogues. New York: Springer, (xiii-xx).
32. ^ Standish, K. & Joyce, J (2017).
(Forthcoming) Yogic Peace Education: Theory
and Practice. Jefferson: McFarland and
Company.
33. ^ Salomon, G. (2002). "The Nature of Peace
Education: Not All Programs Are Created Equal"
in G. Salomon and B. Nevo (eds.) Peace
education: The concept, principles and practices
in the world. Mahwah, NJ: Lawrence Erlbaum.
Quoted in Nelson, Linden L. (2000). "Peace
Education from a Psychological Perspective:
Contributions of the Peace and Education
Working Group of the American Psychological
Association Div. 48."
34. ^ Clarke-Habibi, Sara. (2005) "Transforming
Worldviews: The Case of Education for Peace in
Bosnia and Herzegovina". Journal of
Transformative Education, Vol. 3 No. 1, pp.
33-56.
35. ^ http://www.peace-ed-campaign.org/
category/categories/news/ Global Campaign
for Peace Education: News & Highlights
36. ^ http://culture-of-peace.info/vita/2011/
journal_peace_education.html Education for a
Culture of Peace: The Culture of Peace News
Network as a Case Study
37. ^ http://cpnn-world.org/new/?p=6439
Where is Peace Education Taking Place?
Further reading
"Peace Education, Principles", Berghof
Glossary on Conflict Transformation (PDF),
Berlin: Berghof Foundation, 2012
"Peace Education, Methods", Berghof Glossary
on Conflict Transformation (PDF), Berlin:
Berghof Foundation, 2012
Uli Jäger (2014), "Peace Education and
Conflict Transformation", Berghof Handbook
for Conflict Transformation, Online Version
(PDF), Berlin: Berghof Foundation
External links
Canadian Centres for Teaching Peace
Center for Peace and Justice Education,
Villanova University
Culture of Peace Programme Canada
Global Campaign for Peace Education
Peace Education Center Columbia University
Wilmington College Peace Resource Center
US Association for the University for Peace
UN Peace Education Website
Culture of Peace Online Journal
On Earth Peace
Peace Education Foundation
Peace Education System Pakistan
Fundación Educación para la Paz
The Strange War - Stories for Use in Peace
Education in 22 Languages
Content is available under CC BY-SA 3.0
unless otherwise noted.
Terms of Use • Privacy • Desktop
Peace education

