Course Module

Promoting Global
Peace Education

This is a property of
Bataan Peninsula State
University

NOT FOR SALE

 UIEC301 Promoting Global Peace Education

Promoting Global Peace Education

Course Module
First Edition, 2022

Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the payment
of royalties. “

Borrowed materials included in this module are owned by their respective copyright holders.
Every effort has been exerted to reach and seek permission to use these materials from their
respective copyright owners. The University and authors do not claim ownership over them.

Published by the Bataan Peninsula State University

Learning Module Development Team

Writers:

Writer 01 Jenette C. Abad, Faculty – Department of Arts and Sciences - Main

Writer 02 Jerome C. Matic, Faculty – Department of Arts and Sciences - Main
Writer 03 Edgar Allan Flores, Faculty – Department of Arts and Sciences - Main
Writer 04 Frank Elie V. Morales, Faculty – Department of Arts and Sciences - Main
Writer 05 Jennifer S. Garcia, Faculty – Department of Arts and Sciences - Main
Writer 06 Selma S. Bangco, Faculty – Department of Arts and Sciences - Main
Writer 07 John Paul G. Manalaysay, Department of Arts and Sciences - Main
Writer 08 John Kerby T. Amanonce, Department of Arts and Sciences - Main
Writer 09 Marianita G. Sarmiento, Department of Arts and Sciences - Main
Writer 10 Wilma C. Magtalas, Department of Arts and Sciences - Main
Writer 11 Resty Sarmiento, College of Education - Dinalupihan

Evaluators:

Evaluator 01 Jenette C. Abad, Faculty – Department of Arts and Sciences - Main

Evaluator 02 Jerome C. Matic, Faculty – Department of Arts and Sciences - Main
Evaluator 03 Edgar Allan Flores, Faculty – Department of Arts and Sciences - Main
Evaluator 04 Frank Elie V. Morales, Faculty – Department of Arts and Sciences - Main
Evaluator 05 Jennifer S. Garcia, Faculty – Department of Arts and Sciences - Main
Evaluator 06 Selma S. Bangco, Faculty – Department of Arts and Sciences - Main
Evaluator 07 John Paul G. Manalaysay, Department of Arts and Sciences - Main
Evaluator 08 John Kerby T. Amanonce, Department of Arts and Sciences - Main
Evaluator 09 Marianita G. Sarmiento, Department of Arts and Sciences - Main
Evaluator 10 Wilma C. Magtalas, Department of Arts and Sciences - Main
Evaluator 11 Resty Sarmiento, College of Education - Dinalupihan

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 UIEC301 Promoting Global Peace Education

Netiquette Guide for Online Courses

It is important to recognize that the online classroom is in fact a classroom, and
certain behaviors are expected when you communicate with both your peers and your
instructors. These guidelines for online behavior and interaction are known as
netiquette.

Security
Remember that your password is the only thing protecting you from pranks or more
serious harm.
● Don't share your password with anyone.
● Change your password if you think someone else might know it.
● Always log out when you are finished using the system.

Appearance
Bear in mind that you are attending a class, dress appropriately.

General Guidelines
When communicating online, you should always:
● Treat your instructor and classmates with respect in email or any other
communication.
● Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.
● Unless specifically invited, don’t refer to your instructor by first name.
● Use clear and concise language.
● Remember that all college level communication should have correct spelling and
grammar (this includes discussion boards).
● Avoid slang terms such as “wassup?” and texting abbreviations such as “u”
instead of “you.”
● Use the prescribed font Palatino Linotype and use a size 10-point font.
● Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS
YELLING.
● Limit and possibly avoid the use of emoticons like :) or J.
● Be cautious when using humor or sarcasm as tone is sometimes lost in an email or
discussion post and your message might be taken seriously or sound offensive.
● Be careful with personal information (both yours and other’s).
● Do not send confidential information via e-mail.

Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you
should:
● Use a descriptive subject line.
● Be brief.
● Avoid attachments unless you are sure your recipients can open them.
● Avoid HTML in favor of plain text.
● Sign your message with your name and return e-mail address.
● Think before you send the e-mail to more than one person. Does everyone really
need to see your message?
● Be sure you REALLY want everyone to receive your response when you click,
“reply all.”

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 UIEC301 Promoting Global Peace Education

● Be sure that the message author intended for the information to be passed along
before you click the “forward” button.

Message Board Netiquette and Guidelines

When posting on the Discussion Board in your online class, you should:
● Make posts that are on topic and within the scope of the course material.
● Take your posts seriously and review and edit your posts before sending.
● Be as brief as possible while still making a thorough comment.
● Always give proper credit when referencing or quoting another source.
● Be sure to read all messages in a thread before replying.
● Don’t repeat someone else’s post without adding something of your own to it.
● Avoid short, generic replies such as, “I agree.” You should include why you agree
or add to the previous point.
● Always be respectful of others’ opinions even when they differ from your own.
● When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way.
● Do not make personal or insulting remarks.
● Be open-minded.
(Source: [Link]

Learning Module

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 UIEC301 Promoting Global Peace Education

Promoting Global Peace Education

Learning Packet 1

History of Peace Education

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 UIEC301 Promoting Global Peace Education

Learning Packet 1

History of Peace Education

Introduction
This learning packet deals with the history of peace education. All acquired
knowledge will assist students in developing their understanding of conflict and their
abilities to manage it in daily life.

Objectives
At the end of the learning packet, you will be able to explain the history of Peace
Education as an important element in culture of peace in our modern world, to trace
the historical development and gender-responsive peace education all over the world.
and to reflect on the importance of Peace Education that does not glorify war but
educates for peace, non- violence and international cooperation in a contemporary
world

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)

Duration
● Topic 01: History of Peace Education = 1 hour

Delivery Mode
This learning packet will be delivered through online in an asynchronous mode of
learning.

Assessment with Rubrics

An advocacy poster will serve as your assessment at the end of this learning packet.
You can access the rubrics for the assessment below.

Rubrics for Visual representation

Outstanding Very Good Good Fair/Pass Failure
Criteria
91 - 100% 81 - 90% 71 - 80% 70 - 61% Below 60

The poster Almost all Some

includes all Minimal
the required Many
required
required required required
elements elements
elements as elements
are are elements
Required are
well as included included are
included
Elements additional on the missing.
on the on the
poster.
information. poster. poster.

6
 UIEC301 Promoting Global Peace Education

Almost all
All graphics graphics
are related Some
are related Minimal Graphics
to the graphics
graphics do not
to the topic topic and are
are related relate
Graphics - and make it most related
to the
make it to the to the topic
Relevance easier to topic
easier to topic.
understand
understand

The The poster

poster is The poster is
The poster is The poster somewh is
is at distractingl
very
attractive attractiv acceptably y messy
attractive
e in attractive or
in terms of in terms of
terms of though it poorly
design, design,
Attractive design, may be a designed.
layout, and layout, and layout, bit It
neatness. neatness. and
neatness messy. is not
. attractive.

Requirement with Rubrics

A creative visual representation (infographic) will serve as your assessment at the end
of this learning packet. You can access the rubrics for the assessment below.

Readings
Suggested Readings: Access them on the internet just follow the link:

1. Fountain, S. (1999). Peace Education in UNICEF. New York: UNICEF.

Retrieved from [Link]/girlseducation/files/[Link]

2. Harris, I. (2008). "History of Peace Education" in Monisha Bajaj, ed.,

Encyclopedia of Peace Education. Charlotte, NC: Information Age
Publishing, 2008) Retrieved from (
[Link]
)

3. Murithi, T. (2009). "An African Perspective on Peace Education:

Ubuntu Lessons in Reconciliation," International Review of Education
(55), p. 221-233.

4. UnitedNations. (1945). Preamble of the UN Charter.

Retrieved from
[Link]

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 UIEC301 Promoting Global Peace Education

5. Salomon, G. (2002). "The Nature of Peace Education: Not All Programs

Are Created Equal" in Nevo & Salomon, eds., Peace Education: the
concept principles, and practices around the world, New Jersey:
Lawrence Earlbaum Associates, p. 3-13.

It is important that you read the required reading above for you to have a
better idea on the concepts associated with the comprehensive scope of peace
education.

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 UIEC301 Promoting Global Peace Education

Introduction

Peace education encompasses the key concepts of

education and peace. While it is possible to define Key Points:
education as a process of systematic institutionalized
transmission of knowledge and skills, as well as of basic
values and norms that are accepted in a certain society,
the concept of peace is less clearly defined. Also, peace ∙ Peace
education could be defined as an interdisciplinary area
of education whose goal is institutionalized and ∙ Peace Education
noninstitutionalized teaching about peace and for peace.
Moreover, peace education aims to help students ∙ Maria Montessori
acquire skills for nonviolent conflict resolution and to
reinforce these skills for active and responsible action in
the society for the promotion of the values of peace. Definition of Terms:

Pre-Assessment Peace. refers to the

legal relationship
between an
Answer the following questions:
individual and a
state.
[Link] your own understanding, what do you think is the
rationale behind the concept of Peace education? Peace Education.
2. How did the historical events of the 20th century It is the process of
shape the peace education movement? teaching people
about the threats of
violence and
Lesson Proper strategies for peace,
and may take place
inside or outside a
● Activity. classroom.

a. Enumerate at least five issues in the country and Maria Montessori’

explain its cause? Principles.
b. How these issues relate to the concept of peace? free to move, free to
choose their own
work, and follow
● Processing of the Activity. their interests

Compare your answers with at least one or two

classmates, Are there similarities or differences? What
are the most common answers in your class?

● Brief Lesson.

9
Peace education can be defined simply as ―the process of
 UIEC301 Promoting Global Peace Education

teaching people about the threats of violence and strategies for

peace, and may take place inside or outside a classroom
(Harris, 2008, p. 15). With this broad definition, the history of
peace education is arguably as old as human history, as
cultures throughout the world have learned - and then taught
the next generation - how to live peacefully with others.
Diverse religious and philosophical traditions have been a rich
and influential source of peace learning, even though people
have also promoted violence in the names of these traditions.

Peace education in its modern form, however, has its

roots in academia and the field of peace studies. Peace
education scholar Ian Harris describes this modern peace
movement as beginning in nineteenth century Europe with
many intellectual efforts to learn about violent conflict,
evolving into socialist political thought, and spreading to
the United States and elsewhere before World War I.
Scholars then began to study war and started trying to
educate the public about its dangers. More and more
people tried to persuade each other and their governments
to use mediation instead of war to solve international
conflicts. For example, influenced by the progressive ideas
of the American educational theorist John Dewey, many
teachers across the United States began using progressive
education to teach their students about our common
humanity in order to promote peaceful social progress
(Harris, 2008, p. 16-17).

Maria Montessori is one example of an influential mid-

20th century theorist who found new connections between
peace and education. She linked teaching methodology to
peace-building, hoping to help the next generation avoid
the violence of authoritarianism. Other peace educators at
that time, such as Herbert Read, began encouraging the use
of art and students' creativity to promote peace, while
others, such as Paulo Freire, focused on training students
for critical analysis and reform of society. International
organizations, including various United Nations bodies, as
well as many nongovernmental organizations, have been
growing in influence and importance since the end of
World War I, and have contributed greatly to the
movement to achieve global peace. Although the League
of Nations failed, the establishment of the United Nations
achieved new levels of global cooperation, norms, and
ideals. The Charter of the United Nations has since served
as inspiration for the development of peace education, as
educators aspired to help in the global effort to save
succeeding generations from the scourge of war, to
reaffirm faith in the dignity and worth of men and women,
to establish conditions under which justice and respect for

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 UIEC301 Promoting Global Peace Education

the obligations arising from treaties and other sources of

international law can be maintained, and ―to promote
social progress and better standards of life in larger
freedom (United Nations, 1945). With this mandate, the
study and promotion of sustainable peace through
education began to take on new urgency and sophistication
to achieve these universal ideals.

International organizations, including various United

Nations bodies, as well as many nongovernmental
organizations, have been growing in influence and
importance since the end of World War I, and have
contributed greatly to the movement to achieve global
peace. Although the League of Nations failed, the
establishment of the United Nations achieved new levels
of global cooperation, norms, and ideals. The Charter of
the United Nations has since served as inspiration for the
development of peace education, as educators aspired to
help in the global effort to save succeeding generations
from the scourge of war, to reaffirm faith in the dignity and
worth of men and women, to establish conditions under
which justice and respect for the obligations arising from
treaties and other sources of international law can be
maintained, and ―to promote social progress and better
standards of life in larger freedom (United Nations, 1945).
With this mandate, the study and promotion of sustainable
peace through education began to take on new urgency and
sophistication to achieve these universal ideals. Peace
studies became a more serious academic subject soon after
World War II. The threat of nuclear war throughout the
Cold War encouraged many scholars to devote their studies
to creating a sustainable peace. Since the 1980s in
particular, peace education scholarship has developed in
many directions. Some have emphasized minimizing
masculine aggression, domestic violence, and militarism;
others have sought to foster empathy and care in students;
and many have argued that critical thinking and
democratic pedagogy are vital. With the Convention on the
Rights of the Child (CRC), created in 1989, peace
education and human rights education took on new
importance, as this type of education came to be seen as a
fundamental right that all children should have. As
UNICEF scholar Susan Fountain writes, It is significant
that the framers of the CRC viewed the promotion of
understanding, peace and tolerance through education as a
fundamental right of all children, not an optional
extra-curricular activity. International organizations of all
types, along with local teachers and communities, felt
renewed pressure to provide peace education to all

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 UIEC301 Promoting Global Peace Education

students as part of their core studies; this provision became

an explicit duty for everyone in society, and especially for
those involved in formal education. Thus, peace education
has evolved to emphasize local peace potentials and local
traditions of conflict transformation. Teachers and others
have shaped their programs to address the needs and goals
of their communities.

For example, some scholars have suggested ubuntu - an

ethical philosophy of southern Africa that roughly
translates to “I am because you are as a helpful”
component of peace education in parts of Africa. The
history of peace education, therefore, has various roots and
has developed on various paths; nonetheless, every
instance of peace education can be seen as part of a larger
movement toward the creation of a more peaceful world.
Despite their differences in local context, peace education
teachers have much in common. Many peace educators
seek to promote some combination of the following ideals:
human rights and the rights of the child, social justice and
the minimization of structural violence, critical analysis
and transformation of violent concepts and institutions,
non- violent interpersonal and inter-communal conflict
resolution, universal empathy, global familiarity, and
peaceful coexistence with the environment. Around the
world, teachers have drawn upon the work and research of
international activists, scholars, and each other for ideas.
At the same time, these peace educators' work continues to
inspire further work and study concerning new possibilities
for peace education.

PEACE EDUCATION IN THE PHILIPPINES

Peace education in the Philippines began its movement
following the collapse of the two-decade Marcos’s
Martial Law regime in 1986—the year that also gave
birth to the Comprehensive Peace Process. It was not
until in the 1990s that various forms of peace education
were introduced in a number of academic institutions of
the country, which according to Castro, Galace &
Lesaca (2005), through the influences and initiatives of
the Philippine Council for Peace and global Education
(PCPGE), the World Council for Curriculum and
Instruction (WCCI), and the Catholic Educational
Association of the Philippines (CEAP). Toh and
Cawagas (1987, p. 2) put in their words that education
for peace “requires both understanding and practice,
[and] both reflection and action,” on the grounds that
first, it seeks to “contribute to a better awareness and
understanding of root causes of conflicts and violence

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 UIEC301 Promoting Global Peace Education

at the global, national, community, and interpersonal

levels,” while at the same time, it also “cultivates values
and attitudes which will encourage individual and social
action for building more peaceful communities,
societies, and ultimately a more peaceful world.” In
2005, with support from the UNICEF, two volumes of
Peace Education Teaching Exemplars ‘Peace
Education Module,’ with a true reflection on
socio-economic situation in the Philippines, for
Elementary and Secondary Schools, which were
developed and tested by OPAPP and Department of
Education (DepEd) in partnership with civil society
groups and a number of academic institutions since the
late 1990s, were published. The main objective of the
Exemplars is to mainstream peace in the educational
system of the Philippines. The implementation of these
Exemplars, however, remains on a slow pace due to
bureaucracy and lack of capable peace
trainers/teachers. In terms of legal basis and policy,
peace education was embedded in the six paths to
peace agenda as outlined by the Executive Order No.
3—the path 6th of which is ‘Building and nurturing a
climate conductive to peace through peace advocacy
and peace education programs,’ indicating that the
government recognizes the genuine and longterm
contribution of peace education to its efforts for a
Comprehensive Peace Process. Furthermore, this
peace education policy can also be found under the
contexts of peacemaking and peacekeeping as well as
peacebuilding and conflict prevention of Chapter 14
‘National Harmony: The Peace Process’ of the
Medium-Term Philippine Development Plan 2004-2010.
For instance, Element No. 2 provides for
“complementary measures to minimize the level of
violence arising from armed conflicts,” in particular,
through information education to promote non-violent
means of conflict resolution. Meanwhile, Element No. 7
of the said instrument provides for the “conduct of
healing and reconciliation programs in conflict affected
communities,” which, it stated, shall include “the
conduct of community-based interfaith and intercultural
peace education and advocacy campaigns.” Another
milestone in the development of peace education legal
basis in the Philippines included the adoption of
Executive Order No. 570 ‘institutionalizing peace
education in basic education and teacher education.’
This Executive Order paves the way and obliges the
Department of Education (DepEd) to “mainstream
peace education in the basic formal and non-formal
education curriculum, utilizing the existing peace
education exemplars and other peace related modules,

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 UIEC301 Promoting Global Peace Education

and enhance the knowledge and capability of

supervisors, teachers and non-teaching personnel on
peace education through the conduct of in-service
trainings.” Also, it requires the Commission on Higher
Education (CHED) to “introduce and mainstream peace
education in teacher education,” while OPAPP is
entrusted with the role to collaborate the two, DepEd
and CHED “to strengthen linkage with private 2 schools
in promoting peace education.” In addition,
Proclamation No. 675, dated July 20, 2004, issued by
former President Gloria Macapagal-Arroyo, declaring
September of every year as the National Peace
Consciousness Month, also indicates the government’s
commitment to affirmative action on raising peace
awareness. According to the said proclamation, its
objectives are to first, “instill greater consciousness and
understanding among the Filipino people on the
comprehensive peace process,” and second, “promote
a Culture of Peace based on nonviolence, respect for
fundamental rights and freedoms, tolerance,
understanding and solidarity.” As for the contents of
peace education itself, while some academic institutions
adopt different frameworks, namely: the Learning to
Abolish War model (developed by Reardon and
Cabezudo 2002), the Flower-Petal Model of Peace
Education (Toh SweeHin 2004), and the international
standards normative framework ‘Declaration and
integrated framework of action on education for peace,
human rights, and democracy’ (1995), it is observed
that no consensus peace education framework,
strategies and pedagogy guidelines have been officially
adopted for the Philippines’ education system at the
national level as a whole, although the Center for Peace
Education of Miriam College has so far been taking its
pioneer in developing its own peace education themes
(including 8 themes: Theme 1: upholding human
dignity; Theme 2: challenging prejudice and building
tolerance; Theme 3: promoting non-violence; Theme 4:
challenging the war system; Theme 5: resolving and
transforming conflict; Theme 6: sharing the earth’s
resources; Theme 7: caring for the earth; and Theme 8:
cultivating inner peace), creating a peaceable
classroom (zone of peace), teaching-learning
approaches and strategies in peace education,
attributable of a peace educator, and a whole school
approach, in an attempt to try to “engage all the
learning areas, all the members of the school
community (students, faculty, staff), and the wider
community” (Castro & Galace,2008)

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 UIEC301 Promoting Global Peace Education

● Generalization.

Peace education activities promote the knowledge, skills

and attitudes that will help people either to prevent the
occurrence of conflict, resolve conflicts peacefully, or
create social conditions conducive to peace. In order to
achieve these ideals, peace education programs across the
world address a wide range of themes. These include
nonviolence, conflict resolution techniques, democracy,
disarmament, gender equality, human rights,
environmental responsibility, history, communication
skills, coexistence, and international understanding and
tolerance of diversity.

● Application.
Question:
Which of the topic you perceived most beneficial to you?
Why?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.

1. Identify and discuss the factors that hinder

conflict resolution. Base your answer from the
picture below.
2. Refer to the rubrics found in the activity sheet for
your guide.

Post-Assessment
Answer the following questions:

15
 UIEC301 Promoting Global Peace Education

[Link] your own understanding, what do you think is the

rationale behind the concept of Peace education?
2. How did the historical events of the 20th century
shape the peace education movement?

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 UIEC301 Promoting Global Peace Education

Assessment

Create a visual representation (infographic) for Peace Education that highlights

the following concepts:
a. History of Peace Education
b. Peace Education in the context of the Philippines

Rubrics for Visual Representation

Outstanding Very Good Good Fair/Pass Failure
Criteria
91 - 100% 81 - 90% 71 - 80% 70 - 61% Below 60

The poster Almost all Some

includes all Minimal
the required Many
required
required required required
elements elements
elements as elements
are are elements
Required are
well as included included are
included
Elements additional on the missing.
on the on the
poster.
information. poster. poster.

Almost all
All graphics graphics
are related Some
are related Minimal Graphics
to the graphics
graphics do not
to the topic topic and are
are related relate
Graphics - and make it most related
to the
make it to the to the topic
Relevance easier to topic
easier to topic.
understand
understand

The The poster

poster is The poster is
The poster is The poster somewh is
is at distractingl
very
attractive attractiv acceptably y messy
attractive
e in attractive or
in terms of in terms of
terms of though it poorly
design, design,
Attractive design, may be a designed.
layout, and layout, and layout, bit It
neatness. neatness. and
neatness messy. is not
. attractive.

17
 UIEC301 Promoting Global Peace Education

References

Fountain, S. (1999). Peace Education in UNICEF. New York: UNICEF. Retrieved

from [Link]/girlseducation/files/[Link]

Harris, I. (2008). "History of Peace Education" in Monisha Bajaj, ed., Encyclopedia of

Peace Education. Charlotte, NC: Information Age Publishing, 2008) Retrieved
from ([Link]

Murithi, T. (2009). "An African Perspective on Peace Education: Ubuntu Lessons in

Reconciliation," International Review of Education (55), p. 221-233.

Preamble of the UN Charter, 1945. Retrieved

from [Link]

Salomon, G. (2002). "The Nature of Peace Education: Not All Programs Are Created
Equal" in Nevo & Salomon, eds., Peace Education: the concept principles, and
practices around the world, New Jersey: Lawrence Earlbaum Associates, p. 3-13.

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 UIEC301 Promoting Global Peace Education

Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________

19
 Learning Module
Promoting Global Peace Education

Learning Packet 2

Holistic Understanding of
Peace and Violence
 UIEC301 Promoting Global Peace Education

Learning Packet 2

Holistic Understanding of Peace and Violence

Introduction
This learning packet deals with the holistic understanding of peace and violence. All
acquired knowledge will assist students in developing their understanding of conflict
and their abilities to manage it in daily life.

Objectives
At the end of the learning packet, you will be able to analyze the concepts of Peace
and Violence and its significance in cultivating the culture of peace, to illustrate the
different forms of violence and give gender-inclusive examples of each type in the
personal, community, national & global levels, and to advocate the culture of peace in
the community where the students belong

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)

Duration
● Topic 02: Holistic Understanding of Peace and Violence = 1 hour

Delivery Mode
This learning packet will be delivered through online in an asynchronous mode of
learning.

Assessment with Rubrics

An advocacy poster will serve as your assessment at the end of this learning packet.
You can access the rubrics for the assessment below.

