IRA-International Journal of Education &

Multidisciplinary Studies
ISSN 2455–2526; Vol.03, Issue 03 (2016)
Institute of Research Advances
http://research-advances.org/index.php/IJEMS

Teaching-Learning Approaches and

Strategies in Peace Education
Dr. A. Subramanian,
Assistant Professor,
Department of Education,
University of Madras, Chennai-5, India.

DOI: http://dx.doi.org/10.21013/jems.v3.n3.p9

How to cite this paper:

Subramanian, D. (2016). Teaching-Learning Approaches and Strategies in Peace
Education. IRA International Journal of Education and Multidisciplinary Studies
(ISSN 2455–2526), 3(3). doi:http://dx.doi.org/10.21013/jems.v3.n3.p9

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 IRA-International Journal of Education & Multidisciplinary Studies

ABSTRACT

The “how” is as “important” as the “what”. Hence, the teaching-learning

approaches that are compatible with the goals of peace education are holistic,
participatory, cooperative, experiential and humanist. Holistic education does not
confine itself to the parameters of facts and concepts. Instead, it promotes cognitive,
affective and behavioural goals of learning. Often, the focus of learning is the
transmission of concepts. In peace education, the goals are three-fold. First is the
building of awareness on the realities, roots and consequences of violence, and the
building of awareness on the roots of peace. Second is the building of concern and
the development of the values of empathy, compassion, hope and social
responsibility. In 2003, Harris and Morrison call it the development of moral
sensitivity culminating in the building of the capacity of learners to care for others.
Third is the call to action beginning with the resolve to change personal mindsets and
attitudes and doing something concrete about situations of violence. Participatory
education means allowing learners to inquire, share and collaborate. It allows
learners to engage in dialogue with the teacher or with their co-learners. The
practice of articulating and listening to diverse points of view is an important
exercise in broadening perspectives. Such a skill is necessary in a world where many
conflicts remain unresolved because of peoples‟ refusal to hear one another. In
participatory learning, teacher acts more as a facilitator rather than an authority
figure. Even if teachers have definite stands on issues, they should encourage
students to articulate their own perspectives before inviting them to take appropriate
action on the issues discussed (Mcginnis, 1984). Participatory education also means
veering away from the traditional indoctrination style. The 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). Carl
Rogers and Abraham Maslow are proponents of a type of education that is humanist.
A humanist classroom emphasizes the social, personal and affective growth of the
learners. In a humanistic classroom, individuals are accepted for what they are. It
develops the notions of the self to promote a sense of self-esteem. It sends the
message that all are valuable and gifted. Mcginnis (1984) says that “without a
positive self-concept or self-image, no one takes a stand, „goes public‟, or works for
change”. He also posits that the more aware we are of our giftedness, the more
willing we become to share our gifts with others. Teachers in a humanist classroom
are empathetic and affirming. They show interest and concern for the well-being of
their students. They encourage in the classroom care and respect for each other. They
also encourage sensitivity to diversity in the classroom. Such approach will help
breed in learners the seeds of love and compassion- values that are necessary in
building a peaceable society.

Keywords: Peace education, Role play, Problem-solving, Brainstorming.

Introduction:

The “how” is as “important” as the “what”. Hence, the teaching-learning

approaches that are compatible with the goals of peace education are holistic,
participatory, cooperative, experiential and humanist.
Holistic education does not confine itself to the parameters of facts and
concepts. Instead, it promotes cognitive, affective and behavioural goals of learning.
Often, the focus of learning is the transmission of concepts. In peace education, the
goals are three-fold. First is the building of awareness on the realities, roots and
consequences of violence, and the building of awareness on the roots of peace.
Second is the building of concern and the development of the values of empathy,
compassion, hope and social responsibility. In 2003, Harris and Morrison call it the

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 IRA-International Journal of Education & Multidisciplinary Studies

development of moral sensitivity culminating in the building of the capacity of

learners to care for others. Third is the call to action beginning with the resolve to
change personal mindsets and attitudes and doing something concrete about situations
of violence.
Participatory education means allowing learners to inquire, share and
collaborate. It allows learners to engage in dialogue with the teacher or with their co-
learners. The practice of articulating and listening to diverse points of view is an
important exercise in broadening perspectives. Such a skill is necessary in a world
where many conflicts remain unresolved because of peoples‟ refusal to hear one
another. In participatory learning, teacher acts more as a facilitator rather than an
authority figure. Even if teachers have definite stands on issues, they should
encourage students to articulate their own perspectives before inviting them to take
appropriate action on the issues discussed (Mcginnis, 1984). Participatory education
also means veering away from the traditional indoctrination style. The 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 means giving opportunities for participants to work
together and learn, rather than compete with each other. Cooperative learning, aside
from increasing motivation to learn, improves relations among students; challenges
individualism; and lessens divisiveness and feelings of prejudice. It reverses feelings
of alienation and isolation and promotes more positive attitudes. In a cooperative
classroom, students learn to rely on each other, and the success of learning activities
depends upon the contributions of each one (Harris and Morrison, 2003). Many of the
problems in the word we face right now can be solved if people would cooperate. If
students would experience cooperative processes in the classroom, such habit could
be brought by them into their larger spheres of interaction.

