PEACE VALUE MODEL (2010)

PEACE VALUE MODEL (PVM)
(T. C. Thankachan et al. 2010)

T. C. Thankachan MA (Pol), MA (Socio.), M. Ed, M.Phil,
Assistant Professor, St. Thomas College of Teacher Education, Pala, Kerala.

Teaching is an interactive process between the teacher and the student which involves pre active decision making activities and post- active redirections. The teacher, the student and the curriculum are the three components in the teaching act. All components of teaching play an equally important role in the process of teaching and learning. Attempts have been made by researchers to match the different approaches or strategies or styles of learning with the objectives of instruction and learning styles. Development of models of teaching is one of the recent innovations in teaching.
Models of Teaching help the teacher to have a wide range of approaches for creating a proper interactive environment for learning. It will help the teacher to adapt him to the learning needs of the students. The credit for transforming prevailing teaching theories into different models of teaching goes to Bruce Joyce and Marsha Weil (1980). “A model of teaching is a set of inter-related components arranged in a sequence which provides guidelines to realize specific goal. It helps in designing instructional activities and environmental facilities, carrying out of these activities and realization of the stipulated objectives” (N.K. Jangira, 1983). “Teaching models re prescriptive teaching strategies designed to accomplish particular teaching goals” (Paul Eggan).
Joyce and Weil has given three meanings of teaching models: (i) “Teaching models are just instructional designs. They describe the process of specifying and producing particular environmental situations which cause the student to interact in such a way that specific change occurs in his behavior.” (ii) Teaching model is a “pattern or plan which can be used to shape a curriculum or course, to select instructional materials and to guide a teacher’s actions.” Models are designed to attain specific goals. When a teacher identifies a goal, selects a particular strategy designed to attain that goal, we can say that he is using model approach. (iii) “A model of teaching consists of guidelines for designing educational activities and environments. It specifies ways of teaching and learning that are intended to attain certain kinds of goals.”
One of the most widely used textbooks on teaching, Models of Teaching (Joyce and Weil 1986, 1992), describes two dozen models of teaching grouped into four distinct families. 'Models from the four families can be combined to increase their effects' (Joyce and Weil). Because the different models address different aspects of learning and have different effects, there is no one all-purpose model. We find no easy route to a single model that is superior for all purposes. What is the teacher to do, then? The message is that the most effective teachers need to master a range of models and prepare for a career-long process of adding new tools and polishing and expanding their old ones. Here comes the need for an innovative model for solving peace conflicts scientifically, considering the values though a step-by-step analysis of conflict resolution. This model can be utilized for conflict resolution and value education.
Peace Value Model (2010)
The University Grants Commission, New Delhi has sanctioned a major research project on developing peace values and peace skills though peace value model to the project team (T.C. Thankachan, principal investigator; Dr. Anandi Martis and Dr. T.M. Mollykutty, co-investigators and Sunu Austin, Project Fellow). As a result of the team work, the project team prepared an innovative model called peace value model for resolving the peace conflicts through systematic self analysis of the conflicting situations. A model of peace education is not restricted to the development of a particular domain of the value system. The peace of mind of the individual is the basis of peace at familial, social, national and international levels. Solving the peace conflicts at the individual level is the most important and the first step to attain peace at the expected level. The Model prepared by the Project team enables all to analyse the value dilemma or peace conflict and solve the conflicting situation based on the preferred values and value system.
MAIN CHARACTERISTICS OF MODEL OF TEACHING IN PEACE
Model of teaching peace
 Is plan or guidelines or patterns or strategies of teaching to solve peace related conflicts.
 Is systematic procedures to modify the behaviour of learners through discussions and creative suggestions
 Specify the learning outcomes in terms of observable value preferences and measurable problem solving ability of students.
 Specify in definite terms the environmental condition under which a student’s response should be observed.
 Specify the criteria of acceptable values expected from the students.
 Specify mechanism that provided for students reaction and interaction to the conflicting situation.
 Systematically list the alternatives with respect to the conflicting situation.
 Specify the positive and negative alternatives before the central character in the dilemmatic situation.
FUNCTIONS
Model of teaching in peace education has some functions in the teaching learning or instructional process. They are
a) Designing, selection of curriculum or course of study in terms of conflicting situations.
b) Development and selection of instructional materials and supporting evidences.
c) Guiding the group activity in the conflict resolution process.
d) Improving classroom interaction based on group work, teacher guidance and creative suggestions.
e) Orienting teachers and academicians to be a sensitive, rational and flexible in handling and solving dilemmatic situations while trying to use and balance different worthy models and methods.