Rubrics for TikTok/Reels (Short Video)

Partially
Exemplary Proficient Proficient Incomplete

15-25 points 10-14 points 0-4 points

5-9 points

Has a clear Has a fairly Little effort

Has
picture of clear picture has been
brainstormed
what they of what they spent on
Concept their
are trying to are trying to brainstormi
concept, but
achieve. achieve. ng and
no clear
Adequate Can refining a
focus has
description describe concept.
emerged.
of what they what they Unclear on
Goals/final
are trying to are trying to the goals
product not
do and do overall and how

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 UIEC301 Promoting Global Peace Education

generally but has clearly the project

how his/her trouble defined. objectives
work will describing will be met.
contribute to how his/her
the final work will
project. contribute to
the final
project.

0-4 points

10-14 points
Content
lacks a
15-25 points
Information is central
presented theme,
as a clear point
The content
connected of view and
includes a 5-9 points
theme with logical
clear
accurate, sequence
statement of
current of
purpose or The content
supporting information.
theme and is does not
information Much of the
creative, present a
that supporting
compelling clearly stated
contributes information
and clearly theme, is
to is irrelevant
written. A vague, and
understandi to the
rich variety some of the
ng the overall
of supporting supporting
project’s message.
Content/ information information
main idea. The viewer
Organizatio in the video does not
Details are is unsure
n contributes seem to fit
logical and what the
to the the main
persuasive message is
understandin idea or
information because
g of the appears as a
is effectively there is
project’s disconnected
used. The little
main idea. series of
content persuasive
Events and scenes with
includes a information
messages no unifying
clear point and only
are main idea.
of view with one or two
presented in Includes few
a facts about
a logical citations and
progression the topic
order. few facts.
of ideas and are
Includes
supporting articulated.
properly
information. Information
cited
Includes is incorrect,
sources.
properly out of date,
cited or
sources. incomplete.
No citations
included.

3
 UIEC301 Promoting Global Peace Education

8-11 points

12-25 points
Movie was
completed
4-7 points
Movie was and
completed contained all
and had all required 0-3 points
Movie was
required items.
made, but
elements. Editing was
had very little
The video not done as There was
if any editing.
was well well as it no movie,
Many poor
edited and should have or tape was
shots
Quality moves been. Some totally
remain.
smoothly poor shots unedited
Video was
from scene remain. with no
very
to scene with Movie is still transitions
fragmented
proper use somewhat or audio
and choppy
of choppy. support of
with little to
transitions. Audio and any kind.
no audio
Audio and other
reinforcemen
other enhanceme
t.
enhancemen nts were
ts were well utilized, but
used. not for
maximum
effect.

8-11 points
4-7 points 0-3 points

Most project
12-25 points Many project Deadlines
deadlines
deadlines were
were met.
were not regularly
Timeliness Those that
All project met, missed,
were late did
deadlines resulting in having a
not have
were met. some impact significant
significant
on the impact on
impact on
finished the final
the finished
project. project.
project.

Final Score

Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.

Readings
Suggested Readings: Access them on the internet just follow the link:

4
 UIEC301 Promoting Global Peace Education

1. Fountain, S. (1999). Peace Education in UNICEF. New York: UNICEF.

Retrieved from [Link]/girlseducation/files/[Link]

2. Harris, I. (2008). "History of Peace Education" in Monisha Bajaj, ed.,

Encyclopedia of Peace Education. Charlotte, NC: Information Age
Publishing, 2008) Retrieved from (
[Link]
)

3. Murithi, T. (2009). "An African Perspective on Peace Education:

Ubuntu Lessons in Reconciliation," International Review of Education
(55), p. 221-233.

4. UnitedNations. (1945). Preamble of the UN Charter.

Retrieved from
[Link]

5. Salomon, G. (2002). "The Nature of Peace Education: Not All Programs

Are Created Equal" in Nevo & Salomon, eds., Peace Education: the
concept principles, and practices around the world, New Jersey:
Lawrence Earlbaum Associates, p. 3-13.

It is important that you read the required reading above for you to have a
better idea on the concepts associated with the holistic understanding of peace
education.

5
 UIEC301 Promoting Global Peace Education

Introduction

Key Points:
Peace is defined as merely the absence of war or direct
violence, death, and destruction. Understanding of
peace concept is so important in the contemporary ∙ Peace
world. Hence, this learning packet will lead you to the
various concepts of peace, conflict, violence, ∙ Peace Education
significance of peace; the implications of violence in the
personal, community, national, and global levels; and its
importance in cultivating the culture of peace. ∙ Violence

∙ Positive Peace
Pre-Assessment
∙ Negative Peace
Answer the following questions:
∙ Personal Peace

1. What is Peace? ∙ Domestic Peace

2. What are the types of violence?
∙ Local Peace
3. Why is understanding of peace and violence important?
∙ Interpersonal
Lesson Proper Peace

∙ Social National
● Review Peace

∙ International
In the previous learning packet, how does the history of Peace
peace education relates to the forms of violence and the
concept of peace building? ∙ Environmental
Peace

● Activity.
Definition of Terms:

Answer the following questions:

Peace. refers to the
legal relationship
1. How would you handle this kind of conflict? between an
individual and a
2. What are your considerations in handling it that way?
state.
3. Do you find satisfaction as the result of your actions towards
the conflict? Why?
Violence. It is the
unlawful exercise of
● Processing of the Activity. physical force or
intimidation by the
exhibition of such
Compare your answers with at least one or two force. 6
classmates, Are there similarities or differences? What
 UIEC301 Promoting Global Peace Education

are the most common answers in your class?

Negative peace.
● Brief Lesson. Refers to the
absence of war or
physical/direct
Various/Perspectives on Peace and Violence violence.

Positive peace.
a. Peace was defined as merely the absence of
Refers to the
war or direct violence (Hugo Grotius, 1625) presence of
b. Peace was that of absence of death and non-exploitative
destruction as a result of war and physical/direct relationships, as
violence (Thee, 1982) well as human and
ecological well-
c. Raymond Aron defined peace as more or less being, such as that
lasting suspension of violent modes of rivalry the root causes of
between political units” (Barsh, 1999) conflict are
diminished.

The shift in the Concept of Peace

Personal Peace.
a. Attention started to shift from direct to indirect or
structural violence, i.e., ways in which people suffer A “state of calm,
serenity, and
from violence built into a society via its social, political
tranquility of mind
and economic systems.
that arise due to
having no sufferings
or mental
Structural violence manifested in conditions of extreme disturbances such
poverty, starvation, avoidable diseases, discrimination as worry, anxiety,
against minority groups and denial of human rights. greed desire,
Furthermore, the world marked by said conditions is a hatred, ill-will
world devoid of peace and human security. delusion and/or
other defilements”

Johan Galtung, a renowned peace theorist and

researcher, argues that structural violence occurs Domestic Peace.
when the wealth of affluent nations, groups or Peace that comes
individuals is based on the labor and the essential from mutual respect
among family
resources drawn from nations, groups and individuals
members; mutual
who, as a consequence, are required to live diminished assistance among
lives of deprivation (Monez, 1973) members of the
family and
household.
Toward a Holistic Concept of Peace and Violence

Inter-Personal
Peace makers have increasingly challenged this peace. Involves
conventional view of peace and have declared that acceptance of
“peace is not simply a lack of war or nonviolence; differences and
peace means the eradication of all the facets of diversity among
injustice” (Cheng and Kurtz,1998) There is a people; resolving
consensus that we need to have a comprehensive disagreements and

7
 UIEC301 Promoting Global Peace Education

view of peace if we are to move toward a genuine conflicts

peace culture non-violently, with
dialogue and
discussion; relating
Johan Galtung explains that peace is the absence of to others with
violence, not only personal or direct but also structural compassion,
or indirect. The manifestations of structural violence empathy and a
sense of justice;
are the highly uneven distribution of wealth and
living with them
resources as well as the uneven distribution of power
harmoniously
to decide over the distribution of said resources. (Oregons for Peace,
Therefore, he says peace is both the absence of 2016).
personal/direct violence and the presence of social
justice. For brevity, he prefers the formulations
“absence of violence” and “presence of social justice”, Local Peace. Love
thinking of the former as one that is not a positively and respect among
defined condition and has called it negative peace, neighbors or
whereas the latter is a positively defined condition and residents of the
has called it positive peace (Galtung, 1955) local community.

Social National
Peace researchers and educators split the concept of
Peace. Respect,
peace in two:
trust, love, and
understanding of
people of different
1. Negative peace – refers to the absence of war Social Groups
or physical/direct violence. (Religion, Ethnic
2. Positive peace – refers to the presence of Background and
non-exploitative relationships, as well as human Social status).
and ecological well- being, such as that the root
causes of conflict are diminished. International Peace.
Respect for the
culture and way of
Diagram that summarizes the comprehensive concept life of other
of peace and indicates the types of violence that races/nations.
correspond with the ideas of negative peace and
Environmental
positive peace
Peace. Examines
and advocates
environmental
protection and
cooperation as a
factor in creating
more peaceful
relations, respect for
the environment
and sustainable
development.

8
 UIEC301 Promoting Global Peace Education

Clip posted above excerpt from: Castro, Loretta N. Galace,

Jasmin N., (2008) Peace Education: A Pathway to a Culture
of Peace. 2nd Edition (2010) Philippines, Center for Peace
Education, Miriam College, Quezon

Levels of Peace

a. Personal Peace

A “state of calm, serenity, and tranquility of

mind that arise due to having no sufferings or
mental disturbances such as worry, anxiety, greed
desire, hatred, ill-will delusion and/or other
defilements”

b. Domestic Peace

Peace that comes from mutual respect among

family members; mutual assistance among
members of the family and household

c. Inter-Personal peace

Involves acceptance of differences and

diversity among people; resolving disagreements
and conflicts non-violently, with dialogue and
discussion; relating to others with compassion,
empathy and a sense of justice; living with them
harmoniously (Oregons for Peace, 2016)

9
 UIEC301 Promoting Global Peace Education

d. Local Peace

Love and respect among neighbors or residents

of the local community

e. Social National Peace

Respect, trust, love, and understanding of

people of different Social Groups (Religion, Ethnic
Background and Social status)

f. International Peace

Respect for the culture and way of life of other

races/nations
g. Environmental Peace

Examines and advocates environmental

protection and cooperation as a factor in creating more
peaceful relations, respect for the environment and
sustainable development.

Types of Violence

There are various forms of violence: physical or

direct violence and structural violence. Other forms of
violence are described in the conceptual map of
violence by Toh Swee-Hin and Virginia Cawagas
(1987). It is a typology that indicates the various
types/forms of violence and some
examples/illustrations of each type in the personal,
interpersonal, social, and global levels.

10
 UIEC301 Promoting Global Peace Education

Clip posted above excerpt from: Castro, Loretta N. Galace,

Jasmin N., (2008) Peace Education: A Pathway to a Culture
of Peace. 2nd Edition (2010) Philippines, Center for Peace
Education, Miriam College, Quezon

A Culture of Peace

UNESCO began the Culture of Peace Programme

and it saw the potential of the programme to become a
global movement. The Declaration on a Culture of
Peace was eventually adopted by the United Nations
General Assembly in 1999

What is culture of peace? The Declaration (UN, 1998)

states that “a culture of peace is a set of values,
attitudes, traditions, modes of behavior and ways of life
that reflect and inspire:

▪ Respect for life and for all human rights

▪ Rejection of violence in all its forms and

commitment to the prevention of violent conflict
by tackling their roots causes though dialogue
and negotiation
▪ Commitment to full participation in the process
of equitably meeting the needs of present and
future generations;
▪ Promotion of the equal rights and opportunities
of women and men
▪ Recognition of the right of everyone to freedom
of expression, opinion and information
▪ Devotion to principles of freedom, justice,
democracy, tolerance, solidarity, cooperation,
pluralism, cultural diversity, dialogue and
understanding between nations, between ethnic,
religious, cultural and other groups, and between
individuals.

A Philippine Framework toward a Culture of Peace

11
 UIEC301 Promoting Global Peace Education

In the Philippines, a culture of peace framework has

been developed out of the experiences and reflections
of peace advocates in the country.

The figure below is a graphic presentation of this

framework and was culled from the work of an active
Mindanao peace advocate, Antonio J. Ledesma, S. J.,
Archbishop of Cagayan de Oro (Ledesma, 2007)

In the following figure, six dimension and six values

are indicated. The categories are not meant to be
exhaustive but they present the major concerns and
the needed values for the building of a culture of peace
in the Philippines. To move closer to the goal of
establishing a peace culture, it is absolutely important
that personal and family integrity are protected and
promoted. Keeping the self and the family whole, in
view of the various forms of brokenness that surround
them, is a foundation of a peace culture. Respect for
human dignity, fundamental freedoms, democratic
participation, the fulfillment of basic needs and
economic equity are also major concerns in this
framework because the aforementioned are roots of
peace. Likewise, intercultural understanding or the
acceptance and respect for the “different other “as well
as caring for the environment contribute to peace. In
view of the continuing threat of armed conflicts in the
country, the cessation of armed hostilities is a major
concern as well as the re-allocation of scarce
resources from “arms to farms” or from
buying/stockpiling weapons to undertaking activities
that would redound to people’s benefit.

● Generalization.

Peace education promotes the information, skills, and

attitudes that will assist individuals in preventing conflict,
resolving conflict peacefully, or fostering societal
circumstances favorable to peace. To attain these goals,
peace education programs across the globe include a
broad variety of topics. Nonviolence, conflict resolution
tactics, democracy, disarmament, gender equality,
human rights, environmental responsibility, history,
communication skills, cohabitation, and international
comprehension and tolerance of difference are among
these.

12
 UIEC301 Promoting Global Peace Education

● Application.

Question:

What is the most important thought that you have learned

Holistic Understanding of Peace and Violence?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.

3. Identify and discuss the factors that hinder

conflict resolution. Base your answer from the
picture below.
4. Refer to the rubrics found in the activity sheet for
your guide.

Post-Assessment
Answer the following questions:

1. What is Peace?
2. What are the types of violence?
3. Why is understanding of peace and violence important?

13
 UIEC301 Promoting Global Peace Education

Assessment

Create a short 2 minutes video (TikTok/Reels) about the types of violence in which it
shows the examples of each type in the personal, community, national & global levels.

Rubrics for TikTok/Reels (Short Video)

Partially
Exemplary Proficient Proficient Incomplete

10-14 points
15-25 points
0-4 points
Has a fairly
5-9 points
Has a clear clear picture
picture of of what they
Little effort
what they are trying to
Has has been
are trying to achieve.
brainstormed spent on
achieve. Can
their brainstormi
Adequate describe
concept, but ng and
Concept description what they
no clear refining a
of what they are trying to
focus has concept.
are trying to do overall
emerged. Unclear on
do and but has
Goals/final the goals
generally trouble
product not and how
how his/her describing
clearly the project
work will how his/her
defined. objectives
contribute to work will
will be met.
the final contribute to
project. the final
project.

15-25 points 10-14 points 5-9 points 0-4 points

The content Information is The content Content

includes a presented does not lacks a
clear as a present a central
statement of connected clearly stated theme,
purpose or theme with theme, is clear point
Content/ theme and is accurate, vague, and of view and
Organizatio creative, current some of the logical
n compelling supporting supporting sequence
and clearly information information of
written. A that does not information.
rich variety contributes seem to fit Much of the
of supporting to the main supporting
information understandi idea or information
in the video ng the appears as a is irrelevant
contributes project’s disconnected to the
to the main idea. series of overall

14
 UIEC301 Promoting Global Peace Education

understandin Details are scenes with message.

g of the logical and no unifying The viewer
project’s persuasive main idea. is unsure
main idea. information Includes few what the
Events and is effectively citations and message is
messages used. The few facts. because
are content there is
presented in includes a little
a logical clear point persuasive
order. of view with information
Includes a and only
properly progression one or two
cited of ideas and facts about
sources. supporting the topic
information. are
Includes articulated.
properly Information
cited is incorrect,
sources. out of date,
or
incomplete.
No citations
included.

8-11 points

12-25 points
Movie was
completed
4-7 points
Movie was and
completed contained all
and had all required 0-3 points
Movie was
required items.
made, but
elements. Editing was
had very little
The video not done as There was
if any editing.
was well well as it no movie,
Many poor
edited and should have or tape was
shots
Quality moves been. Some totally
remain.
smoothly poor shots unedited
Video was
from scene remain. with no
very
to scene with Movie is still transitions
fragmented
proper use somewhat or audio
and choppy
of choppy. support of
with little to
transitions. Audio and any kind.
no audio
Audio and other
reinforcemen
other enhanceme
t.
enhancemen nts were
ts were well utilized, but
used. not for
maximum
effect.

15
 UIEC301 Promoting Global Peace Education

8-11 points
4-7 points 0-3 points

Most project
12-25 points Many project Deadlines
deadlines
deadlines were
were met.
were not regularly
Timeliness Those that
All project met, missed,
were late did
deadlines resulting in having a
not have
were met. some impact significant
significant
on the impact on
impact on
finished the final
the finished
project. project.
project.

Final Score

16
 UIEC301 Promoting Global Peace Education

References

Fountain, S. (1999). Peace Education in UNICEF. New York: UNICEF. Retrieved

from [Link]/girlseducation/files/[Link]

Harris, I. (2008). "History of Peace Education" in Monisha Bajaj, ed., Encyclopedia of

Peace Education. Charlotte, NC: Information Age Publishing, 2008) Retrieved
from ([Link]

Murithi, T. (2009). "An African Perspective on Peace Education: Ubuntu Lessons in

Reconciliation," International Review of Education (55), p. 221-233.

Preamble of the UN Charter, 1945. Retrieved

from [Link]

Salomon, G. (2002). "The Nature of Peace Education: Not All Programs Are Created
Equal" in Nevo & Salomon, eds., Peace Education: the concept principles, and
practices around the world, New Jersey: Lawrence Earlbaum Associates, p. 3-13.

17
 UIEC301 Promoting Global Peace Education

Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________

18
 UIEC301 Promoting Global Peace Education

Learning Module
Promoting Global Peace Education

Learning Packet 3

Comprehensive Scope of Peace

Education

19
UIEC301 Promoting Global Peace Education

20
 UIEC301 Promoting Global Peace Education

Learning Packet 3

Comprehensive Scope of Peace Education

Introduction
This course packet deals with Comprehensive scope of Peace and Education. It includes the
following topics, Human Rights, Conflict Resolution, Environmental Issues and Digital Issues.
All acquired knowledge will assist students in developing their understanding of conflict and
their abilities to manage it in daily life.

Objectives
At the end of the learning packet, you will be able to define the word conflict and its causes, to
discuss the factors that hinder conflict resolution and to evaluate gender safety measures
implemented in the country to prevent armed conflict.

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of other
learning materials stored using the Google Drive. In the event that a commercial LMS will be
made available by the University, links shall be refreshed/updated and also be shared.)

Duration
● Topic 03: Comprehensive Scope of Peace Education = 1 hour

Delivery Mode
This learning packet will be delivered through online in an asynchronous mode of learning.

Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can access
the rubrics for the assessment below.

Vlog Rubrics
Partially POIN
ACTIVITY Exemplary Proficient Incomplete
Proficient TS

10-14 points 0-4 points

15-20 points 5-9 points

The concept Little effort

The concept describes The team has been
describes a relatively has spent on
a clear clear brainstor brainstormi
picture of picture of ng and
Concept med their
what what they refining a
concept,
students are trying concept.
are but has
to achieve The team
no clear
trying to including appears
focus.
achieve what the unclear on
Goals/fina
including team their goals
l product
an is trying to are not and how
do overall the project
21
 UIEC301 Promoting Global Peace Education

adequate but without clearly objectives

description specifics defined. will be
of what they on how met.
are trying to each team
do and
member’s
generally work will
how each contribute to
team the final
member’s project.
work will
contribute
to the final
project.

12-15 points

The 8-11 points

storyboard 4-7 points
illustrates
the video The
presentatio storyboard The
n structure includes thumbnail
with thumbnail sketches
thumbnail sketches on the
sketches of each storyboar
of each video d are not
scene and in
scene. includes 0-3 points
Notations logical
text for sequence
Script/ of each
and/or do
proposed segment of There is no
Storyboar not
the evidence
d transitions, provide
presentatio of a
special complete
n, storyboard
effects,
description descriptions or script.
sound and
s of of the
title tracks
are background video
included: audio for scenes,
text, color, each audio
placement, scene, and backgrou
graphics, notes nd, or
are about notes
detailed. proposed about the
Notes shots and dialogue.
about dialogue.
proposed
dialogue/
narration

22
 UIEC301 Promoting Global Peace Education

text are
included.

10-14 points

15-20 points
Information 0-4 points
presented
The content is a
includes a connected Content
clear theme with lacks a
statement accurate 5-9 points central
of purpose and theme,
or theme current clear point
and is supporting The project of view
creative, information does not and/or
compelling present a logical
contributing
and clearly to clearly sequence
written. A understan stated of
rich variety ding of the theme, is informatio
of project’s n. Much of
vague,
supporting main idea. and/or the
Content/ information Details are supporting
some of
Organizat in the the informatio
logical and
video n is
ion persuasive
contributes supporting
information irrelevant to
to the informatio
is used n does the overall
understandin effectively. not seem message.
g of the The to fit the
content The viewer
project’s main is unsure
main idea. includes a idea. what the
Events and clear point message
Citations
of view is.
messages and facts
with a Information
are are
progressio is incorrect,
presented in n of ideas minimal.
out of date,
a logical and or
order.
Includes supporting incomplete.
properly information No citations
cited . Includes included.
sources. properly
cited
sources.

23
 UIEC301 Promoting Global Peace Education

12-15 points
8-11 points
The video
project
was Video was
completed 4-7 points
completed
and and
included contained
many of the Video was
most of the
suggested produced,
suggested but had 0-3 points
elements. very little
elements.
Editing was editing.
The video
incomplete or Many poor
was well There was
poorly done. quality
edited and no video, or
Some poor shots
Quality moves video was
shots remain.
smoothly unedited
remain. Video was
from scene without
Video is fragmente
to scene transitions or
still
d and audio
with proper somewhat
choppy. choppy support.
use of with little
transitions. Audio and
other to no
Audio was audio
enhancement
clear and reinforce
s were
understan ment.
utilized, but
dable and
not for
other
maximum
enhancem
effect.
ents were
well used.

12-15 points 8-11 points 4-7 points 0-3 points

Students Students Minimal Meetings

met and met and team were not
had had meetings held
discussion discussion were and/or not
s regularly. s regularly. held. all of the
Teamwork All Most of the Most of team
students the members
students on on the students contribute
the team team d to the
on the
contributed contributed project.
team
to the to the contribute Teamwork
discussion discussion d, but a was not
and were and were majority evident.
part of the part of the of the
24
 UIEC301 Promoting Global Peace Education

final project. final project. work was

Team Team done by
members one or
members
showed mostly two.
respect to showed
one respect
another. toward each
other.

8-11 points
4-7 points
0-3 points
Most project
deadlines Many
12-15 points were met. Deadlines
project
deadlines were
Those that disregarde
Timeliness were not
All project were late d, having
met,
deadlines did not a
negatively
were met. have significant
significant impacting
impact on
impact on the
the final
the finished
project.
finished project.
project.

Final
Score
Source: [Link]

Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can access
the rubrics for the assessment below.

Readings
Suggested Readings: Access them on the internet just follow the link:

1. Peacebuilding
[Link]

2. Defining Conflict Resolution

[Link]

Conflict Resolution Skills

[Link]

It is important that you read the required reading above for you to have a better idea on
the concepts associated with the comprehensive scope of peace education.