Experiential education means learning not through didactic means but

through the processing of one‟s experience from activities initiated in the classroom.
Hence, lectures are kept to a minimum. Learners build ideas and form their own
concepts from the experience or activity they went through. In educational
psychology, this approach is close to the constructivist approach. Constructivist
teachers are flexible and process-oriented. They allow space for change. A
constructivist classroom will help develop humans who are skilled in developing new
paradigms. Our world needs new ways of thinking and new processes to challenge
the systems that breed violence and conflicts.
Carl Rogers and Abraham Maslow are proponents of a type of education that
is humanist. A humanist classroom emphasizes the social, personal and affective
growth of the learners. In a humanistic classroom, individuals are accepted for what
they are. It develops the notions of the self to promote a sense of self-esteem. It sends
the message that all are valuable and gifted. Mcginnis (1984) says that “without a
positive self-concept or self-image, no one takes a stand, „goes public‟, or works for
change”. He also posits that the more aware we are of our giftedness, the more
willing we become to share our gifts with others. Teachers in a humanist classroom
are empathetic and affirming. They show interest and concern for the well-being of
their students. They encourage in the classroom care and respect for each other. They
also encourage sensitivity to diversity in the classroom. Such approach will help
breed in learners the seeds of love and compassion- values that are necessary in
building a peaceable society.
There are many teaching learning strategies that are compatible with the
approaches to peace education described above. They are as follows:

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 IRA-International Journal of Education & Multidisciplinary Studies

1. Discussion
The small group discussion is a strategy that is used to enable the individual
participant‟s voice to be heard. To be most effective, a discussion has to be based
on factual information and good thought-out ideas.
2. Pair Share
It is a discussion technique where partner groups are formed. Facilitator
poses a question or topic for discussion. Person A responds to the question
uninterrupted while B listens. After a given time, partners reverse roles. Later, A
relates to the class the points B expressed and vice-versa. It is a good exercise to
improve listening skills.
3. Visualization/Imagination Exercise
The visualization exercise helps the participants to use their imagination. It
allows them to imagine alternatives, to, for example, situations of conflict.
4. Perspective-taking
In this strategy, learners are asked to understand and appreciate where the
other person is coming from. It is a skill used in problem-solving. This entails
“standing in the shoe of the other and walking in them for a while”. This device is
often used to develop empathy and tolerance.
5. Role-playing
This strategy is used to provide the participants with the opportunity to “feel”
the situation rather than merely intellectualize about it. Role-playing also
develops empathy and greater understanding for other vantage points. It can
cultivate both cognitive and affective learning.
6. Simulation Games
Simulating situations of violence, for instance, allows learners to have a
better feel of the situation of peacelessness and allows them to be more creative
in suggesting alternatives to the situation of injustice. An example is the
simulation on the distribution of wealth in “Sharing the Earth‟s Resources”.
7. Problem-solving
Problem-solving is one of the most valuable learning strategies. It enables the
person to use other valuable cognitive skills such as analyzing, generating options
and evaluating options.
8. Considering positions/Issue Poll
This activity is used to surface the differing positions of participants to a
controversial statement as in the case of the statement, “Whether we like it or not,
wars will happen in the future.” There can be at least three positions vis-à-vis
controversial statements: agree, not sure/neutral, disagree.
9. Encouraging action
Whenever appropriate, the participants are asked to express a resolution or
commitment to certain actions as a form of application of learning(s).

