PEACE

EDUCATION
A PATHWAY TO A CULTURE OF PEACE

Presented by: Venus A. Cadenas-Ascarez

PRESENTATION OUTLINE
TEACHING-LEARNING APPROACHES AND STRATEGIES IN
PEACE EDUCATION

ATTRIBUTES OF A A WHOLE SCHOOL

PEACE EDUCATOR APPROACH
"IF WE WANT TO REACH REAL PEACE IN THIS
WORLD, WE SHOULD START EDUCATING
CHILDREN"
MAHATMA GANDHI
TEACHING-LEARNING
APPROACHES IN
PEACE EDUCATION
 TEACHING-LEARNING APPROACHES

• Holistic
• Participatory
• Cooperative
• Experiential
• Humanist
 HOLISTIC EDUCATION
promotes cognitive, affective, and behavioral goals of learning

• Building of awareness on the realities, roots of peace, roots

and consequences of violence
• Building of concern and development of the values of
empathy, compassion, hope and social responsibility
• Call to action beginning with the resolve to change personal
mindsets and attitudes and doing something concrete about
situations of violence
 PARTICIPATORY EDUCATION
• allow learners to inquire, share, and collaborate
• allow learners to engage in dialogue with the teacher or
with their co-learners
• teacher acts more as a facilitator rather than an authority
figure
• observance of democratic processes in the classrooms
can contribute to the development of knowledge, skills
and attitudes necessary for democratic citizenship (Harris
and Morrison, 2003)
 COOPERATIVE LEARNING
• give opportunities for participants to work together and
learn rather than compete with each other
• improves relations among students, challenges
individualism; and lessens divisiveness and feelings of
prejudice
 EXPERIENTIAL EDUCATION
• learning through the processing of one's experience from
activities initiated in the classroom
• learners build ideas and form their own concepts from the
experience or activity they went through
• help develop humans who are skilled in developing new
paradigms
• constructivist teachers are flexible and process-oriented
 HUMANIST EDUCATION
• emphasizes the social , personal, and affective growth of the
learners
• in a humanist classroom, individuals are accepted for what
they are
• develops the notions of the self to promote a sense of self-
esteem
• teachers in a humanist classroom are emphathetic and
affirming
TEACHING-LEARNING
STRATEGIES IN PEACE
EDUCATION
• Discussion
• Pair share
• Visualization / Imagination Exercise
• Perspective-taking
• Role-playing
• Simulation Games
• Problem-solving
• Considering positions/ Issue Poll
• Encouraging action
• Reading or writing a quotation
• Web-Charting
• Use of Film and Photographs
• Telling stories
• Song/Poem Analysis
• Sentence completion
• Journal writing/ individual reflection
• Go-round
• Teachable moments
• Interviews/Research
• Expert Resources
• Reciprocal teaching
• Twinning
• Dialogues
• Exposure Trips
• Use of globes and maps
• Brainstorming
• Reading quotations
• Use of charts/graphs
• Case studies
• Collage-making
• Show and Tell
These approaches and strategies are important tools
toward the development of the student’s intellect,
attitudes and spirit that they may be inspired to
work for peace.
THE MEDIUM IS
THE MESSAGE
ATTRIBUTES OF A
PEACE EDUCATOR
PEACE EDUCATORS
MUST SERVE AS MODELS FOR THE
QUALITIES AND SKILLS THEY ARE HELPING
YOUNG PEOPLE TO DEVELOP IN THE
PEACEABLE CLASSROOM AND SCHOOL
ATTRIBUTES OF A
PEACE EDUCATOR
• The teacher of peace is a responsible
global citizen, an intentional agent of a
culture of peace, a person of vision,
capable of hope and the imaging of
positive change.
ATTRIBUTES OF A
PEACE EDUCATOR
• motivated by service and is actively involved in the
community.
• him/herself as a person responsible to society.
• a life-long learner, one who continues to improve one's own
learning abilities and keep abreast of the field.
• both a transmitter and transformer of cultures
• a seeker of mutually enhancing relationships that nurture
peace and a sense of community
• gender sensitive and alert to any possibility of gender bias in
sef or students
ATTRIBUTES OF A
PEACE EDUCATOR
• constructively critical by offering criticism not to
wound or harm but to elicit constructive change
• intentionally develops the capacity to care by
knowing the learners in their charge as individuals
• poses instructive questions into the conditions that
impede and those that enhance possibilities for
achieving a culture of peace
ATTRIBUTES OF A
PEACE EDUCATOR
• has the skills of reflective learning
• has the skills of communication and
conflict resolution
• practices cooperative learning
• inspires understanding of alternative
possibilities for the future
A WHOLE
SCHOOL
AAPPROACH
 Engage all the learning
To be more effective in areas, all members of the
infusing peace ideas, school community and the
perspectives and values wider community
into the life of the whole
school and even beyond

