2. No time is more appropriate than NOW
to build a culture of Peace. No Social
Responsibility is Greater nor Task
Heavier than that of Securing Peace on
our Planet….
Ambassador Anwarul K. Chowdhury
- UN
4. - Peace is not simply lack of war or
nonviolence; it means the eradication of all
facets of injustice.
- Peace is both the absence of personal/direct
violence and the presence of social justice
- Peace is not only the absence of conflict, it
also requires a positive dynamic participatory
process where dialogue is encouraged and
conflicts are resolved in a spirit of mutual
understanding and cooperation
Peace
5. Negative Peace – Absence of War or
Physical/Direct Violence
Positive Peace – Presence of Just and
Non-Exploitative Relationships, as well
as human and ecological well-being, such
that the root cause of conflict are
diminished.
12. Culture of Peace
A culture of peace is a set of Values,
Attitudes, Traditions and Modes of
Behavior and Ways of Life based on:
(a) Respect for life, ending of violence
and promotion and practice of non-
violence through education, dialogue and
cooperation;
13. Culture of Peace
(b) Full respect for the principles of
sovereignty, territorial integrity and
political independence of States and non-
intervention in matters which are
essentially within the domestic
jurisdiction of any State, in accordance
with the Charter of the United Nations
and international law;
14. Culture of Peace
(c) Full respect for and promotion of all
human rights and fundamental freedoms;
(d) Commitment to peaceful settlement of
conflicts;
(e) Efforts to meet the developmental and
environmental needs of present and future
generations;
15. Culture of Peace
(f) Respect for and promotion of the right
to development;
(g) Respect for and promotion of equal
rights and opportunities for women and
men;
(h) Respect for and promotion of the right
of everyone to freedom of expression,
opinion and information;
16. Culture of Peace
(i) Adherence to the principles of
freedom, justice, democracy, tolerance,
solidarity, cooperation, pluralism, cultural
diversity, dialogue and understanding at
all levels of society and among nations;
and fostered by an enabling national and
international environment conducive to
peace.
17.
18. Understanding Conflict
- There is no dearth of definition of
conflict.
- The common theme in all definitions are
two or more competing goals, ideas,
attitudes, behaviours of one or more
parties are perceived in disagreement and
feeling of aversely affected interests.
19. Understanding Conflict
- Conflict is an inevitable part of personal,
organizational and societal life.
- We all experience conflict of one kind or
the others in our life, group organization
and society, Conflicts arise due to
competition, differences in values,
attitudes, experiences, goals and
perception of limited resources.
20. Functional Conflict:
- It is healthy disagreement between two or
more parties.
- In functional conflicts, people primarily
differ on ideas or perceptions.
- If people are open minded they make joint
exploration on ideas or principles, new
awareness, new insight which improves the
relationship between parties to disagreement.
21. Dysfunctional Conflict:
- It is unhealthy disagreement between two or
more parties.
- Traditional view of conflict is more known
for its dysfunctional nature.
- It presumes that conflicts are inherently bad
and invariably affect the organizational
outcome negatively.
23. - Are the parties to conflict hostile to each
other?
- Is the outcome likely to be negative one
for the organization?
- Do the potential losses of the parties
exceed any potential gains?
- Is energy being diverted from goal
accomplishment?
25. Conflict Management
- May imply a process of learning
to live peacefully with differences
that may not be resolvable at a
given point in time.
26.
27. • Competing - It means “standing up for rights,
depending on a position which we believe is
correct, or simply trying to win.
• Avoiding. It is a common response to the
negative perception of conflict. The process
that pursue neither purpose their own concerns
nor those of the other individual.
28. • Compromising. It is moderate in both
assertiveness and cooperativeness. The objective is
to find some expedient, mutually acceptable
solution that partially satisfies both parties.
• Accommodating. It is unassertive but cooperative
process which results from a high concern for our
group’s own interest, matched with a high concern
for the interests of other partners.
29. • Collaborating. It is both assertive and cooperative
– the complete opposite of avoiding style. It
involves and attempt to work with others to find
some solution that fully satisfies their concerns.
30. • Collaborating. It is both assertive and cooperative
– the complete opposite of avoiding style. It
involves and attempt to work with others to find
some solution that fully satisfies their concerns.
32. The ultimate goal of peace education is
the formation of responsible, committed,
and caring citizens who have integrated
the values into everyday life and acquired
the skills to advocate for them.
- Betty
Reardon
Peace Education
33. Peace education is a unifying and comprehensive
concept that seeks to promote a holistic view of
education. However, its relevance is inextricably
part of and is highly dependent on contextual
specificity. It is more effective and meaningful
when adopted according to the social and cultural
context and the needs of a country. It should be
enriched by its cultural and spiritual values together
with the universal human values. It should also be
globally relevant.
Peace Education
34. Education shall be directed to the full
development of the human personality and to the
strengthening of respect for human rights and
fundamental freedoms. It shall promote
understanding, tolerance and friendship among all
nations, racial or religious groups, and shall
further the activities of the United Nations for the
maintenance of peace (United Nations General
Assembly, 1948, p. 6).
Peace Education
35. Peace education in UNICEF refers to the process
of promoting the knowledge, skills, attitudes and
values needed to bring about behaviour changes
that will enable children, youth and adults to
prevent conflict and violence, both overt and
structural; to resolve conflict peacefully; and to
create the conditions conducive to peace, whether
at an intrapersonal, interpersonal, intergroup,
national or international level.
Peace Education
36. Peace Education is process of developing knowledge, skills,
attitudes, behaviors and values that enable learners to:
• Identify and understand sources of local and global
issues and acquire positive and appropriate sensitivities to
these problems
• Resolve conflicts and to attain justice in a non-violent
way
• Live by universal standards of human rights and equity
by appreciating cultural diversity, respect for the earth and for
each other
- Abebe et. al. (2006)
Peace Education
37. Knowledge, Skills, and Attidudes &
Values Integral to Peace Education,
i.e., to the Attainment of Culture of
Peace (from Miriam College Center
for Peace Education)
38. Attitudes and
Values
1. Self – Respect 8. Cooperation
2. Respect for others 9. Openness and
Tolerance
3. Gender Equality 10. Justice
4. Respect for Life / Nonviolence
5. Compassion 11. Social
Responsibility
6. Global Concern 12. Positive
Vision
7. Ecological Concern
39. Knowledge
1. Holistic Concept of Peace (Negative and
Positive Peace)
2. Understanding Conflict and Violence
3. Some Peaceful Alternatives:
- Disarmament
- Non-Violence Philosophy and Practice
- Conflict Management, Resolution,
Transformation, and Prevention
- Human Rights
- Human Solidarity
- Democratization
40. Skills
1. Reflection
2. Critical Thinking and Analysis
3. Decision-Making
4. Imagination
5. Communication
6. Conflict Resolution
7. Empathy
8. Group Building