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10. Reading or Writing a Quotation

The reading of a peace-related quotation in the beginning or at the end of a
lesson encourages learner to think or appreciate better the concepts learned in the
session.
11. Web-Charting
Writing a word such as “war” or “peace” on the board in the beginning of a
session and inviting learners to write or draw their associations with the word
stimulate thinking. It is also a good springboard for the discussion of a particular
peace-related concept.
12. Use of Film and Photographs
The showing of film and/or photographs help create vivid images in the
minds of the learners. This can be followed by a discussion on messages
conveyed and learners‟ reactions.
13. Telling Stories, including Personal Stories
Learners sometimes remember the concepts we want to share through our
anecdotes and stories. Sharing your personal experiences related to the issue will
help illustrate better the points you want to make. Such strategy also helps
learners connect with you on a more personal basis.
14. Song/Poem Analysis
Many songs and poems contain peace-related messages. Allowing your
students to listen to or read them, identify their favorite lines, and interpret
messages will help them learn the values you want to impart in a more creative
manner.
15. Sentence Completion
Encouraging learners to complete unfinished sentences will help you know
what thoughts and feelings they may have about a particular topic. The strategy
may also be used to solicit action ideas from the participants.
16. Journal Writing/Individual Reflection
At the end of a session, you may want to invite participants to answer one or
two questions that will allow them to think of their responses/reflections/reactions
to an issue that has just been discussed.
17. Go-Round
It is a strategy where the opinion of each participant is briefly solicited.
18. Teachable Moments
It is an opportunity seized by the teacher to discuss the hot issue of the day. It
may be an issue that is internal to the class (e.g., an ongoing conflict).
19. Interviews/Research
Learners get the chance to gather information from third sources. Asking
students to interview peace advocates, for instance, would help them appreciate
what others do to help build a culture of peace.

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20. Expert Resources

Learners are exposed to the ideas of advocates for justice and peace. The use
of a third person is most helpful for very controversial topics.
21. Reciprocal Teaching
Students take turn in facilitating. “What we hear, we usually forget; what we
see, we usually remember; but what we do, we better understand.” When given a
chance to teach the subject matter, students are given the chance to comprehend
better the concepts, values and skills we want to impart.
22. Twinning Projects
Students may partner with another person from a different locality via e-mail
or regular mail to discuss topics related to peace.
23. Dialogues
Students are given the opportunity to converse, rather than debate, about
problematic issues. In debates, the goal is to prove each other wrong. Dialogues,
on the other hand, are occasions to find common grounds.
24. Exposure Trips
Students are given the opportunity to be touched by victims of injustice.
Seeing, hearing, and encountering a victim of violence is more powerful in
developing empathy and compassion among the learners. Contact opportunities
also motivate better in prodding students to action.
25. Use of globes and maps
A constant show of these devices will remind learners that there are people
from other countries to care for and be concerned about other than one‟s own.
26. Brainstorming
It is a method that helps people think creatively by letting many ideas flow
from the students without any comment from the others. This strategy can be
useful in generating many different solutions or alternatives. Evaluation of the
ideas is done after the brainstorming.
27. Reading quotations
Peace activists, religious leaders, indigenous community leaders, and
philosophers have said words of wisdom and inspiration that relate to peace. Let
your students ponder on these quotations and speak about the impact of these
ideas on them.
28. Use of Charts and Graphs
Statistics do not have an impact on students in the same way that contact with
victims of injustice does, but statistics still help in giving learners an idea of the
extent and magnitude of problems in society. The Human Development Report,
an annual publication of the UNDP, is a rich resource for facts and figures.
29. Case Studies
This strategy gives the students an opportunity to know real-life situations of
violence or injustice. Case studies are stories or scenarios that require analysis

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and invite solutions. Students are put in the position of problem solvers who
discover underlying issues, positions and interests.
30. Collage-making
A collage is a collection of photos from various sources that are put together
to make a whole. Asking students to make a collage on issues that relate to peace
will help them understand those issues better.
31. Show and Tell
This strategy gives the student an opportunity to explain a concept to his/her
classmates with matching visual aids, and is premised on the belief that if one can
explain a concept well to someone else, this person, without doubt, understands
the concept.

Conclusion:
These approaches and strategies are important tools toward the development
of the students‟ intellect, attitudes and spirit that they may be inspired to work for
peace. In deciding what approach or strategy to take, the particular lesson/session
objectives have to be considered. Which strategies would be most appropriate and
effective in achieving the latter? As we use the foregoing tools, let us always be
mindful of our goal, which is to facilitate learning that is holistic, participatory
collaborative, experiential and humanist.
References:

1. Harris, I. and Morrison, M. (2003). Peace education. Jefferson, North

Carolina: McFarland and Company, Inc.
2. Hicks, D. (1987). Education for peace: principles into practice. Cambridge
Journal of Education, 17.
3. Jones, T. (2006). Combining conflict resolution education and human rights
education: thoughts for school-based peace education. Journal of Peace
Education, 3(2).
4. Toh, S. H. (2004). Learning to live together: teachers resource book on
education for international understanding. Seoul: APCEIU
5. Harris, Ian 2010. History of Peace Education, in: Gavriel Salomon & Ed
Cairns (Eds.). Handbook on Peace Education. New York: Psychology Press,
11–20.

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