Notre Dame of Midsayap College

Midsayap, Cotabato

GRADUATE SCHOOL

Reading 2

TEACHING-LEARNING APPROACHES AND STRATEGIES IN PEACE EDUCATION

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 behavioral 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. Harris and Morrison (2003) 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).
Cooperative learning means giving opportunities for participants to work together and learn,
rather than compete with each other. Cooperative learning, aside from increasing motivation to
learn, improves relations among students; challenges individualism; and lessens divisiveness and
feelings of prejudice. It reverses feelings of alienation and isolation and promotes more positive
attitudes. In a cooperative classroom, students learn to rely on each other, and the success of
learning activities depends upon the contributions of each one (Harris and Morrison, 2003).
Many of the problems in the word we face right now can be solved if people would cooperate.
If students would experience cooperative processes in the classroom, such habit could be
brought by them into their larger spheres of interaction.
Experiential education means learning not through didactic means but through the processing
of one’s experience from activities initiated in the classroom. Hence, lectures are kept to a
minimum. Learners build ideas and form their own concepts from the experience or activity
they went through. In educational psychology, this approach is close to the constructivist
approach. Constructivist teachers are flexible and process-oriented. They allow space for
change. A constructivist classroom will help develop humans who are skilled in developing new
paradigms. Our world needs new ways of thinking and new processes to challenge the systems
that breed violence and 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.
There are many teaching learning strategies that are compatible with the approaches to peace
education described above. They are as follows:
1. Discussion
The small group discussion is a strategy that is used to enable the individual participant’s
voice to be heard. To be most effective, a discussion has to be based on factual information
and good thought-out ideas.
2. Pair Share
It is a discussion technique where partner groups are formed. Facilitator poses a question
or topic for discussion. Person A responds to the question uninterrupted while B listens.
After a given time, partners reverse roles. Later, A relates to the class the points B expressed
and vice-versa. It is a good exercise to improve listening skills.
3. Visualization/Imagination Exercise
The visualization exercise helps the participants to use their imagination. It allows them
to imagine alternatives, to, for example, situations of conflict.
4. Perspective-taking
In this strategy, learners are asked to understand and appreciate where the other person
is coming from. It is a skill used in problem-solving. This entails “standing in the shoe of
the other and walking in them for a while”. This device is often used to develop empathy
and tolerance.
5. Role-playing
This strategy is used to provide the participants with the opportunity to “feel” the situation
rather than merely intellectualize about it. Role-playing also develops empathy and
greater understanding for other vantage points. It can cultivate both cognitive and
affective learning.
6. Simulation Games
Simulating situations of violence, for instance, allows learners to have a better feel of the
situation of peacelessness and allows them to be more creative in suggesting alternatives
to the situation of injustice. An example is the simulation on the distribution of wealth in
“Sharing the Earth’s Resources”.
7. Problem-solving
Problem-solving is one of the most valuable learning strategies. It enables the person to
use other valuable cognitive skills such as analyzing, generating options and evaluating
options.

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8. Considering positions/Issue Poll
This activity is used to surface the differing positions of participants to a controversial
statement as in the case of the statement, “Whether we like it or not, wars will happen in
the future.” There can be at least three positions vis-à-vis controversial statements: agree,
not sure/neutral, disagree.
9. Encouraging action
Whenever appropriate, the participants are asked to express a resolution or commitment
to certain actions as a form of application of learning(s).
10. Reading or Writing a Quotation
The reading of a peace-related quotation in the beginning or at the end of a lesson
encourages learner to think or appreciate better the concepts learned in the session.
11. Web-Charting
Writing a word such as “war” or “peace” on the board in the beginning of a session and
inviting learners to write or draw their associations with the word stimulate thinking. It
is also a good springboard for the discussion of a particular peace-related concept.
12. Use of Film and Photographs
The showing of film and/or photographs help create vivid images in the minds of the
learners. This can be followed by a discussion on messages conveyed and learners’
reactions.
13. Telling Stories, including Personal Stories
Learners sometimes remember the concepts we want to share through our anecdotes
and stories. Sharing your personal experiences related to the issue will help illustrate
better the points you want to make. Such strategy also helps learners connect with you
on a more personal basis.
14. Song/Poem Analysis
Many songs and poems contain peace-related messages. Allowing your students to listen
to or read them, identify their favorite lines, and interpret messages will help them learn
the values you want to impart in a more creative manner.
15. Sentence Completion
Encouraging learners to complete unfinished sentences will help you know what
thoughts and feelings they may have about a particular topic. The strategy may also be
used to solicit action ideas from the participants.
16. Journal Writing/Individual Reflection
At the end of a session, you may want to invite participants to answer one or two
questions that will allow them to think of their responses/reflections/reactions to an
issue that has just been discussed.
17. Go-Round
It is a strategy where the opinion of each participant is briefly solicited.

