All About Peace Education

While when discussing the history of the world’s power forces, violence makes for stimulating discussion, other tactics were put to good use, one of these alternatives being non-violence. With the guidance of three worldwide heroes - Mohandas Gandhi, Martin Luther King Jr., and Nelson Mandela - with contagious optimism and high spirits, it became apparent just how much of a difference could be made carried out through non-violent terms. Mankind was introduced to another way to resolve major problems just as effectively, if not more, than violence could.

The study of peace can often be complex and multifaceted due to its multidimensional outlook on certain cultural, political and environmental influences. As the United States entered the spring of 2017 it saw itself becoming more polarized and conflicted. The election of Donald J. Trump has provoked many emotions for Americans but whether good or bad, republican, or democrat, it has most noticeably been a year of difficulty. Unity is an aspect that people from both sides of the isle have been questioning and trying to address. In Trump’s first extended statement as president-elect, he used unity as a deliberate theme, stating:

A student reaching the end of their public funded education thinks about the possibilities. Should they go to university, stay at home and work at a local job, learn a trade, or possibly join the Peace Corp? They contemplate the matter. They consider the advantages and disadvantages. They listen to the council of others. Then they decide and make their plan. It is now the time for action. The applications, interviews and the rest of the work must be done. When a war is waged, a law passed or anything else of importance is done, there are two steps: thought and action. Without these nothing would be done.

The only way to secure peace is by being ready and the willing to fight for the right where preparation is the guaranty of peace. People should accept responsibilities and develop the right action to fight. A nation should always be ready to fight but not forced and should keep the honorable traditions of men and self-respect. If a nation knows how to act with reasonable

Teachers have been brainstorming the skill that students will need to manage conflicts. This program has not yet been evaluated, but it has spread to several countries. Teachers have to provide the necessary practice of skills to their students.

Chappell, peace literacy director of the Nuclear Age Peace Foundation, which seeks to inspire and educate peace leaders, says nonviolent and constructive problem-solving approaches need

Violence is not always the answer to the world’s problems, but it is a great way bring attention to the cause of the problem. Peaceful negotiations is the only way to ensure that the aggressors and opposition both come to an agreement about the best outcome of their situation. Violence creates hate and hate in turn leads to more violence in the long-run thus continuing humanities cycle of self

In regard to staff involvement and responsibilities, the same guidelines and evaluation can and should be made with any organization and/or the program being evaluated. PEACE is an organization developed to cater to individuals who have been the victims of domestic violence or who have been involved with law enforcement and the judicial system as a result of abuse leading them into unlawful behavioral patterns. They may start to abuse drugs or alcohol to escape their pain or to fit in. They may run away from their homes, and end up on the streets commiting crimes as a means for survival.

Education is necessary to prevent wars. Zinn highlights a few intellectuals that are extremely opposed to war. To cultivate peace, people must understand each other culturally. Classes should teach about current events in other countries, as well as customs and beliefs. We as people, have to understand each other, and look at each other as equals. We also need to know how to solve conflicts and disputes, skills we often learn on the playground over trivial things like a ball or whose turn it is on the swing. These disputes are frivolous at the time, but they allow

He wanted to teach the children peacemaking skills. This involved the youth creating effective antiviolence strategies. The Peacemakers were taught how to create safety plans. They learned skills in research, community organization and conflict-mediation

My topic of World Peace began to develop as I felt the need to address the idea of World Peace. In addition, I selected this topic to confirm that the idea was impossible to achieve. Through a long period of research, I began to learn about World Peace. As I was studying the topic, I was lead to many websites and articles to support my claim, a possible way to achieve World peace was nonchalant. Scholarly articles, written news stories, and credible websites assisted me in learning more about the possible conflicts that can prevent this idea from becoming true. I learned how many of the

It works to create a positive peace through a transformation of conflict. In 1992, United Nations secretary General Boutros-Ghali released his report titled An Agenda for Peace. This document proposed peace building as “Action to identify and solidify peace in order to avoid relapse into conflict,” (Boutros-Ghali 11). While two sides are still in conflict, there is not a chance for communication between sides. Until violent conflict ceases, the two parties will continue to dehumanize one another and decrease the ability to understand one another. However, conflicts cannot always resolve themselves and outside intervention is sometimes needed to avoid a cycle of revenge, which can be a result. “The problem is a well-known bias in human perception, whereby we inflate the value of the wrongs we suffer, and minimize the value of those we ourselves inflict.” (Santa-Barbara 179). Luckily, there are nations such as Canada, with politicians like Lloyd Axworthy, who created the Canadian peace building initiative in 1996. “The initiative suggested a concern for the multidimensional and integrated causes of civil war and thus acknowledged the need to address the economic, social, and political aspects of reconstruction and reconciliation” (Keating 171).

the change for a peaceful future. In today's society violence is saturating the minds of

Before proceeding, I should mention that I use the phrase ‘reused of the same rhetoric’ to connote the way in which international organizations have tended to polish, build upon, and extend already existent priorities in international education programs. Therefore, when introducing new initiatives, essentially, international organizations intertwine ‘old ' and ‘new’ education programs and creating this overlap in priorities. Having this in mind, recall that under the UDHR, HRE was meant to make students aware of their international rights, and how to claim them. Thus, initially, in the 1950s HRE was a way to dissipate knowledge about human rights, however, over time, this view evolved. During the 1990s there was an increase of intra-state war due to inter-ethnic and sectarian conflicts, hence the U.N. expanded the goals of HRE to include the “promotion and achievement of stable and harmonious relations among communities and fostering mutual understanding, tolerance, and peace” (“From HR to GCE”, Monaghan and Spreen, 8). By 2010 the increase of “sectarian and religious extremism [along with the]… fear of ‘Islam’ in the ‘West’ and secularism in the Middle East” led to the emergence of the term global citizenship education in order to “facilitate and strengthen a supposedly nascent ‘global consciousness’” (Monaghan and Spreen, 13). Since the U.N. frame HRE as inherent to GCE, both of these types of education initiatives

Education should promote friendship, understanding and tolerance among all nations, religious or racial groups, and the activities of the United Nations for the maintenance of peace. It should be intended for the improvement of the human personality. It should be directed to the strengthening of respect for human rights and freedoms.