Module 4 For Week 4

Week 4
Unit 2: Curriculum and content of peace education

Topic: Objectives under the categories of knowledge, attitudes and skills specified in
the Culture of Peace through World Heritage.
Learning Outcomes:
1. Discuss the objectives under the categories of knowledge, attitudes and skills
specified in the Culture of Peace through World Heritage.
2. Reflect on the ten core peace values can cited in the UNESCO Handbook.
Concept Digest (Discussion)
In a peace education programme, the sumum bonum is to develop an individual

grow into a peaceful person.
Explain:
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When an organization wants its members to be peace loving, it is imperative to

give them such an organizational environment that is free of any kind of violence. In an
educational institution, it is a tall order, and not easy to achieve. This is because
educational institutions have various kinds of violence instilled in the system. Moreover,
the learners also bring a lot of predispositions with them in the form of values,
aspirations, attitudes, prejudices, and conflict resolving strategies, etc. which allow them
in the process of growing up. Such a compass of mind may be conducive or damaging
to nurturing peace in the organization. Therefore, to have peace environment in the
institution, relevant policy and appropriate programme support are absolutely essential,
and the first thing to work upon. This policy will then automatically lend a direction to the
curriculum.
Further, peace education need not be imparted as a separate subject in the

timetable. Rather, it can be the creation of dimensions across the curriculum, like a
concern that may be explored in different ways with any age group and any subject. To
make it effective and compulsory business of everyone in the system, there is a need to
design and implement an appropriate curriculum with the following objectives:
 To sensitize the community or the organization with sources of violence

within.
 To create in the learner the awareness, knowledge and sensitivity

regarding issues that deal with war and peace; power and justice; gender
and race; ecology and environment; conflicts, etc.
 To develop skills in critical thinking and problem solving/conflict resolution,

empathy, assertiveness, sharing and cooperation.
 To instill in the learner the attitude of self-respect and self-esteem, respect
for others, open-mindedness and vision, environment concern,
commitment to justice, etc.
 To develop pro-peace attitudes, skills and competences in the learner.
 To work out strategies which are effective in handling violence and

establishing peace within and outside the organization.
In a peace education programme, the sumum bonum is to develop an individual

grow into a peaceful person. UNESCO’s World Heritage in Young Hands: An
Educational Resource Kit for Teachers (1998) provides a complete section on Culture of
Peace and approaches the problem from the angle of World Heritage. The Culture of
Peace through World Heritage specifies the following objectives under the categories of
knowledge, attitudes and skills:
Knowledge
To help students develop knowledge and understanding of:
 World Heritage sites as a testimony of peace, human rights and democracy
 The ethical message of UNESCO and the world Heritage Convention
 The importance of racial non-discrimination, tolerance and respect for all

people and their cultures.
Attitudes
To encourage students to:
 Respect other people and their cultures, and motivate them to search for
peaceful conflict resolution in their lives.
 Cooperate in the spirit of solidarity in support of World Heritage conservation.
Skills
To help students develop their ability to:
 Work together as a group (teamwork)
 Resolve conflicts peacefully among themselves and help others learn about
peaceful conflict resolution,
 Participate democratically in political and civil life,
 Contribute to UNESCO's World Heritage conservation efforts.

It provides coverage to the sites that symbolize peace
 The Waterton Glacier International Peace Park – situated on the border between
Canada and United States of America
 The Hiroshima Peace Memorial, Japan
 Old City of Dubrovnik, Croatia
More importantly, it provides certain practical easy-to-do exercises for the children
to perform. Trainee teachers, to whom this material is addressed, would do well to
consult this rich intellectual resource. The UNESCO Handbook on Peace Education
offers a model consisting of 10 themes that can accommodate the most meaningful
peace values and concepts that can provide it the framework of the curriculum for
peace education. Let us review the model. The 10 themes are given in Ishikawa’s
fishbone structure (Figure 3).
The UNESCO Handbook deals with each of the core values in great details; provides
examples and illustrative activities. These ten core peace values can be achieved in a
number of ways. These core values can be used to form a separate course on peace
education. Or, these can be integrated with school subjects as well as in the curriculum
of teacher education. We will present here an integrated model of curriculum for teacher
education.

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Week 4

Unit 2: Curriculum and content of peace education

Concept Digest (Discussion)

In a peace education programme, the sumum bonum is to develop an individual

When an organization wants its members to be peace loving, it is imperative to

Further, peace education need not be imparted as a separate subject in the

 To sensitize the community or the organization with sources of violence

 To create in the learner the awareness, knowledge and sensitivity

 To develop skills in critical thinking and problem solving/conflict resolution,

 To develop pro-peace attitudes, skills and competences in the learner.

 To work out strategies which are effective in handling violence and

In a peace education programme, the sumum bonum is to develop an individual

To help students develop knowledge and understanding of:

 World Heritage sites as a testimony of peace, human rights and democracy

 The ethical message of UNESCO and the world Heritage Convention

 The importance of racial non-discrimination, tolerance and respect for all

To encourage students to:

 Cooperate in the spirit of solidarity in support of World Heritage conservation.

To help students develop their ability to:

 Work together as a group (teamwork)

 Participate democratically in political and civil life,

 Contribute to UNESCO's World Heritage conservation efforts.

 The Hiroshima Peace Memorial, Japan

 Old City of Dubrovnik, Croatia

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