- HTML Translated Version -
The Culture of Peace from a Transdisciplinary
Perspective
Author: Nahir Josefina Rodríguez De Betancourt
Universidad
Fermín Toro, UFT
Barinas,
Venezuela
Abstract
Several researchers, such as: Fisas,
Truvilla, UNESCO, among others, agree on the importance of the Culture of
Peace, which is a human project of great importance and is a way to achieve
harmony between the localities of each nation. This essay focuses on the
Culture of Peace from a Transdisciplinary Perspective. Said essay is of a
guiding and informative nature with documentary support. The purpose of this is
to address the issue of the importance of the Culture of Peace, as a mechanism
to promote in individuals respect for life, harmony among people, security,
relevance to society and for in this way, the redemption of values such as
solidarity, respect, love, work, coexistence, among other interactions.
Likewise, a culture that defeats elements that have to do with violence, peer
abuse, discrimination and the preference of religions. On the contrary, we want
the consolidation of brotherhood, justice, freedom and democracy in the
resolution of problems or conflicts in the school, the family and the community.
Keywords: culture; peace; peacebuilding.
|
Date Received: 18-11-2017 |
Date Acceptance: 17-02-2018 |
La Cultura de Paz desde una Perspectiva Transdisciplinar
Resumen
Diversos investigadores, tales como: Fisas, Truvilla, UNESCO, entre otros, coinciden
en señalar la importancia de la Cultura de Paz, que es un proyecto humano de
mucha envergadura y es una vía para conseguir una armonía entre las localidades
de cada nación. El presente ensayo se enfoca en la Cultura de Paz desde una
Perspectiva Transdisciplinar. Dicho ensayo, es de carácter orientador e informativo con sustento documental. El
propósito del mismo consiste en efectuar un abordaje al tema sobre la
importancia que tiene la Cultura de Paz, como mecanismo para fomentar en los individuos el respeto por la vida, la armonía
entre las personas, la seguridad, la pertinencia con la sociedad y por ende el
recate de valores tales como solidaridad, respeto, amor, trabajo, convivencia,
entre otras interacciones. Igualmente, una cultura que echa por tierra
elementos que tengan que ver con la violencia, el maltrato entre pares, la
discriminación y la preferencia de religiones. Al contrario, se quiere la
consolidación de la hermandad, la justicia, la libertad y la democracia en la resolución
de problemas o conflictos en la institución escolar, la familia y la comunidad.
Palabras clave: cultura; paz; consolidación de la paz.
|
Fecha de Recepción: 18-11-2017 |
Fecha de Aceptación: 17-02-2018 |
1. Introduction
The theme of violence has been the subject of
discussion in different expectations addressed as an international discussion
in the United Nations Educational, Scientific and Cultural Organization, UNESCO
(1998a) and the Pan American Health Organization, PAHO (2002), noting:
"violence as a public health problem that limits the social and economic
development of societies" (page 3). The authors refer that violence is
part of a public health problem, hindering the welfare of citizens and in favor
of their social and economic growth.
For Ortega y Gasset, cited by Fisas (1998),
they stated: "The enormous effort that war is can only be avoided if peace
is understood as a greater effort ... if war is something that is done, also
peace, it is a something that has to be done, that has to be manufactured
"(page 9). From the point raised by the author, he alludes to the
similarity between war and peace, since both have to look for the causes and
consequences that generate them; therefore, they require actions that have an
impact on reinforcing attitudes of behavior change towards the reduction of war
and strengthening peace in individuals; taking into account their emotions,
rights and welfare.
The United Nations Organization for Education,
Science and Culture, UNESCO (1998b): defined the concepts of "culture of
non-violence" and "culture of peace", such as: "A culture
of peace is a set of values, attitudes, traditions, behaviors and
lifestyles" (p.2). This refers that the culture of peace allows people to
strengthen attitudes towards a healthy coexistence, with values of tolerance,
love, equality, solidarity and respect towards each one of the subjects that
are in a context. In addition, it seeks the promotion of full harmony,
enhancement of understanding spirits and mutual cooperation in community,
family and school entities that make an active life in a specific context, that
is, it is reflected at local, regional, national and global levels. In this
regard, Tuvilla (2004), raises:
Education for the
culture of peace is defined as the global process of society, through which
people and social groups learn to develop consciously within the national and
international community and for the benefit of them, the totality of their
skills, attitudes, skills and knowledge to achieve each of the goals that make
up the Culture of Peace (p.11).
Interpreting the author, the culture of peace
represents the universal process of every society in which the individual and
collective internalize, interpret and reflect on the development of the
community. Likewise, it consolidates the potentialities, qualities, capacities
and wisdom that globalize the individual in the culture of peace. Therefore, it
generates or originates the values of tolerance, love, respect, solidarity,
among others in the daily behavior of human beings.