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18. Teachable Moments
It is an opportunity seized by the teacher to discuss the hot issue of the day. It may be an
issue that is internal to the class (e.g., an ongoing conflict).
19. Interviews/Research
Learners get the chance to gather information from third sources. Asking students to
interview peace advocates, for instance, would help them appreciate what others do to
help build a culture of peace.
20. Expert Resources
Learners are exposed to the ideas of advocates for justice and peace. The use of a third
person is most helpful for very controversial topics.
21. Reciprocal Teaching
Students take turn in facilitating. “What we hear, we usually forget; what we see, we
usually remember; but what we do, we better understand.” When given a chance to
teach the subject matter, students are given the chance to comprehend better the
concepts, values and skills we want to impart.
22. Twinning Projects
Students may partner with another person from a different locality via e-mail or regular
mail to discuss topics related to peace.
23. Dialogues
Students are given the opportunity to converse, rather than debate, about problematic
issues. In debates, the goal is to prove each other wrong. Dialogues, on the other hand,
are occasions to find common grounds.
24. Exposure Trips
Students are given the opportunity to be touched by victims of injustice. Seeing, hearing,
and encountering a victim of violence is more powerful in developing empathy and
compassion among the learners. Contact opportunities also motivate better in prodding
students to action.
25. Use of globes and maps
A constant show of these devices will remind learners that there are people from other
countries to care for and be concerned about other than one’s own.
26. Brainstorming
It is a method that helps people think creatively by letting many ideas flow from the
students without any comment from the others. This strategy can be useful in generating
many different solutions or alternatives. Evaluation of the ideas is done after the
brainstorming.
27. Reading quotations
Peace activists, religious leaders, indigenous community leaders, and philosophers have
said words of wisdom and inspiration that relate to peace. Let your students ponder on
these quotations and speak about the impact of these ideas on them.

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 28. Use of Charts and Graphs
Statistics do not have an impact on students in the same way that contact with victims
of injustice does, but statistics still help in giving learners an idea of the extent and
magnitude of problems in society. The Human Development Report, an annual
publication of the UNDP, is a rich resource for facts and figures.
29. Case Studies
This strategy gives the students an opportunity to know real-life situations of violence
or injustice. Case studies are stories or scenarios that require analysis and invite
solutions. Students are put in the position of problem solvers who discover underlying
issues, positions and interests.
30. Collage-making
A collage is a collection of photos from various sources that are put together to make a
whole. Asking students to make a collage on issues that relate to peace will help them
understand those issues better.
31. Show and Tell
This strategy gives the student an opportunity to explain a concept to his/her classmates
with matching visual aids, and is premised on the belief that if one can explain a concept
well to someone else, this person, without doubt, understands the concept.
These approaches and strategies are important tools toward the development of the students’
intellect, attitudes and spirit that they may be inspired to work for peace. In deciding what
approach or strategy to take, the particular lesson/session objectives have to be considered.
Which strategies would be most appropriate and effective in achieving the latter?
As we use the foregoing tools, let us always be mindful of our goal, which is to facilitate learning
that is holistic, participatory collaborative, experiential and humanist.

Castro- Navarro, L. and Nario-Galace, J. (2008). Peace Education: A Pathway to Culture and
Peace. Center for Peace Education,Miriam College, Quezon City, Philippines.

With support from:

Samuel Rubin Foundation

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