Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
IDENTIFY
THE
PICTURES!
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Lucban, Quezon
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
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SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
MAPLE
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MPATAPO
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BIN NKA BI
“bite not one another”
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THE DJED
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THE APPLE
“Ping guo”
peace= “heping”
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THE DOUBLE
SPIRAL
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United
Nation
Flag
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CIVIC WELFARE TRAINING SERVICE COMPONENT
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???
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
PEACE
EDUCATION Prepared by: Ms. Eliah Jen G. de Asis, LPT
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
Please prepare a
peace of paper,
which you will use
throughout the
discussion.
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
OVERVIEW
Education “about” peace captures much of the substance of the
learning. It invites reflection and analysis on the conditions of
sustainable peace and how to achieve them. It also involves understanding
and critically examining violence in all its multiple forms and
manifestations.
Education “for” peace orients peace education towards preparing and
cultivating learners with knowledge, skills, and capacities to pursue
peace and to nonviolently respond to conflict. It is also concerned with
nurturing inner moral and ethical resources that are essential to external
peace action.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
OVERVIEW
Peace education takes place in many contexts and settings, both
inside and outside of schools. Considered most broadly, education can
be understood as the intentional and organized process of learning.
Integrating peace education into schools is a strategic goal of the
Global Campaign for Peace Education, as formal education plays a
fundamental role in producing and reproducing knowledge and values in
societies and cultures. In other words, peace education seeks to nurture
dispositions and attitudes that are necessary for engaging in
transformative action for peaceful change. Peace education is
particularly futures oriented, preparing students to envision and build more
preferred realities.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
REFLECT ON THIS
HAVE YOU CAUSED HARM TO SOMEONE or to
YOURSELF? IS IT INTENTIONAL OR NOT? Reflect
on it and write it to your paper using 3-5 sentences
only for 5mins.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
OBJECTIVES
At the end of the lesson, the students should be able to:
1. Understand the concept of peace and violence;
2. Explain the culture of peace and its eight action areas;
3. Identify the six dimensions and operative values of culture of
peace; and
4. Discuss the peace education and its importance.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
WHY STUDY PEACE
EDUCATION?
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Lucban, Quezon
Q: Would you rather be kind or right?
"In this lifetime, I would rather be kind
than right. Because anyone in the world
can be right, but not everybody can be
kind. And I believe that if there's one
thing in the world that's so beautiful, it's
that even though the world can be so
harsh to you, even if the world can grip
you and break you into pieces, you can
still be kind and I think that's power."
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
CHALLENGES
OF PEACE
EDUCATION?
lack of resources and support
resistance to peace education
from some individuals and groups
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Lucban, Quezon
UNDERSTANDING PEACE AND VIOLENCE
PEACE
-not the absence of war, nor is it the opposite of war
-perpetual weaving of warm, neighborly relations based on the human
values and creativity of all sides to overcome difficulties, clashes, and
one's own frustrations
-harmonious living together, based on respect, serenity, cordiality, and
mutual understanding
-founded as much on the heart
-absence of personal/direct violence and the presence of social justice
-mutual understanding and cooperation
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
WHAT IS THE MAIN
INGREDIENT OF
PEACE?
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Lucban, Quezon
TWO CONCEPTS OF PEACE
NEGATIVE PEACE POSITIVE PEACE
-It is understood as ‘the -It is defined as the attitudes,
absence of violence or fear institutions and structures that
of violence — an intuitive create and sustain peaceful
definition that many agree societies. Moreover, it is also
with, and one which enables associated with many other social
us to measure peace more characteristics that are
easily. considered desirable, including
better economic outcomes,
measures of well-being, levels of
inclusiveness and environmental
performance.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
DIFFERENT LEVELS OF PEACE
1. Personal Level
-refers to the development of inner harmony
or inner integration characterized by such
qualities as self-respect, self-confidence,
ability to cope with negative feelings (fear,
anger, insecurity, and shame), and developing
positive attitudes such as cheerfulness and
optimism.
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SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
DIFFERENT LEVELS OF PEACE
2. Interpersonal Level
-manifested by the relationship of an
individual with one another. The interpersonal
level peace can be shown in terms of respect to
one another, concern for others, cooperation,
and humility.
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Lucban, Quezon
DIFFERENT LEVELS OF PEACE
3. Social/National Level
-concerned with addressing issues that
affect society and its social, political, and
economic components. For example,
addressing the issue of social injustice such as
land grabbing, forest degradation, water
pollution, and others that have a societal
impact.