2. Development
The culture of peace defends justice and
equality in all human beings in indigenous communities, in individuals who are
refugees and in distant localities; that is why UNESCO incorporates cultural
programs that incorporate the promotion of cultural and religious diversity,
that is, the meeting between cultures. Also, encourage people and artists to
put their talent at the service of peace. Even so, and despite the fact that
man has the capacity to generate knowledge, talk and mediate through the word,
he continues to cultivate a vengeful pedagogy when there is discrimination
against poverty and where the economic aspect has been given priority: annexed
territories, or allies, markets and strategic energy sources to guarantee
imperial dominance over time.
That is why, when researching peace, it leads
to deepen the thought of the welfare of communities, their interests, concerns,
needs that are paramount in human development; generating the appreciation of
culture, behavior and changes in attitudes; without forgetting that man since
his arrival in the world has gone through various changes such as social,
cultural, educational, technological, among others.
The necessary condition to grow in the most
human dimensions is to face and resolve positively the conflicts that life
poses and it is the full acceptance of one of the constitutive characteristics
of the dynamics of improvement of people and societies. For this, it is
necessary to strengthen and potential in the subjects a culture of peace that
access the interaction, harmony, mediation, negotiation and empathy in the
resolution of conflicts.
At the moment different problems have arisen
and one of them is the absence of tolerance before situations of conflicts
inherent to the human relations, which rests in the foreground in the family as
main entity diffuser or as main entity of coexistence. In families, certain
values are strengthened; having the responsibility of its members the
construction and deepening of them. However, the school also has inherence in
the transmission of these values to the authors and actors of the educational
event; promoting, strengthening, and motivating through actions that affect
changes in attitude and knowledge.
In this way, the school is inserted in the
postmodern, violent and rapidly changing times, which demand the effectiveness
of the peace culture of living in harmony, healthy peace, peaceful and
efficient coexistence with all the members of the school, family and community.
Forging a culture of peace is a motivation. The idea of teaching nonviolence
in school is an arduous task taking into account the competitive atmosphere and
political confrontations, which can induce competition both individually and
collectively. That is why participation, through peaceful dialogue for
understanding, is necessary for the education of this century. It is about
teaching to live together from the principles of justice and rules of citizen
participation, because we believe in democracy.
Violence can come from conflicts; indicating
that a war does not represent a conflict; analyzing that the culture of peace
does not necessarily have to go against war or violence, in other words, you
can not access violence or aggression. It is there the importance of the ideal
of transdisciplinarity that seeks the interrelation of individuals through
synergy, linkage with reality in terms of thought, emotions, perception,
valuation, all or this for the benefit of a collective.
In order and direction, transdisciplinarity is
immersed in a logic of reasoning in which the parts of a whole are interpreted
and analyzed and vice versa the whole of the parts, directed towards a meaning
of the things that are found in a given context. This reasoning goes beyond the
linear and vertical; exposing open, flexible and interconnected thoughts with
events that are recurrent, however, represents an important definition because
the transdisciplinary approach emphasizes the representation of extravagances
or contracts in knowledge with the purpose of generating images that are closer
to reality studied, its causes, consequences and origins.
With
regard to the social environment where the individual develops, merits emerging
paradigms that lead to an integral formation adjusted to reality and the new
times that citizens live hand in hand with technological advances,
environmental crisis, problems among individuals, the social, educational,
financial, political interests, among others that suffer in a society;
therefore, transformations are sought that affect the culture of peace and
therefore the strengthening of family-school-community.
Hence,
the transdisciplinary leads to a set of knowledge, interpretation and
interaction of knowledge that an individual possesses; leading to reflection as
the main line in the transdisciplinary movement whose fundamental objective is
framed from the universal evolution. It is about understanding complex and
transdisciplinary thinking in organizations or communities. In this regard,
Nicolescu, cited by Carmona (2004), exposes:
Transdisciplinarity, for its part, refers to other areas or dimensions
in the world of knowledge, a logic and a methodology, it is not a new
discipline, it concerns only what is between the disciplines and disciplines,
and even beyond the disciplines. As this researcher formulates, the
transdisciplinary knowledge mode emanates as a requirement of society, linked
directly to the social, to education, to the ecological, to the management of
companies, urban architecture; where critical analysis and possible solutions
require the return of the force of the subject in the production of knowledge
for the education we want (p.1).
The author reflects transdisciplinarity and points towards areas in
which the knowledge of logic and methodology is immersed, that is, it involves
the modes of thought beyond the requirements of a society, but on the contrary
it is intertwined with the educational, environmental, social, economic,
cultural and political; applying the knowledge society in the resolution of
conflicts presented in a particular field.
In this order of ideas, one of the theories that sustains
transdisciplinarity is the postmodern social theory. It argues that postmodern
culture shows that the idea that man can be violent, by nature or that is good
or peaceful, or that society is corrupting, but something intermediate that is
neutral is not shared; that is, for the school as a complex social organization,
the main objective will be to manage the tension between the social meaning
taught by the school and the individual freedom that is promoted in it.