25
 UIEC301 Promoting Global Peace Education

Introduction
Key Points:

The number of births grows every day. UN projects world

population to reach 8 billion on November 15, 2022. - Conflict
Billions of individuals with diverse skin, hair, language,
culture, and customs. But one thing is common: all Resolution
humans have equal Human Rights regardless of race, - Conflict
gender, country, ethnicity, language, religion, or other
- Social Conflict
status. Human rights include the right to survive and be
free from slavery or any kinds of torture. These rights - Cultural Conflict
are given to everybody without discrimination. When
- Political Conflict
several individuals are in the same place, conflict might
emerge. The truth is that individuals have competing - Behavior-based
wants, interests, status, resources, and power. Conflict Conflict
may be caused by an inability to adjust to time. Conflict
-Armed Conflict
resolution is crucial in coping with disputes. It's
necessary to prevent possible difficulties from competing
interests of persons.

Definition of Terms:
Pre-Assessment

Conflict resolution-
Questions: Any process used to
1. What is Human Right? manage, determine,
2. What is conflict? Cite an example. or settle differences
3. Give example of Environmental Issue that may arise
4. Cite Digital Issues that you encounter a student. among individuals,
families, groups,
organizations,
Lesson Proper communities,
nations, or any other
social unit
● Review.
Conflict - Involve
struggles between
In your past lesson, what have you remembered about two or more people
Holistic Understanding of Peace and Violence? over values, or
competition for
status, power, or
Topic Learnings scarce resources.

Theory of Peace and

Violence Armed conflict – It
arises whenever
Typology of Violence there is fighting
between States or
Culture of Peace protracted armed
violence between
Philippine Framework government
Toward a Culture of authorities and
Peace organized armed 26
groups or just
 UIEC301 Promoting Global Peace Education

between organized
armed groups.
● Activity.

International
Cite at least three experiences that result to conflict human rights law –
issues. It is a system of
international norms
designed to protect
● Processing of the Activity. and promote the
human rights of all
persons.
Share your answers with at least one or two classmates.
Ask them the following questions:
A non-international
(or “internal”)
1. How would you handle this kind of conflict? armed conflict - A
situation of violence
2. What are your considerations in handling it that involving protracted
way? armed
3. Do you find satisfaction as the result of your confrontations
actions towards the conflict? Why? between
government forces
and one or more
● Brief Lesson. organized armed
groups.

HUMAN RIGHTS
Republic Act no.
According to United Nations, Human rights are 9851 - An act
defining and
rights that we have just because we are human beings and
penalizing crimes
are not granted by any nation. It is a right that every against international
individual should enjoy as a human being for us to live humanitarian law,
worthy. From the basic rights to life, to the rights of food, genocide and other
education, work, health and liberty. crimes against
humanity, organizing
After the United Nations General Assembly jurisdiction,
adopted and proclaimed Universal Declaration of Human designating special
Rights (UDHR) in 1948, the principle of human’s rights courts, and for
has been repeated in many international human rights related purposes.
treaties, declaration and resolutions. Having equal rights of
every individual is the foundation of international human
rights law.

Why Human rights is Important? The reason why

Human Rights are important is because individual cannot
live alone and injustices can affect the quality of life
whether it may be local or international. Example of
various movement to give knowledge to every individual
about the different rights as a Human and on how to
respect every individual right is what we called Human
Rights Education (HRE). Article 26 of the Universal
Declaration of Human
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Rights states that “Everyone has a right to education and

that "Education shall be directed to the full development of
the human personality and to the strengthening of respect
for human rights and fundamental freedoms.” HRE is not
only moral right, but also, legal right under international
law.

“The international community has a duty to uphold

and defend these rights. Let us ensure that those people
who most need their rights protected are made aware that
this Declaration exists — and that it exists for them. Let us
each do our part to make these universal rights a living
reality for every man, woman and child, everywhere.”
-BAN Ki-moon Secretary-General

International Human Rights Law

International human rights law lays down the obligations

of Governments to act in certain ways or to refrain from
certain acts, in order to promote and protect human rights
and fundamental freedoms of individuals or groups.

Human rights are inviolable. Every individual has the

right of equal protection and due process of Law
(Philippine Constitution, Article III Section 14). These
rights shout not be removed. An accused person shall be
presumed innocent until proven guilty before the Court;

“(2) In all criminal prosecutions, the accused shall be

presumed innocent until the contrary is proved, and shall
enjoy the right to be heard by himself and counsel, to be
informed of the nature and cause of the accusation against
him, to have a speedy, impartial, and public trial, to meet
the witnesses face to face, and to have compulsory process
to secure the attendance of witnesses and the production of
evidence in his behalf. However, after arraignment, trial
may proceed notwithstanding the absence of the accused:
Provided, that he has been duly notified and his failure to
appear is unjustifiable. Philippine Constitution Article III”

However, person's right to liberty may be limited if they

are proven guilty of a crime in court.

All human rights are indivisible and interdependent.

This means that one right cannot be fully enjoyed without
the other. For example, advances in civil and political
rights facilitate the exercise of economic, social and
cultural rights. Similarly, violations of economic, social
and cultural rights can affect many other rights.

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According to The Office of the High Commissioner for

Human Rights, All States have ratified at least 1 of the 9
core human rights treaties, as well as 1 of the 9 optional
protocols. Eighty per cent of States have ratified 4 or more.
This means that States have obligations and duties under
international law to respect, protect and fulfill human
rights.

● The obligation to respect means that States must

refrain from interfering with or curtailing the
enjoyment of human rights.
● The obligation to protect requires States to protect
individuals and groups against human rights
abuses.
● The obligation to fulfill means that States must take
positive action to facilitate the enjoyment of basic
human rights.

Meanwhile, as individuals, while we are entitled to our

human rights – but, we should also respect and stand up
for the human rights of others.

Human Rights Issues in the Philippines

“Drug War” Killings and the ICC

The International Criminal Court (ICC) authorized an

investigation in the Philippines in September 2021 for
crimes allegedly committed between November 1, 2011
and March 16, 2019 in the context of the "War on Drugs."
The Duterte administration says it won't help the ICC
investigation. Former Philippine President Duterte denies
extrajudicial killings. According to CHR's first
investigation, the PNP used unnecessary force to kill War
on Drugs victims under Duterte. Kian Lloyd Delos Santos,
a senior high school student who was killed in 2017, is an
example of “War on Drugs” case.

Also in Aquino’s first 100 days, the agency intensified the

conduct of high-value target and high-impact operations
that resulted to the arrests of 331 high-value targets
(HVTs), including six foreign nationals, 15 elected
officials, seven uniformed personnel, 21 government
employees, 52 drug group members, three-armed group
members, 19 listed personalities, 24 drug den maintainers,
and 184 other HVTs.

The Philippines decided to withdraw from the International

Criminal Court on March 17, 2018. In August of this year,
President Marcos stated that the Philippines has no
intention of joining the ICC.
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Killing of Activists, Rights Defenders

9 activists were killed in a Police operation in Calabarzon

last March 2021. Members of the family requested that the
body be autopsied, but the Police and Military personnel
present at the funeral refused to release the body, despite
the fact that the family of nine activists had paid the full
fee and provided all necessary documentation.

Another Human Right issue is Red-tagging. Lorenzo

Panya and Aldrin Enriquez are right defenders and both of
them were killed last January 2021.

The human rights group Karapatan (Right) released the

names of 25 people, most of them political activists and
three of them children, killed in Southern Mindanao since
President Aquino assumed power.

Covid-19

The government implemented restrictions during the

pandemic. The majority of offenders received a warning,
but thousands of Filipinos were arrested, jailed, fined, or
had to do community service. Critics claim that several
restrictions were unclear and that only the poor were
detained and punished for violations, whereas government
officials and armed personnel who conduct Mananita and
covid restrictions were not punished. This was shown by a
woman in Paranaque who washed her children's clothes
without a facemask and the problem of "Lugaw is not
essential."

Freedom of Media

Paris Based Media Watchdog includes Former President

Duterte as one of the Media Predators. According to one of
the galleries of Reporters without Border, Duterte has an
arsenal that he can use to wage ‘total war’ against
journalist, arsenal includes spurious charges of defamation,
tax evasion or violation of capital registration; rescinding
broadcast licenses; getting accomplices to buy up media
outlets and bring journalist into line; and using an army
troll to subject journalist online harassment.

Children’s Rights

According to the Philippine Statistician Authority, there

were 597,000 children working as child laborers in the
nation, and the number of online sexual assault victims is
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rapidly rising. The regions with the highest number of

child workers were 10, 5, 7, BARMM, and 4A. Due to the
challenging conditions, especially the pandemic, children
were exposed to labor at a relatively early age. The
government should safeguard every child in the nation
from different sorts of abuse, but due to lack of education,
children suffer from this.

CONFLICT RESOLUTION

Conflict resolution (CR) may be defined as any process

used to manage, determine, or settle differences that may
arise among individuals, families, groups, organizations,
communities, nations, or any other social unit. Social
conflict may arise because of perceived differences in
relation to values, needs, goals, interests, rights, positions,
or wishes.

The concept of "conflict resolution" is also open to many

interpretations. On one hand, conflict resolution can be
regarded as any process that resolves or ends conflict via
methods which can include violence or warfare.
Alternatively, it can be viewed as a non-violent process
that manages conflict through compromise, or through the
assistance of a third party who either facilitates or imposes
a settlement or resolution. Conflict resolution processes are
many and varied and can be seen on a continuum ranging
from collaborative, participatory, informal, non-binding
processes (such as mediation, conciliation, third party
negotiation) to adversarial, fact-oriented, legally binding
and imposed decisions that arise from institutions such as
the courts and tribunals (Boulle, 1996). Typically,
non-adversarial practices such as mediation, negotiation,
arbitration and conciliation are practices which have been
associated with conflict resolution or alternate dispute
resolution (ADR) procedures rather than adversarial
institutions such as courts and tribunals where a settlement
is imposed on the disputants by an external authority
(Boulle, 1996). In contrast mediation, conciliation or
negotiation are activities that facilitate communication
between participants who are seeking to resolve their
differences in a cooperative way.

Conflict

Definitions of conflict abound, and the search for a single

all-encompassing definition of conflict is a difficult
endeavor. Therefore, the appropriate definition of conflict
is largely a matter of personal experience and context. For
one person, conflict may appear as a state or situation,
while for another, conflict may be conceived as a behavior
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or process.

The individuals can utilize the definition of conflict that

makes the most sense to them for broadly outlining the
conflict(s) they are currently addressing. Some of them
are:
1. Conflicts involve struggles between two or more
people over values, or competition for status,
power, or scarce resources. (L. Coser, Continuities
in the Study of Social Conflict, 1967)
2. Conflict is an interactive state in which the
behaviors or goals of one actor are to some degree
incompatible with the behaviors or goals of some
other actor or actors. (J. T. Tedeschi, B. R.
Schlenker & T. V. Bonoma, Conflict, Power and
Games, 1973)
3. Conflict is “a process of social interaction
involving a struggle over claims to resources,
power and status, beliefs, and other preferences
and desires. (H. Bisno, Managing Conflict, 1988)
4. Conflict means perceived divergence of interest,
or a belief that the parties’ current aspirations
cannot be achieved simultaneously. (D. Pruitt & J.
Rubin, Social Conflict, 1986)
5. Conflict is an interactive process manifested in
incompatibility, disagreement, or dissonance
within or between social entities (i.e., individual,
group, organization, etc.). (M. A. Rahim,
Managing Conflict in Organizations, 2001)

Types of Conflict and Causes

Social Conflict

Social conflict is the struggle for agency or power in

society. Social conflict occurs when two or more people
oppose each other in social interaction, and each exerts
social power with reciprocity in an effort to achieve
incompatible goals but prevent the other from attaining
their own. It is a social relationship in which action is
intentionally oriented to carry out the actor's own will
despite the resistance of others.

Its causes are rooted in social differences of class and

status, of wealth and opportunity, of material interests,
where scarce resources are unequally shared. For
example, the employers wish to pay as little as possible for
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the employees' labor, while the employees wish to

maximize their wages.

Cultural Conflict

Cultural conflict is a type of conflict that occurs when

different cultural values and beliefs clash. Broad and
narrow definitions exist for the concept, both of which
have been used to explain violence (including war) and
crime, on either a micro or macro scale. Jonathan H.
Turner defines cultural conflict as a conflict caused by
"differences in cultural values and beliefs that place people
at odds with one another." Alexander Grewe defines this
conflict as one that occurs when people's expectations of a
certain behavior coming from their cultural backgrounds
are not met, as others have different cultural backgrounds
and different expectations. An example of a cultural
conflict would be honor killings. This is where a male
family member kills a female family member for engaging
in premarital sex or refusing an arranged marriage.

Political Conflict

Political conflict is counteracting of parties (political

subjects) expressed in certain actions directed against each
other. Political conflict indicates a scenario where behavior
of an actor(s) manifests itself in a confrontational way to
promote their interests and try to stop other actors from
obtaining their objectives. The issue about war on drugs in
the Philippines is an example of this conflict.

Political conflict stems from the perspectives, interests,

and values of individuals and, so, gauging differences,
strengths, and changes in public opinion and actual
responses to policy issues and initiatives

Behavior-based Conflict

This refers to a behavior that is effective in one role (e.g.,

an authoritarian interaction style) is inappropriately
applied to the other role reducing one's effectiveness in the
role” (Greenhaus, J.H. et al, forthcoming). Psychologists
regard conflict as an instinctual response in humans, in the
face of stressful situations. For example, a person would
prefer to be alone after a death of a loved one.

The source and evolution of conflict usually involves one

or more of the following five fundamentals of human
experience and behavior like information processing,
needs, fears, values, and skills.

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Positive and Negative Outcomes of Conflict

One of the most common outcomes of conflict is that it

upsets parties in the short run (Bergman & Volkema,
1989). However, conflict can have both positive and
negative outcomes. On the positive side, conflict can result
in greater creativity or better decisions.
Positive outcomes include the following:
● Consideration of a broader range of ideas, resulting
in a better, stronger idea
● Surfacing of assumptions that may be inaccurate
● Increased participation and creativity
● Clarification of individual views that build learning

On the other hand, conflict can be dysfunctional if it is

excessive or involves personal attacks or underhanded
tactics.
Examples of negative outcomes include the following:
● Increased stress and anxiety among individuals,
which decreases productivity and satisfaction
● Feelings of being defeated and demeaned, which
lowers individuals’ morale and may increase
turnover
● A climate of mistrust, which hinders the teamwork
and cooperation necessary to get work done

Common Errors to Unresolved Conflict

Some of the most common cognitive errors that lead to
unproductive or unresolved conflict include:

1. Self-serving fairness interpretations – This term

refers to the process of one or more parties
deciding what is “fair” from a biased point of
view.
2. Overconfidence – It is a personal disagreement
that may simply cause embarrassment, this
cognitive error can be even more detrimental
when dealing with legal issues.
3. Escalation –In a personal dispute, escalation may
involve one party raising the stakes of the
argument, or bringing in additional issues that
exist outside of the situation at hand
4. Avoidance – Avoidance is the practice of
circumventing conflict. Examples of avoidance
may include bottling up emotions, changing the
subject when an issue is brought up, or physically
leaving the situation altogether.
5. Blaming – Blaming refers to the tactic of one or
more parties ridding themselves of responsibility
for a disagreement—thus placing all the faults on
the other party.
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6. Emotional volatility and insults – The most

common and destructive cognitive errors found in
conflict resolution: emotional volatility, often
expressed through insults.

When one or more party resort to inflicting emotional (or

even physical damage) on the other party, the chances of
reaching a calm and reasonable agreement decrease
drastically. Not only does emotional volatility make for a
hostile discussion environment, but insults can also lead
the other party to withdraw entirely.

Importance of Conflict Resolution

Conflict resolution is the process of ending a dispute

and reaching an agreement that satisfies all parties
involved. Conflict resolution skills are used to facilitate
discussions, increase understanding and control emotional
responses. The goal of conflict resolution is not to decide
which person is right or wrong; the goal is to reach a
solution that everyone can live with.

Conflict Resolution Techniques

The practice of conflict resolution involves a number of

different methods. Resolving conflict may be done
privately through negotiation between parties, or through
the use of a neutral third party, such as a counselor or
mediator.

Conflict resolution techniques commonly used in conflict

resolution situations include:
1. Active listening refers to the practice of focusing
on what the other party is saying, then including
their message when making your own statements.
Active listening skills not only facilitates
discussions and increases understanding, but also
allows each party to feel heard.
2. “I” statements – “I” statements are used to prevent
blaming and unfair accusations when arguing. This
is because each party may feel like the other has
done something, but they cannot prove this to be
true.
3. Emotional regulation – Emotional regulation is
used to prevent volatility and insults when
managing and resolving conflict. By leaning on
emotional intelligence and putting the right
expectations in place, and utilizing anger
management skills, both parties can reach an
agreement calmly without letting emotional
reactions influence the outcome.
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4. Communication – Effective communication skills

are the foundation of conflict resolution (and every
healthy relationship). Not only does clear and
proper communication help resolve personal and
professional problems, but it can also prevent
similar situations from happening in the future.
5. Assertiveness – Although it may seem
counterproductive, reasonable levels of
assertiveness can be beneficial when performed
calmly. This is because assertiveness pushes people
to address their feelings and voice their
expectations of the other party, rather than avoiding
conflict altogether.
6. Apologizing – When necessary, the final step to the
conflict resolution process is knowing when to
apologize. It’s important to note that successful
conflict resolution will bring both of the involved
parties to fully understand what they’ve done and
why an apology is needed—rather than simply
going through the motions to end the conflict.

Conflict Resolution Skills

When conflict is mismanaged, it can cause great harm

to a relationship, but when handled in a respectful, positive
way, conflict provides an opportunity to strengthen the
bond between two people. The core skills are the
following:

Core skill 1: Quick stress relief

Being able to manage and relieve stress in the moment is

the key to staying balanced, focused, and in control, no
matter what challenges you face. If you don’t know how to
stay centered and in control of yourself, you will become
overwhelmed in conflict situations and unable to respond
in healthy ways.

Core skill 2: Emotional awareness

Emotional awareness is the key to understanding yourself

and others. If you don’t know how or why you feel a
certain way, you won’t be able to communicate effectively
or resolve disagreements.

Armed Conflict
An armed conflict arises whenever there is fighting
between States or protracted armed violence between
government authorities and organized armed groups or just
between organized armed groups.

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Categorization of Armed Conflict and Causes

Two categories of armed conflict are identified under

the existing treaty regime: International armed conflicts
(IAC) occurring between two or more States; and (b)
non-international armed conflicts (NIAC) which occur
between State and non-governmental armed groups, or
only between armed groups.

An international armed conflict occurs when one or more

States have recourse to armed force against another State,
regardless of the reasons or the intensity of this
confrontation. No formal declaration of war or recognition
of the situation is required. This kind of conflict arises due
to religion, governance, and politics. These issues, and
their allied topics of human rights, justice, and so forth
have historically caused many of the world’s most
significant conflicts and continue to do so as often these
issues are the most fundamental in the structure of a
society.

A non-international (or “internal”) armed conflict refers to

a situation of violence involving protracted armed
confrontations between government forces and one or
more organized armed groups, or between such groups
themselves, arising on the territory of a State. Only
recently have the causes for internal conflict come into
consideration. These include the role of power imbalances,
economic growth and free trade, relative deprivation
(difference between expected and real access to well-being
and power), deterioration of the environment, the state as
such and the ideology of nationalism, specific forms of
political organization, and the existence of a monopoly of
power, and of the connection between internal cohesion
and external aggression.
Effects of Armed Conflict

The number of armed conflicts globally is at a record high

with 182 wars and minor conflicts recorded in 2017
according to the Uppsala Conflict Data Program
(UCDP). Beyond direct and immediate casualties, armed
conflict can produce enduring political instability, destroy
welfare systems including health systems, and increase
homelessness, unemployment, and poverty which have
widespread implications for population health. The
destruction of key infrastructure during armed conflict as
well as general toxification of the environment can
adversely impact clean water and food supplies, further
elevating communicable disease risk. The immediate
effects of conflict to society include deaths and injuries,
population displacement, the destruction of assets, and the
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disruption of social and economic systems

Laws on Armed Conflict

In recent decades, armed conflict has blighted the lives of

millions of civilians. Serious violations of international
humanitarian and human rights law are common in many
armed conflicts. In certain circumstances, some of these
violations may even constitute genocide, war crimes or
crimes against humanity.

International human rights law and international

humanitarian law share the goal of preserving the dignity
and humanity of all. Over the years, the General Assembly,
the Commission on Human Rights and, more recently, the
Human Rights Council have considered that, in armed
conflict, parties to the conflict have legally binding
obligations concerning the rights of persons affected by the
conflict.

International human rights law is a system of international

norms designed to protect and promote the human rights of
all persons. These rights, which are inherent in all human
beings, whatever their nationality, place of residence, sex,
national or ethnic origin, color, religion, language, or any
other status, are interrelated, interdependent and
indivisible. They are often expressed and guaranteed by
law, in the form of treaties, customary international law,
general principles and soft law.

International humanitarian law is a set of rules which seek,

for humanitarian reasons, to limit the effects of armed
conflict. It protects persons who are not or are no longer
participating in the hostilities and restricts the means and
methods of warfare. Its scope is, therefore, limited, subject
matter jurisdiction, to situations of armed conflict.

The Philippines has Republic Act no. 9851, an act defining

and penalizing crimes against international humanitarian
law, genocide and other crimes against humanity,
organizing jurisdiction, designating special courts, and for
related purposes.

ENVIRONMENTAL ISSUES

“Environmental Education is a multi-disciplinary field

integrating the discipline of biology, chemistry,
physics, ecology, earth science, atmospheric science,
mathematics, and geography” to explain how the

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environment functions and the human management of

behavior and ecosystem contribute to the attainment
or destruction of sustainable life on earth.
(Environmental Education)

It's a very broad and complicated subject to be

discussed in a short period of time. Nevertheless,
having the bird’s eye view on this will help the
students and readers alike to understand their roles
and responsibilities in the sustainable development
goals of their respective local environment and
community.

Importance of Environmental Education

Every human on this Earth has a role to play for the
environment, and it gives us everything we need-
shelter, food, water, recreation, etc.

The points given below will help in understanding the

importance of environmental education.
• Environmental education is one of the
subjects in the curriculum in schools. When children
study the environment and its functions, they develop
a sense of understanding of the environment in the
early stage of their life.
• It is important to increase the awareness of
individuals about the environment. With the help of
environmental education, people's knowledge about
the environment is instilled into every country's
citizen.
• There are a lot of environmental issues that
the world is facing. To avoid them in the future,
people need to understand the environment and take
proper care of it. It can only be done with the help of
environmental education.
• Environmental education polishes various
other skills of an individual. The ability to make
decisions is strengthened with environmental
education as people become more responsible and
aware.
• Individuals can deal with any environmental

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problem through environmental education. This, in

turn, increases problem-solving skills.
• One develops sensitivity towards the
environment because of the environmental issues that
have been happening for a long time. In this way,
each individual takes any action by keeping in mind
the harm it can cause to the environment.
• There is no particular viewpoint that is
advocated through environmental education. All the
aspects are taken into consideration to reach an
informed decision.
• Just no one can solve the issues that arise in
the environment. Environmental education makes
individual rich in the knowledge of the environment
so that the best possible solutions can be provided for
even the smallest of situations the environment faces.
Source: (Importance of Environmental Education)

History of Environmental Education

The first mandate on environmental education is
recorded in the Book of Genesis 1 where the first man
was instructed to take care of God’s creation. The
Young Creation Theory, in support to this, believes
that the earth is only 6,000 years old. It would cease
to exist if the scientists would insist on the million- or
billion-years existence of the earth, considering the
amount of waste the humans have created yearly
proportionate to the increase of human population.