FUNDAMENTAL ELEMENTS OF MODELS OF TEACHING
Models of Teaching are really models of learning. Joyce and Weil suggested some concept in the procedure of the implementation of any instructional model. These concepts are focus, syntax, social system, principle of reaction, support system, application context and instructional and nurturant effects. The peace value model evolved out of the UGC Major Research Project, also focus on the fundamental elements already established by Joyce and Weil. But the peace value model concentrate more on the conflict resolution style for solving the peace dilemmatic situation.
1. Focus: focus is the central aspect of the teaching model. Objectives of teaching and aspect of the environment generally constitute the focus of the model.
2. Syntax: the syntax includes the sequences of steps or activities (called phases) involved in the organization of the complete programme of teaching. Each model has a distinct flow of phases.
3. Principle of reaction: this element is concerned with the way a teacher should regard and respond to the activities of the students. These responses should be appropriate and selective.
4. Social system: it provides the description of the student and teacher roles and relationships and the kinds of norms that are observed and student behaviour which is rewarded.
5. Support system: the support system relates the additional requirements other than the usual human skills or capacities of the teacher and the facilities usually available in the ordinary class room. These requirements refer to special skills, special audio-visual materials like films, self instructional materials, visit to special places etc.
6. Application context: several types of teaching models are available. Each model attempt to describe the feasibility of its use in varying context.
7. Instructional and nurturant effect: Instructional effects are those directly achieved by leading the learner in certain directions. The nurturant effect comes from experiencing the environment created by the model.
The implementation of a model of peace value development in a real situation of the classroom is a challenging job and it requires a perfect understanding of the theoretical aspect as well as a competence in the practical aspects of the model. In analyzing a peace dilemma through peace value model, a teacher has to follow some procedures and processes in the classroom situation, which are: Presenting the peace conflicting situation, Identifying and clarifying values which conflict in this situation, Identifying the alternatives before the central character, Listing the possible positive and negative consequences of each alternative, Identifying the values under each consequences, Creative suggestions for solving the problematic situation, Selecting the best alternative considering the consequences, Evaluating the reasons for the selection of the particular alternative, Citing the related examples, etc.
All these processes and elements of Peace Value Model are systematically presented in the following manner.
I. Focus
Focus is the central aspect of every teaching/learning model. Objectives of teaching/learning through peace value model are given below;
1) To identify the peace values, which conflict in the peace conflicting situation.
2) To analyze the conflicting situation, the alternatives for problem solving, consequences of alternatives, etc.
3) To acquire ability to think critically and creatively in analyzing the peace conflicting situation.
4) To develop the skill of co-operation to work effectively with others towards a common goal.
5) To develop the competencies for open discussions and creative suggestions in every problematic situations for efficient conflict resolutions.
6) To develop peace values, peace skills and other related values and skills.
7) To develop the skill of applying the values in the daily life.
8) To apply the scientific procedures for peace conflict analysis and ensure conflict resolution and conflict management.
9) To evaluate the entire process of conflict resolution.
II. Syntax
There are seven phases in this model. All these seven phases includes different instructional styles and learning activities for conflict resolution.
1. Presentation – presenting the peace conflicting situation.
2. Identification – identifying and clarifying the values which conflict in the situation, identifying the alternatives before the central character, listing the positive and negative consequences of the major alternatives, etc
3. Dialogue – formation of small groups, discussions within groups, open discussions on values under each consequences, presentation of the views, etc
4. Creative suggestions – creative suggestions for problem solving from all groups, listing of the suggestions based on effective problem solving, determining the value criterion to analyse the consequences, etc.
5. Selection – selection of the best alternative considering the values, consequences, long term effect, etc
6. Evaluation – evaluation of the process of conflict resolution, evaluating the best alternative, suggestions from the groups, etc.
7. Conflict resolution – value based conflict resolution, declaring the values helped in the process of solving the peace conflict and citing related examples.
Phase One - Presentation
(i) Presenting the peace conflicting situation;
In a class room the peace conflicting situation may be presented in the form of short readings, through a film, film strips, OHP/LCD projection, Xerox copies, readings, paper cuttings, etc. The conflicting dilemmatic situations can be taken from the conflicts in the family, peer interaction situations, personal conflicts, situations from class rooms and institutions, social situations, etc. After presentation of the dilemma the teacher asks certain questions in order to help the students to clarify the circumstances involved in the dilemma, identifies and defines difficult terms, identifies the characteristics of the central character.
