TECHNICAL UNIVERSITY OF MOMBASA

Bachelor of Arts Conflict Studies

HCS 4302: HCS 4302: PEACE EDUCATION

(SEPTEMBER-DECEMBER 2023)

Lecture Notes

Lecturer: Mbula

Sessions.

Learn about Peace Education through its definition, history, aims, rationale, and
principles.

Discover the qualities and characteristics of peace educators, and explore the
Integrative Peace Theory (IPT) and its major contributors such as John Dewey, Maria
Montessori, and Paulo Freire.

Familiarize yourself with notable peace educators like Johan Galtung, Elsie
Boulding, Birgit Brock, Ian Harris, Herbert Read, Betty Reardon, and Jane Addams.

Understand how to apply Peace Education in practice, through projects in

communities, and by developing knowledge, attitudes, and skills.

Explore various approaches for Peace Education, including participatory learning

methods, behavioural change, and social media.

Discover how to plan, implement, monitor, and evaluate Peace Education projects,
and learn about participatory applied theatre, storytelling, and performance to
activate individuals, organizations, and communities.

Get inspired by the transformative model of Peace Education (TMPE) and

nonviolence in pedagogy and communication.

Discover the integral model for peace by Brenes, and explore how folk media and
community peace building can promote bottom-up approaches for sustainability.

Introduction

Peace education is a field of study that focuses on promoting peace, nonviolence,

and conflict resolution skills. It aims to develop individuals' understanding of peace
and their ability to contribute to a peaceful society. Lecture notes on peace education
typically cover topics such as the concept of peace, causes of conflict, strategies for
conflict resolution, human rights education, and peacebuilding.

Definition, aims, and principles of peace education:

Peace education can be defined as a process that promotes the knowledge, skills,
attitudes, and values necessary to create a culture of peace and nonviolence. Peace
education can be defined as a process that aims to promote the knowledge, skills,
attitudes, and values necessary to create a culture of peace and nonviolence. It
encompasses a range of educational approaches and strategies that foster
understanding, empathy, and respect for diversity, while also developing conflict
resolution skills and cultivating a sense of social responsibility.

The aims of peace education include fostering a deep understanding of peace,

promoting empathy, compassion, and respect for diversity, developing conflict
resolution skills, and cultivating a sense of social responsibility.

The principles of peace education are based on human rights, social justice, equality,
and nonviolence. It emphasizes the importance of dialogue, cooperation, and the
peaceful resolution of conflicts.

Its ultimate goal is to empower individuals to actively contribute to building a more

peaceful and just world.

Peace Education Concept.

Peace education is a multifaceted field that covers a wide range of topics, theories,
and perspectives, making it challenging to define it in a singular way. Over time,
different definitions have emerged, leading to a lack of consensus. As there is no
central authority on peace education, there is no definitive definition. Teachers and
educators can form their own understanding of peace education by considering
various types of definitions and perspectives within the field.

Abebe, Gbesso, & Nyawalo (2006)

They define peace education as a comprehensive concept that aims to promote a

holistic approach to education. However, its relevance is closely tied to specific
contexts and can vary greatly. UNESCO emphasizes that peace education is most
effective when it is adapted to the social and cultural context and the specific needs
of a country. It should incorporate cultural and spiritual values alongside universal
human values and be globally relevant. Due to these factors, it is challenging to find
a universally accepted definition of peace education, leading to the existence of
multiple definitions.

John Dewey

According to John Dewey (1923), peace education is a curriculum that aims to

prevent the spread of hatred and suspicion in the future. By shaping the minds of
children during their formative years, schools can instill feelings of respect and
friendliness towards other nations and peoples, making it impossible for conflicts to
arise.
Dewey's emphasis, developed in the midst of two World Wars, was on a sense of
world patriotism and peaceful internationalism that would eliminate the horrific
wars of his time, and his definition reflects that globalist theory.

United Nations

The United Nations has long recognized the importance of peace education in
fostering international respect, human rights, and maintaining peace. This is evident
in the Universal Declaration of Human Rights, which emphasizes that education
should focus on developing the full potential of individuals and promoting respect
for human rights and fundamental freedoms. It should also encourage
understanding, tolerance, and friendship among nations and different racial or
religious groups. Furthermore, education should support the United Nations' efforts
to maintain peace and contribute to its activities (United Nations General Assembly,
1948, p. 6).

