The document discusses the importance and goals of peace education around the world. Peace education aims to foster positive social change through teaching democracy, human rights, nonviolence, and addressing issues like poverty, war, prejudice, and environmental problems. The document provides examples of how peace education is implemented in different countries and regions, highlighting topics like nuclear disarmament in Japan, human rights in South America, and cultural diversity in Australia. It stresses the important role educators and schools play in carrying out the mission of peace education in society.
40. What is Peace Education? Peace education is a participatory holistic process that includes teaching for and about democracy and human rights, nonviolence, social and economic justice, gender equality, environmental sustainability, disarmament, traditional peace practices, international law, and human security
41. Inspiring our Kids! Learning from inspirational people! Mahatma Ghandi Mother Teresa Romeo Dallaire Nelson Mandela Dalai Lama Martin Luther King
44. Personalizing the Story Use examples of real life scenarios and put a face and name to a story/conflict/social justice issue Establish a personal connection Make it personal Use current events (Haiti Disaster) The power of media (Images/video)
49. Peace Education Around the World Within the wide range of different peace education programs, a common general objective can be found. They all aim to foster changes that will make the world a better, more humane place. Different educational systems in various states around the world have provided peace education throughout the twentieth century up until today.
50. Peace Education Around the World A review of the programs of education for peace in different states indicates that they differ considerably in terms of ideology, objectives, emphasis, curricula, contents, and practices. Peace education is often a mirror of the political, societal, and economic agenda for a given society, because peace objectives often contain a direct challenge to the present state of a society within the suggestions for change.
51. Australia and Peace Education In Australia peace education focuses on challenging ethnocentrism, cultural chauvinism, and violence, on the one hand, and promoting cultural diversity, nuclear disarmament, and conflict resolution on the other.
52. Japan and Peace Education In Japan peace education mostly targets issues of nuclear disarmament, militarism, and the nature of responsibility for acts of violence performed in the past.
53. South America and Peace Education In South America, peace education is preoccupied with structural violence, human rights, and economic inequality.
54. United States and Peace Education In the United States, peace education programs often concern prejudice, violence, and environmental issues.
55. Role of Educators Peace education mobilizes teachers to take part in a campaign for change! The educational system fulfills the peace education mission for society through the schools, which have the authority, the legitimacy, the means, and the conditions to carry it out. Schools are often the only institution that society can formally, intentionally, and extensively use to achieve this mission.
56. How Do Schools Implement Peace and Social Justice Education? Set objectives for peace education Prepare the curriculum Through the contents of the textbooks and instructional materials Set guidelines for organizing the political climate in the schools Add extracurricular programs Train teachers Instruct schools to show initiative Oblige students to participate in this learning
57. The Importance of Peace Education Peace education provides hope for a better future for the younger members of society, because it indicates that their society is aware of its ills and is striving to remedy them in order to build a better place to live. Such hope is essential as it provides goals towards a better future and places it within their grasp; for without such goals, society is doomed to decline and decay. Daniel Bar-Tal, 2002