Phase Two - Identification
(ii) Identifying and clarifying values which conflict in the situation;
The teacher clarifies the value questions and helps the students to do the same. There may be different values and value systems conflict in the presented situation, which has to be clarified through classroom discussions. The responsibility of the clarification of value conflict should be shared by teacher and students. The teacher asks about the value conflict faced by the central character in the conflicting situation. The values which conflict in the presented dilemma is analysed here.
(iii) Identifying the alternatives before the central character;
In this phase, the activities which should be done through individual or group work, brain storming, encouraging the class to suggest ideas, etc. What alternatives are open to the central character is the main theme of this phase. The students with the help of the teacher identify maximum number of alternatives open to the central character to solve the conflicting situation. Then through discussions the most important alternatives (two or three) are selected.
(iv)Listing the possible positive and negative consequences of each alternative;
In this phase, the students predict the consequences of each alternative. The teacher asks some questions in this phase. Listing of the consequences here means identifying the future effects when the conflict is solved or if it is not solved. In this phase the discussion can be arranged based on the following questions. E.g. What might be the consequences of each alternative? What are the positive and negative consequences of each alternative? What might be the short term and long-term consequences? What might happen if the alternative were to become a reality? Who would be affected and how? What about the effects on the future generation?
Phase Three – Dialogue
(v)Formation of Groups;
In this phase, it is necessary to form the groups for open discussion and free flow of ideas through communication with less formality.
(vi) Open Discussions on identifying the values under each consequence;
After listing all the consequences of each alternative the teacher asks the students to identify the values under each consequence. These values may be from human, social, aesthetic, religious, political, theoretical, intellectual values, etc. The purpose of identifying the values to get a value based clarity on all the consequences.
(vii) Presenting the views
Here, the students present their views on each consequence, its desirability and on the ideas shared by other groups and the teacher.
Phase Four – Creative suggestions
(viii) - Creative suggestions for solving the problematic situation;
In this stage the students are asked to give their suggestions to solve the dilemmatic situation based on the views presented in the groups. The creative suggestions given by the students are coordinated by the teacher and the most important suggestions evolved from the group deliberations are presented before the entire class. The creative suggestions of the students are motivated and reinforced in this stage.
(ix) Determining the value criterion to analyse the consequences
All the creative suggestions are analysed based on the value consciousness of students. The most important values implied in the consequences are listed and the criterion is fixed based on that. The value criterion is the background for selecting the best alternative for solution of the problem.
Phase Five – Selection
(x) Selecting the best alternative considering the values, consequences and long term effect;
After listing the consequences of each alternative and the creative suggestions given by the students, the teacher asks the students to select the best alternative based on the values, long term effect of the consequences, the impact of the positive and negative consequences, modeling with respect to social implications, the applicability of the creative suggestions, etc. The teacher assesses the best alternative suggested by the students and if necessary modifies it.
Phase Six – Evaluation
(xi) - evaluation of the process of conflict resolution, evaluating the best alternative, suggestions from the groups;
The teacher directs the students to evaluate the process of conflict resolution through the difficulties felt by them at the beginning, especially when the peace conflict is introduced in the class, when the students identified the alternatives, consequences and the values in that, and in the suggestions for problem solving. This phase will help the teacher and the students about the real reflection of the problem, feedback for all, and finally apt and effective decision making.
Phase Seven – Conflict Resolution
(xii) Value based conflict resolution;
The values, which helped the students for the conflict resolution process, are listed here and the teacher gives some explanations on the importance of these values and the need for preferring these. In this stage, the students will be aware of the need for a value and value system and their preference for solving the issues in any conflicting situation.
(xiii) Declaring the values helped in the process of solving the peace conflict;
The major values are declared by the students in their groups and the teacher co-ordinate the values and declare for all. The teacher can give the message of right value preferences with respect to the conflicting situation. This declaration and internalization of the values will help the students in choosing and prizing the values, which they have preferred and analysed.
(xiv) Citing related examples;
The teacher encourages the students to cite related examples from different life situations, news papers, reports, articles, television news, magazines, friends, etc. These situations can gains be analyzed in following the same scientific procedures. In similar situations students will be able to analyze their peace conflicts or conflicts related to the different life situations. The examples suggested by the students can be taken as the conflict analysis for the next class.
