CULTURE OF PEACE

Continuing Journey towards a Culture of Peace through Transformative Education

Sr. Imelda A. Mora, OSA The Article 8 of the United Nations General Assembly on the Declaration on a Culture of Peace states that a key role in the promotion of a culture of peace belongs to parents, teachers, politicians, journalists, religious bodies and groups, those engaged in scientific, philosophical and creative and artistic activities, health and humanitarian workers, social workers, managers at various levels as well as to non-governmental organizations The education for a culture of peace is founded in the United Nations Educational, Scientific and Cultural Organizations (UNESCO) constitutional mandate to build peace "in the minds of people". Over the years since then, UNESCO and the United Nations have developed a number of standard-setting instruments, declarations and action plans which are widely accepted by the international community and which provide the basic framework for promoting the concept of education for a culture of peace world-wide: Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms (Paris, 1974); the World Plan of Action on Education for Human Rights and Democracy (Montreal, 1993); the Declaration and Programme of Action of the World Conference on Human Rights (Vienna, 1993); the Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy (Paris, 1995); and the Plan of Action for the United Nations Decade for Human Rights Education (1995-2005). On the eve of the new millennium, the General Assembly of the United Nations proclaimed the year 2000 as International Year for the Culture of Peace and the Decade 2001-2010 as the
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International Decade for a Culture of Peace and Non-Violence for the Children of the World. According to UNESCO (n.d.) access to education and to various forms of learning is a necessary but not sufficient condition for a culture of peace. A comprehensive system of education and training is needed for all groups of people at all levels and forms of education, both formal and non-formal. The development of a holistic approach, based on participatory methods and taking into account the various dimensions of education for a culture of peace (peace and non-violence, human rights, democracy, tolerance, international and intercultural understanding, cultural and linguistic diversity) is its main objective. The Culture of Peace, in collaboration with the Department of Education in different countries intends to accomplish the following: (1) monitor the implementation of standard-setting instruments and plans of action; (2) implement national plans and programmes relating to the education for a culture of peace; (3) encourage improvement and innovation related to curricula, contents and teaching methods, pedagogical materials and also the training of teachers and other educational staff; (4) encourage bilateral and multilateral cooperation to revise history and geography textbooks; (5) promote the linguistic diversity at all educational levels; (6) strengthen the UNESCO Associated Schools Project Network (ASPnet); and (7) promote physical education and sports for a culture of peace. What is Peace? Peace describes a society or a relationship that is operating harmoniously and without violent conflict. Peace is commonly understood as the absence of hostility or the existence of healthy or newly healed interpersonal or international relationships, safety in matters of social or economic welfare, the acknowledgment of equality and fairness in political relationships. In international relations, peacetime is the absence of any war or conflict. The study of peace also involves the causes for its absence or loss. These potential causes include: insecurity, social injustice, economic inequality, political and religious radicalism, and acute racism and nationalism. The personalized meaning is reflected in a nonviolent lifestyle, which also describes a relationship between any people characterized by respect, justice and goodwill.
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In many languages the word for peace is also used a greeting or a farewell, for example the Hawaiian word Aloha, as well as the Arabic word Salam. In English the word peace is used as a farewell, especially for the dead as in Rest In Peace (RIP). Buddhists believe that peace can be attained once all sufferings end. To eliminate suffering and achieve this peace, they follow a set of teachings called the Four Noble Truths - a central tenet to their philosophy: The First Noble Truth - The Existence of Impermanence The Second Noble Truth - The Arising of Suffering Because of Craving The Third Noble Truth - The Cessation of Suffering The Fourth Noble Truth - The Noble Eightfold Path True peace comes from a personal relationship with God. Jesus Christ stated: "Peace I leave with you; my peace I give you. I do not give to you as the world gives. Do not let your hearts be troubled and do not be afraid." (John 14:27) A Culture of Peace Through Transformative Education Transformative learning is a term used in educational theory to describe a process which leads the learner to re-evaluate past beliefs and experiences which had previously been understood within assumptions derived from others. It is central to Mezirow's Transformative Learning Theory, which describes a learning process of "becoming critically aware of one's own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation." Merriam and Caffarella (1999) codify transformative learning into three phases: (1) critical reflection, (2) reflective discourse, and (3) action. Transformative learning often involves deep, powerful emotions or beliefs, and is evidenced in action. Learning Theory, is the process of "perspective transformation", with three dimensions: psychological (changes in understanding of the self), convictional (revision of belief systems), and behavioral (changes in lifestyle).

