Words: 3562
The key Instrument towards toddling peace education In the classroom Is the teacher. A teacher is at the center of providing quality education as well as peaceable classroom tort all Poplin children. Quality and peace education should be inseparably practiced in schools. The International Commission on Education for the Twenty-first Century advocates four pillars of education which are: 1) Learning to know; 2) Learning to do; 3) Learning to live together; and 3) Learning to be (Vega, 2009).
The first pillar “concerned less tit the acquisition to structured knowledge but more with the mastery of learning tools” (Vega, p. 14). The second pillar entails the acquisition of competence. This will enable people to deal with various life situations, The third pillar of education Implies understanding, acceptance, and appreciation of interdependence. The fourth pillar refers to the all-around development of each individual All the physical, Intellectual, melanoma and ethical dimensions of the complete person are developed in this pillar of education.
Crucial in the attainment of the goals of the four pillars of education is peace in he classroom. More often, teachers neglect to Infuse the practical unity and peace In the learning process because the focus is the mastery of academic content. Teachers emphasize heavily on the impartation of knowledge. They neglect that a genuine and lasting culture of peace is built on the exercise of the pillars of education. This scenario results to an imbalanced person who is more academician and less practical.
Lesser practicality In life can be dangerous because It entails inconsideration, ungratefulness, disagreement, and disunity. The world is full of conflict and violence. This conflict and violence Is also present In the contemporary educational institution, particularly in the classroom. Undeniably within the locality, Incident of violence In both private and public schools happens. It is for this reason that the researcher contemplates to find out the peaceable classroom practiced by the teachers in selected schools.
Statement of the Problem This study will aim to determine the peaceable classroom as practiced by teachers current teachers of SODS and 20 students from Grade VII to fourth year who are enrolled during the school year 2012-2013. Specifically, this study will seek to answer the following questions: 1. What is the profile of the teacher and student-respondents with respect to: a. Age; b. Sex; c. Civil status; d. Degree obtained; e. Length of service; f. Year level 2. What is the level of peaceable classroom as practiced by the teacher- respondents in selected schools? . Is there a significant relationship between the level of peaceable classroom as practiced by the teacher-respondents in selected schools and each of the following: a. Age b. Gender c. Civil status d. Degree obtained e. Length of service? Null Hypothesis The research hypothesis will be tested at 0. 5 level of significance which states that there is no significant relationship between the level of peaceable classroom as practiced by the teacher-respondents and each of the following: Age; gender; civil status; degree obtained; and length of service.
Scope and Delimitation The main thrust of this paper is to determine the level of peaceable classroom as practiced by the teachers in selected schools during the summer of 2011. The teacher-respondents will be the I-J. C. U. Graduate students who are enrolled in Methods of Research class offered in Master of Arts in Education. The profiles of the coacher-respondents will be categorized in terms of personal attributes which include age, gender, and civil status. The professional traits will include the types of tertiary attended, degree obtained, school assignment, and length of service.
The teacher-respondents themselves will rate the level of peaceable classroom as practiced by the teachers in selected schools. Significance of the Study This present work on the level of peaceable classroom as practiced by teachers in selected schools will be significant on several counts: Teachers/eliminators. This paper will be vital to the teachers in the elementary and secondary levels as well as o the instructors in the tertiary level because they are the key instrument in implementing peace education in the classroom. They are at the same time object of peace in the educative process.
Students. Knowing the level of peace in the classroom, the teacher-respondents will use the information to be gathered in this paper in order to improve the creation of more peaceable classrooms. They can also share the vital information to their respective organizations. Faculty. This study will also help faculty members of any learning institution as they are considered to be the “trainers of the trainers” in peace education. Culture of peace as reflected in their classrooms will be emulated by future teachers who will eventually practice peace education in their future work assignment.
Administrators. This present work shall achievement of peace in the classroom. It will also help them re-align curriculum with the goal of UNESCO in terms of peace education. Parent’s. This study will as well help parent’s in determining the desirable school for which they can send their children, and in finding out how could they help or cooperate in making a peaceable school. Definition of Terms In order to present a clearer comprehension of this research, the following terms ill be defined operationally. Peaceable classroom.
