INTEGRATIVE THEORY OF PEACE

Peng Chen
143016
Dr. H. B. Danesh
Founder and president (2000-2017) of the
International Education for Peace
Institute - Canada (EFP- International).
President of Landegg International
University, Switzerland (1994–2003).
Associate professor of Psychiatry
(University of Ottawa, 1973-1985).
Consultant to government agencies,
NGOs, UN agencies, public and private
schools, educational and
social institutions in Canada,
the United States, Europe, China, Japan,
Brazil, India, the Middle East, Malawi,
South Africa, and Central America.
PEACE EDUCATION
 Peace education is teaching the information,
attitudes, values, and behavioral competencies
needed to resolve conflicts without violence and
to build and maintain mutually beneficial,
harmonious relationships
 FOUR PREREQUISITES OF EFFECTIVE
PEACE EDUCATION

1. Truly effective peace education can only take

place in the context of a unity-based worldview.
2. Peace education can best take place in the
context of a culture of peace.
3. Peace education best takes place within the
context of a culture of healing
4. Peace education is most effective when it
constitutes the framework for all educational
activities.
 It shows that the
prerequisites,
components and
the application of
an effective peace
education needs to
have inherent
qualities and focus
that are in
harmony with the
principles,
perspectives and
practices of peace
itself.

THE REGENERATIVE NATURE OF THE PEACE EDUCATION

MODEL
THE INTEGRATIVE THEORY OF PEACE
 The Integrative Theory of Peace (ITP) is based on
the concept that peace is a psychological, social,
political, ethical and spiritual state with
expressions at intrapersonal, interpersonal,
intergroup and international areas of human life.
 The theory holds that all human states of being,
including peace, are the outcome of the main
human cognitive (knowing), emotive (loving) and
conative (choosing) capacities which, together,
determine the nature of our worldview.
FOUR SUBTHEORIES OF ITP
● Subtheory 1: Peace is a psychosocial and political as
well as a moral and spiritual condition.
● Subtheory 2: Peace is the main expression of a unity-
based worldview.
● Subtheory 3: The unity-based worldview is the
prerequisite for creating both a culture of peace and a
culture of healing.
● Subtheory 4: A comprehensive, integrated and lifelong
education within the framework of peace is the most
effective approach for a transformation from the
conflict-based metcategories of survival-based and
identity-based worldviews to the metacategory of
unity-based worldview.
THE FRAMEWORK AND THE FUNDAMENTAL
ELEMENTS

 Framework: Peace-based worldview

 Fundamental elements: human rights and
freedom
USE OF ITP IN METHODOLOGY
& LINK OF ITP TO 4 UMBRELLA THEORIES
 Quantitative
 ITP links to Phenomenology

 the elements of the ITP come from the existing

body of research on peace education and the EFP
experience in Bosnia and Herzegovina
APPLICATIONS OF ITP
 Education for Peace program (EFP)
The main objective of this program is to create—with
the help of teachers, school staff, parents/guardians,
and students—unique school communities
characterized by a culture of peace and a culture of
healing.
 EFP curriculum
The EFP curriculum is designed to meet, within the
parameters of ITP, the four requisite conditions for
the successful implementation of any peace education
program: development of a unity-based worldview;
creating a culture of peace; creating a culture of
healing; and using peace education as the framework
for all educational activities.
LIMITATIONS

 ITP is hard to practice in war and post-war

situations primarily because of the huge need for
children to overcome the impact of war on all
aspects of their lives.
 ITP emphasizes human capacities and it does not
consider the influences of society, economics, and
religions
CONCLUSION

 The integrative theory of peace incorporates

many of the currently held perspectives and
approaches to peace education.
 ITP calls for a comprehensive and integrated
approach to the all-important issue of peace.
 ITP challenges some of the most widely held
concepts with respect to the na.ture of peace
itself
REFERENCES
 Danesh, H. B.(2006). Towards an integrative
theory of peace education. Journal of Peace
Education, 3(1). 55–78.
 Johnson, D. W. & Johnson, R. T. Peace Education
in the Classroom: Creating Effective Peace
Education Programs. Retrieved from
https://www.researchgate.net/publication/266211
579_6_Peace_Education_in_the_Classroom_Crea
ting_Effective_Peace_Education_Programs
 http://www.hbdanesh.org/

 Harris, I. M. (2004). Peace education theory.

Journal of Peace Education, 1(1). 5–20.