The roots of environmental education, however, were

only recently attributed to John Jacques Rousseau
during the 18th century. He stressed the importance of
focusing education to environment in Emile. (History
of Environment Education)

Facts on Environmental Problems - Causes and

Effects

Environmental issues in the Philippines include the

man-made problems in water, land, and air.
(Environmental Issues in the Philippines)

Water Pollution includes water contamination, ocean

acidification, plastic pollution, oil spill, and marine
biodiversity loss.

Ocean acidification refers to the oceanic increase in

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the production of carbon dioxide by humans which

has a negative impact on marine life.

Plastic pollution is considered to be the biggest

environmental problem not only in the waters, but
also in the land. Studies show that, from 1950 to
2015, the annual production of plastic has
dramatically increased from 2 million in 1950 to 419
million tons per year in 2015.

Moreover, discharged oil spills from damaged

ocean-going tanker, pipeline, or oil installation can
also kill shore life.

Land Pollution includes deforestation, biodiversity

loss, soil contamination due to poor waste
management system, over population, and lack of
discipline from the people.

Deforestation for one refers to the alarming depletion

of tress due to the problem of illegal logging.

Biodiversity loss is the effect of human impact to the

environment. Biodiversity conservation is seen as the
first and foremost relevant solution to prevent the
biodiversity loss, especially those animals that are at
risk of extinction.

Soil pollution and contamination may run off into

river systems, when it rains, and can directly affect all
life forms both in aquatic and terrestrial habitat.

Air Pollution includes air contamination, climate

change like global warming.

Climate change like the global warming is the result

of unrestrained emissions because of the uncontrolled,
unregulated, and unsustainable use of human
technology from industries, automobiles, and the
increasing use of fossil fuels. Experts say that
humans have created a technology they cannot
control.
Source: (Environmental News Today)

The common solutions to these environmental issues

are:
• Replacing disposable items with reusable
ones
• Avoiding use of paper.
• Conserving water and electricity
• Supporting environmental-friendly practices
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• Recycling waste to conserve natural

resources
• Legislating mechanisms for monitoring to
effectively implement environmental laws
Source: (Common Solutions to Environmental
Problems)

DIGITAL ISSUES

Internet plays a very important function in education.

There is no doubt that in the present day, Google is
the preferred search engine for questions, concerns,
and worries. Popular search engines such as Google,
Yahoo, etc. are the most popular since they provide
rapid access to a massive quantity of information in a
few seconds. It includes a vast amount of information
that may be searched at any moment. The internet has
made technological, communication, and online
entertainment advancements.

Digital Issues
1. Fake news. Fake news is often a false story
that is produced and marketed as if it were real.
Historically, fake news was often propaganda
disseminated by people in authority to promote a
certain viewpoint or perspective, even if it was wholly
untrue. People may be hired to produce false news on
behalf of others, or automated systems, sometimes
known as trolls, can develop and distribute fake news
automatically.

Three types of fake news

• Misinformation: Some spread false
information without the intent to spread harm. People
spreading misinformation believe it to be true before
sharing it with others.
• Disinformation: People may spread
information to cause harm or manipulate people.
Disinformation describes actual lies that people tell
for money, influence or to cause disorder.
• Mal-information: Information that may be
true but is spread with malicious intent or taken out of
context. Examples include divulging private
information or manipulating facts to fit a false
narrative.
2. Cyberbullying. It is the use of mobile
phones, instant messaging, e-mail, chat rooms, and
social networking sites like Facebook and Twitter to
harass, threaten, or intimidate another individual. The
issue is compounded by the fact that a bully may
conceal his or her genuine identity behind a
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pseudonymous username. Cyberbullying may include

behaviors such as issuing threats, sending provocative
comments or racial or ethnic slurs, homosexual
bashing, trying to infect the victim's computer with a
virus, and filling the victim's email inbox with
messages.
3. Cyber security problem. Cyberattacks are
capable of causing blackouts, military equipment
malfunction, and leaks of national security secrets.
They may lead to the theft of sensitive, valuable data
such as medical information. They may interrupt
phone and computer networks or render systems
unusable, rendering data inaccessible. It is not an
exaggeration to state that cyber-attacks may have a
negative impact on the operation of our society.

Types of cyber security threats:

• Malware. Software that performs a
malicious task on a target device or network, e.g.
corrupting data or taking over a system.
• Phishing. An email-borne attack that
involves tricking the email recipient into disclosing
confidential information or downloading malware by
clicking on a hyperlink in the message.
• Spear Phishing. A more sophisticated form
of phishing where the attacker learns about the victim
and impersonates someone he or she knows and
trusts.
• “Man in the Middle” (MitM) attack.
Where an attacker establishes a position between the
sender and recipient of electronic messages and
intercepts them, perhaps changing them in transit. The
sender and recipient believe they are communicating
directly with one another. A MitM attack might be
used in the military to confuse an enemy.
• Denial of Service attack or Distributed
Denial of Service Attack (DDoS). Where an attacker
takes over many (perhaps thousands) of devices and
uses them to invoke the functions of a target system,
e.g. a website, causing it to crash from an overload of
demand.
• Attacks on IoT Devices. IoT devices like
industrial sensors are vulnerable to multiple types of
cyber threats. These include hackers taking over the
device to make it part of a DDoS attack and
unauthorized access to data being collected by the
device. Given their numbers, geographic distribution,
and frequently out-of-date operating systems, IoT
devices are a prime target for malicious actors.
• Data Breaches. A data breach is a theft of
data by a malicious actor. Motives for data breaches
43
 UIEC301 Promoting Global Peace Education

include crime (i.e. identity theft), a desire to

embarrass an institution (e.g. Edward Snowden or the
DNC hack), and espionage.
• Malware on Mobile Apps. Mobile devices
are vulnerable to malware attacks just like other
computing hardware. Attackers may embed malware
in app downloads, mobile websites, or phishing
emails and text messages. Once compromised, a
mobile device can give the malicious actor access to
personal information, location data, financial
accounts, and more.
4. Social media addiction. It is a behavioral
addiction defined by an excessive preoccupation with
social media, an uncontrolled want to log on to or use
social media and investing so much time and effort to
social media that it interferes with other vital aspects
of life. When someone regards social networking sites
as a crucial coping tool for relieving stress, loneliness,
or depression, their usage of social media becomes
problematic. Continuous usage of social media
ultimately results in many interpersonal issues, such
as disregarding real-life relationships, job or school
duties, and physical health, which may subsequently
worsen an individual's negative emotions.
5. Online Gambling. Addiction to internet
gambling is the obsessive drive to continue gambling
online despite the problems it creates. Spending the
majority of one's time on online gambling, financial
difficulties, having cravings while unable to bet
online, and an increasing propensity to spend money
are the primary indicators of online gambling
addiction. Biological, social, and psychological
factors may contribute to online gambling
dependency. In other words, internet gambling
addiction is an emotional issue that may intensify or
precipitate mental health conditions such as anxiety,
depression, and personality disorders. Financial
difficulties, debts, and even bankruptcy are among the
many serious consequences of internet gambling
addiction.
6. Online child sexual exploitation and
abuse. Online child sexual abuse and online child
sexual exploitation involve the use of information and
communication technology as a means to sexually
abuse and/or sexually exploit children.

Types of online child sexual exploitation and abuse

● Online grooming. Child grooming (a.k.a.
enticement of children or solicitation of
children for sexual purposes) "can be
described as a practice by means of which an
44
 UIEC301 Promoting Global Peace Education

adult 'befriends' a child. Research and

available data show that grooming is
predominately perpetrated by males; to a
lesser extent, women solicit children for
sexual purposes and/or to groom them.
● Child sexual abuse / exploitation material.
The "representation, by whatever means, of a
child engaged in real or simulated explicit
sexual activities or representation of the sexual
parts of a child for primarily sexual purposes",
"as well as the use of a child to create such a
representation" is known as child
pornography. Child sexual exploitation and
abuse material is distributed via email, text
message, instant messaging, chat rooms,
peer-to-peer file sharing networks, social
media platforms, and unencrypted and
encrypted communication apps.
● Live streaming of child sexual abuse. Live
streaming of child sexual abuse involves the
real-time broadcasting of child sexual abuse to
viewers in remote locations. Live streaming of
child sexual abuse occurs on online chat
rooms, social media platforms, and
communication apps (with video chat features)

7. Sexting. Sexting is a mix of sexual activity and texting.

The act of sending sexual text messages is known as
sexting. Sending nude or seminude images and graphic
films of oneself is also common. Sexting may occur
through text messages on mobile phones, other
messaging services, and direct messaging on social
networking sites. Sexting may have emotional
repercussions such as remorse,
objectification/victimization, bullying, despair,
unhappiness, social isolation, loss of friendships, loss of
self-respect, and contemplating or actually injuring
oneself or others.
Cybercrime Prevention

On 12 September 2012, the Philippine Congress passed

Republic Act No. 10175 or "Cybercrime Prevention Act
of 2012" It contains substantive, procedural, and
international cooperation regulations. This Act originally
targeted cybersex, child pornography, identity theft, etc.
The Budapest Convention on Cybercrime is the first
international treaty to combat Internet and computer
crime by unifying national laws, strengthening
investigative procedures, and promoting international
collaboration. It was drafted by the Council of Europe in

45
 UIEC301 Promoting Global Peace Education

Strasbourg, France, with the help of Canada, Japan,

the Philippines, South Africa, and the U.S.

● Generalization.

Conflict resolution (CR) is any process used to manage,

determine, or settle differences that may arise among
individuals, families, groups, organizations, communities,
nations, or any other social unit. Its goal is not to decide
which person is right or wrong but to reach a solution that
everyone can live with.

● Application.
Question:
Which of the topic you perceived most beneficial to you?
Why?
Your task:

Watch 10 Major Current Environmental Problems

[Link]

What is ICC or International Criminal Court?

[Link]

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.

5. Identify and discuss the factors that hinder

conflict resolution. Base your answer from the
picture below.
6. Refer to the rubrics found in the activity sheet for
your guide.

46
 UIEC301 Promoting Global Peace Education

Post-Assessment
Answer the following questions:

1. What is Human Right?

2. What is conflict? Cite an example.
3. Give example of Environmental Issue
4. Cite Digital Issues that you encounter a student.

47
 UIEC301 Promoting Global Peace Education

Activity Sheet

A. Enumerate at least 3 to 4 projects or programs of your respective Barangay and relate it to

Comprehensive Scope of Peace Education.

Barangay Project Brief explanation of the Impact of the Project to

(Show it through pictures) Project Peace Education

1.

2.

3.

4.

48
 UIEC301 Promoting Global Peace Education

B. Complete the table below.

Human Rights Impact to

Laws Related Sample Right or
Issues in the Peace
to the Issues Scenario Wrong?
Philippines Education

C. Write a short essay on why conflict resolution beneficial to you as a:

a. Member of the family

b. Member of society
c. Citizen

Refer to the Rubrics below as your guide.

Category 19-20 10-18 1-9

The arguments
and thoughts The arguments and
The arguments and of the student thoughts of the
Organization thoughts of the student are somewhat students are not
and are very well organized
organized and organized and the
Structure and the question was
the question question was not
completely answered.
was mostly answered.
answered.

The student moves The student The student lacks

Sentence moves from
smoothly form one idea clear connections
Fluency one idea to the
to the next. between ideas.
next but there

49
 UIEC301 Promoting Global Peace Education

is little variety.

The student The student makes

Grammar and The student makes no makes 1-2 more than
errors in grammar or errors in
Spelling spelling. grammar or 3 errors in grammar
spelling. and spelling.

50
 UIEC301 Promoting Global Peace Education

Assessment

Create your own 5 minutes vlog or video (public or private) that promotes peace education
with the environment.

Partially POIN
ACTIVITY Exemplary Proficient Incomplete
Proficient TS

15-20 points
10-14 points

The concept
describes a The concept
0-4 points
clear picture describes a
relatively 5-9 points
of what
students are clear picture
of what they Little effort
trying to are trying to The team has been
achieve achieve has spent on
including an including brainstorm brainstorming
what the ed their and refining a
Concept adequate concept. The
team concept,
description of team appears
what they are is trying to do but has no
trying to do overall but clear focus. unclear on
and without Goals/final their goals
specifics on product are and how the
generally how project
how each not clearly
each team objectives
team defined.
member’s member’s work will be met.
work will will contribute
contribute to to the final
the final project.
project.

8-11 points
12-15 points 4-7 points

The 0-3 points

The The
storyboard
Script/ storyboard thumbnail
includes
illustrates sketches
Storyboar thumbnail There is no
the video on the
sketches of evidence of
d presentation storyboard
each video a storyboard
structure are not in
scene and or script.
with
includes text logical
thumbnail
for each sequence
sketches of
segment of and/or do
each
the

51
 UIEC301 Promoting Global Peace Education

presentation, not provide

scene.
descriptions complete
Notations of
of
proposed descriptions
background of the video
transitions, audio for
special scenes,
each scene,
effects, audio
and notes
sound and backgroun
title tracks about
d, or notes
are included: proposed
about the
text, color, shots and
dialogue.
placement, dialogue.
graphics, are
detailed.
Notes about
proposed
dialogue/
narration text
are included.

15-20 points 10-14 points

0-4 points

The content Information

includes a presented is 5-9 points Content lacks
clear a connected a central
statement of theme with theme, clear
purpose or accurate and The project point of view
theme current does not and/or
supporting present a logical
and is
creative, information clearly sequence of
compelling stated information.
contributing to theme, is
and clearly understandin Much of the
written. A g of the vague, supporting
Content/ rich variety and/or information
project’s
Organizat of main idea. some of the is
ion supporting Details are irrelevant to
supporting
information logical and information the overall
in the video persuasive does not message.
contributes information is seem to fit
to the The viewer is
used the main unsure what
understanding effectively. idea. the message
of the The content is.
Citations
project’s includes a and facts Information is
clear point of are incorrect, out
main idea. of date, or
view with a minimal.
Events and
progression incomplete. No
messages are
of ideas and citations
presented in a
logical order. supporting included.
Includes information.

52
 UIEC301 Promoting Global Peace Education

properly cited Includes

sources. properly cited
sources.

12-15 points
8-11 points
The video
project was
completed Video was
completed and 4-7 points
and included
most of the contained
many of the
suggested suggested Video was
elements. produced,
elements. but had very 0-3 points
The video
Editing was little editing.
was well
incomplete or Many poor
edited and
poorly done. quality shots There was no
moves
Quality Some poor remain. video, or video
smoothly from shots was unedited
scene to Video was
remain. Video without
scene fragmented
is still transitions or
and
with proper somewhat audio support.
choppy. choppy
use of with little to
transitions. Audio and
other no audio
Audio was reinforcem
enhancements
clear and ent.
were utilized,
understanda
but not for
ble and other
maximum
enhancemen
effect.
ts were well
used.

12-15 points 8-11 points

4-7 points 0-3 points

Students met Students met

Minimal Meetings
and had and had
team were not
discussions discussions
meetings held and/or
regularly. All regularly.
were held. not all of the
Most of the
Teamwork students on Most of the team
students on
the team students members
the team
contributed contributed to on the team contributed
to the the contributed to the
discussion and , but a project.
discussion and
were part of were part of the majority of Teamwork was
the final final project. the work not evident.
project. Team Team members was done

53
 UIEC301 Promoting Global Peace Education

members mostly showed by one or

showed respect toward two.
respect to each other.
one another.

8-11 points
4-7 points
0-3 points

Most project
12-15 points deadlines Many
Deadlines
were met. project
deadlines were
Timeliness Those that were not disregarded,
All project
were late did met, having a
deadlines
not have negatively significant
were met.
significant impact on
impacting
impact on the the final
the finished
finished project.
project.
project.

Final
Score

Source: [Link]

54
References

Alata, Eden Joy [Link], Bernardo Nicolas Jr., Serafica, Janice Patria J.
[Link].(2018 1st Edition). Understanding the Self. Published 2018 Rex Book
Store. Sampaloc, Manila.

Brawner, Dalisay G. (2018). Understanding the Self. Published 2018, C&E Publishing
Inc. Quezon City
Charles_Horton_Cooley.jpg (2014) Retrieved from [Link]
[Link]/famous-sociologist /cooley/

Cherry, K.(2021). Kohlberg’s Theory of Moral Development. Retrieved from

[Link]

Corpuz, Ronald M., Estoque, Ronan S., Tabotabo, Caludio V. (2019). Understanding
the Self. Published 2019. C&E Publishing Inc. Quezon City
Crossman, Ashley. (2020, August 27). The Presentation of Self in Everyday Life.
Retrieved from [Link]
life-3026754

Davis, B. (2020). What is Carol Gilligan Theory of Moral Development? Retrieved

from
[Link]
Gergen, K. J. (1991). The saturated self: Dilemmas of identity in contemporary life.
Basic Books.

Granger. (2016). A photo of George Herbert Mead (1863-1931).jpg. Retrieved from

[Link]

Macionis, J.J. (2006). Society: The basics, 10th edition. New Jersey: Pearson
Education, Inc.

McLeod, S. A. (2019, October 24). Social identity theory. Simply Psychology.

[Link]
OpenStax College, Introduction to Sociology. OpenStax
College. 21 June 2012.
Restak, R. (1991). The World is Too Much with Us. The Saturated Self by Gergen.
Retrieved from [Link]
04/14/the-world-is-too-much-with-us/89a813b6-cb98-4b05-b81c-4202ddb73d83/

Tajfel, H., Turner, J. C., Austin, W. G., & Worchel, S. (1979). An integrative theory of
intergroup conflict. Organizational identity: A reader, 56-65.
 UIEC301 Promoting Global Peace Education
Turner, J. C., & Tajfel, H. (1986). The social identity theory of intergroup behavior.
Psychology of intergroup relations, 7-24.
[Link]
harles-cooley-looking-glass-self

McLeod, S. (2019). The Zone of Proximal development and Scaffolding. Simply

Psychology.
[Link]

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 UIEC301 Promoting Global Peace Education

Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

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□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
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If Yes, what did he/she do to help you?

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3
 UIEC301 Promoting Global Peace Education

Learning Module
Promoting Global Peace Education

Learning Packet 4

Upholding Human Dignity

4
 UIEC301 Promoting Global Peace Education

Learning Packet 4

Upholding Human Dignity

Introduction
A lot these days, you’ll hear the term “human dignity”. Human dignity is at the heart of
human rights. What is human dignity exactly? What’s the history of this concept and why
does it matter? In this learning module, we’ll discuss the history of the term, its meaning, and
its place in human rights framework and examine the provisions stipulated in the different
legal principles or laws concerning human rights.

Objectives
At the end of this lesson, you are expected to:
1. Define the meaning of human dignity
2. Demonstrate understanding to the classification of human rights
3. Determine and interpret the provisions of UDHR
4. Determine their duties and responsibilities in performing their rights
5. Apply these rights in their everyday living with corresponding duties and
responsibilities

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of other
learning materials stored using the Google Drive. In the event that a commercial LMS will be
made available by the University, links shall be refreshed/updated and also be shared.)

Duration
● Topic 04: Upholding Human Dignity = 1 hour

Delivery Mode
This learning packet will be delivered through online in an asynchronous mode of learning.

Assessment with Rubrics

Essay writing is the assessment tool used in this packet. The following rubrics will be
used in checking.

Quality of Writing (5 points)

Expert Accomplished Capable Beginner

5 points 4 points 3 points 1 point

5
 UIEC0301- Promoting Global Peace Education

st
y
Piece was Piece was Piece had l Piece had no style
written in written in little e and

G
iv
a extraordinar a intere sty and voice. Give voi e
n y n sting le some ce. s no

b
style and voice. and voice, u information and
Very somewhat information t very

informative and
well poorly organized poorly organized.

organized

Grammar, Usages and Mechanics

(5 points)

Accomplish Cap Begi

Expert ed able nner

5 4 3 1
point poin poin poi
s ts ts nt

F
e spelli an A number of S man spelli
Virtually, no w ng d spelling, o y ng,

err
o
punctuati r punctuatio o punctuati an
spelling, on s n r on d

mi err
n o
punctuatio o grammatical grammati r
n or with r errors. cal s

t
h th
grammatical grammatical a e interf
errors. errors. t y ere

with the meaning.

 UIEC0301- Promoting Global Peace Education

TOTAL = 10 points

Requirement with Rubrics

A creative visual representation (infographic) will serve as your assessment at the end of this
learning packet. You can access the rubrics for the assessment below.
 UIEC0301- Promoting Global Peace Education

Introduction

Human dignity is at the heart of human rights. What is

human dignity exactly? What’s the history of this
concept and why does it matter? In this learning
module, we’ll discuss the history of the term, its
meaning, and its place in human rights framework and Key Points:
examine the provisions stipulated in the different legal
principles or laws concerning human rights.
∙ Peace

Introduction to Upholding
∙ Peace Education
Human Dignity
∙ Maria Montessori
Upholding human dignity is at the center of the values
system that we associate with social peace.
Definition of Terms:

Human dignity is the fundamental innate worth of a human

being, it is the belief that all people hold a special value Peace. refers to the
that’s tied solely to their humanity. It has nothing to do legal relationship
with the class, race, gender, religion, abilities, or any between an
other factor other than being human. individual and a
state.

Every human has the right to lead a dignified life and fulfill
his or her potential. Young, old, rich, poor – all over the Peace Education.
world we all share the right to be treated with dignity. We It is the process of
treat others with dignity each time we lend a helping teaching people
hand, stick up for a friend, or recognize the qualities and about the threats of
talents that make each of us special. violence and
strategies for peace,
and may take place
What is Human Rights? inside or outside a
Human rights refers to norms that aim to protect people classroom.
from political, legal and social abuses. ( Stanford
Encyclopedia of Philosophy)
Maria Montessori’
The United Nations defines human rights as universal and Principles.
inalienable, interdependent, invisible, equal and free to move, free to
non-discriminatory. choose their own
work, and follow
Human rights are rights we have, simply because we exist their interests
as human beings, they are not granted by any state.
These universal rights are inherent to us all, regardless
of nationality, sex, ethnic, origin, color, religion, language
or any other status.

[Link]

What are classifications of human rights?

(a) Natural rights are those rights which are considered to
be inherent and integral to human nature. Every
individual by nature is given an individual property of his
own which cannot be taken away by any authority.
 UIEC0301- Promoting Global Peace Education

Example: Rights include intellectual rights, rights of the

mind and also rights of acting as an individual for his own
comfort and happiness, provided they are not injurious to
natural right of others.

(b) Moral rights are based on the general principle of

fairness and justice. These are simply aspirations and
ideals of the peoples who claims for it. Sometimes,
people justify these rights on the ground of the role they
perform or the position they occupy in the society.
Example: it means no one can change your work without
your permission

c) Fundamental rights are certain rights which are more

important and basic than the others. For example, right
to life is the most basic of all rights upon which the
enjoyment of other rights depends. These right can
never be restricted or taken away by any authority.
Among other basic rights are the rights to be recognized
as a person before the law, right to equal protection
under the law and freedom from illegal arrest or
detention.

(d) Legal rights are otherwise known as positive rights.