It refers to the presence of peace in the classroom such as Just relationship between teacher and pupils, peaceful relationship among students, and with nature. Peace. It is not only the freedom from conflict or disagreement among people, but it refers here as the “presence of Just and non-exploitative relationships, as well as human and ecological well-being, such that the root causes of conflict are diminished” (Vega, p. 46). Violence. This refers to the violence in the school in general and in the classroom in particular such as unjust or exploitative actions by teachers or students, and against nature or the environment.
Transformation. It refers to the quality of something, a person or an idea which is capable to bring positive change in behavior and actions. Ethical. It refers as conforming to accepted standards: consistent with agreed principles or correct moral conduct (Incarnate, 2008). Ecumenical. It refers as the cooperation and understanding among various spiritual and faith traditions. CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents a reviewed related literature and studies that are of bearing in the current study.
The literature and related studies gives the researcher the needed insights, background, and direction for the preparation, development, and conduct of the present study. RELATED LITERATURE Peaceable Classroom A peaceable learning environment is necessary in the process of learning because students find it difficult to focus on academic work when there are social distractions (Vega, et al. 2009). In the Social Dimensions of Education by Vega, et al. Pointed out earlier concept of Goodness in the Carnegie Council on Adolescent Development that mutually respectful relations are imperative for intellectual development and Roth.
This is in addition to the concept that acceptance and belongingness are of equal importance as far as learning is concerned. It was reiterated that a “peaceable classroom is characterized by affirmation, cooperation, communication, appreciation for diversity, appropriate expression of feelings and peaceful conflict resolution” (Vega, et al. 2009). Since bullying is one problem that causes distraction in learning, it also damages self-esteem. According to students, teachers and guidance bullying withdraw or keep to themselves, thus become loners and aloof.
On the monetary, the creation of peaceable classroom can certainly be an antidote to bullying. Child abuse is another problem that drives educators to include peace education in the classroom. Robert Brooks, et al. (2003), in Nurturing Resilience in our Children, pointed out that child abuse in the school is a complicated issue and thus, it cannot be solved overnight. Moreover, it cannot be remedied by one or two agencies or individual alone. This meaner that this problem cannot be solved by the Depend alone. There is the necessity of merging the efforts of different government agencies in finding solution to this concern.
But, since this issue is also present in the school, the Depend is more than active in creating programs that can result to peaceable classroom. In line with the discussion of child abuse as one affecting children in school, the Depend had it to accept that “Children’s participation and survival in schooling are below the expectation” (Salute, et al. 2005). The question is that if classroom teacher can contribute to the prevention, if not the eradication, of child abuse. Brooks offered the following points that a teacher can deliberate on as far as the issue of child abuse is concerned (Brooks, et al. 2003): 1 . Be on guard at all times and alert to identify if anyone of the students is a victim of a child abuse. 2. ) Report cases of child abuse at once. 3. ) Teach the students that they themselves must be vigilant about the issue. 4. ) Impress on the students the crucial role played by the family in the molding of the individual personality. 5. ) Make the students realize the importance of planning for the future and working for the realization of their plans. 6. ) Identify and clarify the values of students pertaining to the exercise of power and equality of relationship between men and women. . ) Instill in the minds f the students the value of respect for other people, no matter what their position in life is, or whatever shameful experiences on abuses they had undergone. Surely educational institutions are trying to do their part in providing answer to social ills that affect student learning. A lot of the social ills are actually interrelated which make human lives miserable. But, the school can be the best avenue to experience peace because the environment is multi-cultural and, and at times, multi-racial. This is a challenge to be observed by all institutions covered by the Depend.
Similar concern was discussed by Gonzales, et al. 2002) on their offer to solve the problem of violence in educational institutions. They presented in Transformation Education that in order to attain peace in education, there should be a culture of peace in schools. To them, culture of peace is a way of life that must be a conscious choice and effort through personal, interpersonal, inter-group, intercultural, interfaith, dialogue, international and global cooperation (Gonzales, et al. 2003). Since culture is varied among various people, it is a good place to find commonality among people.
