Chapter 1 ] A HOLISTIC UNDERSTANDING OF PEACE AND VIOLENCE Peace is the absence of war or direct violence.

Hugo Grotius, 1625 Peace is the suspension of violent modes of rivalry between political units. Raymond Aron, 1966 Violence THE EVOLUTION OF VIOLENCE Violence can disrupt peace, and may take any form. Violence has evolved from direct to indirect or structural violence. People can suffer from violence through social, political and economic systems. Results of Violence extreme poverty denial of human rights racism starvation

Peace defined THE CONVENTIONAL VIEW Peace is not simply a lack of war or nonviolence; peace means the eradication of all facets of justice. - Cheng & Kurtz, 1998 We must have first a comprehensive & unified view of peace if we are to move toward a genuine peace culture. Peace is the absence of violence may it be direct or indirect. - John Galtung Peace is both the absence of personal violence and presence of social justice. - John Galtung Peace charged NEGATIVE PEACE & POSITIVE PEACE? Negative Peace absence of war or direct violence Positive Peace presence of just & non-exploitative relationships When Positive peace is at work, it diminishes the root causes of conflict. Types of Violence DIRECT OR INDIRECT STILL VIOLENCE Direct Violence Organized war, Coup de etat Unorganized rape, crime, child abuse

Indirect Violence Structural Socio-cultural Ecological The Five Levels of Peace 1.) Personal 2.) Interpersonal 3.) Social 4.) Global 5.) Peace between humans and the earth and Beyond

Culture of Peace IT STARTS THERE; IT ENDS THERE Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed. - except from the UNESCO Preamble UNESCO began the culture of Peace Programme and saw its potential to become a global movement. The Declaration on a Culture of Peace was adopted by UN General Assembly in 1999.

DECLARATION ON A CULTURE OF PEACE Respect for life and for all human rights; Rejection of violence in all forms and commitment to the prevention of violent conflict by tackling their root causes through dialogue and negotiation; Commitment to full participation in the process of equitably meeting the needs of present and future generations; Promotion of the equal rights and opportunities of women and men; Devotion to principles of freedom, justice, democracy, tolerance, solidarity, cooperation pluralism, cultural diversity, dialogue and understanding between groups and individuals. Peace in Philippines PHILIPPINE FRAMEWORK The culture of peace framework has been developed out of the peace advocacies in the country. Culturally, Filipinos have great importance to the integrity of the family. Thats why the thrust of the framework revolves on this concept. Promoting a Culture of Peace The 6 Dimensions of Peace 1.) Family Integrity 2.) Human Rights 3.) Poverty Eradication 4.) Solidarity 5.) Disarmament 6.) Environmental Protection

Peace in Other Words CULTURAL TRADITION WITH A BROAD CONCEPT OF PEACE Greek: Irene harmony and justice/ absence of physical violence. Arabic: Salaam & Hebrew: Shalom absence of physical violence, love, full health, prosperity, reconciliation Sanskrit: Shanti spiritual contentment, peace of mind (cosmic view of peace) Chinese: Ping harmony, unity out of diversity, balance of Yin and Yang

Chapter 2 Peace Education as Transformative Education -The greatest resource for building a culture of peace are the people themselves -Peacebuilding refers generally to the long-term project of building peaceful communities. What is Peace Education? Peace Education: an education that promotes a culture of peace, is essentially transformative. It cultivates the knowledge base, skills , attitudes and values that seek to transform peoples mindsets, attitudes and behaviors. It builds awareness and understanding, developing concern and challenging personal and social action. It cultivates empathy for the victims of violence. The learning process that is utilized in this is holistic and it tries to addressA the cognitive, affective and active dimensions of the learner. Usual Procedure in Peace Education: 1. Introduction of relevant new knowledge or reinforced knowledge. 2. Posing valuing questions and using discussion and other participatory methods to cultivate concern. 3. Eliciting/challenging/ encouraging appropriate personal and social action. Why Educate for Peace? Purpose: It seeks to transform the present human condition by changing social structures and patterns of thought that have created it.- Betty Reardon The main purpose of peace education are the elimination of social injustice, the rejection of violence and the abolition of war. "Twentieth century is the most violent and war-field in history."- Weiss 2002 Peace Education as a Practical Alternative In micro-level, education on nonviolent conflict resolution approaches, such as collaborative problem solving and mediation, can improve quality of human relationship

and bring constructive, fair and helpful solutions to all parties. Political advocacy of nonviolent resolutions is a key element is P.Ed. Peace Education as an Ethical Imperative These ethical principles include: 1. Unity and value of life and other life forms in nature 2. Respect for human dignity 3. Nonviolence 4. Justice and love Education for Peace: List of Knowledge Areas, Skills and Attitudes/Values Knowledge/ Content Areas 1. Holistic Concept of Peace -Peace is not just the absence of direct/physical violence but also the presence of conditions of well-being, cooperation and just relationships in human and ecological spheres. 2. Conflict and Violence -Conflicts are natural but they become problems of violence depending on the methods of conflict resolution used. -Study the various levels of violence: direct, structural, socio-cultural and ecological violence. -There must be a study of roots and consequences of violence. 3. Some Peaceful Alternative a. Disarmament- study the goal of abolishing war and reducing global armed forces and armaments. b. Nonviolence- study the philosophical and spiritual underpinnings of nonviolence. c. Conflict Resolution, Transformation and Prevention- study effective ways of resolving conflicts nonviolently and its application. d. Human Rights- knowing rights and reject all forms of repressions and discriminations. e. Human Solidarity- commonalities bind divergent religious, cultural, local and national groups. f. Development Based on Justice- learners can be made critically aware of the realities and tragic consequences of violence. g. Democratization- democracy gives people respected rights, interests and wishes. h. Sustainable Development- learners need to understand interdependent relationship between human and the natural environment. Attitudes/ Values 1. Self-respect-sense of own worth and a sense of pride in their own particular social, cultural and family background. 2. Respect for others- sense of worth and inherent dignity of other people. 3. Respect for life/ nonviolence 4. Gender Equality- valuing both genders 5. Compassion- sensitivity to the difficult conditions and suffering of other people. 6. Global Concern- caring for the whole human community. 7. Ecological Concern- caring for the natural environment. 8. Cooperation 9. Openness/ Tolerance- approach and receive other peoples ideas and beliefs. 10. Justice- acting with a sense of fairness towards others, upholding equality. 11. Social Responsibility- contribute to the shaping of a society. 12. Positive Vision- sense of hope

 Skills 1. Reflection 2. Critical Thinking and Analysis 3. Decision Making 4. Imagination of new paradigms 5. Communication 6. Conflict Resolution- analyze conflicts in an objective and systematic way. 7. Empathy- ability to see the perspective of others. 8. Group Building- working cooperatively with other people in order to achieve goals.