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Lucban, Quezon
DIFFERENT LEVELS OF PEACE
4. Global Level
-similar to the social and national level peace,
global level peace is concerned with attaining
related issues that have global impact or scale
such issues include among others the issue of
unfair trade relations, racial discrimination,
terrorism, militarization, environmental
degradation, and others.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
VIOLENCE
-a complex concept. Violence is often understood as the use or threat
of force that can result in injury, harm, deprivation or even death. It
may be physical, verbal, or psychological. The World Health
Organization (WHO) defines violence as "intentional use of physical
force or power, threatened or actual, against oneself, another
person, or against a group or community, that either results in or has a
high likelihood of resulting in injury, death, psychological harm,
maldevelopment or deprivation".
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CIVIC WELFARE TRAINING SERVICE COMPONENT
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Lucban, Quezon
CATEGORIES OF VIOLENCE
1. Direct/ Physical Violence
-refers to physical harm or damage caused
by a person or group to another person or
their property. It involves direct, intentional
actions that cause immediate harm or injury.
Examples: physical assault, homicide,
sexual assault, and property damage
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CIVIC WELFARE TRAINING SERVICE COMPONENT
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Lucban, Quezon
CATEGORIES OF VIOLENCE
2. Structural Violence
-refers to a form of harm or violence that is
embedded in the social, economic, and political
structures of a society. Unlike direct violence, which
involves immediate, physical harm caused by a
specific individual or group, structural violence is
often more subtle and pervasive. It results from
systemic inequalities, discriminatory policies, and
unequal distribution of resources that create
conditions for harm and disadvantage certain
groups of people.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
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Lucban, Quezon
CATEGORIES OF VIOLENCE
2. Structural Violence
Examples: poverty, social injustice,
racism, hunger and unequal
distribution of wealth and power
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CIVIC WELFARE TRAINING SERVICE COMPONENT
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Lucban, Quezon
CULTURE OF PEACE
Following a proposal made by UNESCO, the United Nations General
Assembly in 1998 (resolution A/52/13) defined the Culture of Peace as
consisting of values, attitudes and behaviors that reject violence and
endeavor to prevent conflicts by addressing their root causes with a
view to solving problems through dialogue and negotiation among
individuals, groups, and nations.
The 1999 United Nations Declaration and Programme of Action on
a Culture of Peace (resolution A/53/243) called for everyone –
governments, civil society, the media, parents, teachers, politicians,
scientists, artists, NGOs, and the entire United Nations system – to
assume responsibility in this respect.
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CULTURE OF PEACE
It staked out Eight Action Areas for actors at national, regional, and
international levels:
1. Fostering a culture of peace through education by promoting
education for all, focusing especially on girls; revising curricula to promote
the qualitative values, attitudes, and behavior inherent in a culture of peace;
training for conflict prevention and resolution, dialogue, consensus-building
and active non-violence.
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
CULTURE OF PEACE
It staked out Eight Action Areas for actors at national, regional, and
international levels:
2. Promoting sustainable economic and social development by
targeting the eradication of poverty; focusing on the special needs of
children and women; working towards environmental sustainability;
fostering national and international co-operation to reduce economic
and social inequalities.
Republic of the Philippines
CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
CULTURE OF PEACE
It staked out Eight Action Areas for actors at national, regional, and
international levels:
3. Promoting respect for all human rights by distributing the Universal
Declaration of Human Rights at all levels and fully implementing
international instruments on human rights.
4. Ensuring equality between women and men by integrating a gender
perspective and promoting equality in economic, social, and political
decision-making; eliminating all forms of discrimination and violence
against women; supporting and aiding women in crisis situations resulting
from war and all other forms of violence.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
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Lucban, Quezon
CULTURE OF PEACE
It staked out Eight Action Areas for actors at national, regional, and
international levels:
5. Fostering democratic participation by educating responsible
citizens; reinforcing actions to promote democratic principles and
practices; establishing and strengthening national institutions and
processes that promote and sustain democracy.
6. Advancing understanding, tolerance, and solidarity by promoting a
dialogue among civilizations; actions in favor of vulnerable groups,
migrants, refugees and displaced persons, indigenous people and
traditional groups; respect for difference and cultural diversity.
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Lucban, Quezon
CULTURE OF PEACE
It staked out Eight Action Areas for actors at national, regional, and
international levels:
7. Supporting participatory communication and the free flow of
information and knowledge by means of such actions as support for
independent media in the promotion of a culture of peace; effective use of
media and mass communications; measures to address the issue of
violence in the media; knowledge and information sharing through new
technologies.