Skill development and action

In recent definitions, peace education is often described as the process of equipping

individuals with the knowledge, skills, attitudes, and values necessary to actively
contribute to peacebuilding. UNICEF's perspective on peace education aligns with
this approach, emphasizing the importance of promoting behavior changes that
prevent conflict and violence, resolve conflicts peacefully, and create peaceful
conditions at various levels, from personal to global.

According to Abebe et. al. (2006), Peace education involves the development of
knowledge, skills, attitudes, behaviors, and values that empower learners to:
i. Recognize and comprehend the origins of local and global issues and cultivate
constructive and appropriate sensitivities towards these problems.
ii. Resolve conflicts and achieve justice through non-violent means.
iii. Embrace universal principles of human rights and fairness by valuing cultural
diversity, respecting the environment, and showing respect for one another.

Scope of Peace Education

Definitions of peace education can also vary in terms of their focus and scope. Some
definitions may center on the individual level, highlighting the impact of peace
education on individuals, while others may emphasize its broader impact on the
world as a whole.

Peace education takes a holistic approach, encompassing the physical, emotional,

intellectual, and social development of children. It is deeply rooted in traditional
human values and promotes love, compassion, trust, fairness, cooperation, and
respect for the human family and all life on Earth.
Furthermore, peace education aims to address conflicts and violence at various
levels, ranging from global and national issues to local and personal challenges. It
involves exploring strategies to create more just and sustainable futures for all.

UNICEF provides a comprehensive outline of the various elements that should be

incorporated into peace education. Schools and educational experiences aligned with
UNICEF's approach to peace education should:

i. Create a safe environment, free from conflict, where children can learn and
grow.
ii. Uphold children's fundamental rights as outlined in the Convention on the
Rights of the Child.
iii. Foster a climate within the school community that models peaceful and
respectful behavior among all members, including teachers, administrators,
staff, parents, and children.
iv. Promote equality and non-discrimination through administrative policies and
practices.
v. Tap into existing local knowledge of peace-building and conflict resolution
methods that are effective, non-violent, and culturally rooted.
vi. Handle conflicts, whether between children or between children and adults,
in a non-violent manner that respects the rights and dignity of all involved.
vii. Integrate an understanding of peace, human rights, social justice, and global
issues across the curriculum whenever possible.
viii. Facilitate explicit discussions on values related to peace and social justice.
ix. Utilize teaching and learning methods that encourage participation,
cooperation, problem-solving, and respect for differences.
x. Provide opportunities for children to apply peacemaking skills both within
the educational setting and in the wider community.
xi. Encourage continuous reflection and professional development for educators
on issues of peace, justice, and rights.

Principles of Peace Education:

1. Human Rights: Peace education is grounded in the principles of human

rights, recognizing the inherent dignity and worth of every individual. It
promotes the understanding and respect for human rights, including the right
to life, liberty, and security, freedom of expression, and equality.
2. Nonviolence: Peace education emphasizes nonviolence as a fundamental
principle for resolving conflicts. It encourages individuals to reject violence in
all its forms and promotes peaceful means of addressing conflicts, such as
dialogue, negotiation, and mediation.
3. Social Justice: Peace education addresses issues of social justice and
inequality. It aims to create a more just and equitable society by challenging
systems of oppression, discrimination, and marginalization. It promotes equal
access to resources, opportunities, and rights for all individuals.
4. Dialogue and Communication: Peace education emphasizes the importance of
dialogue and effective communication in resolving conflicts. It encourages
active listening, empathy, and understanding of diverse perspectives. It
 promotes open and respectful communication as a means to build bridges
and find common ground.
5. Conflict Resolution: Peace education equips individuals with the skills and
strategies for resolving conflicts peacefully. It teaches negotiation, mediation,
and problem-solving techniques, empowering individuals to address conflicts
constructively and find win-win solutions.
6. Global Citizenship: Peace education fosters a sense of global citizenship,
promoting the understanding that individuals are part of a global
community. It encourages individuals to recognize their interconnectedness
and to take responsibility for promoting peace and justice at local, national,
and global levels.
7. Sustainable Development: Peace education recognizes the interdependence
between peace and sustainable development. It highlights the importance of
environmental sustainability, social equity, and economic well-being as
essential components of a peaceful and thriving society.
8. Empathy and Compassion: Peace education cultivates empathy and
compassion towards others. It encourages individuals to develop a deep
understanding of others' experiences, emotions, and perspectives, fostering a
sense of interconnectedness and promoting a culture of caring and support.