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"Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises."

An important part of transformative learning is for individuals to change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds. This process is fundamentally rational and analytical. Peace educators establish democratic classrooms that teach cooperation and promote positive self esteem among their students. Teachers serve as peaceful role models to help to counteract images of violent behavior young people receive through popular culture and in their homes. Their teaching style adjusts to the developmental needs of their students, respecting the various identities and concerns about violence students bring to the classroom. Other issues concerned the difference between teaching separate peace education classes versus integrating peace themes into existing curricula. In many different countries teachers are starting programs that don't use the terms "peace education' to describe them. Rather, they are calling their programs conflict resolution, violence prevention, anger management, and others. What is the source of this reluctance to use the terms "peace education?" How can we overcome it? In general people want immediate solutions to the problems of violence they fear. Peace education, because it provides a long term solution, is not seen as necessary and is not grabbing the kind of support as does conflict resolution which helps put out fires. The key issue is: How can educators contribute to making a peaceful person? This would include insights into peace theory as well as a certain orientation towards peaceful values, beliefs, and behaviors. A peaceful person should display a certain groundedness that implies not being in a constant state of anger and frustration.
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What does it mean in social skills and democratic participation? What kind of contribution can peace education make to building a culture of peace? Peace educators re-conceptualize literacy to include socioemotional literacy and the 2Rs (Reconciliation, Recovery of social imagination about alternatives to violence). How is peace education transformative? What does it mean to be transformative? How can peace educators empower their students to take action to end violence? Peacekeeping may be a valuable ingredient especially in keeping bullies from disrupting classes and in keeping warring parties from each others throats. Otherwise, threats of violence can undermine attempts at peaceful pedagogy. What skills should peace educators teach in order that their students become effective peacemakers? How can we help students embrace the values and behavior of nonviolence? How can we get broader acceptance for peace-building approaches to violence? What is the difference between peace studies and peace education? How do these two concepts overlap? Earlier within the International Peace Research Association peace education was seen as a means for propagating the findings of peace researchers. Peace education is quickly becoming a field of its own as teachers all over the world are looking to insights from peace theory to help them make their schools more peaceful and resolve bloody disputes in civil societies. Students in peace studies classes learn about the causes of war and alternatives to violence. Peace Education is about empowering people with the skills, attitudes, and knowledge: (1) to build, maintain, and restore relationships at all levels of human interaction; (2) to develop positive approaches towards dealing with conflicts - from the personal to the international; (3) to create safe environments, both physically and emotionally, that nurture each individual; (4) to create a safe world based on justice and human rights; and (5) to build a sustainable environment and protect it from exploitation and war.
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Peace education is based on a philosophy that teaches nonviolence, love, compassion, trust, fairness, cooperation and reverence for the human family and all life on our planet. Skills include: (1) communication; (2) listening; (3) understanding different perspectives; (4) cooperation; (5) problem solving; (6) critical thinking; (7) decision making; (8) conflict resolution; and (9) social responsibility. Peace education leads to peaceful living. References Merriam, S. B. & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass Publishers. Mezirow, J. (n.d.). Transformative learning theory. Retrieved from http://transformativelearningtheory.com/index.html Peace Education Theory. (n.d.). Retrieved from http://www.peace.ca/peaceeducationtheory.htm United Nations. (1999). UN documents gathering a body of global agreements: Declaration on a culture of peace. Retrieved from http://www.un-documents.net/a53r243a. htm United Nations. (2001). UN documents gathering a body of global agreements: International decade for a culture of peace and non-violence for the children of the world, 2001-2010. Retrieved from http://www.un-documents.net/ a56r5.htm UNESCO. (n.d.). Education for a culture of peace. Retrieved from http://www.unesco.org/education/ecp/index.htm Transformative Learning. (n.d.). Retrieved from http://en.wikipedia.org/wiki/Transformative_learning

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