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PRELIM
SOCIAL STUDIES 116

Brief History of the Concept of a Culture of Peace

The concept of a Culture of Peace arose at the end of the Cold War. For
the first time, the objective for which the United Nations was founded, the
abolition of war, had become feasible. The United Nations Organization for
Education, Science and Culture, UNESCO, had engaged in activities to promote a
Culture of Peace from its beginnings, when it was founded in the aftermath of the
Second World War to construct the defenses of peace in the minds of men and
women. The concept of a Culture of Peace was formulated by the International
Congress on Peace in the Minds of Men that was held in Africa (Yamoussoukro,
Cote dInvoire, 1989). In its final declaration. The Congress recommended to
UNESCO to [..] help construct a new vision of peace by developing a peace
culture based on the universal values of respect for life, liberty, justice, solidarity,
tolerance, human rights and equality between men and women. The term peace
culture was inspired by the 196 educational initiative Cultura de paz in Peru and
by the Seville Statement on Violence, elaborated in 1986 by scientists from
around the world, which stated scientifically and categorically that war is not
determined by genes, violent brains, human nature or instincts, but was rather a
social invention. Therefore, the same species that invented war is capable of
inventing peace.

The Declaration
United Nations Resolution 53/25 proclaiming an International Decade for a Culture of
Peace and Non-Violence for the Children of the World (2001-2010)
RESOLUTION ADOPTED BY THE GENERAL ASSEMBLY
[without reference for a Main Committee (A/53/L.25)]
53/25 International Decade for a Culture of Peace and Non-Violence for the Children of
the World (2001-2010)

The General Assembly,

Recalling its resolution 53/15 of 20 November 1997 and Economic and Social Council
resolution 1997/47 of 22 July 1997 proclaiming the year 20000 as the International Year for
the Culture of Peace. As well as its resolution 52/13 of 20 November 1997 on a culture of
peace.
Taking into account Commission on Human Rights resolution 1998/64 of 17 April 1998
entitled Towards a culture of peace.
Recalling the relevant resolution of the General Assembly and the Commission on
Human Rights concerning the United Nations Decade for Human Rights Education (19952004).
Taking into account the project of the United Nations Educational, Scientific and Cultural
Organization entitled towards the culture of peace,
Aware that the task of the United Nations to save the future generations from the scourge
of war requires transformation towards a culture of peace, which consists of values, attitudes,
and behaviors that reflect and inspire social interaction and sharing based on the principles of
freedom, justice, and democracy, all human rights, tolerance and solidarity, that reject
violence and endeavor to prevent conflicts by tackling their root causes to solve problems
through dialogue and negotiation and that guarantee the full exercise of all rights and the
means to participate fully in the developments process of their society.
Recognizing that enormous harm and suffering are caused to children through different
forms of violence at every level of society throughout the world and that a culture of peace
and non-violence promotes respect for the life and dignity of every human being without
prejudice or discrimination of any kind.
Recognizing also the role of education in constructing a culture of peace and nonviolence, in particular the teaching of the practice of peace and non-violence to children,

which will promote the purposes and cooperation, should emanate from adults and be
instilled in the children.
Underlining that the proposed international decade for a culture of peace and nonviolence for the children of the world will contribute to the promotion of a culture for peace
based on the principles embodied in the Charter and on respects for human rights.
Democracy and tolerance, the promotion of development, education for peace, the free flow
of information and the wilder participation of women as an integral approach to preventing
violence and conflicts, and efforts aimed at the creation of condition for peace and its
consolidation.
Convinced that such as decade, at the beginning of the new millennium, would greatly
assist the efforts of the international community to faster peace, harmony, all human rights.
Democracy and development throughout the world.
1. Proclaims the period 2001-2010 as the International Decade for a Culture of Peace and
Non-violence for the Children of the World;
2. Invites the Secretary General to submit, in consultation with member states, relevant
United Nations bodies and non-governmental organizations, as a report to the general
assembly at its fifty-fifth session and a draft programme of action to promote the
implementation of the Decade at local, national, regional and international levels, and to
coordinate the activities of the Decade;
3. Invites Member States to take the necessary steps to ensure that the practice of peace and
non-violence is taught at all levels in their respective societies, including in educational
institutions;
4. Calls upon the relevant United Nations bodies, in particular the United Nations
Educational, Scientific and Cultural Organization and the United Nations. Childrens
fund and invites nongovernmental organizations, religious bodies and groups, educational
institutions, artist and the media actively to support the Decade for the benefit of Every
child of the world;
5. Decides to consider, at its fifty-fifth session, the question of the International Decade for
a Culture of Peace and Non-violence for the Children of the World (2001-2010). Under
the agenda item entitled Culture of Peace.