These principles guide the design and implementation of peace education programs,
aiming to create a transformative educational experience that empowers individuals
to become agents of positive change and contribute to a more peaceful and just
world.

History and evolution of peace education:

Introduction:

 Peace education has evolved over time to address the changing needs and
challenges of societies.
 It has expanded from a focus on preventing war to promoting a broader
culture of peace and social justice.

By studying peace education, individuals can develop the knowledge and skills
necessary to contribute to a more peaceful and just society. It equips individuals
with the tools to analyze conflicts, engage in constructive dialogue, and work
towards resolving conflicts peacefully.

1. Early Roots of Peace Education:

The history of peace education can be traced back to the early 20th century, with the
establishment of peace research institutes and the inclusion of peace education in the
curriculum of some schools. However, the roots of peace education can be found in
various philosophical and religious traditions that have long advocated for
nonviolence and peaceful coexistence.
  Early proponents like Jan Amos Comenius emphasized the role of education
in promoting peace and moral values.

One of the earliest proponents of peace education was Jan Amos Comenius, a Czech
educator and philosopher in the 17th century. Comenius believed in the power of
education to promote peace and advocated for a comprehensive education that
included moral and ethical teachings.

 The devastation of World War I led to the establishment of peace research

institutes and early peace education organizations.

In the aftermath of World War I, the devastation and loss of life led to an increased
recognition of the need to address the root causes of conflicts and promote a culture
of peace. The first peace education organizations were established during this time,
such as the International Peace Bureau and the Women's International League for
Peace and Freedom.

2. Post-World War II and Cold War Era:

 The United Nations played a significant role in promoting peace education

through initiatives like the International Year of Peace.

The field of peace education gained further momentum after World War II and
during the Cold War. The United Nations played a significant role in promoting
peace education through various initiatives. In 1978, the UN General Assembly
declared the first International Year of Peace and called for the integration of peace
education into formal and non-formal education systems.

 UNESCO's Associated Schools Project Network (ASPnet) encouraged schools

to integrate peace education into their curricula

In 1984, the UN launched the UNESCO Associated Schools Project Network

(ASPnet), which aimed to promote peace education in schools around the world.
This initiative encouraged schools to incorporate peace education into their curricula
and engage in activities that promote peace and understanding among students.

In the 1990s, peace education expanded to include a broader range of issues, such as
human rights education, sustainable development, gender equality, and intercultural
understanding. The focus shifted from merely teaching about peace to fostering
critical thinking, empathy, and conflict resolution skills.

3. Integration into Education Systems:

 Many countries have integrated peace education into their formal and non-
formal education systems.
 Educational policies and curricula now include peace education as a core
component.
Today, peace education is recognized as an essential component of education
systems worldwide. Many countries have integrated peace education into their
curricula and educational policies. There are numerous organizations and
institutions dedicated to promoting peace education, conducting research, and
providing resources and training for educators.

Overall, the history of peace education reflects a growing recognition of the

importance of promoting a culture of peace, nonviolence, and social justice through
education. It highlights the transformative power of education in creating a more
peaceful and just world.

5. Focus on Global Citizenship:

 Peace education now emphasizes global citizenship and the

interconnectedness of individuals in a globalized world.
 It promotes a sense of responsibility towards addressing global challenges
and promoting peace and justice.

6. Emphasis on Social Justice:

 Peace education has increasingly focused on addressing social justice issues,

including inequality, discrimination, and oppression.
 It aims to create a more just and equitable society through education and
activism.