Posted: 26 Apr 2019 08:27 AM PDT

Peace education is the process of acquiring the
values , the knowledge and developing the
attitudes, skills, and behaviors to live in harmony
with oneself, with others, and with the natural
environment.
There are numerous United Nations declarations
on the importance of peace Information Age
Publishing. ISBN 978-1-59311-889-1 . Chapter
details ; and Page, James S. (2008) 'Chapter 9:
The United Nations and Peace Education'. In:
Monisha Bajaj (ed.) Encyclopedia of Peace
Education. (75-83). Charlotte: Information Age
Publishing. ISBN 978-1-59311-898-3 . Further
information </ref> Ban Ki Moon , U.N. Secretary
General, has dedicated the International Day of
Peace 2013 to peace education in an effort to
refocus minds and financing on the preeminence
of peace education as the means to bring about
a culture of peace. [1][2] Koichiro Matsuura , the
immediate past Director-General of UNESCO, has
written of peace education as being of
"fundamental importance to the mission of
UNESCO and the United Nations". [3] Peace
education as a right is something which is now
increasingly emphasized by peace researchers
such as Betty Reardon [4] and Douglas Roche . [5]
There has also been a recent meshing of peace
education and human rights education. [6]
Definition
Ian Harris and John Synott have described peace
education as a series of "teaching encounters"
that draw from people: [7]
their desire for peace,
nonviolent alternatives for managing conflict,
and
skills for critical analysis of structural
arrangements that produce and legitimize
injustice and inequality.
James Page suggests peace education be
thought of as "encouraging a commitment to
peace as a settled disposition and enhancing the
confidence of the individual as an individual
agent of peace; as informing the student on the
consequences of war and social injustice; as
informing the student on the value of peaceful
and just social structures and working to uphold
or develop such social structures; as encouraging
the student to love the world and to imagine a
peaceful future; and as caring for the student and
encouraging the student to care for others". [8]
Often the theory or philosophy of peace
education has been assumed and not articulated.
Johan Galtung suggested in 1975 that no theory
for peace education existed and that there was
clearly an urgent need for such theory . [9] More
recently there have been attempts to establish
such a theory. Joachim James Calleja has
suggested that a philosophical basis for peace
education might be located in the Kantian notion
of duty . [10] James Page has suggested that a
rationale for peace education might be located in
virtue ethics, consequentialist ethics,
conservative political ethics, aesthetic ethics and
the ethics of care. [11] Robert L. Holmes
articulates the view that a moral presumption
against violence already exists amongst civilized
nations. On the basis of this presumptive
prohibition, he outlines several philosophical
values which are relevant to the nonviolent
resolution of conflicts between nations on the
international level including pacifism . [12] [13]
Since the early decades of the 20th century,
"peace education" programs around the world
have represented a spectrum of focal themes,
including anti-nuclearism , international
understanding, environmental responsibility,
communication skills, nonviolence , conflict
resolution techniques, democracy, human rights
awareness, tolerance of diversity, coexistence
and gender equality , among others. [14]
Some [ who? ] have also addressed spiritual
dimensions of inner harmony, or synthesized a
number of the foregoing issues into programs on
world citizenship. While academic discourse on
the subject has increasingly recognized the need
for a broader, more holistic approach to peace
education, a review of field-based projects
reveals that three variations of peace education
are most common: conflict resolution training,
democracy education, and human rights
education. New approaches are emerging and
calling into question some of theoretical
foundations of the models just mentioned. The
most significant of these new approaches
focuses on peace education as a process of
worldview transformation. [ citation needed ]
Forms
Conflict resolution training
Peace education programs centered on conflict
resolution typically focus on the social-
behavioural symptoms of conflict, training
individuals to resolve inter-personal disputes
through techniques of negotiation and (peer)
mediation. Learning to manage anger, "fight fair"
and improve communication through skills such
as listening, turn-taking, identifying needs, and
separating facts from emotions, constitute the
main elements of these programs. Participants
are also encouraged to take responsibility for
their actions and to brainstorm together on
compromises [15]
In general, approaches of this type aim to "alter
beliefs, attitudes, and behaviours...from negative
to positive attitudes toward conflict as a basis
for preventing violence" (Van Slyck, Stern and
Elbedour, 1999, emphasis added). [16] There are
various styles or approaches in conflict
resolution training (ADR , Verbal Aikido, NVC) that
can give the practitioner the means to accept the
conflictual situation and orient it towards a
peaceful resolution. As one peer mediation
coordinator put it: "Conflict is very natural and
normal, but you can't go through your entire life
beating everybody up—you have to learn different
ways to resolve conflict". [17]
Democracy education
Peace education programs centered on
democracy education typically focus on the
political processes associated with conflict, and
postulate that with an increase in democratic
participation the likelihood of societies resolving
conflict through violence and war decreases. At
the same time, "a democratic society needs the
commitment of citizens who accept the
inevitability of conflict as well as the necessity
for tolerance" (U.S. Department of State, The
Culture of Democracy, emphasis added). [18]
Thus programs of this kind attempt to foster a
conflict-positive orientation in the community by
training students to view conflict as a platform
for creativity and growth. [ citation needed]
Approaches of this type train participants in the
skills of critical thinking, debate and coalition-
building, and promote the values of freedom of
speech, individuality, tolerance of diversity ,
compromise and conscientious objection . Their
aim is to produce "responsible citizens" who will
hold their governments accountable to the
standards of peace, primarily through adversarial
processes. Activities are structured to have
students "assume the role of the citizen that
chooses, makes decisions, takes positions,
argues positions and respects the opinions of
others": [19] skills that a multi-party democracy
are based upon. Based on the assumption that
democracy decreases the likelihood of violence
and war, it is assumed that these are the same
skills necessary for creating a culture of peace.
Human rights education
Peace education programs centered on raising
awareness of human rights typically focus at the
level of policies that humanity ought to adopt in
order to move closer to a peaceful global
community. The aim is to engender a
commitment among participants to a vision of
structural peace in which all individual members
of the human race can exercise their personal
freedoms and be legally protected from violence,
oppression and indignity. [ citation needed ]
Approaches of this type familiarize participants
with the international covenants and declarations
of the United Nations system; train students to
recognize violations of the Universal Declaration
of Human Rights; and promote tolerance,
solidarity, autonomy and self-affirmation at the
individual and collective levels. [20]
Human rights education "faces continual
elaboration, a significant theory-practice gap and
frequent challenge as to its validity". [21] In one
practitioner's view:
To prevent these outcomes, many such
programs are now being combined with aspects
of conflict resolution and democracy education
schools of thought, along with training in
nonviolent action. [23]
Worldview transformation
Some approaches to peace education start from
insights gleaned from psychology which
recognize the developmental nature of human
psychosocial dispositions. Essentially, while
conflict-promoting attitudes and behaviours are
characteristic of earlier phases of human
development, unity-promoting attitudes and
behaviours emerge in later phases of healthy
development. H.B. Danesh (2002a, 2002b, 2004,
2005, 2007, 2008a, 2008b) [24] proposes an
"Integrative Theory of Peace" in which peace is
understood as a psychosocial, political, moral
and spiritual reality. Peace education, he says,
must focus on the healthy development and
maturation of human consciousness through
assisting people to examine and transform their
worldviews. Worldviews are defined as the
subconscious lens (acquired through cultural,
family, historical, religious and societal
influences) through which people perceive four
key issues: 1) the nature of reality, 2) human
nature, 3) the purpose of existence, 4) the
principles governing appropriate human
relationships. Surveying a mass of material,
Danesh argues that the majority of people and
societies in the world hold conflict-based
worldviews, which express themselves in
conflicted intrapersonal, interpersonal, intergroup,
and international relationships. He subdivides
conflict-based worldviews into two main
categories which he correlates to phases of
human development: the Survival-Based
Worldview and the Identity-Based Worldview. It
is through the acquisition of a more integrative,
Unity-Based Worldview that human capacity to
mitigate conflict, create unity in the context of
diversity, and establish sustainable cultures of
peace, is increased—be it in the home, at
school, at work, or in the international
community.
Critical peace education
Modern forms of peace education relate to new
scholarly explorations and applications of
techniques used in peace education
internationally, in plural communities and with
individuals. Critical Peace Education (Bajaj 2008,
2015; Bajaj & Hantzopoulos 2016; Trifonas &
Wright 2013) is an emancipatory pursuit that
seeks to link education to the goals and foci of
social justice disrupting inequality through critical
pedagogy (Freire 2003). Critical peace education
addresses the critique that peace education is
imperial and impository mimicking the
'interventionism' of Western peacebuilding by
foregrounding local practices and narratives into
peace education (Salomon 2004; MacGinty &
Richmond 2007; Golding 2017). The project of
critical peace education includes conceiving of
education as a space of transformation where
students and teachers become change agents
that recognise past and present experiences of
inequity and bias and where schools become
strategic sites for fostering emancipatory
change. [25][26][27][28][29][30][31]
Yogic peace education
Where Critical Peace Education is emancipatory,
seeking to foster full humanity in society for
everyone, yogic peace education (Standish &
Joyce 2017) [32] is concerned with transforming
personal (as opposed to interpersonal, structural
or societal/cultural) violence. In yogic peace
education, techniques from yogic science are
utilized to alter the physical, mental and spiritual
instrument of humanity (the self) to address
violence that comes from within. Contemporary
peace education (similar to all peace education)
relate to specific forms of violence (and their
transformation) and similar to teaching human
rights and conflict resolution in schools critical
peace education and yogic peace education are
complementary curricula that seek to foster
positive peace and decrease violence in society.
Criticism
Toh Swee-Hin (1997) observes that each of the
various streams of peace education "inevitably
have their own dynamics and 'autonomy' in
terms of theory and practice". "Salomon (2002)
has described how the challenges, goals, and
methods of peace education differ substantially
between areas characterized by intractable
conflict, interethnic tension, or relative
tranquility". [33]
Salomon (2002) raises the problem and its
consequences:
According to Clarke-Habibi (2005), "A general or
integrated theory of peace is needed: one that
can holistically account for the intrapersonal,
inter-personal, inter-group and international
dynamics of peace, as well as its main
principles and pre-requisites. An essential
component of this integrated theory must also
be the recognition that a culture of peace can
only result from an authentic process of
transformation, both individual and
collective." [34]
News about Peace
Education
Up-to-date news about peace education
initiatives is provided by the Global Campaign
for Peace Education on their website [35] .
Another source is the Culture of Peace News
Network , which is dedicated to education for a
culture of peace[36] . See especially the CPNN
section Where is Peace Education Taking Place?
[37]
See also
Play media
Children's Peace Pavilion
CISV International
Culture of Peace News Network
El-Hibri Peace Education Prize
Institute for Economics and Peace Building
Blocks of Peace program
International Year for the Culture of Peace
Peace
Peace and conflict studies
Peace psychology
School Day of Non-violence and Peace
Teaching for social justice
UNESCO Prize for Peace Education
University for Peace
References
1. ^ Peace Day 2013 Countdown
2. ^ Other examples include:
Constitution of UNESCO , adopted 16
November 1945.
Universal Declaration of Human Rights ,
Section 26.
Recommendation Concerning Education for
International Understanding, Co-operation
and Peace, and Education Relating to
Human Rights and Fundamental Freedoms,
Section 18.
Convention on the Rights of the Child,
Article 29.1(d).
Vienna Declaration and Programme of
Action – World Conference on Human
Rights , Part 2, Paragraphs 78–82, which
identify peace education as part of human
rights education, and which identifies this
education as vital for world peace
Declaration of Principles on Tolerance,
Articles 1 and 4.
Declaration and Programme of Action on a
Culture of Peace, Articles 1/4 and B/9.
A World Fit for Children, Articles 5 and 20
United Study on Disarmament and Non-
proliferation Education, Article 20.
3. ^ Matsuura, Koichiro. (2008) 'Foreword'. In:
J.S.Page Peace Education: Exploring Ethical and
Philosophical Foundations. Charlotte: Information
Age Publishing. p.xix.
4. ^ Reardon, Betty. (1997). 'Human Rights as
Education for Peace'. In: G.J. Andrepoulos and
R.P. Claude (eds.) Human Rights Education for
the Twenty-First Century. (255-261).
Philadelphia: University of Pennsylvania Press.
5. ^ Roche, Douglas. (1993). The Human Right
to Peace . Toronto: Novalis.
6. ^ United Nations General Assembly. (1993)
Vienna Declaration and Programme of Action
(World Conference on Human Rights). New York:
United Nations. (A/CONF. 157/23 on June 25,
1993). Part 2, Paragraphs 78-82.
7. ^ Harris, Ian and Synott, John. (2002) 'Peace
Education for a New Century' Social Alternatives
21(1):3-6
8. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing. p. 189.
ISBN 978-1-59311-889-1 . Chapter details
9. ^ Galtung, Johan (1975) Essays in Peace
Research, Volume 1 . Copenhagen: Eljers. pp.
334-339.
10. ^ Calleja, Joachim James (1991) 'A Kantian
Epistemology of Education and Peace: An
Examination of Concepts and Values'. Unpublishd
PhD Thesis. Bradford University.
11. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing.
ISBN 978-1-59311-889-1 . Chapter details
12. ^ Pacifism: A Philosophy of Nonviolence
Robert L. Holmes. Book blurb on
books.google.com
13. ^ The Ethics of Nonviolence: Essay by
Robert L. Holmes - Book blurb on
google.books.com
14. ^ See Groff, L., and Smoker, P. (1996).
Creating global-local cultures of peace. Peace
and Conflict Studies Journal, 3, (June); Harris,
I.M. (1999). Types of peace education. In A.
Raviv, L. Oppenheimer, and D. Bar-Tal (Eds.),
How Children Understand War and Peace (pp.
299-317). San Francisco: Jossey- Bass
Publishers; Johnson, M.L. (1998). Trends in
peace education. ERIC Digest. ED417123; Swee-
Hin Toh. 1997. "Education for Peace: Towards a
Millennium of Well-Being". Paper for the Working
Document of the International Conference on
Culture of Peace and Governance (Maputo,
Mozambique, 1–4 September 1997)
15. ^ See Deutsch, M. (1993). Educating for a
peaceful world. American Psychologist, 48,
510-517; Hakvoort, I. and Oppenheimer, L.
(1993). Children and adolescents' conceptions of
peace, war, and strategies to attain peace: A
Dutch case study. Journal of Peace Research, 30,
65-77; Harris, I.M. (1999). Types of peace
education. In A. Raviv, L. Oppenheimer, and D.
Bar-Tal (Eds.), How Children Understand War
and Peace (pp. 299-317). San Francisco:
Jossey-Bass Publishers.
16. ^ Van Slyck, M.R., Stern, M., and Elbedour,
S. (1999). Adolescents' beliefs about their
conflict behaviour. In A. Raviv, L. Oppenheimer,
and D. Bar-Tal (Eds.), How Children Understand
War and Peace (pp. 208-230). San Francisco:
Jossey-Bass Publishers.
17. ^ Jeffries, R. Examining barriers to effective
peace education reform. Contemporary
Education, 71, 19-22.
18. ^ U.S. Department of State Bureau of
International Information Programs. (n.d.). The
culture of democracy. Retrieved January 13,
2003, from http://usinfo.state.gov/products/
pubs/whatsdem/whatdm6.htm
19. ^ Quoted from CIVITAS BiH, a program of
democracy and human rights education in
primary, secondary and tertiary schools of
Bosnia and Herzegovina. http://www.civitas.ba/
nastavni_planovi/index.php
20. ^ Brabeck, K. (2001). Justification for and
implementation of peace education. Peace and
Conflict: Journal of Peace Psychology, 7, 85-87.
21. ^ Swee-Hin Toh. 1997. "Education for
Peace: Towards a Millennium of Well-Being".
Paper for the Working Document of the
International Conference on Culture of Peace and
Governance (Maputo, Mozambique, 1–4
September 1997)
22. ^ Parlevliet, M. (n.d.). Quoted in Pitts, D.
(2002). Human rights education in diverse,
developing nations: A case in point – South
Africa. Issues of Democracy, 7 (March).
Retrieved January 12, 2003, from http://
usinfo.state.gov/journals/itdhr/0302/ijde/
pitts1.htm
23. ^ Kevin Kester. 2008. Developing peace
education programs: Beyond ethnocentrism and
violence. Peace Prints, 1(1), 37-64.
24. ^ Danesh, H. B. (2006). Towards an
integrative theory of peace education. Journal of
Peace Education, 3(1), 55–78.
Danesh, H. B. (2007). Education for peace: The
pedagogy of civilization. In Z. Beckerman & C.
McGlynn (Eds.), Addressing ethnic conflict
through peace education: International
perspectives. New York: Palgrave Macmillan.
Danesh, H. B. (2008a). Creating a culture of
healing in schools and communities: An
integrative approach to prevention and
amelioration of violence-induced conditions,
Journal of Community Psychology.
Danesh, H. B. (2008b). The education for peace
integrated curriculum: Concepts, contents, effi
cacy. Journal of Peace Education.
Danesh, H. B., & Clarke-Habibi, S. (2007).
Education for peace curriculum manual: A
conceptual and practical guide. EFP-International
Press.
Danesh, H. B., & Danesh, R. P. (2002a). A
consultative conflict resolution model: Beyond
alternative dispute resolution. International
Journal of Peace Studies, 7(2), 17–33.
Danesh, H. B., & Danesh, R. P. (2002b). Has
conflict resolution grown up? Toward a new
model of decision making and conflict
resolution. International Journal of Peace Studies,
7(1), 59–76.
Danesh, H. B., & Danesh, R. P. (2004). Conflict-
free conflict resolution (CFCR): Process and
methodology. Peace and Conflict Studies, 11(2),
55–84.
25. ^ Salomon, G. (2004). "Comment: what is
peace education?" Journal of Peace Education,
1:1, 123-127.
26. ^ Mac Ginty, R. & Richmond, O. (2007).
"Myth or Reality: Opposing Views on the Liberal
Peace and Post-War Reconstruction,", Global
Society 21: 491-7
27. ^ Golding, D. (2017). "Border
Cosmopolitanism in Critical Peace Education,",
Journal of Peace Education 14(2): 155-75
28. ^ Bajaj, M. (2008). Encyclopedia of Peace
Education. Charlotte: Information Age Publishing
29. ^ Bajaj, M. (2015). 'Pedagogies of
Resistance' and critical peace education praxis.
Journal of Peace Education 12(2): 154-166.
30. ^ Bajaj, M. & Hantzopooulos, M. (Eds)
(2016). Introduction: Theory, Research, and
Praxis of Peace Education in Peace Education:
International Perspectives. New York:
Bloomsbury (1-16).
31. ^ Trifonas, P. P. & Wright, B. (2013).
"Introduction," in Critical Peace Education:
Difficult Dialogues. New York: Springer, (xiii-xx).
32. ^ Standish, K. & Joyce, J (2017).
(Forthcoming) Yogic Peace Education: Theory
and Practice. Jefferson: McFarland and
Company.
33. ^ Salomon, G. (2002). "The Nature of Peace
Education: Not All Programs Are Created Equal"
in G. Salomon and B. Nevo (eds.) Peace
education: The concept, principles and practices
in the world. Mahwah, NJ: Lawrence Erlbaum.
Quoted in Nelson, Linden L. (2000). "Peace
Education from a Psychological Perspective:
Contributions of the Peace and Education
Working Group of the American Psychological
Association Div. 48."
34. ^ Clarke-Habibi, Sara. (2005) "Transforming
Worldviews: The Case of Education for Peace in
Bosnia and Herzegovina". Journal of
Transformative Education, Vol. 3 No. 1, pp.
33-56.
35. ^ http://www.peace-ed-campaign.org/
category/categories/news/ Global Campaign
for Peace Education: News & Highlights
36. ^ http://culture-of-peace.info/vita/2011/
journal_peace_education.html Education for a
Culture of Peace: The Culture of Peace News
Network as a Case Study
37. ^ http://cpnn-world.org/new/?p=6439
Where is Peace Education Taking Place?
Further reading
"Peace Education, Principles", Berghof
Glossary on Conflict Transformation (PDF),
Berlin: Berghof Foundation, 2012
"Peace Education, Methods", Berghof Glossary
on Conflict Transformation (PDF), Berlin:
Berghof Foundation, 2012
Uli Jäger (2014), "Peace Education and
Conflict Transformation", Berghof Handbook
for Conflict Transformation, Online Version
(PDF), Berlin: Berghof Foundation
External links
Canadian Centres for Teaching Peace
Center for Peace and Justice Education,
Villanova University
Culture of Peace Programme Canada
Global Campaign for Peace Education
Peace Education Center Columbia University
Wilmington College Peace Resource Center
US Association for the University for Peace
UN Peace Education Website
Culture of Peace Online Journal
On Earth Peace
Peace Education Foundation
Peace Education System Pakistan
Fundación Educación para la Paz
The Strange War - Stories for Use in Peace
Education in 22 Languages
Content is available under CC BY-SA 3.0
unless otherwise noted.
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Peace education

