Lecture 4:
The role of peace education at the micro-
and macro-levels
Peace education and student learning
MRS. AYESHA
AYAZ
PEACE EDUCATION
DEFINITION
The process of acquiring the values, the
knowledge and developing the attitudes, skills
and behavior to live in harmony with oneself,
with others and with the natural environment.
INTRODUCTION
• The greatest resource for building a culture of peace are the people
themselves, it is through them that peaceful relationships are created.
• Educating people toward becoming peace agent is central to the task of peace
building.
• Peace-building refers to the long-term period of building peaceful
communities, a desirable goal.
MODEL FOR PEACE EDUCATION
TYPES OF VIOLENCE
TYPES OF VIOLENCE IN PAKISTAN
WHAT IS PEACE EDUCATION?
• 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.
DEMOCRACY EDUCATION
• Peace education programs centered on democracy education typically focus
on the political processes associated with conflict.
• At the same time, "a democratic society needs the commitment of citizens
who accept the necessity for tolerance“.
• 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“.
EDUCATION FOR JUSTICE
• Justice education is the process of promoting the rule of law through
educational activities at all levels.
• Education for justice teaches the next generation about crime prevention,
and to better understand and address problems that can undermine the rule of
law.
• It promotes peace and encourages students to actively engage in their
communities and future professions.
HUMAN RIGHTS
• 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.
SOCIETAL FACTORS AFFECTING PEACE IN
THE PAKISTANI CONTEXT
• One of the constraints of peace education in Pakistan is the presence of three parallel
education systems that have limited or no interaction, which renders any one-size-
fits-all peace education model unlikely to succeed.
• Many students, in both public and private schools, reported direct exposure to
violence in communities, homes, and schools. In some cases, students said peace
education has reduced violence, such as bullying, at schools.
• Peace education programs need to strengthen their outreach by bringing parents on
board.
• Across the board, teachers appreciated exposure to peace education training
and felt that such programs help in reducing stereotyping of the Other.
• NGOs and their international partners should keep trying to integrate peace
education in curricula at provincial levels.
• Other than the quality of contents, peace education depends on the quality of
teachers, which varied from project to project. Students respond more readily
to trained teachers.
CONFLICTS IN SCHOOLS
• In the school system, inter-personal conflict occurs between teacher versus teacher
and students versus students. A frequent cause of inter- personal conflict in
the school system is personality clash.
• The researches showed that there is a greater likelihood for these conflicts to arise in
urban schools than in other regions.
• This study supports the view that integration, collaboration and coherence are the
key factors for cultivating a constructive conflict management strategy and
enhancing better school performance.
IMPACT OF PEACE EDUCATION
• Peace education aims to solve conflicts without violence, to build peace for mutual
harmony, and to transform individuals' mental models.
• Peace education also applied to university students on their intercultural sensitivity.
• peace education is developing reflective and contributing capacities for achieving
and maintaining peace.
• Peace education adopts an education understanding for more equitable and peaceful
world and which is based on taking action in this direction.
PEACE EDUCATION: A STRATEGY FOR
CONFLICT RESOLUTION
• Peace Education is a platform to become skilled at conflict resolution techniques
in a classroom through real-life simulation exercises, improving persuasion skills
to solve problems, to develop reflection skills, to sharpen analytical skills that are
necessary for a clear understanding of the conflict.
• The Peace Education Working Group at UNICEF defines peace education as "the
process of promoting the knowledge, skills, attitudes, and values needed to bring
about behavior changes that will enable children, youth, and adults to
prevent conflict and violence.
STRUCTURAL VIOLENCE
• Extreme poverty
• Starvation
• Avoidable diseases
• Discrimination off minority groups
• Denial of human/woman rights
• Diminish lives
NEGATIVE AND POSITIVE PEACE
• Negative peace:
It refers to war or direct physical violence
• Positive peace:
It refers to the presence of justice, non exploitative relationships of humans and
nature and as well as human and ecological (relation between living things and
their environment) well being.
PROJECTS ON SELECTED CONFLICTS
• Conflicts occur daily in our lives. Some can vary from a minor disagreement
between individuals or groups to a major extreme situation with life-threatening
elements. Being a project manager or team leader these conflicts are especially
rampant and relevant in the project environment.
• Projects bring together individuals with various levels of experience from
different sectors. Each team member will have their own approach to project
setup, methodologies, documentation, reporting, and so on. Additionally, your
management style can create friction within the team.
• Poor communication is at the root of many failed projects, so it is little surprise
that communication leads to team conflict. Without a communication plan, team
members quickly become confused about their work, priority tasks, and the
overall purpose of the project.
• Problems quickly arise when team members do not know what they should be
doing and how their work impacts others. The blame-game often starts if a key
task is overlooked or delayed because no-one knew who owned the requirement.
• Tensions will arise if some team members are not pulling their weight.
• Problems with communication, deadlines, contracts, and quality can lead to
disagreements with external vendors. Unresolved, these issues can lead to
missed deadlines and unhappy customers.
PRESENTATION OF THE PROJECTS
• The presentation is for explaining your project - both the product and the process -
to the evaluators. The presentation complements the project documentation and the
product demo (if any). ... In such a case, the presentation creates the first impression
of your project in the mind of the evaluator.
• Each project group will give a 45 minute presentation of their final project. You
should prepare a 35 minute talk and assume that you will get 10 minutes of questions.
• Be sure to include all group members names on the title slide.
NATIONAL INTEGRITY, HARMONY, AND
IDEOLOGY WITH REFERENCE TO PEACE
EDUCATION
• National level peace: Implies law and order, self control and respect for
others and a guarantee of human rights.
• International-system: peace is not just the absence of war, but it also
represents a balance of forces.
• Civic society: When country is not at war and there is no structural violence
at the macro level.
• Micro level: Peace implies managing interpersonal relations without
violence.
• Holistic system of peace: Focus on unity and diversity
• Intercultural peace: exists when different religions and ethnic groups live
together harmoniously.
• Togetherness: When human beings live sustainably on this planet.
• Cultural level peace: Artists create peaceful images and reduce the violent
images propagated through media.
• Institutional level peace: Administrators use organizational developmental
techniques to resolve conflicts.
ACTIVITY TIME
Group Task:
• In education system of Pakistan point out the strategies promoting peace
education.
• Give your suggestions how to improve it or introduce new strategies for
implementing peace education in Pakistan.