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Lucban, Quezon
CULTURE OF PEACE
It staked out Eight Action Areas for actors at national, regional, and
international levels:
8. Promoting international peace and security through action such as
the promotion of general and complete disarmament; greater involvement
of women in prevention and resolution of conflicts and in promoting a
culture of peace in post-conflict situations; initiatives in conflict situations;
encouraging confidence-building measures and efforts for negotiating
peaceful settlements.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
CULTURE OF PEACE
The culture of peace is seen as a holistic approach to conflict
prevention, emphasizing the importance of education,
communication, and the promotion of a shared sense of humanity. It
involves both individual and collective efforts to build a world where
differences are embraced, conflicts are resolved peacefully,
and the well-being of all people is prioritized. Various
organizations and initiatives around the world work towards
promoting and cultivating a culture of peace in different contexts.
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Lucban, Quezon
CULTURE OF PEACE: SIX DIMENSIONS AND
OPERATIVE VALUES
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Lucban, Quezon
INTEGRATION OF PEACE EDUCATION
Peace education or an education that promotes a culture of peace, is
essentially transformative. It cultivates the knowledge base, skills,
attitudes, and values that seek to transform people’s behaviors that, in
the first place, have either created or exacerbated violent conflicts. It
seeks this transformation by building awareness and understanding,
developing concern, and finally, challenging personal and social action that
will enable people to create conditions and systems that actualize
nonviolence, justice, environmental care, and other peace values.
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SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
INTEGRATION OF PEACE EDUCATION
This means that the learning process utilized in peace education is holistic
and it tries to address the cognitive, affective, and active dimensions of
the learner. A usual procedure includes the introduction of relevant new
knowledge or reinforced knowledge, posing valuing questions and using
discussion and other participatory methods to cultivate concern and eliciting /
challenging / encouraging appropriate personal and social action.
The action towards transformation may include action against prejudice
and the war system, or action for social and economic justice. Paying
attention to all these levels the cognitive, affective, and active- increases the
possibility that the peace perspective or value that is being cultivated would be
internalized.
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Lucban, Quezon
THE PEACEABLE TEACHING-
LEARNING PROCESS
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Lucban, Quezon
PEACE EDUCATION’S SCHEMA OF KNOWLEDGE,
SKILLS, AND ATTITUDES/ VALUES
Some of the KNOWLEDGE OR CONTENT AREAS that are integral to
peace education are:
1. Holistic Concept of Peace
2. Conflict and Violence
3. Some peaceful alternatives
Disarmament
Nonviolence
Conflict Resolution, Transformation and Prevention
Human Rights
Human Solidarity
Development Based on Justice
Democratization
Sustainable Development
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CIVIC WELFARE TRAINING SERVICE COMPONENT
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Lucban, Quezon
PEACE EDUCATION’S SCHEMA OF KNOWLEDGE,
SKILLS, AND ATTITUDES/ VALUES
It is suggested that the following ATTITUDES AND VALUES be
cultivated:
Self-respect
Respect for others
Respect for Life / Nonviolence
Gender Equality
Global Concern
Ecological Concern
Cooperation
Openness / Tolerance
Justice
Social Responsibility
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Lucban, Quezon
PEACE EDUCATION’S SCHEMA OF KNOWLEDGE,
SKILLS, AND ATTITUDES/ VALUES
Some of the SKILLS that need to be developed are:
Self-respect
Reflection
Critical Thinking and Analysis
Decision-making
Imagination
Communication
Conflict Resolution
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
WHY TEACH PEACE
EDUCATION?
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SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
WHY TEACH PEACE EDUCATION?
We must educate people about peace because it will transform many
problems that relate to peace into non-violent, humane, and ecological
alternatives and solutions. Educating people for peace will give us in the
long run the practical benefits that we seek.
a. Peace education challenges the long-held belief that wars cannot be
avoided. Often this belief is based on an underlying view that violence is
inherent in human nature.
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Lucban, Quezon
WHY TEACH PEACE EDUCATION?
b. Peace education can transform people’s mindsets regarding the
inevitably of war and can in fact enable people to see that alternatives exist
and that there are ways by which violent conflict can be prevented.
c. Educating for peace is an ethical imperative considering the negation of
life and well-being caused by all forms of violence.
d. The ethical systems of the major world faith traditions, humanitarian ethics
and even primal and indigenous spirituality have articulated principles that
inspire the striving for peace.
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SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
THEMES IN TEACHING PEACE EDUCATION:
CHALLENGING PREJUDICE AND BUILDING TOLERANCE
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SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
Teaching tolerance to our students is the practical
alternative towards a peaceful and happy environment.
There is a need for a school to educate students to
appreciate other cultures, be respectful to human dignity
and differences and able to prevent or resolve conflicts
harmoniously.
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CIVIC WELFARE TRAINING SERVICE COMPONENT
SOUTHERN LUZON STATE UNIVERSITY
Lucban, Quezon