PEACE EDUCATION

Posted: 26 Apr 2019 08:30 AM PDT

Peace education is the process of acquiring the
values , the knowledge and developing the
attitudes, skills, and behaviors to live in harmony
with oneself, with others, and with the natural
environment.
There are numerous United Nations declarations
on the importance of peace Information Age
Publishing. ISBN 978-1-59311-889-1 . Chapter
details ; and Page, James S. (2008) 'Chapter 9:
The United Nations and Peace Education'. In:
Monisha Bajaj (ed.) Encyclopedia of Peace
Education. (75-83). Charlotte: Information Age
Publishing. ISBN 978-1-59311-898-3 . Further
information </ref> Ban Ki Moon , U.N. Secretary
General, has dedicated the International Day of
Peace 2013 to peace education in an effort to
refocus minds and financing on the preeminence
of peace education as the means to bring about
a culture of peace. [1][2] Koichiro Matsuura , the
immediate past Director-General of UNESCO, has
written of peace education as being of
"fundamental importance to the mission of
UNESCO and the United Nations". [3] Peace
education as a right is something which is now
increasingly emphasized by peace researchers
such as Betty Reardon [4] and Douglas Roche . [5]
There has also been a recent meshing of peace
education and human rights education. [6]
Definition
Ian Harris and John Synott have described peace
education as a series of "teaching encounters"
that draw from people: [7]
their desire for peace,
nonviolent alternatives for managing conflict,
and
skills for critical analysis of structural
arrangements that produce and legitimize
injustice and inequality.
James Page suggests peace education be
thought of as "encouraging a commitment to
peace as a settled disposition and enhancing the
confidence of the individual as an individual
agent of peace; as informing the student on the
consequences of war and social injustice; as
informing the student on the value of peaceful
and just social structures and working to uphold
or develop such social structures; as encouraging
the student to love the world and to imagine a
peaceful future; and as caring for the student and
encouraging the student to care for others". [8]
Often the theory or philosophy of peace
education has been assumed and not articulated.
Johan Galtung suggested in 1975 that no theory
for peace education existed and that there was
clearly an urgent need for such theory . [9] More
recently there have been attempts to establish
such a theory. Joachim James Calleja has
suggested that a philosophical basis for peace
education might be located in the Kantian notion
of duty . [10] James Page has suggested that a
rationale for peace education might be located in
virtue ethics, consequentialist ethics,
conservative political ethics, aesthetic ethics and
the ethics of care. [11] Robert L. Holmes
articulates the view that a moral presumption
against violence already exists amongst civilized
nations. On the basis of this presumptive
prohibition, he outlines several philosophical
values which are relevant to the nonviolent
resolution of conflicts between nations on the
international level including pacifism . [12] [13]
Since the early decades of the 20th century,
"peace education" programs around the world
have represented a spectrum of focal themes,
including anti-nuclearism , international
understanding, environmental responsibility,
communication skills, nonviolence , conflict
resolution techniques, democracy, human rights
awareness, tolerance of diversity, coexistence
and gender equality , among others. [14]
Some [ who? ] have also addressed spiritual
dimensions of inner harmony, or synthesized a
number of the foregoing issues into programs on
world citizenship. While academic discourse on
the subject has increasingly recognized the need
for a broader, more holistic approach to peace
education, a review of field-based projects
reveals that three variations of peace education
are most common: conflict resolution training,
democracy education, and human rights
education. New approaches are emerging and
calling into question some of theoretical
foundations of the models just mentioned. The
most significant of these new approaches
focuses on peace education as a process of
worldview transformation. [ citation needed ]
Forms
Conflict resolution training
Peace education programs centered on conflict
resolution typically focus on the social-
behavioural symptoms of conflict, training
individuals to resolve inter-personal disputes
through techniques of negotiation and (peer)
mediation. Learning to manage anger, "fight fair"
and improve communication through skills such
as listening, turn-taking, identifying needs, and
separating facts from emotions, constitute the
main elements of these programs. Participants
are also encouraged to take responsibility for
their actions and to brainstorm together on
compromises [15]
In general, approaches of this type aim to "alter
beliefs, attitudes, and behaviours...from negative
to positive attitudes toward conflict as a basis
for preventing violence" (Van Slyck, Stern and
Elbedour, 1999, emphasis added). [16] There are
various styles or approaches in conflict
resolution training (ADR , Verbal Aikido, NVC) that
can give the practitioner the means to accept the
conflictual situation and orient it towards a
peaceful resolution. As one peer mediation
coordinator put it: "Conflict is very natural and
normal, but you can't go through your entire life
beating everybody up—you have to learn different
ways to resolve conflict". [17]
Democracy education
Peace education programs centered on
democracy education typically focus on the
political processes associated with conflict, and
postulate that with an increase in democratic
participation the likelihood of societies resolving
conflict through violence and war decreases. At
the same time, "a democratic society needs the
commitment of citizens who accept the
inevitability of conflict as well as the necessity
for tolerance" (U.S. Department of State, The
Culture of Democracy, emphasis added). [18]
Thus programs of this kind attempt to foster a
conflict-positive orientation in the community by
training students to view conflict as a platform
for creativity and growth. [ citation needed]
Approaches of this type train participants in the
skills of critical thinking, debate and coalition-
building, and promote the values of freedom of
speech, individuality, tolerance of diversity ,
compromise and conscientious objection . Their
aim is to produce "responsible citizens" who will
hold their governments accountable to the
standards of peace, primarily through adversarial
processes. Activities are structured to have
students "assume the role of the citizen that
chooses, makes decisions, takes positions,
argues positions and respects the opinions of
others": [19] skills that a multi-party democracy
are based upon. Based on the assumption that
democracy decreases the likelihood of violence
and war, it is assumed that these are the same
skills necessary for creating a culture of peace.
Human rights education
Peace education programs centered on raising
awareness of human rights typically focus at the
level of policies that humanity ought to adopt in
order to move closer to a peaceful global
community. The aim is to engender a
commitment among participants to a vision of
structural peace in which all individual members
of the human race can exercise their personal
freedoms and be legally protected from violence,
oppression and indignity. [ citation needed ]
Approaches of this type familiarize participants
with the international covenants and declarations
of the United Nations system; train students to
recognize violations of the Universal Declaration
of Human Rights; and promote tolerance,
solidarity, autonomy and self-affirmation at the
individual and collective levels. [20]
Human rights education "faces continual
elaboration, a significant theory-practice gap and
frequent challenge as to its validity". [21] In one
practitioner's view:
To prevent these outcomes, many such
programs are now being combined with aspects
of conflict resolution and democracy education
schools of thought, along with training in
nonviolent action. [23]
Worldview transformation
Some approaches to peace education start from
insights gleaned from psychology which
recognize the developmental nature of human
psychosocial dispositions. Essentially, while
conflict-promoting attitudes and behaviours are
characteristic of earlier phases of human
development, unity-promoting attitudes and
behaviours emerge in later phases of healthy
development. H.B. Danesh (2002a, 2002b, 2004,
2005, 2007, 2008a, 2008b) [24] proposes an
"Integrative Theory of Peace" in which peace is
understood as a psychosocial, political, moral
and spiritual reality. Peace education, he says,
must focus on the healthy development and
maturation of human consciousness through
assisting people to examine and transform their
worldviews. Worldviews are defined as the
subconscious lens (acquired through cultural,
family, historical, religious and societal
influences) through which people perceive four
key issues: 1) the nature of reality, 2) human
nature, 3) the purpose of existence, 4) the
principles governing appropriate human
relationships. Surveying a mass of material,
Danesh argues that the majority of people and
societies in the world hold conflict-based
worldviews, which express themselves in
conflicted intrapersonal, interpersonal, intergroup,
and international relationships. He subdivides
conflict-based worldviews into two main
categories which he correlates to phases of
human development: the Survival-Based
Worldview and the Identity-Based Worldview. It
is through the acquisition of a more integrative,
Unity-Based Worldview that human capacity to
mitigate conflict, create unity in the context of
diversity, and establish sustainable cultures of
peace, is increased—be it in the home, at
school, at work, or in the international
community.
Critical peace education
Modern forms of peace education relate to new
scholarly explorations and applications of
techniques used in peace education
internationally, in plural communities and with
individuals. Critical Peace Education (Bajaj 2008,
2015; Bajaj & Hantzopoulos 2016; Trifonas &
Wright 2013) is an emancipatory pursuit that
seeks to link education to the goals and foci of
social justice disrupting inequality through critical
pedagogy (Freire 2003). Critical peace education
addresses the critique that peace education is
imperial and impository mimicking the
'interventionism' of Western peacebuilding by
foregrounding local practices and narratives into
peace education (Salomon 2004; MacGinty &
Richmond 2007; Golding 2017). The project of
critical peace education includes conceiving of
education as a space of transformation where
students and teachers become change agents
that recognise past and present experiences of
inequity and bias and where schools become
strategic sites for fostering emancipatory
change. [25][26][27][28][29][30][31]
Yogic peace education
Where Critical Peace Education is emancipatory,
seeking to foster full humanity in society for
everyone, yogic peace education (Standish &
Joyce 2017) [32] is concerned with transforming
personal (as opposed to interpersonal, structural
or societal/cultural) violence. In yogic peace
education, techniques from yogic science are
utilized to alter the physical, mental and spiritual
