Learning about peace Learned about how to say peace in a different language Bullying Prevention Behaviors Being nice to kids even after they have been bossy to me Helped me realize why bullying/violence needs to stop What not to do to others The second category, emerged from the different responses on how the Peace Conceptions, children formed their ideas about peace. Whether this was through the art they drew, the poem they wrote, or the book they read along with the discussions they had, most children perceived that they could connect to the idea of peace and felt moved to learn more; this sense of emotional identification with a concept is key to affective learning. Finally, the third category, Behaviors, had one sub-category: bullying prevention. Some of the children particularly related to learning about bullying prevention, which was evident in their responses indicating that the Peace Pal Mentorship Program me realize why bullying/violence needs to “helped stop.” For the final category, children were assessed on impact/results in society. The children were asked if what they learned from their Peace Pal would impact their community, society, or world and actions they could take (Table 5 below). Two major categories were established: Peace and Three sub-categories were further established for Education Transformation. Peace which indicated various ways in which the children were impacted: art advocacy, Education, literacy interest, and peace ambassador. For art advocacy, some children found meaning in the peace drawings they created. Other children were inspired in other forms of art, such as to “sing a song of peace and For literacy interest, some children responded that they now want harmony”. to read more books and learn more, especially from their Peace Pal. The majority of children’s responses, however, showed ways in which the child wanted to be a peace ambassador. This ranged in responses from with everyone what is wrong with to others about “share bullying” “tell the book and the lessons about Many children also indicated that they would share the peace”. experiences they had in the Peace Pal Mentorship Program with their family and peers. Table 5. Impact/Results in Society (Children) Category Sub-category Examples Peace Art Advocacy Draw about peace to show others Sing a song of peace and harmony Education Making peace signs Read a book Literacy Interest Want to stay here and learn more. You (my Peace Pal) taught us a whole dictionary of learning Tell others about the book and the lessons about peace
Learning about peace Learned about how to say peace in a different language Behaviors Bullying Prevention Being nice to kids even after they have been bossy to me Helped me realize why bullying/violence needs to stop What not to do to others The second category, Peace Conceptions, emerged from the different responses on how the children formed their ideas about peace. Whether this was through the art they drew, the poem they wrote, or the book they read along with the discussions they had, most children perceived that they could connect to the idea of peace and felt moved to learn more; this sense of emotional identification with a concept is key to affective learning. Finally, the third category, Behaviors, had one sub-category: bullying prevention. Some of the children particularly related to learning about bullying prevention, which was evident in their responses indicating that the Peace Pal Mentorship Program “helped me realize why bullying/violence needs to stop.” For the final category, children were assessed on impact/results in society. The children were asked if what they learned from their Peace Pal would impact their community, society, or world and actions they could take (Table 5 below). Two major categories were established: Peace Education and Transformation. Three sub-categories were further established for Peace Education, which indicated various ways in which the children were impacted: art advocacy, literacy interest, and peace ambassador. For art advocacy, some children found meaning in the peace drawings they created. Other children were inspired in other forms of art, such as to “sing a song of peace and harmony”. For literacy interest, some children responded that they now want to read more books and learn more, especially from their Peace Pal. The majority of children’s responses, however, showed ways in which the child wanted to be a peace ambassador. This ranged in responses from “share with everyone what is wrong with bullying” to “tell others about the book and the lessons about peace”. Many children also indicated that they would share the experiences they had in the Peace Pal Mentorship Program with their family and peers. Table 5. Impact/Results in Society (Children) Category Sub-category Examples Peace Education Art Advocacy Literacy Interest Draw about peace to show others Sing a song of peace and harmony Making peace signs Read a book Want to stay here and learn more. You (my Peace Pal) taught us a whole dictionary of learning Tell others about the book and the lessons about peace
PSJ-Vol-10-Issue-2-July-20171.docx