7. Use of Innovative Pedagogies:

 Peace education has embraced innovative pedagogies, such as experiential

learning, participatory approaches, and dialogue-based methods.
 These methods encourage active engagement, critical thinking, and
collaboration among learners.

Conclusion:

 Peace education has evolved from its early roots to become a vital component
of education systems worldwide.
 It emphasizes human rights, nonviolence, social justice, and global
citizenship.
 By equipping individuals with knowledge, skills, and values, peace education
empowers them to create a more peaceful and just world.

Philosophical Underpinnings of Peace Education

Philosophical perspectives on peace education provide a framework for

understanding the underlying values, principles, and goals of peace education. Here
is an overview of some key philosophical perspectives:

1. Pacifism: Pacifism is a philosophical perspective that advocates for

nonviolence and opposes war and conflict. It emphasizes the need to resolve
 conflicts through peaceful means and promotes a culture of peace. Pacifist
approaches to peace education focus on teaching nonviolent communication,
conflict resolution skills, and the importance of empathy and compassion.
2. Human Rights: Human rights perspectives on peace education emphasize the
importance of promoting and protecting human rights as a foundation for
peace. This perspective views peace as intrinsically linked to justice and
equality. Peace education from a human rights perspective aims to raise
awareness of human rights violations, encourage critical thinking and
activism, and empower individuals to advocate for social justice.
3. Global Citizenship: The global citizenship perspective views peace education
as a means to foster a sense of global interconnectedness and responsibility. It
emphasizes the importance of understanding and addressing global
challenges, such as poverty, environmental degradation, and inequality.
Peace education from a global citizenship perspective promotes cross-cultural
understanding, empathy, and active engagement in addressing global issues.
4. Critical Theory: Critical theory perspectives on peace education focus on
understanding and challenging the underlying structures and systems that
perpetuate violence and injustice. This perspective emphasizes the need to
critically analyze power dynamics, inequality, and social injustices. Peace
education from a critical theory perspective aims to empower individuals to
challenge oppressive systems, promote social change, and create a more
equitable and peaceful society.

Critical theory is a philosophical and sociological perspective that aims to

understand and challenge the underlying structures and systems that perpetuate
inequality, oppression, and social injustices. It emerged as a response to traditional
theories that were seen as upholding and legitimizing existing power structures.

Key concepts in critical theory include:

1. Power and Domination: Critical theory examines how power operates within
society and how it is used to maintain social hierarchies and control. It
critiques the unequal distribution of power and the ways in which dominant
groups oppress marginalized groups.
2. Social Injustice: Critical theory focuses on identifying and critiquing social
injustices, such as racism, sexism, classism, and other forms of oppression. It
seeks to challenge and transform these structures to create a more just and
equitable society.
3. Ideology and Hegemony: Critical theory analyzes how dominant ideologies
and cultural norms shape and maintain social structures. It explores how
these ideologies are often used to justify and perpetuate inequalities and
oppressions.
4. Emancipation and Transformation: Critical theory aims to empower
individuals and groups to challenge oppressive systems and work towards
social change. It calls for the transformation of society to create a more
inclusive, just, and equitable world.
In the context of peace education, critical theory provides a framework for
understanding the root causes of violence and conflict. It encourages critical analysis
of power dynamics, inequalities, and social injustices that contribute to violence.
Critical peace education seeks to empower learners to question and challenge
oppressive systems and work towards social transformation and peacebuilding.

By engaging in critical reflection, dialogue, and action, peace educators can help
individuals develop a deeper understanding of the social, economic, and political
factors that contribute to violence and conflict. They can also encourage learners to
critically examine their own beliefs, values, and biases, and to take active steps
towards creating a more just and peaceful society.

Critical theory does not have a single owner or creator. It is an interdisciplinary

framework that has been developed and expanded upon by various scholars and
thinkers over time. Some notable figures who have made significant contributions to
critical theory include Max Horkheimer, Theodor Adorno, Herbert Marcuse, Jürgen
Habermas, and Michel Foucault, among others.