These rights are laid down in law. They also guaranteed
and protected by the law of the state. Thus legal rights
are uniform and open to all irrespective of the caste,
color, race or culture.

(e) Civil and Political rights are granted by the

government, these rights provide the bases for the
fulfillment of elementary conditions of the social life,
without them civilized life is not possible and they are ,
therefore , considered very essential for the progressive
life of man. Examples are right to freedom of speech , of
assembly, the right to move freely, to hold property and
practice trade or profession and the right to take part in
the government of one’s country

(f) Economic, Social and Cultural rights are entitlements of

the individual vis -a vis the state, in order to eradicate
social inequality, economic imbalances and to limit
disadvantages caused by nature, age and so on. These
rights, however are bestowed by the state. The state is
not bound to meet these entitlements all at once. It
depends upon the economic resources of the society.
Most of the Socialist States recognize these rights as
fundamental rights of the people. Right to equality, right
to work, right to have family, right to privacy, right to
information, right to public assistance during old age and
sickness, right to healthcare, right to special care during
 UIEC0301- Promoting Global Peace Education

childhood and during motherhood are some of the

examples of these rights.
[Link]

What are the Universal Declared Human Rights?

The traumatic events of the Second World War brought
home that human rights are not always universally
respected. The extermination of almost 17 million people
during the Holocaust, including 6 million Jews, horrified
the entire world. After the war, governments worldwide
made a concerted effort to foster international peace and
prevent conflict. This resulted in the establishment of the
United Nations in June 1945.

In 1948, representatives from the 50 member states of UN

came together under the guidance of Eleanor Roosevelt
(First Lady of the United States 1933- 1945) to devise a
list of all the human rights that everybody across the
world should enjoy.

On 10 December 1948, the General Assembly of the

United Nations announced the Universal Declaration of
Human Rights (UDHR) 30 rights and freedoms that
belong to all of us. Seven decades on and the rights they
included continue to form the basis for all international
human rights law.

The UDHR marked an important shift by daring to say that

all human beings are free and equal, regardless of color,
creed or religion. For the first time, a global agreement
put human beings, not power politics, at the heart of its
agenda.

[Link]

UNIVERSAL DECLARATION OF HUMAN RIGHTS 1948

A summary of the 30 Articles of the Universal Declaration
of Human Rights

Article I: Free and equal

All human beings are born free and equal in dignity and
rights. They are endowed with reason and conscience
and should act towards one another in a spirit of
brotherhood. We all have our own thoughts and ideas
and we should all be treated the same way.

Article 2: Freedom from discrimination.

The rights in the UDHR belong to everyone, no matter
who we are, where we’re from, or whatever we believe.

Everyone is entitled to all the rights and freedoms set forth

in this Declaration, without distinction of any kind, such
as race, colour, sex, language, religion, political or other
opinion, national, or social origin, property, birth or other
 UIEC0301- Promoting Global Peace Education

status. Furthermore no distinction shall be made on the

basis of the political, jurisdictional or international status
of the country or territory to which a person belongs,
whether it be independent, trust, non-self-governing or
under any other limitation of sovereignty.

Article 3: Right to life.

We all have the right to life, and to live in freedom and
safety.

Meaning of life

Life, as protected by due process of law, means

something more than mere animal existence. The
prohibition against its deprivation without due process
extends to all the limbs and faculties by which life is
enjoyed (1987 Philippine Constitution Art 3 Sec. 1)

Article 4: Freedom from slavery.

No one should be held as a slave, and no one has the
right to treat anyone else to cruel or inhuman treatment.

Article 4 protects your right not to be held in slavery or

servitude or made to do forced labour.

Slavery is when someone actually owns you like a piece

of property.

Servitude is similar to slavery- you might live on the

person’s premises, work for them and be unable to
leave, but they don’t own you.

Forced labour means you are forced to do work that you

have not agreed to, under the threat of punishment.

Are there any restrictions to this right?

Your right to be protected against slavery and servitude is

absolute, which means it can never be restricted.

The right relating to forced labour is also absolute.

However, it does not apply to work that:

1. You have to do as part of a prison or community

sentence.
2. The government requires you to do in a state of
emergency, such as after a natural or man-made , and
 UIEC0301- Promoting Global Peace Education

3. Is part of normal civic obligations, like jury service.

[Link]

Article 5: Freedom from torture.

No one has the right to inflict torture, or to subject anyone
else to cruel or inhuman treatment.

These article is also related to the provisions of the

following sections of Article 3 in the 1987 Philippine
Constitution

Section 12 (2) No torture, force violence, threat,

intimidation, or any other means which vitiate the free will
shall be used against him. Secret detention places,
solitary, incommunicado, or other similar forms of
detention are prohibited.

Section 19 (2) The employment of physical, psychological,

or degrading punishment against any prisoner or
detainee or the use of substandard or inadequate penal
facilities under subhuman conditions shall be dealt with
by law

Article 6: Right to recognition before the law.

Everyone has the right to recognition everywhere as a
person before the law. We should all have the same level
of legal protection whoever we are, and wherever in the
world we are.

Article 7: Right to equality before the law.

The law is the same for everyone and should be applied in
the same manner to all.

All are equal before the law and are entitled without any
discrimination to equal protection of the law. All are
entitled to equal protection against any discrimination in
violation of this Declaration and against any incitement to
such discrimination.

Article 8: Access to justice.

We should all have the right to legal support if we are
treated unfairly.

You have the right to obtain legal help and access the
justice system when your rights are not respected.

Everyone has the right to an effective remedy by the

competent national tribunals for acts violating the
fundamental rights granted him by the constitution or by
law.

Article 9: Freedom from arbitrary detention.

Nobody should be arrested, put in prison, or sent away
from our country unless there is good reason to do so.
 UIEC0301- Promoting Global Peace Education

Article 10: Right to a fair trial.

Everyone accused of a crime has the right to a fair and
public trial, and those that try us should be independent
and not influenced by others.

Article 11: Presumption of innocence.

Everyone accused of a crime has the right to be
considered innocent until they have fairly been proven to
be guilty.

(a) Everyone charged with a penal offence has the right to

be presumed innocent until proved guilty according to
law in a public trial at which he has had all the
guarantees necessary for his defense.

(b) No one shall be held guilty of any penal offence on

account of any or omission which did not constitute a
penal offence, under national or international law, at the
time when it was committed. Nor shall a heavier penalty
be imposed than the one that was applicable at the time
the penal offence was committed.

Article 12: Right to privacy.

Nobody has the right to enter our home, open our mail, or
intrude on our families without good reason. We also
have the right to be protected if someone tries to unfairly
damage our reputation.

No one shall be subjected to arbitrary interference with his

privacy, family, home or correspondence, nor to attacks
upon his honour and reputation. Everyone has the right
to the protection of the law against such interference or
attacks.

Article 13: Freedom of movement.

We all have the right to move freely within our country,
and to visit and leave other countries when we wish.

(a) Everyone has the right to freedom of movement and

residence within the borders of each state.
(b) Everyone has the right to leave any country including
his own and to return to his country.
Article 14: Right to asylum.
If we are at risk of harm we have the right to go to another
country to seek protection.

(a) Everyone has the right to seek and to enjoy in other

countries asylum from persecution.
(b) This right may not be invoked in the case of
prosecutions genuinely arising from non- political crimes
or from acts contrary to the purposes and principles of
the United Nations.
Article 15: Right to nationality.
 UIEC0301- Promoting Global Peace Education

We all have the right to be a citizen of a country and

nobody should prevent us, without good reason, from
being a citizen of another country if we wish.

a) Everyone has the right to nationality.

b) No one shall be arbitrarily deprived of his nationality
nor denied the right to change his nationality.
Article 16: Right to marriage and to found a family.
We should have the right to marry and have a family as
soon as we’re legally old enough. Our ethnicity,
nationality and religion should not stop us from being
able to do this. Men and women have the same rights
when they are married and also when they are
separated. We should never be forced to marry. The
government has a responsibility to protect us and our
family.
a) Men and women of full age, without any limitation due
to race, nationality or religion, have the right to marry
and to found a family. They are entitled to equal rights
as to marriage, during marriage and at its dissolution.
b) Marriage shall be entered into only with the free and
full consent of the intending spouses.
c) The family is the natural and the fundamental group
unit of society and is entitled to protection by society
and the State.

Article 17: Right to own a property.

Everyone has the right to own property, and no one has
the right to take this away from us without a fair reason.

a) Everyone has the right to own property alone as well

as in association with others.
b) No one shall be arbitrarily deprived of his property.

Article 18: Freedom of religion or belief.

Everyone has a freedom to think or believe what they
want, including the right to religious belief. We have the
right to change our beliefs or religion at any time, and the
right to publicly or privately practice our chosen religion,
alone or with others.

Article 19: Freedom of expression.

Everyone has the right to their own opinions, and to be
able to express them freely. We should have the right to
share our ideas with who we want and in whichever way
we choose.

Everyone shall have the right to freedom of expression,

this right shall include freedom to seek, receive and
impart information and ideas of all kinds, regardless of
 UIEC0301- Promoting Global Peace Education

frontiers, either orally, in writing or in print, in the form of

art, or through any other media of his choice.

The exercise of the rights provided for in paragraph 2 of

this article carries with it special duties and
responsibilities. It may therefore be subject to certain
restrictions, but these shall only be such as are provided
by law and are necessary

a) For respect of the rights or reputations of others

b) For the protection of national security or of public
order, or of public health or morals

Article 20: Freedom of assembly.

We should all have the right to form groups and organize
peaceful meetings. Nobody should be forced to belong to
a group if they don’t want to.

a) Everyone has the right to freedom of peaceful

assembly and association
b) No one may be compelled to belong to an association
Article 21: Right to partake in public affairs.
Everyone has the right to take part in their country’s
political affairs and equal access to public service.
Governments should be voted for regularly.

a) Everyone has the right to take part in the government

of his country, directly or through freely chosen
representatives
b) Everyone has the right of equal access to public
service in his country
c) The will of the people shall be the basis of the
authority of government, this will shall be expressed in
periodic and genuine elections which shall be by
universal and equal suffrage and shall be held by secret
vote or by equivalent free voting procedures.
Article 22: Right to social security.
The society we live in should help every person develop to
their best ability through access to work, involvement in
cultural activity, and the right to social welfare. Every
person in society should have the freedom to develop
their personality with the support of the resources
available in the country.

Society should help individuals to freely develop and

make the most of all advantages offered in the country.

Everyone, as a member of society, has the right to social

security and is entitled to realization, through national
effort and international cooperation and in accordance
with the organization and resources of each State, of the
economic, social and cultural rights indispensable for his
dignity and the free development of his personality.

Article 23: Right to work.

 UIEC0301- Promoting Global Peace Education

We all have the right to employment, to be free to choose

our work, and to be paid a fair salary that allows us to
live and support our family. Everyone who does the
same work should have the right to equal pay, without
discrimination. We have the right to come together and
form trade union groups to defend our interests as
workers.

a) Everyone has the right to work, to free choice of

employment, to just and favourable conditions of work
and to protection against unemployment.
b) Everyone, without any discrimination, has the right to
equal pay for equal work.
c) Everyone who works has the right to just and
favourable remuneration ensuring for himself and his
family an existence worthy of human dignity, and
supplemented, if necessary, by other means of social
protection.
d) Everyone has the right to form and to join trade unions
for the protection of his interests.
Article 24: Right to leisure and rest.
Everyone has the right to rest and leisure time. There
should be limits on working hours, and people should be
able to take holidays with pay.

Article 25: Right to adequate standard of living.

We all have the right to enough food, clothing, housing
and healthcare for ourselves and our families. We should
have access to support if we are out of work, ill, elderly,
disabled, widowed, or can’t earn a living for reasons
outside of our control. An expectant mother and her baby
should both receive extra care and support. All children
should have the same rights when they are born.

a) Everyone has the right to standard of living adequate

for the health and well being of himself and of his
family, including foods, clothing, housing and medical
care and necessary social services, and the right to
security in the event of unemployment, sickness,
disability, widowhood, old age or other lack of
livelihood in circumstances beyond his control.
b) Motherhood and childhood are entitled to special care
and assistance. All children, whether born in or out of
wedlock, shall enjoy the same social protection.
Article 26: Right to education.
a) Everyone has the right to education. Education shall be
free, at least in the elementary and fundamental stages.
Elementary education shall be compulsory. Technical
and professional education shall be made generally
available and higher education shall be equally
accessible to all on the basis of merit.
b) Education shall be directed to the full development of
the human personality and to the strengthening of
respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendship
 UIEC0301- Promoting Global Peace Education

among all nations, racial or religious groups, and shall

further the activities of the United Nations for the
maintenance of peace.
c) Parents have a prior right to choose the kind of
education that shall be given to their children.
Article 27: Right to take part in cultural, artistic and
scientific life
a) Everyone has the right freely to participate in the
cultural life of the community, to enjoy the arts and to
share in scientific advancement and its benefits
b) Everyone has the right to the protection of the moral
and material interests resulting from any scientific,
literary or artistic production of which he is the author.

We all have the right to get involved in our

community’s arts, music, literature and sciences,
and the benefits they bring. If we are an artist, a
musician, a writer or a scientist, our works should
be protected and we should be able to benefit
from them.

Article 28: Right to a free and fair world.

Everyone is entitled to a social and international order in
which the rights and freedoms set forth in this
Declaration can be fully realized.

We all have the right to live in a peaceful and orderly

society so that these rights and freedoms can be
protected, and these rights can be enjoyed in all other
countries around the world.

Article 29: Duty to your community.

We have duties to the community we live in that should
allow us to develop as fully as possible. The law
guarantee human rights and should allow everyone to
enjoy the same mutual respect.

a) Everyone has duties to the community in which alone

the free and full development of his personality is
possible.
b) In the exercise of his rights and freedoms, everyone
shall be subject only to such limitations as are
determined by law solely for the purpose of securing
due recognition and respect for the rights and freedoms
of others and of meeting the just requirements of
morality, public order and the general welfare in a
democratic society.
c) These rights and freedoms may in no case be exercised
contrary to the purposes and principles of the United
Nations.
Article 30: Rights are inalienable.
Nothing in this Declaration may be interpreted as implying
for any State, group of person any right to engage in any
 UIEC0301- Promoting Global Peace Education

activity or to perform any act aimed at the destruction of

any of the rights and freedoms set forth herein.

No government, group or individual should act in

a way that would destroy the rights and freedoms
of the Universal Declaration of Human Rights.

[Link]

As can be gleaned from the table above, the UDHR

indicates that there are five major types of human rights.
These are civil rights, political rights, economic rights,
social rights and cultural rights. It will be noted that
human rights are sometimes expressed as the freedom
to be, to have or to do something and also sometimes
expressed as the right not to be subjected to an inhuman
condition. Hereunder are examples under each of the
different categories/types of rights from the UDHR:

Civil Rights

Article 3 – Right to life, liberty and personal

security Article 4 – Freedom from slavery

Article 5 – Freedom from torture and degrading

treatment
Article 9 – Freedom from arbitrary arrest and exile

Article 10 – Right to a fair public hearing

Article 11 – Right to be considered innocent until

proven guilty

Article 12 – Freedom from interference with

privacy, family, home and correspondence
 UIEC0301- Promoting Global Peace Education

Article 13 – Right to free movement in and out of

the country Article 16 – Right to marriage and
family

Article 19 – Freedom of opinion and

information

Political Rights

Article 14 – Right to asylum in other countries

from persecution Article 20 – Right of peaceful
assembly and association

Article 21 – Right to participate in government

and in free elections

Economic Rights

Article 17 – Right to own property

Article 23 – Right to desirable work and to join

trade unions

Social Rights

Article 22 – Right to social security

Article 24 – Right to rest and leisure

The right to an adequate standard of living

The right to an adequate standard of living requires, at a
minimum, that everyone shall enjoy the necessary
subsistence rights: adequate food and nutrition, clothing,
housing and the necessary conditions of care when
required.

The essential point is that everyone shall be able, without

shame and without unreasonable obstacles, to be a full
participant in ordinary, everyday interaction with other
people. Thus, people should be able to enjoy their basic
needs in conditions of dignity. No one should have to live
in conditions whereby the only way to satisfy their needs
is by degrading themselves or depriving themselves of
their basic freedoms, such as through begging,
prostitution or forced labour.

Why recognizing human dignity is so important

Why is human dignity so important when it comes to
human rights? Human dignity justifies human rights.
When people are divided and given a value based on
 UIEC0301- Promoting Global Peace Education

characteristics like class, gender, religion, and so on, it

creates unequal societies where discrimination runs
rampant. People assigned a higher value get preferential
treatment. Anyone who doesn’t fit into the privileged
category is abandoned or oppressed. We’ve seen what
happens in places where human dignity isn’t seen as
inherent and human rights aren’t universal. While the
privileged few in these societies flourish, society as a
whole suffers significantly. Inevitably, violence erupts. If a
new group takes power and also fails to recognize
human dignity, the cycle of destruction continues, only
with different participants.

Recognizing human dignity and the universality of human

rights isn’t just so individuals can be protected and
respected. It’s for the good of the entire world. If
everyone’s rights were respected and everyone got
equal opportunities to thrive, the world would be a much
happier, more peaceful place.

The “Golden Rule” is considered by most people as a rule or

law of reciprocity, which is to treat others as you would want to
be treated.

Though not all people ascribe to Biblical teachings, most

religions provide similar guidance in respecting other people, to
include concerns of karma. As well as it is considered an ethical
trait and a matter of common decency by every good person,
including those who follow no religion of any type.

“Just as you want others to do for you, do the same for

them.” Luke 6:31 CSB

A person cannot reasonably expect or hope to be

treated in a way that they are not willing to afford other
people.

Rights and Responsibilities

While we expect our rights to be respected, protected and

promoted, we should also be willing to undertake the
corresponding responsibilities. We cannot think only of
the promotion of our own rights without thinking of the
rights of others. When we exercise our rights we need to
take care that we do not violate or deny other people’s
rights.

For example, as a teacher working for and with an

educational institution or academic community, it is your
right to receive a fair wage as well as to work under
circumstances that allow freedom of expression and
freedom from discrimination and harassment. However, it
is also your responsibility to give your best efforts and to
contribute your personal witness to respecting other
people’s views and ways of life that may be different from
yours. Likewise, you need to treat your colleagues and
students with respect at all times.
 UIEC0301- Promoting Global Peace Education

Activity

Watch the video on this link and answer the question concisely in three
sentences:

(3) Hilarious Heartwarming Thai Commercial Promotes Human Dignity - YouTube

● If you are the character in the story, how would you feel and what would
you have done if you experience those discriminations?

Needs Improvement (1
Very Good (3 points) Good (2 points)
points)

Piece was written in an

Piece had no style and
extraordinary style and
voice. voice. Gives no
Piece was written in an
interesting style and voice, information and very

Very somewhat poorly organized poorly organized.

informative and well

organized Few spelling and So many spelling,
punctuation errors with punctuation and
minor grammatical errors. Grammatical errors that
Virtually, no spelling,
they interfere with the
punctuation or grammatical
meaning.
errors.
 UIEC0301- Promoting Global Peace Education

Assessment

Groupings:

Create a program proposal that will uphold human dignity in your locality using the
format below;

Title of Activity:
Date/Duration:
I. Rationale
Give a detailed explanation of why the project is required in the area.
II. Objectives
Be clear about the what you want to achieve with this event
III. Timeframe and Training Matrix

Phases of the Project Perso

Resourc
Activiti n
Da Ti Ven es
es in-ch
y me ue Needed
arge

1. Participants
Who are the participants of the activity? And why them?
IV. Location:
Provide a justification on why is there a need to conduct the activity in the
location
 UIEC0301- Promoting Global Peace Education

References
“Discrimination”, Amnesty International Philippines, retrieved from
[Link] on August 27, 2022.

Woolfolk, A., Educational Psychology 8th Edition, Allyn and Bacon, 2001.

Authoritarianism In The Philippines | [Link]

Bean, J., (2011), “The cultural prejudice”, retrieved from The Philippinesian: The
Cultural Prejudice on August 31, 2022.

Benitez, P.G. (n.d.), “Filipinos and Racial Discrimination: Are we victims or

perpetrators?” retrieved from Filipinos and Racial Discrimination: Are we victims or
perpetrators? - Illustrado Magazine - Filipino Abroad ([Link]) on August
31, 2022.

Frye, D (2021). “Understanding Authoritarianism and Corruption in the Philippines

The political psychology of Marcos, Duterte, and their followers”, retrieved from
Understanding Authoritarianism and Corruption in the Philippines | Psychology
Today on August 31, 2022.

Pedrajas, J. (2021). “Who is Patricia Non, the woman who sparked kindness through
the Maginhawa community pantry?”, retrieved from Who is Patricia Non, the woman
who sparked kindness through the Maginhawa community pantry? – Manila Bulletin
([Link]) on August 31, 2022.

What Is Prejudice? ([Link]) retrieved on September 2, 2022.

[Link] retrieved on September 2,

2022.

The Different Types of Prejudice ([Link]) retrieved on September 2, 2022.

 UIEC0301- Promoting Global Peace Education

Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or lost?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________

If No, state your reason?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________

To further improve this learning packet, what part do you think should be enhanced?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________

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___________________________________________________________________________
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 UIEC0301- Promoting Global Peace Education

Learning Module 1
Promoting Peace Education
Learning Packet 05

Spiritual and Faith Traditions

as Resources of Peace
UIEC0301- Promoting Global Peace Education
 UIEC0301- Promoting Global Peace Education

Learning Packet 05

Spiritual and Faith Traditions as Resources of Peace

Introduction

In this learning packet, Students are presented with the concept of peace in various spiritual
and faith traditions. Here, students are introduced to the practice of understanding the various
spiritual and faith traditions.

Objectives:

At the end of the lesson, students are expected to:

1. Identify various Spiritual and Faith Traditions.

2. Compose an ecumenical prayer for Peace.
3. Respect the different Faith and beliefs as a symbol of peace.

Learning Management System

Google Classroom
Google Drive
Google Meet

Duration

● Topic 01:
Promoting Peace: Spiritual and Faith Traditions as Sources of Peace
=2 hours
● 1hour teacher-directed learning for the introduction and guidelines for the lesson;
and viewing the videos about Peace, Spiritual and Faith Traditions as Sources of
Peace.
● 1hour self-directed activity doing a composing an ecumenical prayer for peace.

Delivery Mode

Blended learning/Asynchronous

Assessment with Rubrics

After the self-paced learning and watching related video in spiritual and faith traditions as a
source of peace, Student are directed to do a n ecumenical prayer using a worksheet provided
in this learning packet.

Requirement with Rubrics

Ecumenical prayer as a way of respecting various spiritual and faith traditions vis-a-vis
source of peace.
 UIEC0301- Promoting Global Peace Education

Note: The template for doing the ecumenical prayer for this learning packet is attached at the
end of this document with the corresponding rubric.

