ALHADEETHA MINDANAO COLLEGE

Dalapang, Labangan, Zamboanga del Sur

MODULE
PEACE AND ORDER EDUCATION

Prepared by: NANANG B. TAMPUGAO

Peace education activities promote the knowledge, skills and attitudes that will help
people either to prevent the occurrence of conflict, resolve conflicts peacefully,
or create social conditions conducive to peace. Core values of nonviolence and
social justice are central to peace education.
Peace education is a means of socializing children for peace and of preventing
violence and social injustice. Peace education may occur formally through activities
in schools, yet also occurs informally at home, among peers, in the community, and in
the wider society.
 STUDY GUIDE

A few reminders that will ensure your success in this modules:

1. Make sure that you are in good condition before starting this module. Bear in
mind the schedule guide.
2. Prepare yourself and make sure the area is conducive and will not affect your
concentration;
3. Schedule and manage your time to read and understand each part of the
modules;
4. Read the lesson objectives, study schedule and directions of each part. Make
sure to read it carefully so you will understand the point;
5. If there is some part of the module that you will not understand, you may ask
other family members to help you. If the case will not work, message me first
with your concerned indicated the “specific questions and page of modules”
so that I can help you for assistance;
6. Before you start doing your tasks, make sure your readiness. Do not settle
with the low standard and do not adapt student’s famous tagline “Bahala na
Portion” because I will rate you 5 indicated as failed. Instead, target the
highest standards in doing your assigned tasks so that you will rate highest;
7. Make sure you will not miss any part of the module and you will not miss to
accomplish every activity. See always the study schedule as your reminders;
8. You are allowed to read in advance and scan the module prior to the
schedule. Just follow and do what makes easy and comfortable;
9. Make sure that you submitted the module/activities before the deadline of
submission because all the research processes are connected you will find it
difficult to catch up if you miss the deadline of some of the requirements;
10. While waiting for my feedback of your submitted output, you continue doing
your assigned task so that you time will not waste.
11. Make sure you answer all the activities, assessment and evaluation. If badly
needed, do not hesitate to keep in touch with me through any available
means. Your final research output must be submitted through of the following
account: for: gmail account (ntampugao2018@gmail.com).
12. Your output should be grammatically correct sentences.
13. Lastly, do not forget to indicate all of your references and avoid plagiarism.
Peace education
Peace education is the process of acquiring values, knowledge, attitudes, skills, and
behaviors to live in harmony with oneself, others, and the natural environment.
There are numerous United Nations declarations and resolutions on the importance of
peace. Ban Ki Moon, U.N. Secretary General, dedicated the International Day of
Peace 2013 to peace education in an effort to focus minds and financing on the
preeminence of peace education as the means to bring about a culture of peace.
Koichiro Matsuura, the immediate past Director-General of UNESCO, has written that
peace education is of "fundamental importance to the mission of UNESCO and the
United Nations".

Definition
Ian Harris and John Synott have described peace education as a series of "teaching encounters"
that draw from people:

 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 consequence 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".
Often the theory or philosophy of peace education has been assumed, but not articulated. Johan
Galtung suggested in 1975 that no theory for peace education existed and there was clearly an
urgent need for such theory.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.James Page has suggested that a rationale for peace education
might be found in virtue ethics, consequentialist ethics, conservative political ethics, aesthetic ethics,
and care ethics. Robert L. Holmes claims that a moral presumption against violence exists among
civilized nations. On the basis of this presumptive prohibition, he outlines several philosophical
values, including pacifism, relevant to the nonviolent resolution of international conflicts.
Since the early 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.
Forms
Conflict resolution training
Peace education programs centered on conflict resolution typically focus on the social-behavioural
symptoms of conflict; they train individuals to resolve inter-personal disputes through negotiation and
(peer) mediation. The main elements of these programs include: learning to manage anger, "fighting
fair"; improving communication through skills such as listening, turn-taking, identifying needs, and
separating facts from emotions. Participants are encouraged to take responsibility for their actions
and to brainstorm together on compromises.

Democracy education
Peace education programs centered on democracy education typically focus on the political
processes associated with conflict. They postulate that with an increase in democratic participation,
societies are less likely to resolve conflict through violence and war. 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).Programs of this kind foster a conflict-positive orientation in the community by training
students to view conflict as a platform for creativity and growth.
Approaches of this type train participants in critical thinking, debate, and coalition-building; they
promote the values of freedom of speech, individuality, tolerance of diversity, compromise
and conscientious objection. They seek 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".These skills, which
sustain multi-party democracy, are assumed to decrease the likelihood of violence and war. It is
further assumed that they are necessary to create a culture of peace.

Justice education
Education for justice is the process of promoting the rule of law (RoL) through educational activities
at all levels. Education for justice teaches the next generation about crime prevention, to better
understand and address problems that can undermine the rule of law. This approach promotes
peace and encourages students to engage actively in their communities and future professions.
Making the RoL and a culture of lawfulness a priority is not just about transmitting knowledge, but
also about values and behaviours that are modelled and enforced daily through the
'hidden curriculum'. ‘The ‘hidden curriculum’ of the classroom and school transmits norms, values
and beliefs to learners in ways other than formal teaching and learning processes. This ensures that
learners develop skills to engage in society as ethically responsible citizens.
Human rights education
Peace education programs centered on raising awareness of human rights typically focus on policies
that humanity ought to adopt 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 personal freedoms and enjoy legal protection from violence,
oppression and indignity.
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.
Human rights education "faces continual elaboration, a significant theory-practice gap and frequent
challenge as to its validity".In one practitioner's view:
"Human rights education does not work in communities fraught with conflict unless it is part of a
comprehensive approach... In fact, such education can be counterproductive and lead to greater
conflict if people become aware of rights which are not realized. In this respect, human rights
education can increase the potential for conflict"

Worldview transformation
Some approaches to peace education start from psychological insights, which recognize the
developmental nature of human psychosocial dispositions. Conflict-promoting attitudes and
behaviours characterize 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) 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. Acquiring a
more integrative, Unity-Based Worldview increases human capacity to mitigate conflict, create unity
in the context of diversity, and establish sustainable cultures of peace - at 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 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 fostering emancipatory change.
Exercises 1.5

1. In your own opinion, what is the importance of Peace Education Subject?

2. Based on your own understanding what is Critical Peace Education?