The Frankfurt School, particularly Horkheimer, Adorno, and Marcuse, played a

crucial role in the development of critical theory. They sought to understand and
critique the social, cultural, and economic structures that perpetuate inequality,
oppression, and social injustices. Their work focused on the intersection of
philosophy, sociology, and cultural criticism, and they explored concepts such as
ideology, power, and domination.

Jürgen Habermas expanded on the work of the Frankfurt School and developed the
concept of communicative action, which emphasizes the importance of rational
dialogue and discourse in challenging oppressive systems and promoting social
change.

Michel Foucault made significant contributions to critical theory through his analysis
of power and knowledge. He examined how power operates in various social
institutions and how knowledge is used to control and regulate individuals and
societies.

It is important to note that critical theory is a collective and evolving body of work.
Many scholars and thinkers have contributed to its development and continue to
engage with its concepts and ideas in contemporary discussions on social justice,
power dynamics, and social transformation.

5. Constructivism:

Constructivist perspectives on peace education emphasize the role of education in

constructing knowledge, values, and identities. This perspective views peace as a
social construct that can be actively shaped through education. Peace education from
a constructivist perspective focuses on promoting dialogue, critical thinking, and the
construction of shared meanings and understandings.

Constructivism is a theoretical perspective in international relations that emphasizes

the role of ideas, norms, and beliefs in shaping the behavior of states and other
actors in the international system. It challenges the traditional realist and liberal
views that focus on material factors such as power and interests.

Key Concepts:

1. Social Construction of Reality: Constructivism argues that reality is not

objective but rather socially constructed through shared meanings and
interpretations. Actors in the international system create and define their own
reality through their beliefs and understandings.
2. Norms and Ideas: Constructivists highlight the importance of norms and
ideas in shaping state behavior. Norms are shared expectations of appropriate
behavior, while ideas refer to the beliefs and values held by actors. These
norms and ideas influence state actions and interactions.
3. Identity and Socialization: Constructivism emphasizes the role of identity and
socialization in shaping state behavior. States' identities are formed through
interactions with other states and international institutions. These interactions
socialize states into adopting certain norms and values.
4. Agency and Structure: Constructivism recognizes the agency of actors in
shaping the international system. While structure sets the parameters and
constraints within which actors operate, actors have the ability to challenge
and change the existing structure through their ideas and actions.
5. Epistemic Communities: Constructivism highlights the role of epistemic
communities, which are groups of experts and professionals who share
common beliefs and knowledge. These communities shape the discourse and
policy-making process by providing expertise and influencing the
understanding of issues.

Applications:

1. Norm Diffusion: Constructivism offers insights into the spread of norms and
ideas across borders. It explains how norms such as human rights or
environmental protection gain acceptance and influence state behavior.
2. Identity Politics: Constructivism helps explain conflicts rooted in identity,
such as ethnic or religious conflicts. It emphasizes the role of identity in
shaping state behavior and interactions.
3. International Institutions: Constructivism provides a framework for
understanding the role of international institutions in shaping state behavior.
It argues that institutions can socialize states into adopting certain norms and
values.
4. Peacebuilding and Conflict Resolution: Constructivism offers insights into the
importance of changing beliefs and identities to achieve sustainable peace. It
emphasizes the role of dialogue, understanding, and shared norms in
resolving conflicts.
These philosophical perspectives provide different lenses through which to
understand and approach peace education. While they may have different emphases
and approaches, they all share a common goal of promoting peace, justice, and
nonviolence through education. Educators and practitioners can draw on these
perspectives to inform their practice and design effective peace education programs.

Conclusion:

Constructivism challenges traditional approaches to international relations by

emphasizing the role of ideas, norms, and beliefs in shaping state behavior. It
provides a valuable perspective for understanding the complexities of the
international system and offers insights into conflict resolution, norm diffusion, and
the role of identity in shaping state actions.

note

Constructivism, as a theoretical perspective in international relations, does not have

a single owner or creator. It is a framework that has been developed and expanded
upon by various scholars and thinkers over time.

Some of the key figures associated with constructivism include Alexander Wendt,
Martha Finnemore, and Friedrich Kratochwil. Alexander Wendt's work, particularly
his book "Social Theory of International Politics," has been influential in shaping the
constructivist approach to understanding international relations. Wendt argues that
state behavior is shaped by shared ideas and norms, rather than solely by material
factors such as power and interests.