55th plenary meeting

10 November 1998
1

Official Records of the Economic and Social Council, 1997. Supplement No, 1 (E/1997/97).

lbid.. 1998, Supplement No 3 (E/1998/23), chap II, sect A.

A/53/243 fifty-Third Session

Agenda Item 31
Culture of Peace
The General Assembly,
Recalling the Carter of the United Nations including the purposes and principles contained
therein.
Recalling the constitution of the UNESCO which states that since wars begin in the minds of
men, it is in the minds of men that the defences of peace must be constructed.
Recalling also the Universal Declaration Human Rights and other relevant international
instruments of the United Nations System.
Recognizing that peace is not only the absence of conflict, but requires a positive, dynamic
participatory process where dialogue is encouraged and conflicts are solved in a spirit of mutual
understanding and cooperation.
Recognizing also that the end of the cold war has widened possibilities for strengthening a
culture of peace.
Expressing deep concern about the persistence and proliferation of violence and conflicts in
various
Recognizing further the need to eliminate all forms of discrimination and intolerance, including
those based on race, color, sex, language, religion, political, or other opinion, national, ethic, or
social origin, property, disability, birth or other status
Recalling its resolution 53/15 proclaiming the year 2000 the International Year for the Culture
of Peace and its resolution 53/25 proclaiming the period 2001-2010 as the International decade
for a Culture of Peace and Non-Violence for the Children of the World
Recognizing the important role UNESCO continues to play in the promotion of culture and
peace,
1. Solemnly proclaims this Declaration on a Culture of Peace to the end that governments,
international organization and civil society may be guided in their activity by its
provisions to promote and strengthen a culture of peace in the new millennium.

mIDTERM
SOCIAL STUDIES 116

Rio Declaration on Environment and Development

The United Nations Conference on Environment and Development having met at Rio de
Janeiro from 3 to 4 June 1992.
Reaffirming the Declaration of the United Nations Conference on the Human
Environment, adopted at Stockholm on 16 June 1972, a/and seeking to build upon it.
With the goal of establishing a new and equitable global partnership through the creation
of new levels of cooperation among States, key sectors of societies and people.
Working towards international agreement which respect the interests of all and protect the
integrity of the global environmental and developmental system.
Recognizing the integral and interdependent nature of the Earth, our Home,
Proclaims that:
Principle 1:
Human beings are the center of concerns for sustainable development. They are entitled
to a healthy and productive life in harmony with nature.
Principle 2:
States have in accordance with the Charter of the United Nations and the principles of
international law, the sovereign right to exploit their own resources pursuant to their own
environmental and developmental policies, and the responsibility to ensure that activities within
their jurisdiction or control do not cause damage to the environment of other States or of areas
beyond the limits of national jurisdiction.
Principle 3:
The right to development must be fulfilled so as to equitably meet developmental and
environmental needs of present and future generations.
Principle 4:
In order to achieve sustainable development, environmental protection shall constitute an
integral part of the development process and cannot be considered in isolation from it.
Principle 5:
All States and all people shall cooperate in the essential task of eradicating poverty as an
indispensable requirement for sustainable development, in order to decrease the disparities in
standards of living and better meet the needs of the majority of the people of the world.