Readings/ Materials

● Respect the different Faith and beliefs as a symbol of peace

Peace Education: A pathway to a culture of peace
Loreta Navarro-Castro & Jasmin Nario-Galace, (2008) Center for Peace Education, Miriam
College, Quezon City, Philippines. 2nd Edition, October 2010
 UIEC0301- Promoting Global Peace Education

Spiritual and Faith Traditions as Source of Peace

Key Points:
Introduction

● lex talionis
People are inspired and motivated to embrace peace as ● retaliation
a purpose by the world's main spiritual and religious traditions.
However, “the conflicts were actually rooted not in matters of
faith, or even of religion, but in conflicting claims to social and
political (and economic) goals” (Machado, 1993).
Definition of
Terms:
The basic teachings of spiritual and religious traditions
may be closely examined to see that they are, in essence,
sources and tools for peace. To remind us of the central lex talionis –
purpose of each religion tradition, which is to seek peace, we principle developed
need to relearn the ideas and values they promote. in early Babylonian
Collaboration and understanding across many spiritual and law and present in
religious traditions are increasingly essential. In order to both biblical and
demonstrate that, despite our differences, we have the same early Roman law
underlying objectives for tolerance, acceptance, and that criminals should
coexistence in peace, we are now looking for areas of receive as
agreement across the many religions that reflect shared punishment
values. The five main religious and spiritual traditions that have precisely those
been ingrained in our Southeast Asian region will now be the injuries and
subject of our discussion. These include indigenous practices damages they had
as well as Christianity, Islam, Buddhism, and Hinduism. inflicted upon their
victims.
Pre-Assessment:
Retaliation - stems
from the Latin
This part is a teacher-directed activity through an open retaliare, meaning
discussion of concepts with the students to determine their “pay back in kind.”
level of awareness on the issues that they will be presented in Notice the word kind
the lesson: in that definition.
Retaliation used to
have both good and
Questions for Discussion: evil connotations.
Now, though, it’s
important to read
● Can you determined the common peace teaching that the that kind as
various spiritual and faith traditions subscribe to? synonymous with
● Do you know how spiritual and faith traditions contribute to type or sort because
world peace? retaliation has since
lost its positive
sense. Martin Luther
Lesson Proper King, Jr. once said,
“Man must evolve
for all human conflict
For the teacher directed activity, the teacher introduces the a method which
lesson to students and orient them about the task that they will rejects revenge,
be required to do for this leaning packet. aggression and
retaliation. The
foundation of such a
The teacher instructs the students to view two videos on method is love.”
YouTube:
 UIEC0301- Promoting Global Peace Education

● Trust and Peacebuilding through traditional culture, art,

and religious rituals –
[Link]

Christianity
The Christian story begins with a song of the
angels to the shepherds when Jesus was born: “Glory to God
in the highest and upon the earth peace” (Luke 2:14). Thus
from its inception Christianity contained a concern for peace on
earth (George, 1987). George continues to explain that we can
identify three elements in Jesus’ approach to peace.

1. Rejection of violence
Jesus was born as a displaced person in a country under
Roman occupation but he refused to join the Zealots in their
guerilla war against the Romans, just as he refused to join the
Romans in their oppression of the Jews. He instructed his
disciples during his arrest in the Garden of Gethsemane not to
take the sword, “All who take the sword die by the sword”
(Matthew 26:51–52).

2. Love and reconciliation rather than retaliation

Love of neighbor/the other is at the heart of the Christian
message and is considered Jesus’ most important
commandment. “Love one another, by this love it will be known
that they are His disciples” (John 13:34). He e[tended this
commandment of love to include enemies, “Love your
enemies, do good to those who hate you; bless those who
curse you and pray for those who maltreat you” (Matthew
5:43–44). Jesus set aside the traditional lex talionis (“an eye
for an eye”) in favor of a loving and compassionate response.
In Romans 12:17–21, it is said, “Never repay injury with
injury…Avenge not yourselves…Vengeance belongs to me; I
will recompense, says the Lord. But if your enemy is hungry,
feed him; if he thirsts, give him to drink… Be not overcome by
evil but overcome evil with good.” The aim of such
non-retaliatory love is reconciliation.

3. Use of transforming initiatives

Christians are called to actively engage in peacemaking. In
Jesus’ sermon on the mount, he said, “Blessed are the
peacemakers, for they shall be called the children of God”
(Matthew 5:9)
Jesus told his disciples to respond to violence by taking
unexpected, surprising initiatives. “When a person strikes you
on the right cheek, turn and offer him the other… Should
anyone make you walk a mile with him, go with him two miles
(Matthew 5:39–41). This teaching is not merely about not doing
something. It means taking positive initiatives to “neutralize”
situations of violence and injustice so that the transforming
message of God’s love can take root.
 UIEC0301- Promoting Global Peace Education

Glen Stassen (1983) summarized the abovementioned Christian

teachings in four practical steps relevant to our contemporary
times:
● Affirm the valid interests of your “enemies” and pray for
them;
● Talk to your adversary and seek agreement;
● Associate with the powerless, who need justice; and
● Do not seek to return evil for evil. Instead start an
imaginative, transforming initiative.

From the Old Testament, which is part of Christianity’s Holy

Scriptures, we can also derive the concept of “shalom”, the
Hebrew word for peace. Shalom implies wholeness and
comprehensive well-being including good health, prosperity,
harmony, healing, welfare, happiness and security (Lord,
1968). It also means the absence of war, “I will break bow and
sword and weapons of war and sweep them off the earth, so
that all the living creatures may lie down without fear” (Hosea
2:20).
However, peace is not simply the absence of war. The prophets
envisioned it as a reality where weapons give way to
implements of peace. “They shall beat their swords into
plowshares and their spears into pruning hooks; one nation
shall not raise the sword against another nor shall they train for
war again” (Isaiah 2:4). Peace is also envisioned as intimately
connected to justice. “Justice and peace shall kiss” (Psalm
85:11). “Justice will bring about peace, will produce calm and
security” (Isaiah 32:17).
Another fundamental peace-related teaching of Christianity is
that which relates to the worth of humans. Genesis 1:26–28 of
the Old Testament says God created humans in His image and
likeness. In the New Testament we find Jesus saying, “Do for
others what you want them to do for you: this is the meaning of
the Law of Moses and of the teachings of the prophets”
(Matthew 7:12) and “I have come in order that you may have
life — life in all its fullness”(John 10:10).

Islam
The root of the word Islam is “silm”, which means peace —
peace with God and other human beings. A Muslim is one who
submits to God’s will. The objective of this submission is not so
much with personal salvation of the individual believer, but the
successful execution of The Divine Plan and the
implementation of a just and harmonious social order
(Mahmood-Abedin, 2001).
Mahmood-Abedin explains the five obligations of a Muslim:
 UIEC0301- Promoting Global Peace Education

1. A declaration and acceptance of the oneness of God

(tawheed) and the prophethood of Mohammed. The great
significance of the tawheed is that “if God is one, so is all
of His creation…”
2. Prayer five times a day.
3. Payment of zakah or obligatory charity, generally 2 ½
percent of one’s wealth annually. Zakah in Islam is a
means to redistribute wealth and to show one’s concern
for other people.
4. Fasting in the month of Ramadhan. It is mainly a
spiritual exercise but it also serves as a way for all
Muslims to feel their solidarity.
5. Pilgrimage to Makkah (Mecca) once in a lifetime, if one
can afford to do so.
6. The following are several verses from Islam’s Holy book,
the Qur’an, which e[presses peace-related messages:

Whosoever kills a human being, except (as punishment) for

murder or spreading corruption in the land, it shall be like killing
all humanity; and whosoever saves a life, saves the entire
human race. (Surah 5:32)
Allah does not forbid you to deal justly and kindly with those who
fought against you on account of religion nor drove you out of
your homes. Verily, Allah loves those who deal with equity.
(Surah 60:8)
…It is righteousness to believe in God and the Last Day and the
Angels, and the Book, and the Messengers; to spend of your
sub- stance, out of love for Him, for your kin, for orphans, for
the needy, for the wayfarer, for those who ask; and for freeing
captives; to be steadfast in prayers; and practice regular
charity… (Surah 2:177)
…Be dutiful and good to parents, and to kindred, and to orphans
and the poor, and speak good to people… (Surah 2:83)
O mankind! We have created you male and female and have
made you nations and tribes, that you may know one another
(not despise on another). (Surah 49:13)
And fight in God’s cause against those who wage war against
you, but do not commit aggression — for, verily, God does not
love aggressors. (Surah 2:190)
God commands justice, the doing of good, and He forbids all
shameful deeds, injustice and rebellion. (Surah 16:90)
It is they who are the believers in truth. For them are grades of
dignity with their Lord, and forgiveness and generous
provision. (Surah 8:4)
Peace! A word of salutation from the Lord most merciful. (Surah
36:58)
From the Hadith (sayings of Prophet Mohammed) we find
verses such as the following (Saiyadain, 1968):
God’s creatures are His family, and he is most beloved by God
who does real good to the members of God’s family.
May I tell you what is even better than prayers and fasting and
giving alms to the poor? It is reconciling differences and
 UIEC0301- Promoting Global Peace Education

disputes among men. And sowing discord wipes off all virtues.
God fills the heart of him with faith and contentment who, having
the power to avenge himself, exercises restraint and toleration.
And by God he is no believer…whose neighbor does not live in
peace because of his mischief making.
Show compassion to those on earth, so that He who is in
heaven may show His mercy on you.

Buddhism
Buddhist teachings promote spiritual purification
through the eradication of defilements until one attains nirvana,
the final emancipation from suffering which is the end of one’s
cycles of birth and death. Buddhist doctrine asserts that war,
crime and suffering are mental defilements and that these
need to be overcome by the practice of self-discipline,
meditation, wisdom and enlightenment (Sirikanchana, 2001).

Buddhist Scriptures show the Buddha’s approval of

a person who does not kill: “Him I called indeed a Brahman
who… does not kill nor cause slaughter. Him I call indeed a
Brahman who is tolerant with the intolerant, mild among the
violent, and free from greed among the greedy.”(The
Dhammapada)
Buddhism teaches compassion and loving kindness. The Dalai
Lama (2001) defines compassion as the “feeling of
unbearableness at the sight of other sentient beings’
suffering… a feeling of connectedness and commitment…
recognizing that other people, just like yourself, also do not
want to suffer and that they have a right to have happiness
(just like yourself)”.
We see this compassion and loving kindness expressed in the
following Buddhist texts:
A state that is not pleasant or delightful to me must be so for him
also; and a state which is not pleasant or delightful for me, how
could I inflict that on another? (Samyutta Nikaya)
With a limitless spirit must one cherish all living things (The
Lotus Sutra)
In one of his writings, Ethics for the New Millennium, the Dalai
Lama (1999) stresses the importance of the following
principles:
• Human nature is basically gentle and not aggressive
• Inner peace is the principal characteristic of happiness
• Happiness is rooted in concern for others’ well-being and
our relationship with others
• One should be non-harming and should cultivate positive
qualities such as generosity and humility (the latter is not
the same as lack of self-confidence)
• Negative thoughts and feelings cause unhappiness and
suffering.
Buddhists believe in the Law of Karma, which reveals the truth
of cause and effect: good deeds yield good effects, and vice
versa. Human beings and animals, according to their Karma,
 UIEC0301- Promoting Global Peace Education

have to go through an endless cycle of birth and death and

may be reborn in the form of an- other. Their activities, good or
bad, have an effect on themselves and on others
(Sirikanchana, 2001).

Buddhism reveals that materialistic enslavement, selfishness

and greed are the sources of all injustice and therefore teaches
people to give more, take less, live a simple life and free
themselves from attachments which are sources of suffering
(Sirikanchana, 2001).

Prince Siddhartha, who later became the Buddha, experienced

extremes during his life, the extremes of sensual pleasures,
and, later, of self-mortification. Thereafter, he followed the
“Middle Path” way of life by which he said he was fully liberated
and had totally conquered greed, hatred and illusion. The
“Middle Path” is following a positive and peaceful way in one’s
daily life, avoiding extremes (Hewage, 1978). The Dalai Lama
(2001) calls this “a balanced and skillful approach to life… a
very important factor in conducting one’s everyday existence”.

Hinduism
The ultimate goal of Hindu spirituality is to gain a
vision of unity which is non-discriminatory, where every kind of
life form is important. This vision of interconnectedness fosters
deep respect for one another and a positive relationship
between human beings and the natural world (Sundararajan,
2001).

There are verses from the Hindu texts that refer to unity and
harmony cited in Sundararajan’s work:

Unite your resolve, unite your hearts, may your spirit be as one
that you may long together dwell in unity and concord (Rg
Veda).
May all human beings look on me with the eye of a friend; may I
look upon all beings with the eye of a friend, may we look on
one another with the eye of a friend. (Yajurveda prayer)

Ranganathananda (1968) e[plains that love and respect for

other beings are the fruits of the sense of oneness that Hindus
believe in. He cites verses in which God speaks to human
beings:
I am not pleased… if the worshippers insult the dignity of other
beings… Therefore, worship me… by upholding their dignity, in
an attitude of friendliness, and with the eye of
nonseparateness. (Srimad Bhagavatam)

Vaswani (2007) enumerates some of the important principles of

Hindu- ism:
 UIEC0301- Promoting Global Peace Education

● Live a moral life with right thoughts and actions

● Control one’s desires and anger
● Practice ahimsa (nonviolence or non-injury)
● Promote love and compassion as well as justice
● Recognize that each person reaps the fruit of his/her
deeds (Karma)
● Recognize the importance of inner peace and inner
transformation as the beginning of peace in the family,
society and in the world.

These additional perspectives are offered by Sharma (2005):

● Hindus are asked to engage in good deeds and beneficial

activities, not to inflict pain with careless words and
deeds
● Hindu practice teaches believers to be tolerant and not to
be jealous of anyone, as well as to replace hate and
violence with love and nonviolence.
Sharma also points out that Hindus end their prayers with the
word “Shanti” (peace) repeated three times. Shanti, shanti,
shanti — which means let there be peace within us, in our
family and in the world.

Indigenous Traditions

Throughout the world, indigenous communities have contributed

their wisdom towards peace. For one, they have this profound
reverence for nature. Over time they have also developed
mechanisms for peace- fully resolving their conflict and
disputes by drawing from their own forms of indigenous
spirituality.

Among the many indigenous groups all over the world, there are
some similarities in cultural and spiritual practices. One of
these is their spiritual connection with their land. They believe
that no one owns the land but that the people of that land have
a collective right to use the land as well as the collective
responsibility to protect and sustainably maintain it (Gray,
1999). As Brown (1999) e[plains, “There is a… simplicity by
which the indigenous spirituality embraces the foundational
elements of life and nature. We are custodians of the land, not
owners, buyers or sellers.”
Patricia Mische (1982) notes in her pioneering and important
essay on global spirituality that African and Native Americans
intuitively understood the divine presence in the earth
processes and people’s spiritual kinship with all life forms. She
cites the response of Chief Seattle, a leader of the Native
American Suquamish tribe, when he was asked to sell tribal
lands to the US government in 1854:
 UIEC0301- Promoting Global Peace Education

How can you buy or sell the sky, the warmth of the land? The
idea is strange to us. We are part of the earth and it is part of
us. The perfumed flowers are our sisters; the deer, the horse,
the great eagle, these are our brothers. The rocky crests, the
juices in the meadow, the body heat of the pony, and man —
all belong to the same family. If we sell you our land…teach
your children what we have taught our children, that the earth
is our mother. Whatever befalls the earth, befalls the sons of
the earth. If men spit upon the ground they spit upon
themselves.

This we know. The earth does not belong to man; man belongs
to the earth. This we know. All things are connected like the
blood which unites one family. All things are connected.
Whatever befalls the earth befalls the sons of the earth. Man
did not weave the web of life; he is merely a strand in it.
Whatever he does to the web, he does to himself.

Indeed, the indigenous peoples (IPs) hold their land sacred. A

Manobo (from an indigenous tribe in Mindanao, Philippines)
e[pressed this when he said, “The land is both our father and
mother” (Mercado, 1998). Another also said:

God created land for the people…Land, the earth owns the
people. These are sacred places. Land is a place to live in, to
use and to work for its fruits, and then to be buried in and thus,
finally, be owned by it (Bennagen, 1996)

Voices like the ones mentioned above remind us of the IPs’

world- view that land is sacred, land is life. The report of the
World Com- mission on Environment and Development entitled
Our Common Future (1987) recognizes the important
contribution of this indigenous worldview in protecting the
natural environment. Mona Jackson (2001), a Maori from New
Zealand, asserts that this common sense of oneness with
mother earth is a shared trait by the world’s IPs.

The IPs believe that land is God’s gift (Bennagen, 1996). This
ap- pears to be the underlying factor behind their practices
which calls for a sharing of goods, services and ideas.
However, the most basic of these practices is the sharing of
land and its resources. These are shared with the spirits and
deities and the members of the communities.

Another principle or value which appears to be shared by many

indigenous groups is that of community-based restorative
justice. From interviews of informants from the Cordilleras in
Northern Luzon, it indicates that a community feels responsible
for transgressions or violations that a member of that particular
community has committed and it will most likely take a
community response to repair the damage done by a member
 UIEC0301- Promoting Global Peace Education

of its community.

A leader of an IP community in Mindanao e[pressed his views

on forgiveness and reconciliation: “If you break something, you
repair it. If you make someone sick, you must heal him/her.
Merely asking forgive- ness is not enough.” Another leader
said, “…Lumads (Cebuano word for indigenous) forgive easily.
A Lumad does not sentence unless he knows the cause”
(Mercado, 1998).

The foregoing discussion has shown that our spiritual and faith
traditions can serve as resources for peace. We only need to
rediscover the principles that they teach and recognize that
they all have a common goal which is to seek peace and the
well-being of all.

Clip posted above excerpt from: Castro, Loretta N. Galace, Jasmin N.,
(2008) Peace Education: A Pathway to a Culture of Peace. 2nd
Edition (2010) Philippines, Center for Peace Education, Miriam
College, Quezon

Generalization:

“The rejection of violence, Love and compassion for other

humans, Love and compassion for other creatures and life
forms in nature, Respect for human dignity, Justice and
fairness”.

These are the universal peace teachings to which all spiritual

and religious traditions adhere. They serve as a reminder of
the primary goal of all religious traditions, which is the pursuit
 UIEC0301- Promoting Global Peace Education

of peace, and urge us to adopt the ideas and ideals they

uphold.

Assessment
In applying the lesson learned from Spiritual and Faith Traditions as Source of Peace,
students are task to compose an ecumenical prayer.

Note: The length and width of the rows and columns can be adjusted to fit your responses.
Your output will be scored using the rubric annexed in this learning packet.

Start composing your ecumenical prayer right here...

 UIEC0301- Promoting Global Peace Education

Submit your output on the submission provided in the Learning Management System.

Rubric for Composing Ecumenical Prayer

Partially Does not

Exceeds Meeting
Meeting meet
CRITERIA Standards Standards
Standards Standard
(4) (3)
(2) (1)

Prayer is
creative and
Prayer appears
original. It is
to be
evident that
Meaning The prayer is The prayer is thoughtless
the student put
and creative somehow or rushed.
thought into
Originalit and creative but not Work is very
their words
y original totally original repetitive,
and uniquely
and ideas are
conveyed your
unoriginal.
ideas and
emotions.

More than 5
No spelling or 1-2 spelling 3-5 spelling or
spelling and
Grammar grammar or grammar grammar
grammar
errors. errors. errors.
errors.

The prayer is The prayer The prayer has The prayer

Presentatio creatively has some some has no
n decorated decoration decoration or decoration or
using lots of or color color. color with
color with with
 UIEC0301- Promoting Global Peace Education

appropriate appropriate inappropriate

imagery. imagery. imagery.

The prayer did

The prayer
not show the
shows the The prayer
The prayer concept of
concept of somehow
shows the peace from
Content peace from shows the
concept of various
various concept of
peace. spiritual and
spiritual and peace.
faith
faith traditions.
traditions

Revised and adapted from: [Link] Copyright ©

2022 Reazon Systems, Inc. All rights reserved.
 UIEC0301- Promoting Global Peace Education

References
Castro, Loretta N. Galace, Jasmin N., (2008) Peace Education: A Pathway to a Culture of
Peace. 2nd Edition (2010) Philippines, Center for Peace Education, Miriam College, Quezon

[Link]
-rights

[Link]

[Link]
 UIEC0301- Promoting Global Peace Education

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Learning Module 04
Promoting Global Peace
Education
 UIEC0301- Promoting Global Peace Education

Challenging
Prejudice and Building
Tolerance
 UIEC0301- Promoting Global Peace Education

Challenging
Prejudice and Building Tolerance
Introduction
People may be discriminated against because of their age, disability, ethnicity, origin,
political belief, race, religion, sex or gender, sexual orientation, language, culture and
on many other grounds. In this topic, we are going to discuss theories and types of
prejudice, and gain understanding on the importance of acquiring the attitude of
tolerance with other people.

Objectives

At the end of this lesson, you are expected to:

6. Discuss the development, theories and types of prejudice
7. Evaluate the importance of acquiring the attitude of tolerance with other
people
8. Develop tolerance and eliminate different types of prejudice

Learning Management System

Link for the Google Classroom will be shared with the class for enrolment. All
activities and requirements will be delivered in the classroom. Likewise, other
learning materials will be stored in the Google Drive. Google meet will be used
during synchronous meeting.

Duration
• Topic 01: Challenging Prejudice and Building Tolerance= 1 hour (2 hours
self-directed learning with practical exercises and 1 hour assessment)

Delivery Mode
Lessons will be delivered synchronously and asynchronously

Assessment with Rubrics

Essay writing is the assessment tool used in this packet. The following rubrics will be
used in checking.

Quality of Writing (5 points)

Expert Accomplished Capable Beginner

5 points 4 points 3 points 1 point

UIEC0301- Promoting Global Peace Education

151
 UIEC0301- Promoting Global Peace Education

st
y
Piece was Piece was Piece had l Piece had no style
written in written in little e and

G
i
v
a a intere sty and voice. Give voi e
n extraordinary n sting le some ce. s no

b
style and voice. and voice, informatio u information and
Very somewhat n t very

informative and poorly

well organized poorly organized.

organized

Grammar, Usages and Mechanics (5

points)

Accomplishe Cap Begi

Expert d able nner

5 4 3 1
point poin poin poi
s ts ts nt

F
e spelli an A number of S man spelli
Virtually, no w ng d spelling, o y ng,

err
o
punctuati r punctuatio o punctuat an
spelling, on s n r ion d

mi err
n o
punctuatio o grammatical grammat r
n or with r errors. ical s
 UIEC0301- Promoting Global Peace Education

t
h th
grammatical grammatical a e interf
errors. errors. t y ere

with the meaning.

TOTAL = 10 points

Pre-Assessment
Select the correct answer in each question.
[Link] practice of singling out a person or group for unmerited blame and
consequent negative treatment.
A. Scapegoat theory /
B. Culture theory
C. Authoritarian theory
D. Conflict theory

[Link] the non-muslim world, international terror attacks were initiated

mostly by muslims fighting Christians so they are thought as terrorists.
A. Scapegoat theory
B. Culture theory
C. Authoritarian theory
D. Conflict theory /

[Link] the Philippine culture, the father is always regarded as the head of the
family. It is a moral obligation to respect and regard him as the provider
regardless and the family should conform to his decision.
A. Scapegoat theory
B. Culture theory
C. Authoritarian theory/
D. Conflict theory

[Link] rich in the Philippine society equates with being powerful.

A. Scapegoat theory
B. Culture theory /
C. Authoritarian theory
D. Conflict theory

Lesson Proper

Introduction to Prejudice
 UIEC0301- Promoting Global Peace Education

The word prejudice is closely related to the word prejudge. Prejudice is a

rigid and irrational generalization – a prejudgement about an entire category of
people. "Prejudice" comes from the Latin prejudicium ("injustice")
and praeiudicium ("prior judgment"), which referred to judicial examination before
trial.