In this sense, culture of peace like living in cooperation and respect can bring about culture f peace. A transformation culture in the classroom to be employed by the teacher is a meaner in achieving peace. It is in this context that peace education is included in the curriculum and that peaceable classroom is the result. But what is culture of peace? It was described that culture of peace is the wholeness of life where every person can live with dignity, where there is appreciation and respect for the integrity of all persons (Gonzales, et al. 003). In other words, culture of peace is where group beings.
Their mission is to make teaching social responsibility a core practice in education so that young people develop the convictions and skills needed to shape a safe, sustainable, democratic, and Just world (http:www. Demimondaine. Com/blobs/readers_blob/11661/a_peaceable_classroom). The USER identified the six themes which are emphasized by Peaceable Classroom: 1) operation, 2) communication, 3) appreciation for diversity, 4) the healthy expression of feelings, 5) responsible decision making, and 6) conflict resolution. According to Seer’s experience, it is not enough to teach students conflict resolution separate from the other themes.
It was then encouraged that teachers use these lessons as a beginning point to a further exploration of the place of conflict in the classroom and in the school. Further studies on peaceable classroom significantly observed that one thing teachers sometimes forget is to plan for peace education. It is indeed a practice that searchers would be setting up classroom for new school year, be planning lessons for language, math, history, and geography, but neglecting to plan lesson for peace education (http://www. Blob. Interconnectedness’s. Com/promoting-peace. HTML).
A Interiors in promoting peace in a large part of her career. One of her most famous quotes is “Averting war is the work of politician; establishing peace is the work of education” (http://www. Blob. Interconnectedness’s. Com/promoting-peace. HTML). Suggestion in creating a curriculum which includes peace education is a call necessary for the attainment of UNESCO Education For All (FEE). Throughout the recent years, FEE goals had streamlined the aims that include a peaceable classroom. Today, inclusion of peace education in the classroom as part of the curriculum is more important than ever.
The foregoing are suggestions by which they are ways to include peace in the curriculum: 1) start by defining the word “peace” with the students, 2) Declare the classroom as a “peace zone,” do not tolerate any kind of bullying, 3) teach conflict resolution skills, 4) choose “peace” as the theme to any annual event in school, 5) peace education can vary by age, 6) have children participate in the care of their environment, showing respect for the materials, pets, plants, and other children, 7) when studying geography, history and cultures, emphasize respect for the diversity of traditions and customs found around the world, 8) consider having your school named an international peace site, 9) be a good example, don’t argue with parent’s, spouse, or other teachers in front of the children, and 10) establish especial holidays and rituals for your school and home. The foregone suggestions are healthy points towards planning a classroom management that can achieve peaceable environment in school. One last literature that gives weight on the discussion of peace education was presented by Vega, et al. (2009) in the Social Dimensions of Education. They provided a lengthy and substantial discussion on the subject, and supplied vital direction for understanding the real meaning of peace in the context of education. They believe that peace education is a transformation response to major societal challenges.
Considered as such, this meaner that the learning process that is utilized in peace education is holistic and it tries to address the cognitive, affective, and active dimensions of the learner (Vega, et al. 009). Below is the graphic form that illustrates this process. Cognitive Phase (Being aware, Understanding) Active Phase (Taking practical action) Responding, Valuing) (Being concerned, The authors quoted Weiss in saying that to sustain a long term change in the thought and action of future generation… Our best contribution would be to work on peace education (Vega, 2009). It seems clearer to suggest that teachers are pointed out to be peace educators. This only substantiates the belief that teachers play the key role to peace education.
It is with this concept that the phrase “the medium is the he power to affect the lives of children and youth. Students often remember the informal ‘hidden’ lessons… From the attitudes, values and actions of the teachers themselves within and outside of the classroom” (Vega, et al. 2009). To put more emphasis on this belief, Vega, et al. (2009) pointed out that there is a need for teachers to take the challenge of personal transformation so that they can be credible agents of the peace message. Lintier and Patti, as quoted by Vega (2009), reminds us that as teachers we have to transform ourselves before we can expect to see changes in the learners.
