| Education for Peace - A Curriculum Framework K - 12 |
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Education for Peace is a conceptual framework from which schools may devise a program comprising the transmission of universal values and enduring attitudes, and the development of skills which will enable our students to become active global citizens.
Education for Peace - A Curriculum Framework K-12 (42 kb)
Over the past 50 years global events and human experience in general have given the quest for peace a new urgency. At the close of the 20th century, peace is no longer considered as the absence of war but it is conceptualized to include harmony at all levels of human endeavor. The UN and its agencies have adopted clear statements concerning human rights and responsibilities which recognize peace as an essential human construct. We of the International Education System Pilot Project [now known as International Schools Association Global Issues Network – ISA GIN] community, see education as the principal vehicle which will develop and inculcate school age children with the habit of peace. Education for Peace then, is a conceptual framework from which schools may devise a program comprising the transmission of universal values and enduring attitudes, and the development of skills which will enable our students to become active global citizens. This framework is guided by the recognition of the following:
The implementation of this conceptual framework recognizes the practice of peaceful relations at all levels: personal, familial, communal, inter-cultural and global. It entails a process of knowledge acquisition and skill-building which affects the behavior of individuals and groups and provides a model for the formal and informal curriculum of the school. Education for Peace is a process and condition which permeates all aspects of school life, with implications for learners, teachers, and administrators and it extends beyond the school to society as a whole. Introduction to the Framework The following curriculum framework describes those elements which we feel are fundamental to teaching and learning in the ISAGIN schools in the area of education for peace. We are guided in this judgment by Article 26 [2] of the Universal Declaration of Human Rights. “Education shall be directed to the full development of the human personality and nature, and strengthening respect for human rights and fundamental freedoms. It shall promote understanding, tolerance, and friendship among all nations, racial and religious groups and shall further the activities of the United Nations in the maintenance of peace. Within this domain we identify the eight guiding principles which give direction to teaching and learning for peace. It indicates the place of values and attitudes in our schools and identifies broad themes which can be used throughout the curriculum at appropriate ages to improve understanding of the guiding principles. Skills development is a crucial element since the methodology we favor is a cyclical inquiry model of reflection, choice, and action. The end products are active world citizens ready to embrace their responsibility for building a more harmonious, just and peaceful world. In order to judge our effectiveness we offer indicators by which a “human rights” school can be identified All these elements are inter-related and should not be viewed in isolation from each other. The framework thus serves as a guide for teachers to help plan activities in the promotion of peace. The schematic representation of the Education for Peace framework is meant to provide visual reinforcement of the goal of educating our students to be Active World Citizens. The Guiding Principles The following guiding principles have been taken from the covenants and agreements produced by the international community over the last 50 years. They are central to the education for peace program.
Dignity Values and Attitudes Human values are internalized sets of belief or principles of behavior held by individuals or groups. The values which follow are chosen because they are deemed to be universally acceptable and desirable, based on what is best described as “international humanism,” and are embodied in such Charters as the Universal Declaration of Human Rights, the Rights of the Child, on Women’s Rights, etc…which are readily available. Consistent with such values are attitudes which should be nurtured in the learning process and which themselves strongly influence the process, quality and outcomes of both learning and assessment In keeping with the general philosophy of Education for Peace, it is not expected that the values listed should be delivered dogmatically; rather students should be encouraged to examine the context and implications of their own values and those of others to arrive at a set of values which best create a climate of peace. Likewise, the attitudes we wish to see developed begin with the individual and then, through reflection, are examined at group level, in the community, at national and ultimately on a global scale. Two vital components in this process of acquisition are the role of community service and the willingness to take action. We wish to see our students develop self-reliance and confidence in their actions and above all, the belief that these universal values transcend local and national concerns in the quest for solidarity. Core values and attitudes for enhancing Education for Peace Categories of values and attitudes Those related to: 1. Human Rights and democracy 2. Cooperation and Solidarity 3. Preservation of Cultures 4. Self and others 5. Internationalism, 6. Protection of the Environment 7. Spirituality
1. Values and attitudes related to Human Rights and Democracy
2. Values and attitudes related to Cooperation and Solidarity
3. Values and attitudes related to the preservation of cultures
4. Values related to Self and Others
5. Values and attitudes related to Internationalism
6. Values and attitudes related to the protection of the Environment
7. Values and attitudes related to Spirituality