III. Principle of Reaction
This element is concerned with the appropriate and selective way a teacher should regard and respond to the activities of the students. The systematically presented peace conflicting situation is given for open discussions and creative suggestions. The suggestions given by the students are properly analysed and modified by the teacher if necessary. The teacher’s role in peace conflict resolution is counselor, director, motivator, leader, director, etc. He or she must guide the students to reflect on the procedures and processes in the conflict resolution.
IV. Social system
It provides the description of the student and teacher roles and relationships and the kinds of norms that are observed and student behaviour which is rewarded. The creative suggestions of the students at the time of group discussion are rewarded by the teacher. The students identifies and lists the values, alternatives and consequences of alternatives after the dilemma is presented by the teacher. The final decision making with respect to the conflict resolution is the result of the combined effort of the teacher and the students.
V. Support system
The support system relates the additional requirements other than the usual human skills or capacities of the teacher and the facilities usually available in the ordinary class room. These requirements refer to special skills, special audio-visual materials like films, self instructional materials, etc. The peace conflicting situation is presented with the help of OHP, LCD presentations, news paper reading, etc. If the issues analysed in the Television channel is presented before the students, the recording or the same channel can be made available in the class. The life situation also can be analysed with the help of press, media, personal explanations, computer assistance, etc. All the available resources can be utilized here.
VI. Application context
Several types of teaching models are available. In peace education, Peace Value Model is a systematic learning model emphasis on value based conflict resolution. This model attempts to describe the feasibility of its use in varying life related conflicting contexts. The level of conflicting situation determines the sample for the application of this model. Most of the complicated life conflicting situations can be introduced among the mature students. The adolescents and children also can be oriented towards solving peace conflicts through this model within their intellectual and social domains.
VII. Instructional and nurturant effect
In every model instructional effects are those effects which are directly achieved by leading the learner in certain directions. The attainment of peace values and peace skills, value preferences, problem solving ability etc are the instructional effects of this model. The nurturant effect comes from experiencing the environment created by the model. The development of creativity, interpersonal warmth, co-operative co-existence, interdependence in problem solving, etc. are the nurturant effects of this model.
Peace Value Model – Classroom Practice
The process of conflict analysis or analysis of the peace conflicts is done through the help of scientifically prepared worksheets. The work sheet is considered as a data record used by the students during teaching learning process. In the Peace Value Model the students have to move from phase one to phase seven and through the sub phases. The recording under different phases would help the students to proceed higher phases of peace conflict management. The main items given in the students’ worksheet are given below.
(a) Main points in the peace conflict: - Here the students are asked to write the main points mentioned in the dilemma case.
(b) Identification of the difficult terms and asking questions: - The students are asked to identify and write the difficult terms in the dilemma and get it clarified. Here the students ask questions which need more explanation and clarify them.
(c) Values which conflict in the dilemma: - Here the students write about the peace value conflict faced by the central character.
(d) Alternatives open to the central character: - Students finds out the major alternatives open to the central character.
(e) Positive and Negative consequences of alternatives: - At this stage the students identify and write consequences for each alternative.
(f) Identifying the values under each consequence: - After listing maximum positive and negative consequences, the students identify the values under each consequence.
(g) Suggestions for solving the peace conflict: - Here the students give their creative suggestions for solving the conflict based on the consequences.
(h) Best alternative open to the central character: - After analyzing each consequence and the creative suggestions the students’ select one alternative, which they think, is the best.
(i) Reasons for the selection of the best alternative: - Here the students state the reasons for the selection of the best alternative open to the central character.
(j) Evaluation points – students give the evaluation of the process of conflict resolution, selection of the best alternative, etc.
(k) Value declaration - declaring the values helped in the process of solving the peace conflict.
(l) Citing the related examples: - The students list some related examples and in the next class it can be taken for analysis.
Conclusion
The mark of an educated person, wrote Plato in The Republic, is the willingness to use one’s knowledge and skills to solve the problems of society. Education must imbue children with a proactive social conscience. Society is the empowering context for individuals. No one can become fully human or attain dignity and fulfilment outside the web of relationships and responsibilities presupposed in society. Thus education must train and equip individuals to live creatively, responsibly, and peaceably in a society. Education for peace could be an effective catalyst in activating a holistic vision for education. This could transform education into a movement for national integration and regeneration, which is the need of the hour.