Common features of prejudice include having negative or positive feelings

and holding stereotyped beliefs about members of the group, as well as a tendency to
discriminate against them. When people hold prejudicial attitudes toward others,
they may have stereotyped or viewed everyone with the defining characteristic as
being "all the same "and failed to look at each person as a unique individual.
Example of negative stereotyping are – all blonde women are dumb or the ilocanos
are stingy. Our attitudes are affected by these prejudgment and we tend to be biased
and discriminate these individuals accordingly. Negative stereotyping can
seriously harm a person’s confidence and self-esteem. Those that experience this
judgment may begin to lose themselves to the assumptions of others. In severe cases,
individuals can experience belittling, denied opportunities, violence, lowered their
performance and slander. The mere knowledge of the negative stereotypes against a
person may threaten his performance because of the anxieties to excel in such a task
can lead individuals to actually perform more poorly on the task than they otherwise
would. This phenomenon called “stereotype threat” or a stereotype that says they
should perform poorly on a particular task.

Some prejudices are positive and it results from positive stereotyping and
discrimination. To discriminate is to make a distinction against a person or thing
based on the group, class or category they belong to, rather than basing any action on
individual merit. A simple distinction between prejudice and discrimination is that
prejudice has to do with attitude, discrimination is to do with action. Prejudice due to
pre-conceived attitudes, feelings and beliefs about a group or individual will result to
discrimination. Discrimination is unequal treatment of particular categories of
people. Some examples of positive stereotyping are - men are leaders; women are
caring; Chinese are good in Math. Though these are favorable to a certain group of
people, it may be a reason to put other people at a disadvantage. It generates
expectations and standards that are essentially false and unrealistic for these groups.
These positive or negative irrational beliefs, feelings and attitudes about a group may
target people in particular racial, ethnic, religious, political, geographic, or language
groups, or toward the sex or sexual orientation of the individual.

Forms of discrimination include verbal slurs, failure to provide reasonable

accommodation or access, media portrayal, preferential pay, hiring or admissions
policies and hate crimes. Discrimination can be committed by individuals, groups or
institutions.
 UIEC0301- Promoting Global Peace Education

There are many theories about how and why prejudice develops but there has
been no complete explanation about its development. Current explanations combine
personal and social factors. A related source of prejudice is the human tendency to
divide the social world into two categories – us and them or the in-group and the
out-group. These divisions maybe made on the basis of race, religion, sex, age,
ethnicity, or membership. We tend to see members of the out-group as inferior and
different from us.

But prejudice is more than a personality trait or a tendency to form in groups

– it is also a set of cultural values. Children learn about valued traits and
characteristics from their families, friends, teachers, and the world around them,
especially the mass media nowadays. The mass media places a huge impact on the
education of the people because of its accessibility. The proliferation of fake news
with the aid of an organized trolling threatens certain groups. Disinformation has
taken a big role on why certain groups or people are being treated indifferently. The
mass media, like facebook and youtube, are used in boosting the character of a
particular candidate and people are easily deceived because they could not
differentiate which news or websites are reliable sources of information.

Prejudice is difficult to combat because it can be part of our thinking

processes. From socialization, children learn schemas or organized bodies of
knowledge about objects, events, and actions. As with any schema, we use our
stereotype to make sense of the world. Having a schema allows the person to process
information more quickly and efficiently, but it also distorts information to make it
fit the schema better. In other words, we often depend upon our ability to place
people, ideas, and objects into different categories in order to make the world easier
to understand. We are simply inundated with too much information to sort through
all of it in a logical, methodical, and rational fashion. Unfortunately, this quick
categorization leads to faulty assumptions that have an impact on individuals and the
world at large.

Types of Prejudice

[Link] - Prejudice based on the national grouping or race a person. Colour

prejudice is the most common form of racism, as skin colour is a more obvious sign
of the race a person belongs to. It is possible for racism to occur between people of
the same skin colour. Connected to this are prejudices based on ethnicity - cultural
heritage, language, traditional dress code, etc.

[Link] - is the belief that members of one gender are inferior to another. For
example, the attitude that girls don't understand math and science as well as boys do
 UIEC0301- Promoting Global Peace Education

is based on a long-held stereotype about basic female intelligence. While schools

don't exclude math and science programs from students based on sex or gender, there
are still unconscious biases and prejudices that are present that can affect a girl's
success in these areas.

[Link] -When people, young or old, suffer from prejudice because of their age.
the term can be applied to any type of age-based discrimination, whether it involves
prejudice against children, teenagers, adults, or senior citizens. A few signs of
ageism include: exclusion from a group such as at school or at work; being passed
over for promotions or raises; being laid off or forced to retire; negative comments
about a person's age; having your input or ideas ignored or dismissed; losing out on
benefits such as paid time off; not having access to learning opportunities.
Researchers have suggested that stereotypes about older people often relate to how
younger people expect them to behave.
● Succession: Younger people often assume that older individuals have "had
their turn," and should make way for the younger generations.​
● Consumption: Younger people frequently feel that limited resources should
be spent on themselves rather than on older adults.
● Identity: Younger people feel that those who are older than they should "act
their age" and not try to "steal" the identities of younger people, including
things such as speech patterns and manner of dress.
● Reverse Ageism: Ageism has a damaging effect on younger people as well.
Dismissing younger workers as too inexperienced, unprofessional, or not
qualified for advancement are examples of how reverse ageism can hold
younger people back.

[Link] - is the belief or attitude that those of a certain economic class are
inferior to another class. In some government structures, classism is employed by the
ruling class as a basis to limit the rights of the lower class. For instance, by not
extending funding to repair and renovate old schools or build new ones in
low-income communities, the ruling class is sending the message that lower-class
individuals are not entitled to quality education opportunities.

[Link] - refers to various negative attitudes toward homosexual individuals

that may be expressed at the individual, cultural, and institutional level. While the
term homophobia itself sounds like the fear of homosexuality or those who identify
as LGBTQ+, it's more indicative of people who have an aversion to others who
belong to the gay community. However, specific terms also relate to different types
of LGBTQ+ individuals that reflect specific orientations.
 UIEC0301- Promoting Global Peace Education

Lesbophobia refers to homophobia directed toward lesbians (women who are

attracted to women). Biphobia refers to homophobia directed toward bisexual
individuals (individuals who are attracted to people of both sexes whether they are
considered a man, woman, non-binary, trans, etc.). Causes of homophobia are due to
religious background, have repressed homosexual desires, cultural factors and
competition for power exists which is a way for the larger group to oppress and
create power imbalance for minorities.

[Link]- Nationalism is a socio-political phenomenon based on ethnicity,

culture, religion and historical claims. As an ideology and political movement,
nationalism is a form of common consciousness or state of mind shared by
individuals or a group of people that compels them to protect their common interest
and determine their social and political identity. Accordingly, when a group of
people feels its existence to be threatened, partially or totally, nationalism emerges as
an organized political reaction and a forceful means of protection. In most cases,
nationalism means tribalism, with an organic link to ethnicity. Max Weber, for his
part, claimed that the definitions of ethnic group and nation are very [Link]
groups, worldwide, struggle for self-determination, independence, and sovereign
states. History in this sense is the accumulation of events that have shaped the
national identity of any nation or ethnic group. In other words, nationalism depends
very much on history, while nationalists, in general, interpret their national claims in
reference to the national past and ancient roots of their respective ethnic groups.

[Link] prejudice- Different religions have different beliefs, practices, and

leadership structure. In many regions of the world, religion is the defining
characteristic of a people. People tend to elevate their religion as the one and only
true belief system or faith. This absolute conviction of superiority over all other
religions can be dangerous. When for whatever reason a people of one religion
become adversaries with people of a different belief system, prejudice and
discrimination (treating some differently than others or favoring one social group
over another based on prejudices) always occur. Opponents are usually labeled as
heathens or infidels, both meaning "unbelievers." Severe conflict resulting in
violence can occur. World history is full of holy wars that were fought in the name of
one's religion and God, all of which resulted in horrific death and destruction. An
example is the hatred of Jews for the sole reason that they are Jews or anti-Semitism.
Islamic fundamentalists opposed the presence of influences from any other religion
within their own societies, which has led to justifying terrorist attacks against
Western societies.
 UIEC0301- Promoting Global Peace Education

[Link] - or fear of strangers, is a broad term that may be applied to any fear
of someone different from an individual. Hostility towards outsiders is often a
reaction to fear.1 It typically involves the belief that there is a conflict between an
individual's ingroup and an outgroup. Typical signs include: feeling uncomfortable
around people who fall into a different group, going to great lengths to avoid
particular areas, refusing to be friends with people solely due to their skin color,
mode of dress, or other external factors, difficulty taking a supervisor seriously or
connecting with a teammate who does not fall into the same racial, cultural, or
religious group. This may include hostility and outright discrimination against
immigrants, forcible removal of Indigenous people from their land, violence or hate
crime attacks on people of Asian descent in the wake of the COVID-19 pandemic;
scapegoated as the cause of society's ills, the way immigrants and minorities are
portrayed in the media, decreased social and economic opportunity for outgroups,
war, genocide.

While it may represent a true fear, most xenophobic people do not have a true
phobia. Instead, the term is most often used to describe people who discriminate
against foreigners and immigrants. People who express xenophobia typically believe
that their culture or nation is superior, want to keep immigrants out of their
community, and may even engage in actions that are detrimental to those who are
perceived as outsiders.

Four Theories of Prejudice

[Link] personality theory of Prejudice: The reason for authoritarian

personality is mainly strict and harsh parent upbringing. The childhood experience is
the major reason for its emergence. This type of personality has rigid thinking and
views the world in “black and white terms”. A black and white term means that there
is a clear distinction of what is right and wrong. They believe in obeying authority.
Authoritarian personally are influenced towards prejudicial approaches. They believe
in the hierarchical structure of society. Hitler and Nazis are related to this theory.
They believe some people are better than others. According to authoritarian
personality theory, a certain type of individuals need it to perform effectively.

The regimes of both Marcos and Duterte arrived in moments of intense economic
threat and social unease, enabling these politicians to capitalize on widespread
feelings of insecurity and chaos. In this way, they were able to gain widespread
support for authoritarian, conservative platforms among low-status Filipinos. The
Filipino electorate has come to accept, endorse, and justify violence
and discrimination against those who are defined as the out-group. Leaders such as
 UIEC0301- Promoting Global Peace Education

Duterte and Marcos whip up fear in the general population and then respond by
providing “strength” and force to offer protection against perceived threats. In the
language of Altemeyer, many Filipinos are locked into a “dominance-submissive
authoritarian embrace” with their leaders. The average citizen, it appears, has
become less concerned with the morality of the strongman’s actions, many of which
are clearly inhumane, and more concerned with a personal sense of safety and
stability, even if it is illusory (Frye, 2021).

The Filipino affinity for authoritarian conservatism is not merely derived from
psychological needs, however; it is central to Filipino family structures. Studies of
adolescent perceptions and family dynamics indicate that “the Filipino family tends
to be authoritarian” (Montiel & Chiongbian, 1991). Parents are seen as reigning
supreme as “the sole decision-makers,” whereas children are commanded to “keep to
their own spheres” and obey authority figures from a young age. This theory of
prejudice was prepared by the German sociologist Theodor Ludwig Wiesengrund
Adorno in 1950 using the Fascism or F scale. According to Adorno prejudice is
pathological. They strongly believe that some people are just better than others.
Authoritarian personalities tend towards prejudices. The evidence used to support
this theory are:
case studies, e.g., Nazis; psychometric testing (use of the F-scale) and clinical
interviews.

[Link] theory of Prejudice: It is the cultural transmission of stereotypes to

younger generations and it ultimately leads to prejudice. The stereotypes of customs,
traditions, folkways, and mores are transferred from one individual to another in a
community and it leads to discrimination and prejudices. The caste system and
related cultural discrimination by higher caste communities in South Asia is an
example of culture theory.

The Filipinos are some of the happiest people on earth aside from known resiliency.
Unfortunately though, it is undeniable that Filipinos are still often the targets of
prejudice. Filipinos are generally associated only with the middle to low class – i.e.
service workers, domestic helpers, cleaners, and easy women. Hence, in a place like
the UAE which is a melting pot of cultures, “Hello mam/sir, welcome to
Mcdonaaaaalds!” is a pretty common joke to hear. Because Pinoys are mostly an
agreeable lot, they are also often mistaken as easy to take advantage of, and as “yes
men.” Another popular notion for a lot of people, as well, is that Filipinos will settle
for anything (Benitez, n.d.)
 UIEC0301- Promoting Global Peace Education

There is a fixation with westerners or light skinned individuals. Mestizos have the
upper hand versus ethnic minorities, and being fair is always equated to being rich.
Then there is the battle of the bloods, north vs. south, the Tagalogs versus the
Bisayans, and how, instead of seeing ourselves us one, our people segregate
themselves according to geography.

[Link] Theory of Prejudice: According to Realistic Group Conflict Theory

prejudiced attitudes, approaches, and discriminatory behavior is based on certain
conflicts of interest between different groups or sections of society. The war in
Mindanao where differences are conspicuous is a psychological war. It is an
obnoxious predator feeding on hatred. And such nature is obviously, absolutely
understood by the secessionists, and now on which they capitalized. Create havoc,
kill people, breed distrust and suspicion, and consequently, in just a matter of so
short a time, people would begin to hate members of the Muslim community. When
cultural prejudice begins to pervade society, when people begin to manifest such
without reservations, when eventually hostility is directed to them, these members of
the minority whose initial disposition is a peaceful co-existence would be given no
choice but to take side to an entity that projects to fight for them. Unknowingly,
people are egged on to hate, to discriminate to the point of exhausting other’s
patience and endurance, of pushing them to snarl back in a more vicious way. And
this the army never understood. There is more other than poverty. It is more cultural,
more psychological, and more personal.

This is a war that will never stop. Time and time again, people with rifles would
come to the fore with the same old cause. One secessionist has it in precise language.
They have killed the men, but they have not killed their cause (Bean, 2011).

[Link] theory of Prejudice: Someone who is unfairly made to take the blame
for an incident is a scapegoat. In scapegoat theory, certain individuals believe that
they are the victim of gender-based, academic-based discrimination. If person A is
promoted and person B believes that person A is unfairly promoted based on
prejudice, then it is scapegoat theory. Person B is not interested in finding out why
he/she was not promoted. In scapegoat theory, people blame others to hide their own
mistakes or failures.

In the Philippines, the phenomenon of red-tagging has been happening for decades
now but has intensified in the last few years. Threats and harassment against human
rights defenders, political activists, lawyers, trade unionists and other targeted groups
are perceived to be affiliated with the progressive left. (Discrimination, n.d.) The
case of Patricia Non who was known to initiate the community pantry, a volunteer
 UIEC0301- Promoting Global Peace Education

and organizer to help the poor and later inspired the rest of the Philippines to initiate
their own community pantries became a target of red-tagging. Her youth and
anonymity before the Maginhawa community pantry had baffled authorities and
government leaders. A spokesperson from a government agency had implied that
Patricia had links with the communists (Pedrajas, 2021). This is an example of some
officials finding a scapegoat for their incompetence.

The campaign targeted small-time criminals as scapegoats for the country’s woes,
claiming they were “enemies of society” and promising to “kill every drug dealer
and user, and… feed their corpses to the fish in Manila Bay” (Lamb, 2017). This
promise of violence ushered in a reign of blood and terror, and Duterte’s presidency
has been marked by thousands of extrajudicial killings that he has actively
encouraged. Instead of finding a better solution to resolve a conflict, ordinary people
were killed but the big-time drug lords are still left roaming free.

B. Education for Tolerance

In these times, biases will continue to exist. Biases are our tendencies to personal and
sometimes unreasoned judgment, or prejudices. These are common even in the
societies where they say have laws or codes regarding diversity, inequity and
inequality. Based on what one learns, taught and experienced, a person may have
negative thoughts and attitudes toward someone. A person may be an attacker or
victim, oppressor or oppressed.

Most of us may have learned and adapted to various cultures but there are ways on
how to cope with prejudices.

Improve understanding of human behavior. All cultures have developed out of

shared human activities centering on common needs or problems: the need for food,
shelter, protection, fear of the unknown, control of sex, and the like. These make
humans different from one another. It is important for us to know where the reasons
for stereotyping comes from. Example: Men are funnier than women. This behavior
might be more of a coping mechanism than a natural tendency. Some men use jokes
to defend emotional vulnerabilities when sad things happen, because they are
socialized not to show deep emotions or cry. Some jokes are ways to woo women
they are interested in.

Be open to understanding the challenges that those in the LGBTQ+, women and
men, underprivileged, other ethnicity, and those with other religious beliefs face on a
daily basis. Understand that their experiences are different from yours and that they
 UIEC0301- Promoting Global Peace Education

face different problems than you. Make sure that you have a strong social support
system to help combat the impact of homophobia. Surrounding yourself with people
who love and understand you will help build your confidence. Work on your
self-esteem and spend time with people who make you feel comfortable being who
you are rather than those who expect you to behave in a way that makes them feel
comfortable. Many people who display xenophobia have lived relatively sheltered
lives with little exposure to those who are different from them. Traveling to different
parts of the world, or even spending time in a nearby city, might go a long way
toward helping you face your fears of strangers. If you have not been exposed to
other races, cultures, and religions, gaining more experience may be helpful in
understanding others. Pay attention to your thoughts. Make a conscious effort to
replace these thoughts with more realistic ones.

There is cultural diversity and so people vary. You are different and so as others.
Despite uniformities in culture all over the world, there is a wide range of differences
in the various aspects of culture and social organization. While men all over the
world have similar biological drives and needs, the ways of meeting them differ.
Each culture adapts to its environment in its distinctive way. Differences in
geographical characteristics like climate, topography, soil condition, and natural
resources account for social and cultural differences. People coming from varying
climates and topography are sometimes said to exhibit differences in character traits.
The presence or absence of certain natural resources is also considered as a crucial
factor in determining the socio-economic development of a community. Geography
is unable to determine the form of society or influence its culture because man can
alter to some degree the geographical environment in which he lives.

Some other countries accept immigrants on the basis of what they can do for the host
country which in return could help them politically and economically. Having
multicultural system such as being practiced in Australia, Canada, New Zealand and
other countries, help other people understand other cultures and co-exist with them
peacefully. Also preserving and helping them practice their cultures in their new
environment will let people feel safe and secure. It also builds friendships, empathy,
trust, and tolerance towards minorities in societies. Cultural assimilation may also
help in the process in which a minority group or culture comes to resemble a
society's majority group or assume the values, behaviors, and beliefs of another
group whether fully or partially.

Think of cultural relativity. From the facts about cultural diversity has emerged the
principle of cultural variation. In judging other people’s culture, our tendency is to
judge them by our own standards, regarding some of their ways as savages, strange,
 UIEC0301- Promoting Global Peace Education

exotic, funny or even weird. This notion views each culture as being a unique
adjustment to a particular set of circumstances. Every culture must be judged by its
own standards, and a culture pattern or trait must be viewed in terms of its meaning,
function or significance in the culture of which it is a part. So, before considering
certain culture traits or patterns as ridiculous, improper or wrong, one should
consider its meaning in the culture to which it belongs. In such a way, one can
develop understanding and tolerance for people in other cultures.

Our judgment is based on our group’s standard. Ethnocentrism is the opposite view
of cultural relativism. Ethnocentrism literally means that “ our group is at the
center”. Our judgment are scaled and rated with reference to what we are in the
group. Our culture is a pattern on how we see and feel about others and we use this
pattern as reference to judge other people. This is a pattern engraved in our minds
that our culture is superior, right and proper. Thus, when we see others, we tend to
stereotype and form our prejudices and biases. Since time immemorial, this has been
the view of each society towards other groups or outsiders. The French turned their
snooty noses up against the English; Hitler proclaimed the German superiority over
the Jews; the South African whites held the blacks as inferior to them; and the
Filipinos for a time considered the Chinese below them.

While the function of ethnocentrism is to increase one’s appreciation of and

commitment to one’s own culture. This view may strengthen group morale and
enhance group solidarity and individual self-esteem. On the other hand, extreme
ethnocentrism may lead to inter-group conflict and problems. The result maybe an
ingroup-outgroup feeling, which leads to racial intolerance and prejudice. Another
consequence is that a group may isolate themselves from people or groups that have
a different culture from theirs, often to their disadvantage. This may lead to
stagnation.

Broaden your horizons. Educate yourself and others on your own/others’ biases and
prejudices. Increased in contact with people of different ages reduce age
discrimination and prejudice. Make yourself and others aware of issues relating to
legislation and homophobia and engage in political activism related to those issues.
Encourage schools and colleges to teach students about prominent true history to
promote understanding and inclusion. Be willing to listen and learn about the
experiences of those in the LGBTQ+ community. Participate in events such as the
Gay Pride Parade to bring awareness to differences and the importance of
acceptance. If you are in a position of creating media, be sure to include images
reflecting varying sexual orientations and true history. Spread awareness about
homophobia and its effect by sharing media campaign.
 UIEC0301- Promoting Global Peace Education

If in school or in companies, prepare guidelines, rules, procedures and codes

regarding harassment. If you are a teacher or school official, promote a positive
school environment that encourages respect to be shown toward all students. Be
mindful of your own standards such as explaining guidelines or rules so that students
would be able to adapt and understand that they must follow. Report harassment and
call for help if you feel that you or someone else is in danger. Report discrimination
that you encounter in schools and businesses. Make sure that the person doing the
harassment will be punished according to the set procedures, rules, and codes.
 UIEC0301- Promoting Global Peace Education

Post-Assessment

The practice of singling out a person or group for unmerited blame and
consequent negative treatment.

E. Scapegoat theory /
F. Culture theory
G. Authoritarian theory
H. Conflict theory

[Link] the non-muslim world, international terror attacks were initiated

mostly by muslims fighting Christians so they are thought as terrorists.

E. Scapegoat theory
F. Culture theory
G. Authoritarian theory
H. Conflict theory /

[Link] the Philippine culture, the father is always regarded as the head of the
family. It is a moral obligation to respect and regard him as the provider
regardless and the family should conform to his decision.

E. Scapegoat theory
F. Culture theory
G. Authoritarian theory/
H. Conflict theory

[Link] rich in the Philippine society equates with being powerful.

E. Scapegoat theory
F. Culture theory /
G. Authoritarian theory
H. Conflict theory
 UIEC0301- Promoting Global Peace Education

Assessment

Directions: Read the story carefully. Write a reaction about the story by answering the
questions below in a word document

The Story of Rosa Parks On December 1, 1955, Mrs. Rosa Parks, a Black seamstress,
was riding home from work on a bus in Montgomery, Alabama. Weary from the day’s
work, she was sitting in the frst seat behind the section reserved for Whites. Te bus
flled up. More white passengers boarded and the bus operator, as required by the
segregation laws, ordered her to give her seat to a white man. Quietly, she refused and
was thereafter arrested.
Source: Holmes, Robert. J., ed. (1990). Nonviolence in Teory and in Practice. CA:
Wadsworth Publishing Company.

● How do you feel about the story?

● What would you have done if you were Rosa Parks? If you were the White
passenger?
● Imagine their preferred situation in this incident. How can they contribute to
achieving what they prefer?

Quality of Writing (5 points)

Expert Accomplished Capable Beginner

5 points 4 points 3 points 1 point

st
y
Piece was Piece was Piece had l Piece had no style
written in written in little e and

G
i
v
a a intere sty and voice. Give voi e
n extraordinary n sting le some ce. s no

b
style and voice. and voice, informatio u information and
Very somewhat n t very

informative and poorly

well organized poorly organized.
 UIEC0301- Promoting Global Peace Education

organized

Grammar, Usages and Mechanics (5

points)

Accomplishe Cap Begi

Expert d able nner

5 4 3 1
point poin poin poi
s ts ts nt

F
e spelli an A number of S man spelli
Virtually, no w ng d spelling, o y ng,

err
o
punctuati r punctuatio o punctuat an
spelling, on s n r ion d

mi err
n o
punctuatio o grammatical grammat r
n or with r errors. ical s

t
h th
grammatical grammatical a e interf
errors. errors. t y ere

with the meaning.