Skills It is expected that students will develop the skills [as well as attitudes] necessary to be proactive and effective peacemakers. These can be summarized under the headings of Thinking Skills, Communication Skills and Personal Skills. Many of the skills in the International Baccalaureate Organization’s Primary Years Program and Middle Years Program documentation are relevant. Those especially significant for the Education for Peace are the following: Thinking Skill - Critical Thinking: The ability to distinguish fact, opinion and belief; to recognize bias and prejudice; to identify issues and problems as well as the assumptions in an argument; to reason correctly. - Information Handling: To be able to form a hypothesis and test it; to know where to look for answers and how to select and reject information; to effectively weigh up evidence; to hypothesize eventual outcomes and consequences in order to be able to choose the most appropriate action. - Creative Thinking: To seek novel solutions and answers; to think laterally and approach problems from multiple perspectives. - Reflection: To stand back from a problem and identify its component parts; to effectively monitor thought processes and produce appropriate strategies for dealing with any particular problem. - Dialectical Thinking: Thinking about more than one point of view; understanding both points of view; being able to construct an argument from either point of view based on knowledge of the other. Communication Skills - Presentation: To be able to clearly and coherently explain ideas. - Active Listening: To listen carefully, understand and acknowledge the views of others. - Negotiation: To recognize the role and limitations of compromise as a tool for the cessation of conflict; to carry on a productive dialogue towards the resolution of a dispute. - Non-Verbal Communication: Recognizing the meaning and significance of body language. Personal Skills - Co-operation: To work effectively with others towards a common goal - Adaptability: Willing to change opinions in the light of evidence and reason. - Self-Discipline: Ability to conduct one’s self appropriately and manage time effectively. - Responsibility: Take on and complete tasks in an appropriate manner; being willing to assume a share of the responsibility. - Respect: Listening sensitively to others; making decisions based on fairness and equality; recognizing that others’ beliefs, views and ideas may differ from one’s own. Thematic Areas Introduction The intention of outlining thematic areas is to provide teachers with ideas for exploring some key issues in Education for Peace. It is expected that all themes will be explored at appropriate times in the child’s development. Issues chosen to illustrate these themes should reflect the principle of “think globally, act locally.” Teachers will be able to identify points of connection between themes and content prescribed in their own subject areas. By incorporating themes into the teaching of disciplines, where appropriate, it is possible to further develop an understanding of some of the issues and how they relate to traditional subject matter together with the essential skills outlined earlier. An examination of the ways in which conflicts can and have been resolved should also be include. While some subject areas lend themselves to coverage of these themes more than others, all can contribute. A useful exercise would be for teachers to identify and make explicit ‘points of entry’ into peace themes which can be outlines in a summary curriculum document. In approaching all of these themes, teachers can have the confidence that they are firmly based on covenants which are binding on all governments. Some are based on agreements, internationally negotiated, but yet to be universally ratified. Thus teachers should take care “to avoid imposing their personal conviction on their pupils and involving them in ideological struggles” [Council of Europe Recommendations R{85}7]. At the same time the teacher as a role model is undoubtedly a key player in the living expression of peace education; the “peace classroom” is a model to which we should all aspire. Summary of the thematic areas 1. Human Rights 2. Social Justice 3. Development 4. Population concerns 5. Health and Habitat 6. Cultural Diversity 7. The environment Human Rights “Human rights and fundamental freedoms allow us to develop and use our human qualities, our intelligence, our talents and our conscience and to satisfy our spiritual and other needs. They are based on mankind’s increasing demand for a life in which the inherent dignity and worth of every individual will receive respect and protection. The denial of human rights and fundamental freedoms not only is a personal tragedy, but also creates conditions of social and political unrest, sowing seeds of violence and conflict within and between societies and nations. As the first sentence of the Declaration of Human Rights states, respect for human rights and dignity ‘is the foundation of freedom, justice and peace in the world.’” (Teaching Human Rights, Centre for Human Rights, UNO, 1989 The broad spectrum of human rights encompasses several themes, some of which, such as economic, social and cultural rights (articles 22 – 27, Universal Declaration of Human Rights) are dealt with separately in other thematic learning areas. This section highlights personal rights, rights in relationships between people and our public freedoms and political rights In our work on Human Rights, the opportunity exists to examine the relationship between rights and responsibilities and the tension that can occur when personal rights impact on those of the family, communities, the nations’ rights and those of the global community. The value of these rights are often best appreciated in studies which examine cases where rights are violated. Issues should include: Personal rights -rights to live in freedom and safety -anti-slavery -protection under the law -right to citizenship Rights in relationships between people -family rights -children’s rights -minority rights -property rights Public freedom and political rights -freedom of expression -freedom of association -democratic rights -freedom of movement -religious freedom Social Justice A sense of peace and security fosters full human potential. Social justice plays an important