As a result of this challenge to teachers, the following attributes are suggested to be skills they must possess to be an effective medium of the message of peace: 1) the teacher of peace is a responsible global citizen… Understands that education should be a meaner towards constructive change, 2) a teacher is motivated by service and is actively involved in the community, 3) a teacher is a life-long learner… 4)a teacher is both a transmitter and transformer of culture; 5) a teacher is a seeker of mutually enhancing relationships that nurture peace and a sense of community; 6) a teacher is gender sensitive and alert to any possibility of ender bias in self or students; a teacher of peace is constructively critical; 7) he has the skills of reflective learning… 8) a teacher practices cooperative learning; and 9) a teacher of peace inspires understanding of alternative possibilities for the future and for a culture of peace. According to the authors, the foregone attributes are neither exhaustive nor definitive. This meaner that there is still room for other individuals and groups to grow with the concept of peace. They, however, could be a good beginning as peace educators with the personal or inner transformation. Synthesis of the reviewed Related Literature and Studies The literature and studies presented in the preceding pages have provided the researcher the essential insights on this proposed study.
Based on the related literatures, the researcher got significant information for the success of this study. For one, the holistic view on the description presented by Vega, et al. (2009) which stated that a peaceable classroom is characterized by affirmation, cooperation, communication, appreciation for diversity, appropriate expression of feelings and peaceful conflict resolution, is very valuable. It provides useful insight on the characteristics off peaceable classroom as a result of peace education. It was also a positive point to note what a child had become when bullied in school, from which a solution to prevent such problem is peace education.
This leads to a succession of discussion on some social ills which are present in school like child abuse, social violence, and human rights violation. In Nurturing Resilience in our children, Robert Brooks, et al (2003) discussed that issue of child abuse which an eventual suggestion was to have the educational institution play an active role in solving this problem. This meaner that, again, peace education is the key towards resolving this ill. They, however, pointed out that it takes the cooperative effort of more agencies be it government or non-government agencies. Their discussion on this problem resulted into offering good points on what a teacher can deliberate on with the issue of child abuse in school.
In addition, Gonzales, et al (2002) offered a constructive answer to be exercised in school is the practice of culture of peace. It gives further idea to the researcher that peace education involves the whole community in any educational institution. The participation of the teachers, students, and staff of the school is necessary in the achievement of peace. Salute, et al. (2005) deliberated in Foundations of Education on the issue of human rights where they directly stressed the active role of the Depend through the power of Executive Order No. 27. This E. O. Mandated the department to include teaching of human rights in different curricula.
Indirectly, it is believed that teaching human rights to children is one meaner of achieving peace in the classroom. The related studies are of same importance with that of the related literature. For one, a study like the creation of peaceable classroom in the United States provides lealer understanding that a teacher is actually an agent of empowerment towards students. The peace in the classroom would eventually become peace of the entire community which helps peace on Earth. A similar study by the Educators for Social Responsibility also uses the model of peaceable classroom as avenue to gain peace for the whole world. The six themes of peaceable classroom are similar themes in context of the peace education offered by UNESCO.
To supplement this, a study called the attention of teachers not to neglect the inclusion of peace education in the lesson plans, and put same weight on this as hat given to other disciplines like math, language, geography, and history. Lastly, Vega, et al (2009) provided much importance to the practicality of peace education through the instrumentality of the teachers serving as peace educators. They gave a very important message that teaching peace education is a calling of teachers. This put the responsibility on the shoulders of the educators to observe peace in themselves and thus they are compelled to observe peace as good example for the students. All the discussions presented in this chapter give light a clearer understanding of the meaning of peace in the context of education.
Similarly, the challenge for teachers to be agents of peace education is both a calling and opportunity for humanity sake. All in all, they provide direction to the researcher to the development of this present study. The suggestions as to what characterize a curriculum with peace education are very helpful. In the same way, the attributes of peace educators given are valuable guide and materials for the development of questionnaire for this study. Conceptual Framework The findings on a study on Peace Education: A Transformation Response to Major Societal Challenges that includes a discussion on The Peaceable Classroom inducted by Vega, et al (2009) is the basis in conceptualizing the present work.
The present paper will make use of the conceptual paradigm in figure 1 which illustrates the relationship of independent variables and dependent variables. The profile of the teacher-respondents will be determined in terms of age, sex, civil status, types of tertiary attended, degree obtained, and length of service.