Also includes teaching practices and methods, student activities, administrative policies,
school structures and relationships, as well as social action.
A framework adopted by the Miriam College in its attempt to use the
whole school approach
 PEACE
EDUCATION AT
MIRIAM
COLLEGE
• VISION-MISISON STATEMENT OF MIRIAM
COLLEGE:

"MIRIAM PARA SA
KAPAYAPAAN,
KATARUNGAN AT
(MIRIAM FOR PEACE, JUSTICE, AND
KALIKASAN"
THE ENVIRONEMENT)
 AREAS OF A WHOLE
SCHOOL APPROACH
• VISION-MISISON AND GOALS
• CONTENT OF EDUCATION/EDUCATIONAL
PROCESSES
• SRUCTURES AND RELATIONSHIPS OPERATING IN
THE INSTITUTION
 EFFORTS OF MIRIAM COLLEGE TOWARD A
PEACEABLE CURRICULUM

• Peace perspectives and themes are integrated across the curriculum

• A special peace-focused curriculum and text is used in the G7 social studies
subjects.
• A 3-unit course "Introduction to Peace Studies" is required as a major course
in the International Studies dept and is taken as elective by other students.
For education students, the course "Education for Peace, Gender Equality,
and the Environment " is a required major course.
• A Peace Studies minor is one of the options to the undergrad students
 EFFORTS OF MIRIAM COLLEGE TOWARD A
PEACEABLE CURRICULUM

• A 1-unit course called MC 101 introduces the core values of the school-
peace, social justice, gender equality and environmental care - is taken by all
undergraduate and graduate students.
• Sessions on Nonviolent Conflict Resolution are a part of the regular High
School, College and Adult Educaion homeroom/development programs for
students.
 TEACHING-LEARNING METHODS

• Teachers use methods that are cooperative, participatory,

dialogical, and experiential.
• They consist of :
⚬ cooperative learning approaches
⚬ reflection and sharing
⚬ imagination exercises
⚬ simulation or role playing
⚬ film or documentary showing
⚬ use of stories or music
CO-CURRICULAR AND STUDENT ACTIVITIES

• International Day of Peace

⚬ activities include exchange of plays depicting ideas that raise
awareness on peace consciousness
• Building Bridges of Peace
⚬ twinning project between MC and a school Mindanao attended
by Muslims launched in 2004
PEACE-RELATED MATERIAL AND OTHER
RESOURCES

• Special collection of books and materials on peace and nonviolence

• Features articles related to peace in school publication
• Peace-focused books were produced
• Peace garden in school located inside the campus' mini forest park
 ENRICHMENT ACTIVITIES FOR
ADMINISTRATORS AND FACULTY

• Seminars/talks on peace education, peace spirituality, conflict

resolution and alternatives to violence
• Workshop on peace education before the start of school year is
given to newly hired faculty.
• Establishment of a peace core group from different units
PARTICIPATIVE STRUCTURES AND CARING
RELATIONSHIPS

• Democratic process
⚬ there are committees for various purposes
⚬ any member may nominate administrators
⚬ any member who wish to serve are encouraged to apply
• Opportunities for building a sense of community such as Team
Building, Family Day, others
• Establish a more peace-oriented discipline policy
 PEACE ACTION / ACTIVITIES OF SOCIAL
CONCERN

Peace-building includes not only the renunciation of physical and

structural violence but also the positive engagement in activities that
empower the weak and the poor, who are ordinarily the victims of
violence.
 PEACE ACTION / ACTIVITIES OF SOCIAL
CONCERN
Some of Miriam-initiated reach-out programs:
• Academic and vocational program for illiterate adults and out-of-
school youth
• Catechetical ministry for public school children
• Education sessions for mothers and children in poverty
• Enrichment sessions for the handicapped
• Miriam's movement to help calamity victims
• Participate in other forms of peace action such as writing letters,
participating in demonstrations, and presenting position papers and
petitions to authorities
GENERAL REFLECTION
• Peace is a general welfare which means everyone must work together to
attain it.
• Teachers must have the attributes of a peace educator since they have the
wide authority to educate children about peace.
• Proverbs 22:6 “Train up a child in the way he should go,
Even when he is old he will not depart from it.” Proverbs
22:6
• The Greatest Love of All by Whitney Houston
• “The Youth is the hope of our future.”
– Dr. Jose P. Rizal
THANK YOU FOR
LISTENING!