1. Peace topic in the view of youngsters Asist Prof Dr Ahmet Kılınç

2. This presentation would include six main parts: *Conflict contexts *General points *The role of cognitive development *Gender *Drawings of children *Peace education

3. Conflict contexts Investigators of children’s understanding of peace, war, and violence have focused on children in three different conflict contexts: Investigators of children’s understanding of peace, war, and violence have focused on children in three different conflict contexts: *in the presence of violent conflict *in the aftermath of violent conflict *in the absence of violent conflict

4. Sample for first group: Punamaki (1999), as cited in Souza et al (2006), argued that concept formation is emotionally intense process for children personally suffering from violent political conflict.

5. Samples for second group: Hakvoort (1996) showed that concepts seemed form long a developmental trajectory and that concept of war seemed to develop before the concept of peace. Even young children from 6 to 8 years old are able to describe war. Hakvoort (1996) showed that concepts seemed form long a developmental trajectory and that concept of war seemed to develop before the concept of peace. Even young children from 6 to 8 years old are able to describe war. Miljevic-Ridjicki and Lugomer-Armano (1994), as cited in Walker et al (2008) asked two groups of preschoolers (refuges and non-refugee children) about the war in Croatia. The non-refugee children described war more generally, and like older children of numerous other studies, they primarily identified the objects and activities of war. The refugee children described war in more personal terms, mentioning their experience of war (e.g., destruction of their homes). Miljevic-Ridjicki and Lugomer-Armano (1994), as cited in Walker et al (2008) asked two groups of preschoolers (refuges and non-refugee children) about the war in Croatia. The non-refugee children described war more generally, and like older children of numerous other studies, they primarily identified the objects and activities of war. The refugee children described war in more personal terms, mentioning their experience of war (e.g., destruction of their homes).

6. Sample for third group: Covell (1995), as cited in Souza et al (2006), studied the influence of cultural ideology on political socialization and concepts of war among US and Canadian children. She concluded that, in the absence of direct experience with war, political socialization, education, media, and gender role expectations had the greatest impact on children cultural and moral values related to war, peace and violence.

7. General points Across many different cultural settings, children base their views of peace on three thematic components, for example, positive emotions at an individual level as expressed by social activities such as positive interpersonal interaction and relationships; the negation of war activities at the macro level (absence of war, war activities, and hostility, quietness, stillness) and the negation of war at a micro level (absence of quarrels, absence of quarrel activities) (Walker et al, 2008) Across many different cultural settings, children base their views of peace on three thematic components, for example, positive emotions at an individual level as expressed by social activities such as positive interpersonal interaction and relationships; the negation of war activities at the macro level (absence of war, war activities, and hostility, quietness, stillness) and the negation of war at a micro level (absence of quarrels, absence of quarrel activities) (Walker et al, 2008)

8. Galtung (1969, 1985) described the two latter themes, based on the absence of war, as ‘negative peace’. By contrast, ‘positive peace’ was more of dynamic process of reconciliation aimed at the integration of and collaboration between groups and nations. Oppenheimer (1995) attributed the degree of violence that was acceptable in a society as influential in leading children to understand peace as dependent on the existence or non-existence of war. Galtung (1969, 1985) described the two latter themes, based on the absence of war, as ‘negative peace’. By contrast, ‘positive peace’ was more of dynamic process of reconciliation aimed at the integration of and collaboration between groups and nations. Oppenheimer (1995) attributed the degree of violence that was acceptable in a society as influential in leading children to understand peace as dependent on the existence or non-existence of war.

9. The role of cognitive development Children form a concept of war prior to forming one of peace, and early ideas about peace are that it is negation of war (Hakvoort, 1996). Children form a concept of war prior to forming one of peace, and early ideas about peace are that it is negation of war (Hakvoort, 1996). Children’s concept of peace develop around the age of 7 years onwards. Similarly, Rodd (1985) found that the majority of the Australian preshoolers in her study ‘could not give any definition’ of war.

10. Young children emphasize concrete ideas, like weapons and tanks, older children highlight negative aspects and consequences of war, such as torture, destruction (Hakvoort, 1996), human attitudes, conflicting interests, verbal aggression (Souza et al, 2006). This corresponds to cognitive developments, moving from concrete mental operations to abstract reasoning in Piagetian sense. In Piagetian perspective, it was expected that as children matured, systematic qualitatitve changes would take place in children’s thinking resulting in the development of more abstract concepts of peace that referred to human attitudes and democratic process.

11. Gender Girls mention more negative emotions and themes from personal life related to concepts of war, while boys stress conflicts in distant nations (Hakvoort, 1996). Boys highlight concrete aspects when they talked about war and use more technical categories, such as war activities, weapons and soldiers. Girls gave more answers focus on human well-being (Souza et al, 2006).

12. Young boys, but not young girls, also focus a great extent on guns, weapons, and soldiers. Toy guns and battle games far more common among boys than girls, which account for the gender difference in this category. Australian boys’ attitudes are more militaristic, while girls’ attitudes more pacific, and acceptance of war is greater among children attending single-sex boys’ and Private Protestant schools (Hall, 1993). More boys tend to be pro-war than girls (Garatti and Rudnitski, 2007).

13. Drawings of children Walker et al (2003) expressed that children included significantly more objects and more figures in their war drawings than in their peace drawings. On the other hand, most of the drawings include the theme of fantasy. This situation stem from relying less on imagination and more on exposure to film and video games. McLernon and Cairns (2001) noted that themes of nature and religion within children images of peace, and concrete objects and activities in their images of war.

15. Peace education According to Johnson and Johnson, peace education is a key for establishing a consensual peace and maintaining it over time. In their opinion, there are 5 essential elements in building a lasting peace through education. First, a public education system must be established that has compulsory attendance for all children and youth, integrated so students from previously conflicting groups interact with one another and have the opportunity to build positive relationships with each other. Second, a sense of mutuality and common fate needs to be established that highlights mutual goals, the just distribution of benefits from achieving the goals, and a common identity. In schools, this is primarily done through the use of cooperative learning. According to Johnson and Johnson, peace education is a key for establishing a consensual peace and maintaining it over time. In their opinion, there are 5 essential elements in building a lasting peace through education. First, a public education system must be established that has compulsory attendance for all children and youth, integrated so students from previously conflicting groups interact with one another and have the opportunity to build positive relationships with each other. Second, a sense of mutuality and common fate needs to be established that highlights mutual goals, the just distribution of benefits from achieving the goals, and a common identity. In schools, this is primarily done through the use of cooperative learning.

16. Third, students must be taught the constructive controversy procedure to ensure they know how to make difficult decisions and engage in political discourse. Fourth, students must be taught how to engage in integrative negotiations and peer mediation to resolve their conflicts with each other constructively. Finally, civic values must be inculcated that focus students on the long-term common good of society.

17. On the other hand, Turkish student teachers also lay emphasis on the necessity of peace education in primary schools. They stated that peace education is significant since it encourages values, such as social harmony, tolerance, global thinking, and individual development (Deveci et al, 2008).

18. Thank you