what is peace education-presentation to the new england philosophy of education society october 06

7/27/2019 What is Peace Education-Presentation to the New England Philosophy of Education Society October 06

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Peace Education

Philosophical Principles as Pedagogy for

Social Change

Mary Lee Morrison


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you will teach me first, my students,

the character of my indifferenceand the dark confusion of being young.

I will teach you then my students,

a hope that lies beneath the surface,

a love inherent in the nature of things.follow the course of it to the end of knowing;

gather the thread of it line by line.

Poem by Michael True, in Ordinary People: FamilyLife and Global Values.


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What is Peace EducationPeace education is the

pedagogical efforts to

create a world atpeace.

By peace, we mean more

than the absence of

violence (negative

peace) (Galtung).

Peace in its most positive

aspects embraces ideas of

justice, globalsustainability and the

eradication of structures

that promote insecurity:

poverty, hunger,

malnutrition and lack ofaccess to resources


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Peace Education rests on 2

assumptions Conflict is ubiquitous

There are ways to

transform it

Education for peace

assumes peace in

education(M.Haavelsrud)


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Peace Education Holds Both

Philosophical Principles and

Processes (Skills) Peace education is

visionary and

inherently moral


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Philosophy of Peace Education

Involves Nonviolence

Love as the basis for transformation-

translated into caring classrooms

(Noddings, Martin)

Reverence for the environment and for all

life


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Processes of peace education

Include Skills of conflict resolution

(transformation)

Attitudes

Values

These rest on the ethos of having enoughfor all to sustain life


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Betty Reardon has defined peace

education as the attempt to promote the development of

an authentic planetary consciousness that

will enable us to function as global citizensand to transform the present humancondition by changing the social structuresand patterns of thought that have createdit. The transformational imperative mustbe at the center, both in knowledge andvalues. (Comprehensive Peace Education)


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The root of education Is educare

To lead out

Peace education seeks to draw out frompeople their own best instincts to live morepeacefully with others.

This implies working from within, startingthe transformation of society beginningwith each individual.


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Peace education Seeks to build on the philosophy and the

processes of nonviolence to help us

understand the role that conflict and

violence have played in our own lives,

seeking ways to transform them.

Peace educators point out both the value ofand the risk of conflict and social change.


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Peace education Appreciates the richness

of the concept of peace

Addresses fears Provides a futures

orientation (imagination)

Teaches peace as both a

process and philosophy

Promotes peace as a

concept alongside

justice Promotes the care of

and love of the Earth

and respect for all life

Teaches nonviolence

as a way to settle

differences

d i i i d


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Peace education is practiced

throughout the world in many

settings All have in common the idea of transforming

conflict into something positive and sustainable

so that our world will continue to turn. Peace education seeks to make and build peace

through pedagogy.

Peace education rests on the assumptions that

morals and ethics cannot be separate from theclassroom.

The concept ofresponsibility, both individual andshared, is embedded in the philosophy.


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How is it done? An educator teaching

peace will use

conceptual elementsof the philosophy and

the processes to

structure formal,

informal andhidden curricula,

including classroom

climate, tolerance,

respect and thoseteachable moments

that can transform

classroom

interactions andlearning.


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Some elements of the curricula An understanding of war and its causes

An understanding of violence and its causes

Knowledge of the military and its structures

An understanding of some principles of world

order, including the United Nations system

An understanding of the role of citizenparticipation


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Knowledge of NGOs and their impact on

social change

Knowledge of world-wide and local grass-

roots initiatives

Principles of restorative justice

Listening and dialoguing

The importance of nonviolence

Eli B ldi f d f h


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Elise Boulding, a founder of the

peace research movement has

said There are certain characteristics that optimize

young people growing up to be peacemakers-

those who will seek to shape their societiestoward peace (Building a Global Civic Culture).

These include: genetics, cognitive maturationalprocesses, modeling and reinforcement, knowledgestock, cultural values and beliefs, family influence,

peers, the media, community inputs. Models are key.

The important function of education cannot beunderestimated.


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Who Has Gone Before? Montessori in 1937-

our hope for the

future lies not in theformal knowledgethat we pass on, butin the normaldevelopment of thenew man (sic)(Education for

Peace).

Montessori has often

been quoted as saying

establishing peace isthe work of

education: all politics

can do is keep us out

of war.