instrument of humanity (the self) to address
violence that comes from within. Contemporary
peace education (similar to all peace education)
relate to specific forms of violence (and their
transformation) and similar to teaching human
rights and conflict resolution in schools critical
peace education and yogic peace education are
complementary curricula that seek to foster
positive peace and decrease violence in society.
Criticism
Toh Swee-Hin (1997) observes that each of the
various streams of peace education "inevitably
have their own dynamics and 'autonomy' in
terms of theory and practice". "Salomon (2002)
has described how the challenges, goals, and
methods of peace education differ substantially
between areas characterized by intractable
conflict, interethnic tension, or relative
tranquility". [33]
Salomon (2002) raises the problem and its
consequences:
According to Clarke-Habibi (2005), "A general or
integrated theory of peace is needed: one that
can holistically account for the intrapersonal,
inter-personal, inter-group and international
dynamics of peace, as well as its main
principles and pre-requisites. An essential
component of this integrated theory must also
be the recognition that a culture of peace can
only result from an authentic process of
transformation, both individual and
collective." [34]
News about Peace
Education
Up-to-date news about peace education
initiatives is provided by the Global Campaign
for Peace Education on their website [35] .
Another source is the Culture of Peace News
Network , which is dedicated to education for a
culture of peace[36] . See especially the CPNN
section Where is Peace Education Taking Place?
[37]
See also
Play media
Children's Peace Pavilion
CISV International
Culture of Peace News Network
El-Hibri Peace Education Prize
Institute for Economics and Peace Building
Blocks of Peace program
International Year for the Culture of Peace
Peace
Peace and conflict studies
Peace psychology
School Day of Non-violence and Peace
Teaching for social justice
UNESCO Prize for Peace Education
University for Peace
References
1. ^ Peace Day 2013 Countdown
2. ^ Other examples include:
Constitution of UNESCO , adopted 16
November 1945.
Universal Declaration of Human Rights ,
Section 26.
Recommendation Concerning Education for
International Understanding, Co-operation
and Peace, and Education Relating to
Human Rights and Fundamental Freedoms,
Section 18.
Convention on the Rights of the Child,
Article 29.1(d).
Vienna Declaration and Programme of
Action – World Conference on Human
Rights , Part 2, Paragraphs 78–82, which
identify peace education as part of human
rights education, and which identifies this
education as vital for world peace
Declaration of Principles on Tolerance,
Articles 1 and 4.
Declaration and Programme of Action on a
Culture of Peace, Articles 1/4 and B/9.
A World Fit for Children, Articles 5 and 20
United Study on Disarmament and Non-
proliferation Education, Article 20.
3. ^ Matsuura, Koichiro. (2008) 'Foreword'. In:
J.S.Page Peace Education: Exploring Ethical and
Philosophical Foundations. Charlotte: Information
Age Publishing. p.xix.
4. ^ Reardon, Betty. (1997). 'Human Rights as
Education for Peace'. In: G.J. Andrepoulos and
R.P. Claude (eds.) Human Rights Education for
the Twenty-First Century. (255-261).
Philadelphia: University of Pennsylvania Press.
5. ^ Roche, Douglas. (1993). The Human Right
to Peace . Toronto: Novalis.
6. ^ United Nations General Assembly. (1993)
Vienna Declaration and Programme of Action
(World Conference on Human Rights). New York:
United Nations. (A/CONF. 157/23 on June 25,
1993). Part 2, Paragraphs 78-82.
7. ^ Harris, Ian and Synott, John. (2002) 'Peace
Education for a New Century' Social Alternatives
21(1):3-6
8. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing. p. 189.
ISBN 978-1-59311-889-1 . Chapter details
9. ^ Galtung, Johan (1975) Essays in Peace
Research, Volume 1 . Copenhagen: Eljers. pp.
334-339.
10. ^ Calleja, Joachim James (1991) 'A Kantian
Epistemology of Education and Peace: An
Examination of Concepts and Values'. Unpublishd
PhD Thesis. Bradford University.
11. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing.
ISBN 978-1-59311-889-1 . Chapter details
12. ^ Pacifism: A Philosophy of Nonviolence
Robert L. Holmes. Book blurb on
books.google.com
13. ^ The Ethics of Nonviolence: Essay by
Robert L. Holmes - Book blurb on
google.books.com
14. ^ See Groff, L., and Smoker, P. (1996).
Creating global-local cultures of peace. Peace
and Conflict Studies Journal, 3, (June); Harris,
I.M. (1999). Types of peace education. In A.
Raviv, L. Oppenheimer, and D. Bar-Tal (Eds.),
How Children Understand War and Peace (pp.
299-317). San Francisco: Jossey- Bass
Publishers; Johnson, M.L. (1998). Trends in
peace education. ERIC Digest. ED417123; Swee-
Hin Toh. 1997. "Education for Peace: Towards a
Millennium of Well-Being". Paper for the Working
Document of the International Conference on
Culture of Peace and Governance (Maputo,
Mozambique, 1–4 September 1997)
15. ^ See Deutsch, M. (1993). Educating for a
peaceful world. American Psychologist, 48,
510-517; Hakvoort, I. and Oppenheimer, L.
(1993). Children and adolescents' conceptions of
peace, war, and strategies to attain peace: A
Dutch case study. Journal of Peace Research, 30,
65-77; Harris, I.M. (1999). Types of peace
education. In A. Raviv, L. Oppenheimer, and D.
Bar-Tal (Eds.), How Children Understand War
and Peace (pp. 299-317). San Francisco:
Jossey-Bass Publishers.
16. ^ Van Slyck, M.R., Stern, M., and Elbedour,
S. (1999). Adolescents' beliefs about their
conflict behaviour. In A. Raviv, L. Oppenheimer,
and D. Bar-Tal (Eds.), How Children Understand
War and Peace (pp. 208-230). San Francisco:
Jossey-Bass Publishers.
17. ^ Jeffries, R. Examining barriers to effective
peace education reform. Contemporary
Education, 71, 19-22.
18. ^ U.S. Department of State Bureau of
International Information Programs. (n.d.). The
culture of democracy. Retrieved January 13,
2003, from http://usinfo.state.gov/products/
pubs/whatsdem/whatdm6.htm
19. ^ Quoted from CIVITAS BiH, a program of
democracy and human rights education in
primary, secondary and tertiary schools of
Bosnia and Herzegovina. http://www.civitas.ba/
nastavni_planovi/index.php
20. ^ Brabeck, K. (2001). Justification for and
implementation of peace education. Peace and
Conflict: Journal of Peace Psychology, 7, 85-87.
21. ^ Swee-Hin Toh. 1997. "Education for
Peace: Towards a Millennium of Well-Being".
Paper for the Working Document of the
International Conference on Culture of Peace and
Governance (Maputo, Mozambique, 1–4
September 1997)
22. ^ Parlevliet, M. (n.d.). Quoted in Pitts, D.
(2002). Human rights education in diverse,
developing nations: A case in point – South
Africa. Issues of Democracy, 7 (March).
Retrieved January 12, 2003, from http://
usinfo.state.gov/journals/itdhr/0302/ijde/
pitts1.htm
23. ^ Kevin Kester. 2008. Developing peace
education programs: Beyond ethnocentrism and
violence. Peace Prints, 1(1), 37-64.
24. ^ Danesh, H. B. (2006). Towards an
integrative theory of peace education. Journal of
Peace Education, 3(1), 55–78.
Danesh, H. B. (2007). Education for peace: The
pedagogy of civilization. In Z. Beckerman & C.
McGlynn (Eds.), Addressing ethnic conflict
through peace education: International
perspectives. New York: Palgrave Macmillan.
Danesh, H. B. (2008a). Creating a culture of
healing in schools and communities: An
integrative approach to prevention and
amelioration of violence-induced conditions,
Journal of Community Psychology.
Danesh, H. B. (2008b). The education for peace
integrated curriculum: Concepts, contents, effi
cacy. Journal of Peace Education.
Danesh, H. B., & Clarke-Habibi, S. (2007).
Education for peace curriculum manual: A
conceptual and practical guide. EFP-International
Press.
Danesh, H. B., & Danesh, R. P. (2002a). A
consultative conflict resolution model: Beyond
alternative dispute resolution. International
Journal of Peace Studies, 7(2), 17–33.
Danesh, H. B., & Danesh, R. P. (2002b). Has
conflict resolution grown up? Toward a new
model of decision making and conflict
resolution. International Journal of Peace Studies,
7(1), 59–76.
Danesh, H. B., & Danesh, R. P. (2004). Conflict-
free conflict resolution (CFCR): Process and
methodology. Peace and Conflict Studies, 11(2),
55–84.
25. ^ Salomon, G. (2004). "Comment: what is
peace education?" Journal of Peace Education,
1:1, 123-127.
26. ^ Mac Ginty, R. & Richmond, O. (2007).
"Myth or Reality: Opposing Views on the Liberal
Peace and Post-War Reconstruction,", Global
Society 21: 491-7
27. ^ Golding, D. (2017). "Border
Cosmopolitanism in Critical Peace Education,",
Journal of Peace Education 14(2): 155-75
28. ^ Bajaj, M. (2008). Encyclopedia of Peace
Education. Charlotte: Information Age Publishing
29. ^ Bajaj, M. (2015). 'Pedagogies of
Resistance' and critical peace education praxis.
Journal of Peace Education 12(2): 154-166.
30. ^ Bajaj, M. & Hantzopooulos, M. (Eds)
(2016). Introduction: Theory, Research, and
Praxis of Peace Education in Peace Education:
International Perspectives. New York:
Bloomsbury (1-16).
31. ^ Trifonas, P. P. & Wright, B. (2013).
"Introduction," in Critical Peace Education:
Difficult Dialogues. New York: Springer, (xiii-xx).
32. ^ Standish, K. & Joyce, J (2017).
(Forthcoming) Yogic Peace Education: Theory
and Practice. Jefferson: McFarland and
Company.
33. ^ Salomon, G. (2002). "The Nature of Peace
Education: Not All Programs Are Created Equal"
in G. Salomon and B. Nevo (eds.) Peace
education: The concept, principles and practices
in the world. Mahwah, NJ: Lawrence Erlbaum.
Quoted in Nelson, Linden L. (2000). "Peace
Education from a Psychological Perspective:
Contributions of the Peace and Education
Working Group of the American Psychological
Association Div. 48."
34. ^ Clarke-Habibi, Sara. (2005) "Transforming
Worldviews: The Case of Education for Peace in
Bosnia and Herzegovina". Journal of
Transformative Education, Vol. 3 No. 1, pp.
33-56.
35. ^ http://www.peace-ed-campaign.org/
category/categories/news/ Global Campaign
for Peace Education: News & Highlights
36. ^ http://culture-of-peace.info/vita/2011/
journal_peace_education.html Education for a
Culture of Peace: The Culture of Peace News
Network as a Case Study
37. ^ http://cpnn-world.org/new/?p=6439
Where is Peace Education Taking Place?
Further reading
"Peace Education, Principles", Berghof
Glossary on Conflict Transformation (PDF),
Berlin: Berghof Foundation, 2012
"Peace Education, Methods", Berghof Glossary
on Conflict Transformation (PDF), Berlin:
Berghof Foundation, 2012
Uli Jäger (2014), "Peace Education and
Conflict Transformation", Berghof Handbook
for Conflict Transformation, Online Version
(PDF), Berlin: Berghof Foundation
External links
Canadian Centres for Teaching Peace
Center for Peace and Justice Education,
Villanova University
Culture of Peace Programme Canada
Global Campaign for Peace Education
Peace Education Center Columbia University
Wilmington College Peace Resource Center
US Association for the University for Peace
UN Peace Education Website
Culture of Peace Online Journal
On Earth Peace
Peace Education Foundation
Peace Education System Pakistan
Fundación Educación para la Paz
The Strange War - Stories for Use in Peace
Education in 22 Languages
Content is available under CC BY-SA 3.0
unless otherwise noted.
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Peace education

