Teaching-Learning Approaches and Strategies in Peace Education

Abstract

The “how” is as “important” as the “what”. Hence, the teaching-learning approaches that are compatible with the goals of peace education are holistic, participatory, cooperative, experiential and humanist. Holistic education does not confine itself to the parameters of facts and concepts. Instead, it promotes cognitive, affective and behavioural goals of learning. Often, the focus of learning is the transmission of concepts. In peace education, the goals are three-fold. First is the building of awareness on the realities, roots and consequences of violence, and the building of awareness on the roots of peace. Second is the building of concern and the development of the values of empathy, compassion, hope and social responsibility. In 2003, Harris and Morrison call it the development of moral sensitivity culminating in the building of the capacity of learners to care for others. Third is the call to action beginning with the resolve to change personal mindsets and attitudes and doing something concrete about situations of violence. Participatory education means allowing learners to inquire, share and collaborate. It allows learners to engage in dialogue with the teacher or with their co-learners. The practice of articulating and listening to diverse points of view is an important exercise in broadening perspectives. Such a skill is necessary in a world where many conflicts remain unresolved because of peoples’ refusal to hear one another. In participatory learning, teacher acts more as a facilitator rather than an authority figure. Even if teachers have definite stands on issues, they should encourage students to articulate their own perspectives before inviting them to take appropriate action on the issues discussed (Mcginnis, 1984). Participatory education also means veering away from the traditional indoctrination style. The observance of democratic processes in the classrooms can contribute to the development of knowledge, skills and attitudes necessary for democratic citizenship (Harris and Morrison, 2003). Carl Rogers and Abraham Maslow are proponents of a type of education that is humanist. A humanist classroom emphasizes the social, personal and affective growth of the learners. In a humanistic classroom, individuals are accepted for what they are. It develops the notions of the self to promote a sense of self-esteem. It sends the message that all are valuable and gifted. Mcginnis (1984) says that “without a positive self-concept or self-image, no one takes a stand, ‘goes public’, or works for change”. He also posits that the more aware we are of our giftedness, the more willing we become to share our gifts with others. Teachers in a humanist classroom are empathetic and affirming. They show interest and concern for the well-being of their students. They encourage in the classroom care and respect for each other. They also encourage sensitivity to diversity in the classroom. Such approach will help breed in learners the seeds of love and compassion- values that are necessary in building a peaceable society.