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John Dewey Deweys philosophical ideas involved

concepts of educating for peace.

He saw the necessity of teachers loving

their students- love through common self-

sacrifice to reach the common good

(found in Simpson and Jackson article inEducational Foundations-taken from

DeweyMW5).

D d th i


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Dewey and other progressives

were concerned about the

growing militarism of America Dewey connected ideal education to one

involving values of peace

Began the Outlawry of War campaign


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Horace Mann hoped that common

education could free humankind from the

ever present danger of war


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More Modern Educators Neo-Deweyan Maxine Greenes

understanding of education is releasing

persons to be different-inherently

reflecting concepts of freedom and choice-,

listening and dialoguing in order to view

things as they might be. J.R. Martin-schools as homes

The importance of nurturing


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Sara Ruddick-maternal love giving rise to

maternal practice can promote peace

hooks-teaching to transgress-only happens

with adequate nurturing. No dichotomy

between education and social change.

Healing of the world can happen if teachersknow themselves and their students


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Parker Palmer has written The goal of knowledge arising from love

is the reunification and reconstruction of

broken selves and worlds. (To Know as

we are Known: Education as a Spiritual

Journey)


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A Brief History of Peace

Education Contemporary view

on peace education

reflect the evolutionof its concept from

the beginnings of the

peace research

movement-40s and50s

However its roots go

back much further

Reformers such asAddams and Fannie

Fern Andrews


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IPRA (The International

Peace Research

Association)-1965 and

COPRED (Consortium

on Peace, Research,

Education and

Development)-1970 were

outgrowths of the workdone by the Womens

International League for

Peace and Freedom

The relational andtransformative elementsof peace education arose

partly out of the 2nd waveof the womensmovement

Peace began to be seen asincluding concepts ofrelationships-interpersonal, inter-communal and inter-global.

d ti t th


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peace education rests on those

values and attitudes often

associated with women Peace as a concept, and thus peace

education, cannot be separated

conceptually from networking, connectingpeople in mutually productive, constantly

interacting processes of teaching and

learning.

The Earth Charter as a Paradigm


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The Earth Charter as a Paradigm

of Education for A Sustainable,

Peaceful World The Earth Charter is a declaration of fundamental

principles laying out what is needed for to build a

just, sustainable, and, ultimately, peaceful world 4 interconnected themes:

Respect and care for the community of life

Ecological integrity

Social and economic justice

Democracy, nonviolence and peace


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We are now at the

mid-point of the UN

designated Decadefor a Culture of Peace

We have just begun

the Decade for

Sustainable

Development

From the Hague

Appeal for Peace

(2001)


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A culture of peace will be achieved when citizens of

the world understand global problems; have the

skills to resolve conflicts constructively, know andlive by international standards of human rights,

gender and racial equality, appreciate cultural

diversity and respect the integrity of the Earth.

Such learning cannot be achieved withoutintentional, sustained and systematic education

for peace.


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Peace Education in Action

A Visit to Costa Rica


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The University for Peace


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Visit to Two SchoolsImplementing the Precepts of a

Culture of Peace

With cooperation and support of the

University for Peace and the Ministry

of Education for Costa Rica


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Three Themes Peace with self

Peace with others

Peace with nature


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Why do we do what we do?


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From the Preamble to the Earth

Charter We stand at a critical

moment in Earths

history, a time when

humanity must choose its

future. It is imperative

that we, the peoples of

the Earth, declare our

responsibility to oneanother, to the greater

communiy of life and to

future generations.

We urgently need a

shared vision of basic

values to provide anethical foundation for

the emerging world

community.


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To End: My country is the world-to do good is my

religion (Thomas Paine)

We must not only prepare our children for

the world-we must prepare the world for

our children motto of Curbstone Press, a

CT based 501 (c ) (3) organizationhttp://www.cunepress.com/cunemagazine/n

ews/articles/curbstone.htm
http://www.cunepress.com/cunemagazine/news/articles/curbstone.htmhttp://www.cunepress.com/cunemagazine/news/articles/curbstone.htmhttp://www.cunepress.com/cunemagazine/news/articles/curbstone.htmhttp://www.cunepress.com/cunemagazine/news/articles/curbstone.htm

what is peace education-presentation to the new england philosophy of education society october 06

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