3.2 Competencies for peace
In the last section of this session, you will think further about the competencies children and young people might develop to be successful peace builders. Thinking about competencies for peace should not lead to tick-box assessment, but rather be used as a reflective tool for children and young people to think about what they as individuals (or the group as a whole) might work on to continue building peace in their educational environment.
Activity 7 Reviewing peace competencies
Begin by reflecting on what you have covered in the course so far. Note down your thoughts about the skills, knowledge and attitudes children and young people might need to be successful peace builders.
Now return to the peace competencies from the Quaker Council for European Affairs. Consider these questions:
- Which of these are on your own list?
- Which have been covered so far on the course?
- In your view, are there any missing?
- What aspects of your current educational practice could you draw on to help develop these competencies?
Knowledge | Attitudes | Skills |
---|---|---|
Direct, structural and cultural violence | Open-mindedness and inclusiveness | Constructive cooperation |
Causes and dynamics of violent conflict | Respect for self, others and the environment | Dialogue |
Peaceful alternatives to violence | Empathy | Mediation |
International human rights / gender / racial standards etc. | Solidarity | Non-violent communication (including inquisitive, assertive communication) |
Current affairs | Social connectedness | Understanding, managing, and expressing emotions |
Environment and sustainability | Self-awareness | Active listening |
Civic processes | Tolerance | Intercultural cooperation |
Positive peace and negative peace | Desire to promote justice | Teamwork |
Inclusion and exclusion | Social responsibility | Analytical skills |
Conflict management, prevention, resolution, and transformation | Curiosity | Critical thinking |
Interfaith and intercultural learning | Gender sensitivity | Negotiation |
Cooperativeness | Reflection |
Discussion
In this activity you are thinking about the competencies that children and young people might develop as peace builders. You might have connected the affirmations section in Session 2 to the attitude of respect for the self and the skill of managing emotions. You might have considered how constructive cooperation and active listening are essential for circle activities.
In Session 6 you will carry out a similar activity as you think about the competencies that peace educators need.
There are many other activities and approaches that can be drawn on to develop peace competencies. For example, you might consider aspects of your school’s Religious Education or PSHE curriculum for emotional and spiritual wellbeing, or perhaps history and geography curriculum topics. As you continue through the course, consider how you might build peace competencies in all areas of classroom life.