NSTP – CWTS Specific  Negative Peace – (a) Respect for life,

Module 3 Absence of War or ending of

Physical/Direct violence and
Peace Education
Violence promotion and
=No time is more practice of non-
appropriate than NOW to  Positive Peace – violence through
build a culture of Peace. No Presence of Just and education,
Social Responsibility is Non-Exploitative dialogue and
Greater nor Task Heavier Relationships, as well cooperation;
than that of Securing Peace as human and (b) b) Full respect
on our Planet…. Ambassador ecological well- for the principles
Anwarul K. Chowdhury - UN being, such that the of sovereignty,
root cause of conflict territorial
Understanding Peace and integrity and
are diminished.
Violence political
 Peace=  Violencen- Humanly independence of
=Peace is not simply Inflicted Harm States and non-
lack of war or intervention in
nonviolence; it  Physical or Direct matters which
means the Violence are essentially
eradication of all - War within the
facets of injustice. - Rape domestic
- Wife Battering jurisdiction of
- Peace is both the - Child Abuse any State, in
absence of - Crimes accordance with
personal/direct the Charter of
violence and the  Structural Violence the United
presence of social - Poverty Nations and
justice - Hunger international law
- Unequal (c) (c) Full respect
- Peace is not only Distribution of for and
the absence of Wealth and Power promotion of all
conflict, it also - Social Injustice human rights
requires a positive - Racism and fundamental
dynamic freedoms;
participatory process Culture of Peace (d) (d) Commitment
where dialogue is =A culture of peace to peaceful
encouraged and is a set of Values, settlement of
conflicts are resolved Attitudes, Traditions conflicts;
in a spirit of mutual and Modes of (e) (e) Efforts to
understanding and Behavior and Ways meet the
cooperation of Life based on: developmental
and
environmental
 needs of present Understanding - In functional
and future Conflict conflicts, people
generations; primarily differ on
- There is no dearth
(f) f) Respect for ideas or perceptions.
of definition of
and promotion
conflict.
of the right to
- If people are open
development; - The common minded they make
(g) (g) Respect for theme in all joint exploration on
and promotion definitions are two ideas or principles,
of equal rights or more competing new awareness, new
and goals, ideas, insight which
opportunities for attitudes, behaviours improves the
women and of one or more relationship between
men; parties are perceived parties to
(h) (h) Respect for in disagreement and disagreement.
and promotion feeling of aversely
of the right of affected interests. Dysfunctional
everyone to Conflict:
freedom of - Conflict is an
inevitable part of - It is unhealthy
expression,
personal, disagreement
opinion and
organizational and between two or
information
societal life. more parties.
(i) i) Adherence to
the principles of - We all experience - Traditional view of
freedom, justice, conflict of one kind conflict is more
democracy, or the others in our known for its
tolerance, life, group dysfunctional nature.
solidarity, organization and
cooperation, society, Conflicts
- It presumes that
pluralism, arise due to
conflicts are
cultural diversity, competition,
inherently bad and
dialogue and differences in values,
invariably affect the
understanding at attitudes,
organizational
all levels of experiences, goals
outcome negatively.
society and and perception of
among nations; limited resources Conflict:
(j) and fostered by
an enabling Functional Conflict: Functional or
national and - It is healthy
Dysfunctional
international disagreement
environment
=Are the parties to
between two or
conducive to conflict hostile to
more parties.
peace each other?
- Is the outcome pursue neither fully satisfies their
likely to be purpose their own concerns.
negative one for concerns nor those
the organization? of the other Peace Education
individual. The ultimate goal
- Do the potential
losses of the • Compromising. It of peace education
parties exceed any is moderate in both is the formation of
potential gains? assertiveness and responsible,
cooperativeness. committed, and
- Is energy being caring citizens who
The objective is to
diverted from goal have integrated
find some
accomplishment? the values into
expedient,
Conflict mutually everyday life and
Management acceptable solution acquired the skills
that partially to advocate for the
- May imply a - Betty Reardon
satisfies both
process of learning
parties. =Peace education
to live peacefully
with differences • Accommodating. is a unifying and
that may not be It is unassertive but comprehensive
resolvable at a cooperative concept that seeks
given point in time. process which to promote a
results from a high holistic view of
Conflict education.
concern for our
Management However, its
group’s own
Technique relevance is
interest, matched
• Competing - It with a high concern inextricably part of
means “standing for the interests of and is highly
up for rights, other partners. dependent on
depending on a contextual
• Collaborating. It specificity. It is
position which we
is both assertive more effective and
believe is correct,
and cooperative – meaningful when
or simply trying to
the complete adopted according
win.
opposite of to the social and
• Avoiding. It is a avoiding style. It cultural context
common response involves and and the needs of a
to the negative attempt to work country. It should
perception of with others to find be enriched by its
conflict. The some solution that cultural and
process that spiritual values
together with the adults to prevent •Live by universal
universal human conflict and standards of
values. It should violence, both human rights and
also be globally overt and equity by
relevant. structural; to appreciating
resolve conflict cultural diversity,
Education shall be
peacefully; and to respect for the
directed to the full
create the earth and for each
development of
conditions other- Abebe et. al.
the human
conducive to (2006)
personality and to
peace, whether at
the strengthening Knowledge, Skills,
an intrapersonal,
of respect for and Attidudes &
interpersonal,
human rights and Values Integral to
intergroup,
fundamental Peace Education,
national or
freedoms. It shall i.e., to the
international level.
promote Attainment of
understanding, Peace Education is Culture of Peace
tolerance and process of (from Miriam
friendship among developing College Center for
all nations, racial or knowledge, skills, Peace Education)
religious groups, attitudes,
and shall further behaviors and Attitudes and
the activities of the values that enable Values
United Nations for learners to:
1.Self – Respect
the maintenance of
2.Respect for
peace (United
others
Nations General •Identify and
3.Gender Equality
Assembly, 1948, p. understand
4.Respect for Life /
6). sources of local
Nonviolence
and global issues
Peace education in 5Compassion
and acquire
UNICEF refers to 6.Global Concern
positive and
the process of 7.Ecological
appropriate
promoting the Concern
sensitivities to
knowledge, skills,
these problems 8.Cooperation
attitudes and
values needed to •Resolve conflicts 9. Openess and
bring about and to attain Tolerance
behaviour changes justice in a non-
10. Justice
that will enable violent way
children, youth and
 11. Social
Responsibiity
12. Positive Vision

Knowledge
 Holistic Concept of
Peace (Negative
and Positive Peace)
 Understanding
Conflict and
ViolenceSome
Peaceful
Alternatives:
 Disarmament
 Non-Violence
Philosophy and
Practice
 Conflict
Management,
Resolution,
Transformation,
and Prevention
 Human Rights
 Human Solidarity
 Democratization

Skills
(a) Reflection
(b) Critical Thinking
and Analysis
(c) Decision-
Making
(d) Imagination
(e) Communication
(f) Conflict
Resolution
(g) Empathy
(h)

(i) Group Building