PEACE EDUCATION

Posted: 26 Apr 2019 08:26 AM PDT

Peace education is the process of acquiring the
values , the knowledge and developing the
attitudes, skills, and behaviors to live in harmony
with oneself, with others, and with the natural
environment.
There are numerous United Nations declarations
on the importance of peace Information Age
Publishing. ISBN 978-1-59311-889-1 . Chapter
details ; and Page, James S. (2008) 'Chapter 9:
The United Nations and Peace Education'. In:
Monisha Bajaj (ed.) Encyclopedia of Peace
Education. (75-83). Charlotte: Information Age
Publishing. ISBN 978-1-59311-898-3 . Further
information </ref> Ban Ki Moon , U.N. Secretary
General, has dedicated the International Day of
Peace 2013 to peace education in an effort to
refocus minds and financing on the preeminence
of peace education as the means to bring about
a culture of peace. [1][2] Koichiro Matsuura , the
immediate past Director-General of UNESCO, has
written of peace education as being of
"fundamental importance to the mission of
UNESCO and the United Nations". [3] Peace
education as a right is something which is now
increasingly emphasized by peace researchers
such as Betty Reardon [4] and Douglas Roche . [5]
There has also been a recent meshing of peace
education and human rights education. [6]
Definition
Ian Harris and John Synott have described peace
education as a series of "teaching encounters"
that draw from people: [7]
their desire for peace,
nonviolent alternatives for managing conflict,
and
skills for critical analysis of structural
arrangements that produce and legitimize
injustice and inequality.
James Page suggests peace education be
thought of as "encouraging a commitment to
peace as a settled disposition and enhancing the
confidence of the individual as an individual
agent of peace; as informing the student on the
consequences of war and social injustice; as
informing the student on the value of peaceful
and just social structures and working to uphold
or develop such social structures; as encouraging
the student to love the world and to imagine a
peaceful future; and as caring for the student and
encouraging the student to care for others". [8]
Often the theory or philosophy of peace
education has been assumed and not articulated.
Johan Galtung suggested in 1975 that no theory
for peace education existed and that there was
clearly an urgent need for such theory . [9] More
recently there have been attempts to establish
such a theory. Joachim James Calleja has
suggested that a philosophical basis for peace
education might be located in the Kantian notion
of duty . [10] James Page has suggested that a
rationale for peace education might be located in
virtue ethics, consequentialist ethics,
conservative political ethics, aesthetic ethics and
the ethics of care. [11] Robert L. Holmes
articulates the view that a moral presumption
against violence already exists amongst civilized
nations. On the basis of this presumptive
prohibition, he outlines several philosophical
values which are relevant to the nonviolent
resolution of conflicts between nations on the
international level including pacifism . [12] [13]
Since the early decades of the 20th century,
"peace education" programs around the world
have represented a spectrum of focal themes,
including anti-nuclearism , international
understanding, environmental responsibility,
communication skills, nonviolence , conflict
resolution techniques, democracy, human rights
awareness, tolerance of diversity, coexistence
and gender equality , among others. [14]
Some [ who? ] have also addressed spiritual
dimensions of inner harmony, or synthesized a
number of the foregoing issues into programs on
world citizenship. While academic discourse on
the subject has increasingly recognized the need
for a broader, more holistic approach to peace
education, a review of field-based projects
reveals that three variations of peace education
are most common: conflict resolution training,
democracy education, and human rights
education. New approaches are emerging and
calling into question some of theoretical
foundations of the models just mentioned. The
most significant of these new approaches
focuses on peace education as a process of
worldview transformation. [ citation needed ]
Forms
Conflict resolution training
Peace education programs centered on conflict
resolution typically focus on the social-
behavioural symptoms of conflict, training
individuals to resolve inter-personal disputes
through techniques of negotiation and (peer)
mediation. Learning to manage anger, "fight fair"
and improve communication through skills such
as listening, turn-taking, identifying needs, and
separating facts from emotions, constitute the
main elements of these programs. Participants
are also encouraged to take responsibility for
their actions and to brainstorm together on
compromises [15]
In general, approaches of this type aim to "alter
beliefs, attitudes, and behaviours...from negative
to positive attitudes toward conflict as a basis
for preventing violence" (Van Slyck, Stern and
Elbedour, 1999, emphasis added). [16] There are
various styles or approaches in conflict
resolution training (ADR , Verbal Aikido, NVC) that
can give the practitioner the means to accept the
conflictual situation and orient it towards a
peaceful resolution. As one peer mediation
coordinator put it: "Conflict is very natural and
normal, but you can't go through your entire life
beating everybody up—you have to learn different
ways to resolve conflict". [17]
Democracy education
Peace education programs centered on
democracy education typically focus on the
political processes associated with conflict, and
postulate that with an increase in democratic
participation the likelihood of societies resolving
conflict through violence and war decreases. At
the same time, "a democratic society needs the
commitment of citizens who accept the
inevitability of conflict as well as the necessity
for tolerance" (U.S. Department of State, The
Culture of Democracy, emphasis added). [18]
Thus programs of this kind attempt to foster a
conflict-positive orientation in the community by
training students to view conflict as a platform
for creativity and growth. [ citation needed]
Approaches of this type train participants in the
skills of critical thinking, debate and coalition-
building, and promote the values of freedom of
speech, individuality, tolerance of diversity ,
compromise and conscientious objection . Their
aim is to produce "responsible citizens" who will
hold their governments accountable to the
standards of peace, primarily through adversarial
processes. Activities are structured to have
students "assume the role of the citizen that
chooses, makes decisions, takes positions,
argues positions and respects the opinions of
others": [19] skills that a multi-party democracy
are based upon. Based on the assumption that
democracy decreases the likelihood of violence
and war, it is assumed that these are the same
skills necessary for creating a culture of peace.
Human rights education
Peace education programs centered on raising
awareness of human rights typically focus at the
level of policies that humanity ought to adopt in
order to move closer to a peaceful global
community. The aim is to engender a
commitment among participants to a vision of
structural peace in which all individual members
of the human race can exercise their personal
freedoms and be legally protected from violence,
oppression and indignity. [ citation needed ]
Approaches of this type familiarize participants
with the international covenants and declarations
of the United Nations system; train students to
recognize violations of the Universal Declaration
of Human Rights; and promote tolerance,
solidarity, autonomy and self-affirmation at the
individual and collective levels. [20]
Human rights education "faces continual
elaboration, a significant theory-practice gap and
frequent challenge as to its validity". [21] In one
practitioner's view:
To prevent these outcomes, many such
programs are now being combined with aspects
of conflict resolution and democracy education
schools of thought, along with training in
nonviolent action. [23]
Worldview transformation
Some approaches to peace education start from
insights gleaned from psychology which
recognize the developmental nature of human
psychosocial dispositions. Essentially, while
conflict-promoting attitudes and behaviours are
characteristic of earlier phases of human
development, unity-promoting attitudes and
behaviours emerge in later phases of healthy
development. H.B. Danesh (2002a, 2002b, 2004,
2005, 2007, 2008a, 2008b) [24] proposes an
"Integrative Theory of Peace" in which peace is
understood as a psychosocial, political, moral
and spiritual reality. Peace education, he says,
must focus on the healthy development and
maturation of human consciousness through
assisting people to examine and transform their
worldviews. Worldviews are defined as the
subconscious lens (acquired through cultural,
family, historical, religious and societal
influences) through which people perceive four
key issues: 1) the nature of reality, 2) human
nature, 3) the purpose of existence, 4) the
principles governing appropriate human
relationships. Surveying a mass of material,
Danesh argues that the majority of people and
societies in the world hold conflict-based
worldviews, which express themselves in
conflicted intrapersonal, interpersonal, intergroup,
and international relationships. He subdivides
conflict-based worldviews into two main
categories which he correlates to phases of
human development: the Survival-Based
Worldview and the Identity-Based Worldview. It
is through the acquisition of a more integrative,
Unity-Based Worldview that human capacity to
mitigate conflict, create unity in the context of
diversity, and establish sustainable cultures of
peace, is increased—be it in the home, at
school, at work, or in the international
community.
Critical peace education
Modern forms of peace education relate to new
scholarly explorations and applications of
techniques used in peace education
internationally, in plural communities and with
individuals. Critical Peace Education (Bajaj 2008,
2015; Bajaj & Hantzopoulos 2016; Trifonas &
Wright 2013) is an emancipatory pursuit that
seeks to link education to the goals and foci of
social justice disrupting inequality through critical
pedagogy (Freire 2003). Critical peace education
addresses the critique that peace education is
imperial and impository mimicking the
'interventionism' of Western peacebuilding by
foregrounding local practices and narratives into
peace education (Salomon 2004; MacGinty &
Richmond 2007; Golding 2017). The project of
critical peace education includes conceiving of
education as a space of transformation where
students and teachers become change agents
that recognise past and present experiences of
inequity and bias and where schools become
strategic sites for fostering emancipatory
change. [25][26][27][28][29][30][31]
Yogic peace education
Where Critical Peace Education is emancipatory,
seeking to foster full humanity in society for
everyone, yogic peace education (Standish &
Joyce 2017) [32] is concerned with transforming
personal (as opposed to interpersonal, structural
or societal/cultural) violence. In yogic peace
education, techniques from yogic science are
utilized to alter the physical, mental and spiritual
instrument of humanity (the self) to address
