Peace Education in the K-12 Curriculum Considering the Moral Theory of Kohlberg

K- 12 curriculum tends to have graduates that are holistically trained and developed. In this sense, they advocate peace education as an aspect of their curriculum. Peace education is the study of both the causes and consequences of war and peace; transmission of knowledge about and skills to achieve and maintain peace, and the obstacles that stand in the way (Hirao, 1987; Reardon,1988). Peace education tackles about the whole process and aspects of attaining peace from conflicts. In Kohlberg’s individual moral developmental stages (1976), stage one is identification of bad acts and those are against the law, as prohibited by external punishments. To teach this to students is to be interactive with the use of dialogue. A teacher may use the Socratic Method or the question and answer method. It can also be imparted through watching film strips and videos. Stage two is the establishment of right and wrong. It can be taught same as in stage one. You can also do role playing in this. Stage three is the good girl/good boy stage when they reflect concerns for the opinions of others. This will take discussions about given scenarios. Stage four is concern for social order. Laws are seen as agreed upon duties that should be followed for the social good. In this stage, deliberations and critical learning will take place as laws are present. Stage five recognizes differing but equal moral values, holding certain principles as non relative in the interest of fulfilling a kind of social good. This will also take deliberations and critical learning and observation. Also, teaching this age peace education will take gamut of understanding other cultures thus learning other cultures’ norms and beliefs is essential. Stage six embraces a set of universal and self chosen ethics. The law is based on such ethics and should therefore be followed. Teach children to be a law abiding citizen. All the said approaches in teaching peace education can be appropriately applied in this stage especially the discussions, film viewing and cultural exposures such as fieldtrips and cultural exhibits. This is all for the critical learning of the students so they know what is all about peace and conflict; that they will choose peace over conflicts.

How do Philosophy, Psychology, History and Society influence the development of the curriculum?

Philosophy

            Philosophy is a branch of knowledge devoted to the examination of basic concepts (e.g. truth, existence and reality). This discipline contributes an integral part to the development of the curriculum; it is the foundation in which decisions and scrutinies are made. It puts or reminds the boundaries and aims the curriculum planners (teachers, educators and school heads) should be aware of for the improvement of a curriculum. As Socrates said, “An unexamined life is not worth living.” Therefore, an unplanned, unimplemented and unevaluated curriculum is not worth the act of using for the welfare of the stakeholders.

            Psychology

            Psychology is a study of cognitive and behavioural processes and things like how to deal with it and how to improve or gain from it. In a school, there are different kinds of attitudes and intelligences thus Psychology is the basis for the teaching and learning process. There is a need to understand every child or even the necessities of every teacher all for the well-being of what is at stake. This discipline also helps curriculum planners to find the right approaches or methods of teaching for a certain group of students. Designation of the right learning faculties and materials to the right group of students is essentially needed for a school to perform well.

            History

            The historical foundations only suggest that the curricula implemented are dynamic. It is changing over time and it also reflects how man has thought about more humane approach to educate learners. Moreover, history also shows how curriculum adapts to the time when it is implemented: how its purpose, principles and content change over time. The learners don’t adjust; it’s the curricula because of the needs of the learners. For example, 30 years ago there were no computer subjects, now there is a need to teach those because of the rampant use of technology for almost all the industries. There’s a quote by anonymous, “Don’t left behind.”

            Society

            Just like how language use reflects the society, curriculum also does. The development of the curriculum is highly based on the people who will use it. Basically, the society and its culture affect the curriculum itself. According to Albert Einstein, “All that is valuable in human society depends upon the opportunity for development accorded the individual.” Therefore, the curriculum is carved through the needs of the society. There will be always change in the society and the curriculum must cope with it. It must go with the flow but it must maintain its values.