role in providing security and in assuring that the benefits and burdens of society are shared. Social justice recognizes the critical role communities, through government, have in forging a more equitable society. Social justice often produces social, political and economic tension. An investigation of these tensions creates an opportunity for students to develop clear, informed analyses. Topics could include: -provision for social welfare -equal access to education -affirmative action policies -poverty -unemployment -work [e.g. child labor, rest & leisure, equal work/equal pay and equitable pay scales] -trade unions Development The need for sustainable development, with a balance between the protection of the environment, economic growth and a fair distribution of material wealth is a critical factor in achieving a peaceful society. Considering ways in which it is possible to achieve this balance is an appropriate and challenging activity for education for peace. Topics could include: -inequalities in wealth and income distribution between nations and within nations -the impact of individual choices on the production and consumption of goods -alleviating poverty -the role of international agencies and agreements -the role of multi-national corporation -the responsibilities of developed nations -trade and development -appropriate technology -measures of economic development Population Concerns Issues relating to the growth, movement, and general state of the global population are the frequent cause of tension and strain. Historically, the patterns of changing population mirror phenomena which are omnipresent and produce a variety of topics and issues for students to examine. Topics could include: -growth -migration -refugee issues -structural demographic change -effect of natural disasters -urbanization Health and Habitat Every person has the right to a standard of living that ensures access to adequate housing, nourishment, health care and necessary social services taking into consideration environmental and economic conditions. Topics could include: -adequate living space -homelessness -nutritious diet -access to pre-natal, primary, adolescent, adult and geriatric health care -provisions for the disadvantaged and handicapped -provision for control of epidemic, famine and other disasters, whether national or transnational Cultural Diversity Changing patterns of international migration and political and social transformation have given cultural diversity a new eminence in education. Cultural diversity is an issue which hinges on human rights and the recognition of rights, worth and contribution of the various cultures and minority groups in a wider group. The principles of equality, justice and solidarity are central in celebrating cultural diversity. Each culture has its own values as it reflects the unique achievements of a group within a wider world heritage. It should be appreciated that due to different cultural and social backgrounds, interpretations of situations may arise which in turn call for recognition, respect and empathy. The list of issues related to cultural diversity ranges from those that could influence the daily life of beings in their immediate surroundings to global issues that could be contributing or otherwise threatening to world peace. Topics could include: -identity -comparisons among cultures -cultures influencing each other: bridge and boundaries -contributions of cultures to world heritage -cultural contributions to enhancing world peace The Environment Because we share one environment, the protection and management of the environment is an issue for which all nations, communities and people must share responsibility. This global issue, the impact of people on the environment, makes evident the need to achieve environmental sustainability ensuring the well-being of all people and living things. Topics could include: -the greenhouse effect -weather/climate changes -land/water/air pollution -oil spills and the effect on marine life -whaling/fishing -nuclear waste and its management -sharing resources -de-forestation -rainforests -land mines -recycling -alternate energy sources -water -dams and their ecological impact -environmental impact studies -biological diversity -industrial disaster [Chernobyl/Union Carbide] -war related environmental hazards Action Active world citizens participate in the communities in which they live. As the PYP program describes [“Making it happen in the classroom, page 27”]: “International education must extend beyond intellectual attainment to include not only responsible attitudes but also thoughtful and appropriate action. Schools can and should meet the challenge of offering learners the opportunity and the power to choose their actions, to act on and reflect on these actions in order to make a difference to the world.” Community Service is a component of all International Baccalaureate programs. Service should be interpreted broadly in include small acts as well as larger ones. The school has a responsibility to provide a range of appropriate opportunities and the necessary guidance to students. Some activities have particular relevance to education for peace. Conflict Resolution requires a wide range of skills and knowledge in addition to a disposition to act. Teaching the school community appropriate conflict resolution strategies and using them in practice is encouraged. Appropriate civic activities should be available to the whole school community so that all groups participate and play a meaningful role in decision making. Profile The Education for Peace program is committed to educating active world citizens who:
Methodology This Education for Peace program can be incorporated into school curricula in several ways. However the ISA GIN supports the philosophy, methodologies and strategies promoted by the International Baccalaureate’s Diploma Program, Middle Years Program and Primary Years Program. These methodologies are also evident in many national systems of education and in many independent schools throughout the world. The IBO programs promote a constructivist approach to learning. Teachers recognize that students bring prior knowledge to any learning situation and will engage with the curriculum through activities designed by the teacher. The students make sense of their experiences to construct meaning. This process should be viewed a cyclical. As part of the process of learners constructing meaning they should be given the opportunity to reflect on their learning. As this is internalized students are expected to act on their learning. For example in the IB programs this would be the Action component of the PYP, as Community Service in the MYP and as Creative Action Service in the IB Diploma course. The Formal Curriculum Within the context of this methodology, and recognizing the far-reaching nature of the subject themes of an Education for Peace program, it is possible for schools to approach the integration of these themes into the formal curriculum in several, varied ways. After accepting the value of peace education as an essential element of the curriculum (Reflection), schools already familiar with the cross-curricular planning and inter-disciplinary planning will see the issues brought forth in an Education for Peace program as opportunities for the creation of thematic units to be delivered over a set time period: a day, a week, a term, a year. (Choice) These units often culminate in some presentation of student work or activities which are available to a wide community (Action). Schools and faculties may also choose to examine their present curricula and identify those areas where themes and elements of peace education are found. Through a shift in emphasis in a given lesson plan, the teacher can assist the student in identifying issues and in learning more about them through discussion and research. The student can then carry these learning experiences through to a greater appreciation of peace education issues in the every day life of our society. The Informal Curriculum Themes and elements of an Education for Peace program can also be realized through the extra-curricular or co-curricular life of the school. Creation and development of student and faculty memberships and participation in Model UN, Conflict Resolution Programs, etc., in external agencies active in the field such as Amnesty International, UNICEF, Greenpeace, etc., and in the full range of activities that supplement actions and service elements of school programs will serve to further the goals of an Education for Peace program. Student government/participation councils, advisory programs, and pastoral care programs can also provide opportunities in the extra-curricular and co-curricular life of the school to advance principles of peace education. The Hidden Curriculum The use and practice of this methodology will also address the far-reaching hidden curriculum of the school. Inherent school-wide goals of improved communication, inclusion, acceptance, encouraged interaction between and among diverse groups, and the creation of a general climate of tolerance and respect can be enhanced and identified as precepts of peace education. Continuation and further development of communications skills on the individual level, intra- and inter-school level will naturally further the goals not only of peace education but of the Mission Statements of member schools as a whole. The Role of Staff Development in Education for Peace Because staff deliver the program, staff development is an integral part of this process. Few colleagues have received formal training in education for peace. It should be axiomatic that the values, attitudes and skills already identified for our students should also be exhibited amongst colleagues. The whole climate of personal and professional relationships within a school must be in keeping with the goals of international understanding, democracy and peace. Schools which are committed to giving Education for Peace a central place in their programs may need to reassess staff development needs to increase effectiveness in this area. ISA could recommend working specialists who could help extend expertise in this area but much can be done internally. Any of the following models and instruments may be useful for addressing staff development needs:
Year level meetings can be used to generate ideas, co-ordinate activities, and expose teachers to the themes of Peace Education. Many schools taking part in the Primary Years Program and Middle Years Program already use this forum to incorporate the areas of interaction and themes into the curriculum. The purpose of these meetings could be expanded to:
Discussions can help develop understanding about how Education for Peace can be incorporated into existing curricula. Having reflected on what Education for Peace means in their own subject area for a particular year group, ideas can be shared and recorded. This can lead to increased co-operation between colleagues and department. In teaching style, teachers in schools developing an Education for Peace program seek to fully incorporate basic procedural values, such as open-mindedness, fairness, respect for truth and respect for reasoning. We recognize that open-minded inquiry flourishes best in a peaceful learning environment. A tolerant, warmly supportive, caring learning environment is just as important as the question of content. A peace perspective is as much about how teachers teach as what they teach. Assessment The need to evaluate a school’s effectiveness of educating students to be active global citizens is essential to the success of an Education for Peace program. Education for Peace expresses itself in the domain of affective learning, which is not measurable in a strictly quantitative form. In recognition of this, the effectiveness of the Education for Peace program in educating students and the school community as a whole can be evaluated through the presence of the following indicators. In the School’s Mission Statement A statement which contains aspirations to peace and the values and skills outlined earlier. This mission should be periodically reviewed by the whole school community. At the personal level, evidence of:
At the classroom level, evidence of:
At the school level, evidence of:
At the community level, evidence of:
At the global level, evidence of:
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