violence that comes from within. Contemporary
peace education (similar to all peace education)
relate to specific forms of violence (and their
transformation) and similar to teaching human
rights and conflict resolution in schools critical
peace education and yogic peace education are
complementary curricula that seek to foster
positive peace and decrease violence in society.
Criticism
Toh Swee-Hin (1997) observes that each of the
various streams of peace education "inevitably
have their own dynamics and 'autonomy' in
terms of theory and practice". "Salomon (2002)
has described how the challenges, goals, and
methods of peace education differ substantially
between areas characterized by intractable
conflict, interethnic tension, or relative
tranquility". [33]
Salomon (2002) raises the problem and its
consequences:
According to Clarke-Habibi (2005), "A general or
integrated theory of peace is needed: one that
can holistically account for the intrapersonal,
inter-personal, inter-group and international
dynamics of peace, as well as its main
principles and pre-requisites. An essential
component of this integrated theory must also
be the recognition that a culture of peace can
only result from an authentic process of
transformation, both individual and
collective." [34]
News about Peace
Education
Up-to-date news about peace education
initiatives is provided by the Global Campaign
for Peace Education on their website [35] .
Another source is the Culture of Peace News
Network , which is dedicated to education for a
culture of peace[36] . See especially the CPNN
section Where is Peace Education Taking Place?
[37]
See also
Play media
Children's Peace Pavilion
CISV International
Culture of Peace News Network
El-Hibri Peace Education Prize
Institute for Economics and Peace Building
Blocks of Peace program
International Year for the Culture of Peace
Peace
Peace and conflict studies
Peace psychology
School Day of Non-violence and Peace
Teaching for social justice
UNESCO Prize for Peace Education
University for Peace
References
1. ^ Peace Day 2013 Countdown
2. ^ Other examples include:
Constitution of UNESCO , adopted 16
November 1945.
Universal Declaration of Human Rights ,
Section 26.
Recommendation Concerning Education for
International Understanding, Co-operation
and Peace, and Education Relating to
Human Rights and Fundamental Freedoms,
Section 18.
Convention on the Rights of the Child,
Article 29.1(d).
Vienna Declaration and Programme of
Action – World Conference on Human
Rights , Part 2, Paragraphs 78–82, which
identify peace education as part of human
rights education, and which identifies this
education as vital for world peace
Declaration of Principles on Tolerance,
Articles 1 and 4.
Declaration and Programme of Action on a
Culture of Peace, Articles 1/4 and B/9.
A World Fit for Children, Articles 5 and 20
United Study on Disarmament and Non-
proliferation Education, Article 20.
3. ^ Matsuura, Koichiro. (2008) 'Foreword'. In:
J.S.Page Peace Education: Exploring Ethical and
Philosophical Foundations. Charlotte: Information
Age Publishing. p.xix.
4. ^ Reardon, Betty. (1997). 'Human Rights as
Education for Peace'. In: G.J. Andrepoulos and
R.P. Claude (eds.) Human Rights Education for
the Twenty-First Century. (255-261).
Philadelphia: University of Pennsylvania Press.
5. ^ Roche, Douglas. (1993). The Human Right
to Peace . Toronto: Novalis.
6. ^ United Nations General Assembly. (1993)
Vienna Declaration and Programme of Action
(World Conference on Human Rights). New York:
United Nations. (A/CONF. 157/23 on June 25,
1993). Part 2, Paragraphs 78-82.
7. ^ Harris, Ian and Synott, John. (2002) 'Peace
Education for a New Century' Social Alternatives
21(1):3-6
8. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing. p. 189.
ISBN 978-1-59311-889-1 . Chapter details
9. ^ Galtung, Johan (1975) Essays in Peace
Research, Volume 1 . Copenhagen: Eljers. pp.
334-339.
10. ^ Calleja, Joachim James (1991) 'A Kantian
Epistemology of Education and Peace: An
Examination of Concepts and Values'. Unpublishd
PhD Thesis. Bradford University.
11. ^ Page, James S. (2008) Peace Education:
Exploring Ethical and Philosophical Foundations .
Charlotte: Information Age Publishing.
ISBN 978-1-59311-889-1 . Chapter details
12. ^ Pacifism: A Philosophy of Nonviolence
Robert L. Holmes. Book blurb on
books.google.com
13. ^ The Ethics of Nonviolence: Essay by
Robert L. Holmes - Book blurb on
google.books.com
14. ^ See Groff, L., and Smoker, P. (1996).
Creating global-local cultures of peace. Peace
and Conflict Studies Journal, 3, (June); Harris,
I.M. (1999). Types of peace education. In A.
Raviv, L. Oppenheimer, and D. Bar-Tal (Eds.),
How Children Understand War and Peace (pp.
299-317). San Francisco: Jossey- Bass
Publishers; Johnson, M.L. (1998). Trends in
peace education. ERIC Digest. ED417123; Swee-
Hin Toh. 1997. "Education for Peace: Towards a
Millennium of Well-Being". Paper for the Working
Document of the International Conference on
Culture of Peace and Governance (Maputo,
Mozambique, 1–4 September 1997)
15. ^ See Deutsch, M. (1993). Educating for a
peaceful world. American Psychologist, 48,
510-517; Hakvoort, I. and Oppenheimer, L.
(1993). Children and adolescents' conceptions of
peace, war, and strategies to attain peace: A
Dutch case study. Journal of Peace Research, 30,
65-77; Harris, I.M. (1999). Types of peace
education. In A. Raviv, L. Oppenheimer, and D.
Bar-Tal (Eds.), How Children Understand War
and Peace (pp. 299-317). San Francisco:
Jossey-Bass Publishers.
16. ^ Van Slyck, M.R., Stern, M., and Elbedour,
S. (1999). Adolescents' beliefs about their
conflict behaviour. In A. Raviv, L. Oppenheimer,
and D. Bar-Tal (Eds.), How Children Understand
War and Peace (pp. 208-230). San Francisco:
Jossey-Bass Publishers.
17. ^ Jeffries, R. Examining barriers to effective
peace education reform. Contemporary
Education, 71, 19-22.
18. ^ U.S. Department of State Bureau of
International Information Programs. (n.d.). The
culture of democracy. Retrieved January 13,
2003, from http://usinfo.state.gov/products/
pubs/whatsdem/whatdm6.htm
19. ^ Quoted from CIVITAS BiH, a program of
democracy and human rights education in
primary, secondary and tertiary schools of
Bosnia and Herzegovina. http://www.civitas.ba/
nastavni_planovi/index.php
20. ^ Brabeck, K. (2001). Justification for and
implementation of peace education. Peace and
Conflict: Journal of Peace Psychology, 7, 85-87.
21. ^ Swee-Hin Toh. 1997. "Education for
Peace: Towards a Millennium of Well-Being".
Paper for the Working Document of the
International Conference on Culture of Peace and
Governance (Maputo, Mozambique, 1–4
September 1997)
22. ^ Parlevliet, M. (n.d.). Quoted in Pitts, D.
(2002). Human rights education in diverse,
developing nations: A case in point – South
Africa. Issues of Democracy, 7 (March).
Retrieved January 12, 2003, from http://
usinfo.state.gov/journals/itdhr/0302/ijde/
pitts1.htm
23. ^ Kevin Kester. 2008. Developing peace
education programs: Beyond ethnocentrism and
violence. Peace Prints, 1(1), 37-64.
24. ^ Danesh, H. B. (2006). Towards an
integrative theory of peace education. Journal of
Peace Education, 3(1), 55–78.
Danesh, H. B. (2007). Education for peace: The
pedagogy of civilization. In Z. Beckerman & C.
McGlynn (Eds.), Addressing ethnic conflict
through peace education: International
perspectives. New York: Palgrave Macmillan.
Danesh, H. B. (2008a). Creating a culture of
healing in schools and communities: An
integrative approach to prevention and
amelioration of violence-induced conditions,
Journal of Community Psychology.
Danesh, H. B. (2008b). The education for peace
integrated curriculum: Concepts, contents, effi
cacy. Journal of Peace Education.
Danesh, H. B., & Clarke-Habibi, S. (2007).
Education for peace curriculum manual: A
conceptual and practical guide. EFP-International
Press.
Danesh, H. B., & Danesh, R. P. (2002a). A
consultative conflict resolution model: Beyond
alternative dispute resolution. International
Journal of Peace Studies, 7(2), 17–33.
Danesh, H. B., & Danesh, R. P. (2002b). Has
conflict resolution grown up? Toward a new
model of decision making and conflict
resolution. International Journal of Peace Studies,
7(1), 59–76.
Danesh, H. B., & Danesh, R. P. (2004). Conflict-
free conflict resolution (CFCR): Process and
methodology. Peace and Conflict Studies, 11(2),
55–84.
25. ^ Salomon, G. (2004). "Comment: what is
peace education?" Journal of Peace Education,
1:1, 123-127.
26. ^ Mac Ginty, R. & Richmond, O. (2007).
"Myth or Reality: Opposing Views on the Liberal
Peace and Post-War Reconstruction,", Global
Society 21: 491-7
27. ^ Golding, D. (2017). "Border
Cosmopolitanism in Critical Peace Education,",
Journal of Peace Education 14(2): 155-75
28. ^ Bajaj, M. (2008). Encyclopedia of Peace
Education. Charlotte: Information Age Publishing
29. ^ Bajaj, M. (2015). 'Pedagogies of
Resistance' and critical peace education praxis.
Journal of Peace Education 12(2): 154-166.
30. ^ Bajaj, M. & Hantzopooulos, M. (Eds)
(2016). Introduction: Theory, Research, and
Praxis of Peace Education in Peace Education:
International Perspectives. New York:
Bloomsbury (1-16).
31. ^ Trifonas, P. P. & Wright, B. (2013).
"Introduction," in Critical Peace Education:
Difficult Dialogues. New York: Springer, (xiii-xx).
32. ^ Standish, K. & Joyce, J (2017).
(Forthcoming) Yogic Peace Education: Theory
and Practice. Jefferson: McFarland and
Company.
33. ^ Salomon, G. (2002). "The Nature of Peace
Education: Not All Programs Are Created Equal"
in G. Salomon and B. Nevo (eds.) Peace
education: The concept, principles and practices
in the world. Mahwah, NJ: Lawrence Erlbaum.
Quoted in Nelson, Linden L. (2000). "Peace
Education from a Psychological Perspective:
Contributions of the Peace and Education
Working Group of the American Psychological
Association Div. 48."
34. ^ Clarke-Habibi, Sara. (2005) "Transforming
Worldviews: The Case of Education for Peace in
Bosnia and Herzegovina". Journal of
Transformative Education, Vol. 3 No. 1, pp.
33-56.
35. ^ http://www.peace-ed-campaign.org/
category/categories/news/ Global Campaign
for Peace Education: News & Highlights
36. ^ http://culture-of-peace.info/vita/2011/
journal_peace_education.html Education for a
Culture of Peace: The Culture of Peace News
Network as a Case Study
37. ^ http://cpnn-world.org/new/?p=6439
Where is Peace Education Taking Place?
Further reading
"Peace Education, Principles", Berghof
Glossary on Conflict Transformation (PDF),
Berlin: Berghof Foundation, 2012
"Peace Education, Methods", Berghof Glossary
on Conflict Transformation (PDF), Berlin:
Berghof Foundation, 2012
Uli Jäger (2014), "Peace Education and
Conflict Transformation", Berghof Handbook
for Conflict Transformation, Online Version
(PDF), Berlin: Berghof Foundation
External links
Canadian Centres for Teaching Peace
Center for Peace and Justice Education,
Villanova University
Culture of Peace Programme Canada
Global Campaign for Peace Education
Peace Education Center Columbia University
Wilmington College Peace Resource Center
US Association for the University for Peace
UN Peace Education Website
Culture of Peace Online Journal
On Earth Peace
Peace Education Foundation
Peace Education System Pakistan
Fundación Educación para la Paz
The Strange War - Stories for Use in Peace
Education in 22 Languages
Content is available under CC BY-SA 3.0
unless otherwise noted.
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Peace education