TOTAL = 10 points
 UIEC0301- Promoting Global Peace Education

References

“Discrimination”, Amnesty International Philippines, retrieved from

[Link] on August 27, 2022.

Woolfolk, A., Educational Psychology 8th Edition, Allyn and Bacon, 2001.

Authoritarianism In The Philippines | [Link]

Bean, J., (2011), “The cultural prejudice”, retrieved from The Philippinesian: The
Cultural Prejudice on August 31, 2022.

Benitez, P.G. (n.d.), “Filipinos and Racial Discrimination: Are we victims or

perpetrators?” retrieved from Filipinos and Racial Discrimination: Are we victims or
perpetrators? - Illustrado Magazine - Filipino Abroad ([Link]) on August
31, 2022.

Frye, D (2021). “Understanding Authoritarianism and Corruption in the Philippines

The political psychology of Marcos, Duterte, and their followers”, retrieved from
Understanding Authoritarianism and Corruption in the Philippines | Psychology
Today on August 31, 2022.

Pedrajas, J. (2021). “Who is Patricia Non, the woman who sparked kindness through
the Maginhawa community pantry?”, retrieved from Who is Patricia Non, the woman
who sparked kindness through the Maginhawa community pantry? – Manila Bulletin
([Link]) on August 31, 2022.

What Is Prejudice? ([Link]) retrieved on September 2, 2022.

[Link] retrieved on September 2,

2022.

The Different Types of Prejudice ([Link]) retrieved on September 2, 2022.

 UIEC0301- Promoting Global Peace Education

Learner’s Feedback Form

Name of _______________________________________________
Student: ____

_______________________________________________
Program : ____

Year
Level : ___________ Section : ___________

_______________________________________________
Faculty : ____

Schedul _______________________________________________
e : ____

Learning Number : _________ Title :

Packet : ______________________

How do you feel about the topic or

□ I’m struggling.
concept presented?
□ I completely get it. □ I’m lost.
□ I’ve almost got it.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
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To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
 UIEC0301- Promoting Global Peace Education

________________________________________________________________
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How do you want it to be enhanced?

________________________________________________________________
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________________________________________________________________
 Learning Module 1
Promoting Peace Education
Learning Packet 07

Promoting Non-Violence
Learning Packet 07

Promoting Non-Violence

Introduction

The idea of peace in promoting non-violence is taught to students in this learning

packet. Students are also exposed to the practice of non-violence promotion.

Objectives:

At the end of the lesson, students are expected to:

1. Identify the options in responding to violence.

2. Compose a poem which can be translated into a song to promote gender
responsive non-violence to advocate world peace.
3. Apply non-violence actions to resolve conflicts peacefully

Learning Management System

Google Classroom
Google Drive
Google Meet

Duration

● Topic 01:
Promoting Non-violence
=3 hours
● 1hour teacher-directed learning for the introduction and guidelines for the
lesson; and
● 1 hour viewing the videos about Promoting Non-Violence.
● 1hour self-directed activity doing a creating a poem promoting
gender-responsive nonviolence in order to promote world peace that can be
translated into a song.

Delivery Mode

Blended learning/Asynchronous

Assessment with Rubrics

After the self-paced learning and watching related videos in promoting non-violence,
Students are directed to create a poem promoting gender-responsive and non-violence
that could be translated to a song that fulfilled this final learning packet.
Requirement with Rubrics

Creating a Poem that can be translated to a song as a way of promoting non-violence

and gender responsive vis-a-vis promoting the culture of peace.

Note: The template for doing the poem for this learning packet is attached at the end
of this document with the corresponding rubric.

Readings/ Materials

Peace Education: A pathway to a culture of peace

Loreta Navarro-Castro & Jasmin Nario-Galace, (2008) Center for Peace Education,
Miriam College, Quezon City, Philippines. 2nd Edition, October 2010
Promoting Non-Violence

Introduction

In 2006, there were 29 armed conflicts in 25 different

nations, resulting in increased military spending of more than
1.2 trillion US dollars. 41.5% of these wars took place in
Afghanistan.
and an additional 38% in Asia (Project Ploughshares, 2007).
Each day, up to 1,000 individuals pass away due to gun
violence alone (IANSA, 2008). Key Points:
Every day, according to the UN Millennium Project (2002–2006),
800 million people throughout the globe go to bed hungry, with
● subjugation
one person passing away from starvation every 3.6 seconds.
● desensitization
The majority of these individuals are children under the age of
five.

Pre-Assessment:
Definition of
Terms:
This part is a teacher-directed activity through an open
discussion of concepts with the students to determine their
subjugation – the act
level of awareness on the issues that they will be presented in
of defeating people
the lesson:
or a country and
ruling them in a way
that allows them no
Questions for Discussion:
freedom.

● Can you identify the options in responding to violence? desensitization - the

● How you apply non-violence actions to resolve conflicts process of causing
peacefully? someone to
experience
something, usually
an emotion or a
Lesson Proper pain, less strongly
than before.

For the teacher directed activity, the teacher introduces the

lesson to students and orient them about the task that they will
be required to do for this leaning packet.

The teacher instructs the students to view two videos on

YouTube:

● Promoting Peace and Non-Violence –

[Link]
● Promote a Culture of Non-Violence and World Peace –
 [Link]

Options in the Face of Violence

In the face of direct or structural violence, humans are
generally faced with three response-options: one is to do
nothing about it; another is to respond with violence; and last is
to respond nonviolently. To do nothing about oppression and
repression encourages the perpetuation of the
oppressive/repressive system. The failure to act may be due to
fear, helplessness or indifference. To respond with violence
perpetuates the cycle of hostility and carnage. Those who
resort to counter-violence say that they are motivated by the
desire to seek justice or to defend one’s life or dignity. But alas,
violence produces anger and bitterness on the part of the
victims, setting off a dangerous cycle. Nonviolence, on the
other hand, “seeks to create a situation that would liberate
victims from silence and helplessness to understanding and
solidarity. It seeks to create a crisis that would force the
adversary to open the door to negotiation (ML. King, Jr., 1963,
cited in Holmes & Gan, 2005).

What is Nonviolence?
Nonviolence or ahimsa is the refusal to do harm to other
humans as life is sacred and is an absolute value. It is
anchored in the belief that humans have the potential to
change.
AKKAPKA or Aksyon para sa Kapayapaan at Katarungan/Action
for Peace and Justice (1987) defines it as “a principle, a way of
life or tool for change that considers the human person as the
highest created value which must not be destroyed. Its aim is
to seek the truth and pro- duce justice and the possibility for
solidarity and reconciliation. Its aim is to liberate the oppressed
and the oppressor through moral persuasion, pressure and
forms of nonviolent direct action.”
What are Some Principles of Nonviolence?
Mohandas Gandhi, the man who led the people of India out of
British subjugation held the following beliefs about
nonviolence:
● As long as people accept exploitation, both exploiter and
exploit- ed will be entangled in injustice but once the
exploited refuse to accept the relationship, refuse to
cooperate with it, they are already free.
● Nonviolence and cowardice do not go together.
Possession of arms implies an element of fear, if not
cowardice.
● A person and his/her deeds are two distinct things. Hate
the sin but not the sinner.
● If we fight back, we will become the vandal and they
(oppressors) will become the law.
● An eye for an eye will make the whole world blind.
● Nonviolence is more powerful for converting the
opponent and opening his ears which are otherwise shut
to the voice of reason.
● Nonviolence demands that the means used should be as
pure as the ends sought. Two wrongs will not make one
right.

Martin Luther King, Jr., believed in the same principles Gandhi

held on to. Below are additional beliefs MLK, Jr. held with
regard to nonviolence:
● Nonviolence does not seek to defeat or humiliate the
opponent but to win his friendship and understanding.
● Nonviolence seeks to defeat injustice, not people.
● Nonviolence thrives on love rather than hatred.
● Nonviolence requires willingness to suffer and amazing
discipline in the midst of provocation.
● Nonviolence holds that suffering can educate and
transform.
To persuade people to believe in nonviolence is not easy
because of tremendously oppressive situations such as
extreme poverty and economic inequity, human rights
violations and oppression. Such conditions foment hatred and
anger on the part of the victims, sympathizers and people who
work for social change making many of them willing to
subscribe to armed struggle against people in power. Nelson
Mandela even held at the height of his frustration against the
apartheid system in South Africa that “force is the only
language that imperialists can hear”.

Why Nonviolence?
It is both an ethical and moral choice. Major religious
and philosophical traditions teach about respect for life. In
 Jainism, it is taught that a wise person “does not kill, nor cause
others to kill, nor consent to the killings by others”. Lao Tzu,
founder of Taoism taught that “weapons are instruments of evil
and not of a good ruler”. In Buddhism, the precept “not to kill” is
the foundation for all Buddhist action. Everyone is believed to
have been born with a Buddha nature so “no one has the right
to take the life of another”.

In Hinduism, ahimsa is considered the greatest gift and

the highest teaching. In Islam, it is taught that anyone who
“takes one life without justification, it is as if he has taken the
lives of all humanity.” In Juda- ism, followers are urged “not to
envy a man of violence and not choose any of his ways”.
Christians are taught that those who use the sword are sooner
or later destroyed by it.
Destruction is not the law of humans (Gandhi, 1931). Sigmund
Freud, in 1920, wrote that aggression is an innate instinct
which should be di- verted away on to others to protect our
intrapsychic stability. Similarly, Konrad Lorenz, in 1966,
suggested that aggression serves an adaptive function in the
evolutionary development where the fittest survives. But a
group of scientists and scholars from around the world met in
Seville, Spain in 1986, and wrote a statement countering the
proposition that violence is inherent in human nature.

Below are some key points from the Seville Statement:

● War is not inevitable. There are cultures which have not
engaged in wars for centuries.
● Violent behavior is not genetically programmed into our
human nature. Genes provide a developmental potential
that can be actualized only in conjunction with the
ecological and social environment.
● Humans do not have a violent brain. There is nothing in
our neuropsychological makeup that compels us to react
violently. How we act is shaped by how we have been
conditioned and socialized.
● Biology does not condemn humanity to war. Just as
“wars begin in the minds of men,” so does peace settle
there. The same species who invented war is capable of
inventing peace. The responsibility lies with each of us.

The Seville Statement supports the theory put forward by

Bandura, Ross & Ross in 1963 that aggression is not inherent
but is learned in the process of socialization and, thus, may be
unlearned. It is not in human nature to kill. Humans, under
normal circumstances, prefer cooperation to aggressiveness
(SIPRI-UNESCO, 1997).

Nonviolence is a practical choice. Tools and effects of violence

 are costly. The Stockholm International Peace Research
Institute (2009) reported that the world’s annual military
spending in military programs in 2008 is estimated at more
than 1.5 trillion U.S. dollars. Forty-two percent of this was
spent by the United States of America. In the Year 2000, when
the world military expenditures was estimated at US 800 billion
annually, the World Game Institute reported that the world only
needed US 21 billion annually to provide shelter; US 19 billion
to eliminate starvation and malnutrition; US 10 billion to
provide, safe and clean water; and US 5 billion to eliminate
illiteracy—figures that are way smaller com- pared to the
annual world military expenditures to solve the major concerns
facing humanity (World Game Institute, as cited by the United
Nations Department of Public Information).
Nonviolence works.

The classic examples of success stories of nonviolent direct

action would be those initiated by Mohandas Gandhi in India
that led to the Hindu people’s liberation from British
occupation, and by Martin Luther King, Jr. in the United States
of America that resulted to the adoption of the Civil Rights Act
of 1964 which desegregated public accommodations
everywhere in the nation, and the adoption of the Voting Rights
Act of 1965 which allowed Black people to vote.

Below are other examples of nonviolent success stories:

1. In 1986, the Philippines surprised the world with its

version of nonviolent action. People were able to
peacefully overthrow the dictatorial regime of Ferdinand
Marcos in a nonviolent uprising they called “People
Power”. Nonviolent direct action activities were similarly
employed by the Filipino people in 2001 to over throw
Joseph Ejercito Estrada who was perceived to be an im-
moral and corrupt president.

2. In 1988, the people of Chile succeeded in defeating the

“yes” vote for Pinochet who ruled the country under
military dictator- ship for 15 years where thousands were
tortured, executed and exiled; ruthless raids were
conducted; citizens’ rights were limited; publications
were closed down; and schools were put under
surveillance. The goal of the Church to make Pinochet’s
crimes known far and wide, via numerous nonviolent
tactics, helped in gaining international attention to the
Chilean peoples’ plight.
 3. The people of South Africa, under the leadership of
Nelson Mandela and Archbishop Desmond Tutu,
succeeded in ending the apartheid policy which was
penned in 1948 to “maintain white supremacy”. In 1989,
then President Wilhelm de Klerk lifted ban on opposition
groups, released political prisoners, and ended the state
of emergency and restrictions of the press. In 1994,
Nelson Mandela became the first Black President of
South Africa.

4. In Central America, Oscar Arias used the power of

dialogue and nonviolent persuasion to convince the
Presidents of Honduras, Guatemala, El Salvador and
Nicaragua to stop receiving military aid from the US and
the USSR, among other things they agreed on as
stipulated in the 1987 Peace Accords. Central America
was the arena of the two superpowers’ Cold War. Arias’
nonviolent tactics helped peace to come to Central
America where more than 200,000 casualties, most of
whom were civilians, were killed at the height of the
proxy wars (Arias, 2005).

What is Nonviolent Direct Action?

Gene Sharp (2005) has identified 198 methods of nonviolent
action. Nonviolent action refers to efforts to persuade with
action via methods of protest, noncooperation and intervention
without using physical violence.

Below are some examples of Sharp on these methods, many of

which were used time and again in various nonviolent
struggles around the world:

Examples of Nonviolent Direct Action

Nonviolent Protest and Persuasion
— seeks to produce awareness of the dissent
● Petitions
● Banners, posters
● Lobbying
● Haunting officials
● Singing
● Marches
● Prayer rallies
● Mock funerals
 ● Vigils
Nonviolent noncooperation
— presents the opponent difficulties in maintaining the normal
operation of the system
● Consumers’ boycott
● General strike
● Civil disobedience
Nonviolent intervention
— challenges the opponent more directly
● sit−ins
● fasts

What are the Goals of Nonviolent Action?

MLK, Jr., in his “Letter from Birmingham Jail” written to eight
fellow clergymen from Alabama in 1963, wrote that nonviolent
action seeks to dramatize the issue (of injustice) to put
pressure on the adversary to confront the issue. He also wrote
that nonviolent direct action seeks to create a tension/crisis
that would force the adversary to open the door to negotiation.

Additionally, nonviolent direct action seeks to create a situation

that would liberate victims from silence and helplessness. This
was evident, for example in Chile where people, for years,
suffered in silence. Non- violent direct action allowed them all
— men, women and children — to participate in efforts to
overthrow a dictatorial regime.

Nonviolent direct action also seeks to gain attention, and

consequently, support from the larger community. People from
around the world, for example, were bothered to see Hindus
whipped to the ground by the army serving the British
government without the former hitting back. Protests from the
world community hastened the granting of independence by
the British government to India.

What are the Steps in Doing Nonviolent Direct Action?

Different groups have different steps to doing

nonviolent direct action. The Martin Luther King, Jr. Center for
Nonviolent Social Change suggests several steps in doing
nonviolent direct action which were derived from MLK, Jr.’s
“Letter from Birmingham Jail”. The initial step is to collect data
to ascertain that injustice exists. Research or the gathering of
information is an important first step to any nonviolent struggle.
The overthrow of former President Estrada in the Philippines,
for example, was largely aided by revealing reports and
 photographs of his mansions, mistresses, and accumulated
wealth published by the Philippine Center for Investigative
Journalism.

The second step is to raise consciousness of people

about the issue. Education, whether, formal or informal, should
aim at making victims understand their plight and believe that
they could get out of their situation. Raising consciousness of
“adversaries” about the presence of injustice would also help in
getting sympathy from their ranks or could aid in their process
of conversion.
The third step is to organize constituents and build coalitions.
Knowledge of injustice will translate to change if groups are
formed and prepared for nonviolent struggle. Organizing
entails the analysis of the situation of injustice, making
positions, and identifying responses. Nonviolent struggles in
the Philippines saw the formation of various organizations
which names varied from serious to humorous. Some of the
groups formed, for example, to remove Joseph Estrada from
power were TSE (Tsugiin si Erap), PARE (Peoples’ Action to
Remove Erap) and CODE RED (Resign Erap Dali). Coalitions
are made up of organizations that have come together to
broaden their reach and intensify their impact (Dionisio, 2005).
In South Africa, for example, the struggle against apartheid
intensified with the formation of the United Democratic Front in
1983.

Normally, the final step to nonviolent struggles would be

the employment of the various methods of nonviolent action. In
this stage, the creativity of organizers is unleashed. Some of
the more prominent methods that Gandhi used were the
burning of symbols (passes and cloth), boycotts, marches and
public assemblies. The Civil Rights Movement in then
segregated America became eminent for its lunch counter
sit-ins. Its leader MLK, Jr. used public assemblies to deliver
powerful messages such as the celebrated “I Have a Dream”
speech. Civil society groups in Chile took advantage of the
power of television, and created infomercials to campaign for a
“no” when Pinochet scheduled a plebiscite. People in the
Philippines used the power of prayer to show their protest
against the Marcos dictatorship.

The end goal of a nonviolent struggle is change. Gene Sharp

(2005) identifies four mechanisms of change:
1. Conversion — the opponent comes around to a new point
of view which embraces the end of the nonviolent
actionists.
2. Accommodation — the opponent is not converted but has
concluded that it is best to agree on some or all of the
 demands.
3. Nonviolent coercion — the opponent wants to continue
with the struggle but is unable to do so because the
sources of his power have been removed.
4. Disintegration — the opponent’s power has been simply
dissolved

Teaching-Learning Ideas
Every day, situations of violence negatively
impact on individuals. Increased aggressive behavior,
desensitization to war and conditioning about war’s
inevitability are effects of peoples’ constant exposure to
violent situations. Those who directly experience violence
leave victims with physical, emotional and psychological
trauma that result to anger, fear, and insecurity.
Teachers can do something to help learners appreciate
nonviolence and promote it as an alternative response to
violence. Here are some suggestions to help raise
nonviolent persons:
● Be a good role model. Examine our own language,
expressions and behavior when in frustrating
situations. Examine our own forms of recreation and
kinds of entertainment. Examine our own attitudes
toward war. Learners are like sponge. They absorb
what they hear and see.
● Decide with the students some rules for a peaceable
classroom. Having a hand in its formulation, the
students will feel more responsible to abide by them.
Put up the list in a conspicuous place and refer to it
when a rule is violated.
● Encourage more cooperative rather than competitive
activities and play. Emphasize the joy of doing a
classroom activity rather than being rewarded for the
outcome.
● Consider peaceful techniques of conflict resolution
over punitive action.
● Encourage, reward or affirm good behavior.
● Teach anger management techniques (e.g., breathe
deeply, count to ten or say a little prayer when upset)
● Tell stories about cooperation.
● Teach your students both love of country and concern
for the whole human community. Narrow/extreme
nationalism can influence the development of enemy
thinking. The emphasis that we all belong to one
human race will help stop learners from dividing
humanity between “good guys” and “bad guys”
● Talk about peace heroes. War heroes are
immortalized in the Social Studies curriculum.
Balance the perspective by talking about Oscar Arias,
 Rosa Parks, Aung Sang Suu Kyi, Ninoy Aquino,
Archbishop Desmond Tutu, Wangari Maathai, Abdul
Ghaffar Khan, Franz Jagerstatter, among others.
● Speak out and take action against bullying and other
forms of violence in the classroom or on campus.
● Watch films/documentaries on non-violent struggles
(e.g., Gandhi) and invite students to reflect on the
non-violent leader’s thoughts/teachings/principles.

Generalization:

Non-violence is the refusal to do harm to other humans

as life is sacred and is an absolute value. It is anchored in the
belief that humans have the potential to change. Also, it is the
refusal to do harm to other humans as life is sacred and is an
absolute value. It is anchored in the belief that humans have
the potential to change.

Also, it is a practical and viable option because it challenges the

very source of power. As Sharp (2005) asserts, when people in
great numbers withdraw their support and cooperation from
government, power disintegrates. Additionally, the ongoing
technological revolution has allowed citizens of the world to
know of brutality experienced by people from around the world
more easily. Hence, it is less difficult to mobilize people against
injustice as international media and international
non-government organizations are quick to respond.
Governments are also generally more decisive in withholding
economic privileges and im- posing sanctions against brutal
regimes. These and more, according to Ackerman and DuVall
(2000) offer oppressed people from around the world more
latitude in opposing injustice nonviolently.

The end goal of a nonviolent struggle is change. The

final step to nonviolent struggles would be the employment of
the various methods of nonviolent actions. These are the
universal peace teachings to which all non-violent actions
adhere. They serve as a reminder of the primary goal of
promoting peace culture, which is to maintain peace.

Assessment
In applying the lesson learned from Promoting Non-Violence, students are task to
experience creating their own nonviolent campaign materials against war through
creating a poem that can be translated to a song.

Note: The length and width of the rows and columns can be adjusted to fit your
responses. Your output will be scored using the rubric annexed in this learning packet.

Start creating your poem right here...

Submit your output on the submission provided in the Learning Management System.

Rubric for Creating a Poem

Exceeding Meeting Approaching Below

CRITERI Standards Standards Standards Standards
A
(4) (3) (2) (1)

Poem is
thoughtful
Poem is creative and
Most of the
and original. It creative. A Poems appear
poem is
is evident that couple of to be
creative but
Meaning the poet put phrases or thoughtless
appears to be
and thought into ideas may or rushed.
rushed. This is
Originalit their words be Work is very
evident in the
y and uniquely revisited, repetitive,
poet’s
conveyed your but the and ideas are
redundancy or
ideas and overall unoriginal.
use of cliches.
emotions. product is
carefully
written

Clear
Vivid, detailed
sensory
images and The poem is
images are Some use of
Sensory intensely felt not written
used to image, idea, or
Details emotion make in its proper
portray emotion.
the poem come form.
ideas or
alive.
emotions.

The poem is The poem is The poem is The poem is

complete and written in somewhat not written
Form
follows its its proper written in its in its proper
intended form. forms with proper form. form.
 In the style of a few
Pablo Neruda. mistakes.

A couple of
spelling or There are
Proper use of grammar The poet's numerous
spelling and mistakes intended spelling or
grammar is are evident, meaning is grammar
used but do not confusing by errors,
consistently diminish several spelling making the
Grammar
throughout the or grammar poems
each poem. meaning of errors. difficult to
Punctuation is the poem. Punctuation understand.
utilized when Punctuatio may be Punctuation
necessary. n is utilized misused. is used
when incorrectly
necessary.

Revised and adapted from: [Link]

Copyright © 2022 Reazon Systems, Inc. All rights reserved.
References
Castro, Loretta N. Galace, Jasmin N., (2008) Peace Education: A Pathway to a
Culture of Peace. 2nd Edition (2010) Philippines, Center for Peace Education, Miriam
College, Quezon
[Link]
[Link]
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