Another of the theories is the humanistic, which suggests a new way
of thinking and producing knowledge, that integrates, respects and sustains all
the knowledge that contributes to the development of teachers, not only as
people but as beings that are part and that they are inseparably linked to a
common territory, and they travel in the same planetary ship. In addition, that
education generates significant changes in the intellectual level of
individuals, that is, a positive culture of peace is strengthened in which they
are formed in harmonious environments, social welfare, active life, effective self-esteem,
revaluation of values, critics and reflective.
Similarly, another of the theories is Maslow's Theory of Human
Needs, cited by Castillo (2008): who states that unmet needs cause discontent in
subjects. The basic human needs have to be met and among these needs is to
build a school culture of peace based on the strengthening of dialogue in
school, family and community, as a transforming element of it and as a means of
mediating conflicts.
3. Conclusions
You learn to be violent you can relearn to be peaceful
beings and to live in community; planning and executing various educational and
programmatic forums in various sectors of the community for retraining in
churches and educational institutions.
Nonetheless, campaigning in the promotion of the
culture of peace; reinforcing the values of coexistence, solidarity,
cooperation, love, work and honesty, among others; developing healthy
parental-filial and marital relationships, which foster the development of a
society free of violence; That is why the restoration of the family is the key
to eliminating violence.
Therefore, parents, mothers or caregivers who have
children of school age who participate in the school their children attend
through the parent school program workshops; elaborating and executing projects
related to the injustice issue because it reduces the human being in his
actions, in his scopes and in his potentialities. When justice is the great
absentee in human and social relations, peace deteriorates.
From there, establish strategic alliances with the
government of the State, mayorships, educational authorities of the State,
public and private universities and other agencies active in the promulgation,
dissemination and strengthening of the culture of peace, social welfare and
quality of life, as elements important to mediate the economic, social,
educational and cultural crisis.
Finally, create work tables to debate whether the idea
that happiness is achieved through the self-realization of the individual
leading the human being to be insensitive to the claims of others. It can be
approached with permanent meetings, forums, seminars, film-forum community,
sporting and cultural events. This will allow the strengthening, approach and
integration of parents, mothers, representatives to the educational process.
4. References
Castillo, R. (2008). Teoría
de las Necesidades Humanas. México: Trillas, págs. 15-17.
Carmona, M. (2004). Transdisciplinariedad:
Una propuesta para la Educación Superior en Venezuela. Revista de Pedagogía, 25(73), 59-70. Recuperado de: http://www.scielo.org.ve/scielo.php?script=sci_arttext&pid=S0798-97922004000200007
Fisas, V.
(1998). Cultural de paz y gestión de
conflictos. Barcelona: Icaria-Antrazyt / Ediciones UNESCO, págs. 9-15. ISBN
UNESCO: 92-3-303499-2, ISBN Icaria: 84-7426-357-3. Recuperado de: https://books.google.co.ve/books?id=s_uQ6gFE4mYC&pg=PA9&lpg=PA9&dq
Organización de las
Naciones Unidas para la Educación, la Ciencia y la Cultura, UNESCO (1998a,b). Declaración y Programa de Acción por una
cultura de Paz. Resolución Adoptada por la Asamblea
General A/RES/52/13. [sin referencia a un Comité Principal (A/52/L.4/Rev.1 y Add.1)].
Recuperado de: http://www.um.es/paz/resolucion2.html
Organización Panamericana de la Salud (2002). Informe mundial sobre la violencia y la
salud: Resumen. Washington, D.C.: OPS. Publicado en Español por la
Organización Panamericana de la Salud para la Organización Mundial de la Salud.
ISBN: 92-75-32422-0, págs. 4-6.
Recuperado de: http://www.who.int/violence_injury_prevention/violence/world_report/es/summary_es.pdf
Tuvilla, J. (2004). Cultura de Paz y Educación. Manual de
paz y conflictos. España: Universidad de Granada. ISBN: 84-338-3087-2, págs.
387-426. Recuperado de: http://ipaz.ugr.es/wp-content/files/publicaciones/ColeccionEirene/eirene_manual/Cultura_de_Paz_y_Educacion.pdf
Nahir Josefina Rodríguez
De Betancourt
e-mail: nahir.rodriguez182@gmail.com
Born in Sanare, Lara state, Venezuela. Bachelor
of Science in the Ciclo Técnico José Antonio Páez, Portuguesa State, professor
in Integral Education in the Universidad Pedagógica Experimental
Libertador-Instituto de Mejoramiento Profesional del Magisterio, academic
center Barinas, postgraduate in Community Education Universidad Pedagógica
Experimental Libertador-Instituto de Mejoramiento Profesional del Magisterio,
academic core Barinas, PhD in Educational Sciences of the Universidad Fermín Toro
(UFT). Professional
trajectory: permanent professor of the Ministry of People's Power for Education
and currently serves as Head of Registration, Control and Evaluation of Studies
at the Escuela Técnica Comercial Nacional “José Leonardo Chirino”, Barinas
municipality.
The content of this manuscript
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- Original
Version in Spanish -
DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.8.19.350-360