Cheap Broadband ISP

Posted: 26 Apr 2019 07:54 AM PDT


By: Robert Michael
Where To Find Cheap Internet Access
Many Options Are Available. There are a
number of options for anyone trying to get
the cheapest Internet service available.
Completely free service is even offered by
several companies. However, these options
usually have some less desirable features,
such as permanent pop-ups or other
advertising gimmicks. Unless you are willing
to put up with these, a free Internet service
can inhibit your enjoyment of your Internet
experience.
People living in the UK have a variety of
choices for cheap broadband service. Here
are a few suggestions to begin you search.
A first option to consider would be Homecall
Broadband. They have packages with voice
and data bundled beginning at a low 19.99
pounds. This company appears to run
specials with regularity, and their packages
include 2mbps in bandwidth. Homecall is a
reliable service for cheap Internet access.
Wanadoo Broadband is another option for
cheap broadband in the UK. Their standard
package is similar to others and offers a 2
mbps deal that begins at 14.99 pounds. The
amount of time you use your computer may
also influence the price of the service.
Wanadoo sometimes offers a free modem
and connection, which is a 50 pound value,
so be on the lookout for it. Wanadoo also has
a free six-month membership, however, you
must meet the qualifications for this
incentive.
Another option in the UK is BT Broadband.
They have made a name for themselves with
cheap Internet service offers. BT has
packages from 15.99 pounds per month.
These packages can be for home or business
use.
Most of the time, it is not hard to find cheap
Internet access. The hardest part is doing
some research to find the option that is right
for your needs at a suitable price. There are
lots of choices out there. Before settling on
any one provider, it pays to talk to some
current customers to find out if they are a
reliable company.
Make sure you assess your current needs.
You don't need to get talked into a package
that is more than you need. Take the time to
figure out what you are looking for in an
Internet service provider, and then go
shopping. Make sure you know what you are
going to use it for beforehand, such as
business or personal use. Small businesses
often have different needs from a provider
than someone looking for one, for home use.
Since the competition for Internet providers is
so strong, you can almost pick your package
at the price you want. Nearly every provider
will offer you the incentives you like with the
price you want to snag your business. Keep
this fact in mind when you are shopping for
cheap Internet service. Then look at who is
offering cheap service with the quality and
reliability you want and get the cheap Internet
service deal you desire.