Martha Finnemore has contributed to the constructivist perspective by examining

how ideas and norms shape state behavior in areas such as human rights and
humanitarian intervention. Her work highlights the role of international institutions
in socializing states into adopting certain norms and values.

Friedrich Kratochwil has also made significant contributions to constructivism,

particularly through his exploration of the role of language and discourse in shaping
international relations. He argues that language constructs the social reality of
international politics and influences state behavior.

It is important to note that constructivism is a collective and evolving body of work,

and many scholars and thinkers have contributed to its development and continue to
engage with its concepts and ideas in contemporary discussions on international
relations and global politics.

Integrative Peace Theory (IPT)

Introduction:
 Integrative Peace Theory (IPT) is a comprehensive framework that seeks to
explain the causes of conflict and the conditions necessary for sustainable
peace.
 It combines insights from various disciplines, including psychology,
sociology, political science, and economics, to provide a holistic
understanding of peace.

1. Key Concepts of IPT:

 Conflict Transformation: IPT emphasizes the importance of transforming

conflicts, rather than merely managing or resolving them. It focuses on
addressing the root causes of conflict and promoting positive and
constructive change.

 Positive Peace: IPT goes beyond the absence of violence (negative peace) and
emphasizes the presence of social justice, equality, and well-being (positive
peace). It recognizes that sustainable peace requires addressing structural
inequalities and promoting inclusive and participatory societies.

 Human Needs Theory: IPT draws on human needs theory, which posits that
unmet basic human needs, such as security, identity, and recognition, can
lead to conflict. It emphasizes the importance of fulfilling these needs to
promote peace.

2. Levels of Analysis in IPT:

 Individual Level: IPT examines the psychological factors that contribute to

conflict and peace, such as attitudes, beliefs, and values. It explores how
individual experiences and perceptions shape behavior and can either
perpetuate or challenge violence.

 Interpersonal Level: IPT analyzes the dynamics of relationships and

interactions between individuals and groups. It explores the role of
communication, empathy, and trust in building peaceful relationships.

 Structural Level: IPT examines the social, economic, and political structures
that contribute to conflict or peace. It considers factors such as inequality,
governance, and access to resources, highlighting the importance of
addressing structural injustices for sustainable peace.

3. Peacebuilding Strategies in IPT:

 Dialogue and Communication: IPT emphasizes the importance of open and

inclusive dialogue as a means of understanding different perspectives,
building empathy, and finding common ground.

 Conflict Resolution and Mediation: IPT promotes the use of nonviolent

conflict resolution methods, such as negotiation and mediation, to address
conflicts peacefully and find mutually acceptable solutions.
  Social Justice and Human Rights: IPT recognizes that sustainable peace
requires addressing structural inequalities and promoting social justice. It
emphasizes the importance of upholding human rights and ensuring equal
opportunities for all.

Conclusion:

 Integrative Peace Theory (IPT) provides a comprehensive framework for

understanding the causes of conflict and the conditions necessary for
sustainable peace.
 It highlights the importance of conflict transformation, positive peace, and
fulfilling human needs.
 By examining individual, interpersonal, and structural factors, IPT offers
insights into peacebuilding strategies and the importance of social justice and
human rights in creating a more peaceful world.

Note

The Integrative Peace Theory (IPT) does not have a single owner or creator. It is a
framework that has been developed and expanded upon by various scholars and
researchers in the field of peace studies. The theory itself is a culmination of insights
and contributions from multiple disciplines, including psychology, sociology,
political science, and economics.

While there are many scholars who have made significant contributions to the
development of IPT, it is important to note that it is a collective effort that draws on
the work of numerous individuals in the field of peace research. Some notable
scholars who have contributed to the development of IPT include Johan Galtung,
John Paul Lederach, and John Burton, among others.

The integrative nature of IPT reflects its interdisciplinary approach, which seeks to
bring together different perspectives and insights to provide a comprehensive
understanding of peace and conflict. As such, it is not attributed to a single
individual but rather represents a collaborative effort within the field of peace
studies.