What is quality education and why is it a human right?

Posted: 26 Apr 2019 07:18 AM PDT

What is quality education and why
is it a human right?
Quality education enables people to develop all of
their attributes and skills to achieve their potential
as human beings and members of society. In the
words of the Delors Commission (UNESCO, 1996):
"Education is at the heart of both personal and
community development; its mission is to enable
each of us, without exception, to develop all our
talents to the full and to realize our creative
potential, including responsibility for our own lives
and achievement of our personal aims."
Quality education is a human right and a public
good.
Governments and other public authorities should
ensure that a quality education service is available
freely to all citizens from early childhood into
adulthood.
Quality education provides the foundation for
equity in society.
Quality education is one of the most basic public
services. It not only enlightens but also empowers
citizens and enables them to contribute to the
maximum extent possible to the social and
economic development of their communities.

Posted: 26 Apr 2019 05:53 AM PDT

FaithWriters Great Multitude Christian

Step by step Devotional - Accept Jesus as

Gatekeeper heavenly attendant

Certainty and Patience– Stephanie M.

White

We needn't bother with you to end up drowsy,

in any case, to imitate the people who through

certainty and constancy procure what has

been ensured. Jews 6:12 NIV

Assurances are procured; they are assuredly not

earned. A heritage can be

depicted as a legacy. An

heritage did not rely upon what we

do; it relies upon our relationship

with the individual who made each essential stride. They

made the essential strides and need to support us

with the result of their doing. What a

dazzling depiction of Christ! He has

completed the work and He treasures us

so much that He has passed on the

favors of that work to us.

We experience this inheritance through

certainty and perseverance. Certainty is the end

delayed consequence of our continuous confirmation of the

Articulation of God (Romans 10:17 ). We

make an effort not to have certainty; certainty is a

result. The Word of God is the Seed

for certainty and perseverance. As we stand

in the Word of God, certainty will be

made and nearby that certainty,

the ability to hold up in a Spiritual

path in the midst of the off-season. All

Supernatural natural item is the result of withstanding

in the Word; we can't make any

Supernatural natural item isolated from the Word.

We need certainty and perseverance for the

off-times of life and that infers we

need an unwavering confirmation of the Word.

Find what God needs to state about

the primer you are encountering today

in addition, base on His assurance you have

procured because of Jesus Christ.

Make an effort not to be drowsy! Put aside the push to

glance through the Scriptures and begin to

take advantage of your inheritance today!

Contact Stephanie and read more

from her, including her respectful

book Off Season.

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– Find Christian Articles and Writers

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Jesus – Freedom in Christ with New

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Confirmation for Christianity

The son

Posted: 26 Apr 2019 05:44 AM PDT

Ancient walls

Posted: 26 Apr 2019 05:42 AM PDT

Drvitus blog logo, the speaker

Posted: 26 Apr 2019 05:41 AM PDT

Foursquare

Posted: 26 Apr 2019 05:36 AM PDT

FaithWriters Great Multitude Christian

Day by day Devotional - Accept Jesus as

Guardian angel

Confidence and Patience– Stephanie M.

White

We don't need you to wind up sluggish,

be that as it may, to emulate the individuals who through

confidence and persistence acquire what has

been guaranteed. Jews 6:12 NIV

Guarantees are acquired; they are most certainly not

earned. A legacy can be

portrayed as an inheritance. An

legacy did not depend on what we

do; it depends on our relationship

with the person who took every necessary step. They

took the necessary steps and need to favor us

with the consequence of their doing. What a

lovely delineation of Christ! He has

finished the work and He cherishes us

so much that He has handed down the

favors of that work to us.

We experience this legacy through

confidence and persistence. Confidence is the end

aftereffect of our ongoing admission of the

Expression of God (Romans 10:17 ). We

try not to choose to have confidence; confidence is a

result. The Word of God is the Seed

for confidence and persistence. As we stand

in the Word of God, confidence will be

created and alongside that confidence,

the capacity to hold up in a Spiritual

way amid the off-season. All

Otherworldly organic product is the consequence of withstanding

in the Word; we can't create any

Otherworldly organic product separated from the Word.

We need confidence and persistence for the

off-periods of life and that implies we

need an unfaltering admission of the Word.

Discover what God needs to state about

the preliminary you are experiencing today

what's more, center around His guarantee you have

acquired on account of Jesus Christ.

Try not to be languid! Set aside the effort to

look through the Scriptures and start to

make the most of your legacy today!

Contact Stephanie and read more

from her, including her reverential

book Off Season.

Spot Devotional on Your Site or Blog

– Find Christian Articles and Writers

– Free Reads for Reviews - Become a

Better Writer Guaranteed – Accept

Jesus – Freedom in Christ with New

Contract Bible Studies – Objective

Proof for Christianity

Newspaper

Posted: 26 Apr 2019 05:32 AM PDT

Walls of ancient lives

Posted: 26 Apr 2019 05:30 AM PDT

Looking, okechukwu chidoluo Vitus

Posted: 26 Apr 2019 05:08 AM PDT

I look around

besides, with desire

it is you

that I see

besides, I fall

remarkably

in love

with every one of you

regardless, you

it is love

I see

it is substantial

likewise, authentic

I look, okechukwu chidoluo Vitus

Posted: 26 Apr 2019 05:07 AM PDT

I look around
and with hope
it is you
that i see
and I fall
greatly
in love
with you all
but you
it is love
I see
it is true
and real

Accessory, okechukwu chidoluo Vitus

Posted: 26 Apr 2019 05:06 AM PDT

I accessory around
and with hope
it is you
that i see
and I fall
greatly
in love
with you all
but you
it is love
I see
it is true
and real

I attended, okechukwu chidoluo Vitus

Posted: 26 Apr 2019 05:04 AM PDT

I attending around
and with hope
it is you
that i see
and I fall
greatly
in love
with you all
but you
it is love
I see
it is true
and real

Round, okechukwu chidoluo Vitus

Posted: 26 Apr 2019 05:03 AM PDT

I accent round
And with desire
It's far you
That i see
And i fall
Substantially
In love
With you all
However you
It's miles love
I see
It's miles proper
And real

I action, okechukwu chidoluo Vitus

Posted: 26 Apr 2019 05:02 AM PDT

I accent spherical
And with choice
It's far you
That i see
And that i fall
Notably
In love
With you all
But you
It is love
I see
It is proper
And actual...

Love, okechukwu chidoluo Vitus

Posted: 26 Apr 2019 05:01 AM PDT

I glance around

furthermore, with expectation

it is you

that I see

furthermore, I fall

extraordinarily

in adoration

with all of you

in any case, you

it is love

I see

it is valid

what's more, genuine

I accent, okechukwu chidoluo Vitus

Posted: 26 Apr 2019 05:00 AM PDT

I accent spherical
And with choice
It's far you
That i see
And that i fall
Notably
In love
With you all
But you
It is love
I see
It is proper
And actual

Faith

Posted: 26 Apr 2019 04:58 AM PDT

FaithWriters Great Multitude Christian
Daily Devotional - Accept Jesus as
Savior
Faith and Patience– Stephanie M.
White
We do not want you to become lazy,
but to imitate those who through
faith and patience inherit what has
been promised. Hebrews 6:12 NIV
Promises are inherited; they are not
earned. An inheritance can be
described as a birthright. An
inheritance is not based on what we
do; it is based on our relationship
with the one who did the work. They
did the work and want to bless us
with the result of their doing. What a
beautiful depiction of Christ! He has
completed the work and He loves us
so much that He has bequeathed the
blessings of that work to us.
We experience this inheritance through
faith and patience. Faith is the end
result of our habitual intake of the
Word of God (Romans 10:17 ). We
do not decide to have faith; faith is a
result. The Word of God is the Seed
for faith and patience. As we abide
in the Word of God, faith will be
produced and along with that faith,
the ability to wait in a Spiritual
manner during the off-season. All
Spiritual fruit is the result of abiding
in the Word; we cannot produce any
Spiritual fruit apart from the Word.
We need faith and patience for the
off-seasons of life and that means we
need a steady intake of the Word.
Find out what God has to say about
the trial you are going through today
and focus on His promise you have
inherited because of Jesus Christ.
Don't be lazy! Take the time to
search the Scriptures and begin to
enjoy your inheritance today!
Contact Stephanie and read more
from her, including her devotional
book Off Season.
Place Devotional on Your Site or Blog
– Find Christian Articles and Writers
– Free Reads for Reviews - Become a
Better Writer Guaranteed – Accept
Jesus – Freedom in Christ with New
Covenant Bible Studies – Objective
Evidence for Christianity
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