Principle 6:
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The special situation and needs of developing countries, particularly the least developed
and those most environmentally vulnerable, shall be given special priority. International actions
in the field of environment and development should also address the interests and needs of all
countries.
Principle 7:
States shall cooperate in a spirit of global partnership to conserve, protect and restore the
health and integrity of the Earths ecosystem. In view of the different contributions to global
environmental degradation, States have common but differentiated responsibilities. The
developed countries acknowledge the responsibility that they bear in the international pursuit of
sustainable development in view of the pressures their societies place on the global environment
and of the technologies and financial resource they command.
Principle 8:
To achieve sustainable development and a higher quality of life for all people, States
should reduce and eliminate unsustainable patterns of production and consumption and promote
appropriate demographic policies.
Principle 9:
States should cooperate to strengthen endogenous capacity-building for sustainable
development by improving scientific understanding through exchanges of scientific and of
technologies, including new and innovate technologies.
Principle 10:
Environmental issues are best handled with the participation of all concerned citizens, at
the relevant level. At the national level, each individual shall have appropriate access to
information concerning the environment that is held by public authorities, including information
on hazardous materials and activities in their communities, and the opportunity to participate in
decision-making processes. States shall facilitate and encourage public awareness and
participation by making information widely available. Effective access to judicial and
administrative proceedings, including redress and remedy, shall be provided.
Principle 11:
States shall enact effective environmental legislation. Environmental standards,
management objectives and priorities should reflect the environmental and developmental
context to which they apply. Standards applied by some countries, in particular developing
countries.
Principle 12:
States shall cooperate to promote a supportive and open international economic system
that would lead to economic growth and sustainable development in all countries, to better
address the problems of environmental degradation. Trade policy measures for environmental
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purposes should not constitute a means of arbitrary or unjustifiable discrimination or a disguised

restriction on international trade. Unilateral actions to deal with environmental challenges
outside the jurisdiction of the importing country should be avoided. Environmental measures
addressing transboundary or global environmental problems should, as far as possible, be based
on an international consensus.
Principle 13:
States shall develop national law regarding liability and compensation for the victims of
pollution and other environmental damage. States shall also cooperate in an expedition and more
determined matter to develop further international law regarding liability and compensation for
adverse effects of environmental damage caused by activities within their jurisdiction or control
to areas beyond their jurisdiction.
Principle 14:
States should effectively cooperate to discourage or prevent the relocation and transfer to
other States of any activities and substances that cause severe environmental degradation or are
found to be harmful to human health.
Principle 15:
In order to protect the environment, the precautionary approach shall be widely applied
by States according to their capabilities. Where there are threats of serious or irreversible
damage, lack of full scientific certainty shall not be used as a reason for postponing costeffective measure to prevent environmental degradation.
Principle 16:
National authorities should endeavor to promote the internalization of environmental
costs and the use of economic instruments, taking into account the approach that the polluter
should, in principle, bear the cost of pollution, with the due regard to the public interest and
without distorting international trade and investment.
Principle 17:
Environmental impact assessment, as a national instrument shall be undertaken for
proposed activities that are likely to have a significant adverse impact on the environment and
are subject to a decision of a competent national authority.
Principle 18:
States shall immediately notify other States of any natural disasters or other emergencies
that are likely to produce sudden harmful effects on the environment of the States. Every effort
shall be made by the international community to help States so afflicted.

Principle 19:
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States shall provide prior and timely notification and relevant information to potentially
affected States on activities that may have a significant transboundary environmental effect and
shall consult with those States at an early stage and in good faith.
Principle 20:
Women have a vital role in environmental management and development. Their full
participation is therefore essential to achieve sustainable development.
Principle 21:
The creativity, ideals and courage of the youth of the world should be mobilized to form a
global partnership in order to achieve sustainable development and ensure a better future for all.
Principle 22:
Indigenous people and their communities and other local communities have a vital role in
environmental management and development because of their knowledge and traditional
practices. States should recognize and duly support their identity, culture and interests and enable
their effective participation in the achievement of sustainable development.
Principle 23:
The environment and natural resources of people under oppression, domination and
occupation shall be provided.
Principle 24:
Warfare is inherently destructive of sustainable development. States shall therefore
respect international law providing for the environment in times of armed conflict and cooperate
in its further development, as necessary.
Principle 25:
Peace, development and environmental protection are interdependent and indivisible.
Principle 26:
Stats shall resolve all their environmental disputes peacefully and by appropriate means
in accordance with the Charter of the United Nations.
Principle 27:
States and people shall cooperate in good faith ad in spirit of partnership in the
fulfillment of the principles embodied in this Declaration and in the further development of
international law in the field of sustainable development.

10

The Learning Environment

The teachers role is not only confined to teaching lessons of the various subjects. As the
anecdote goes, on that very day, she quit teaching reading, writing, and arithmetic. Instead,
she began to teach children More importantly, being aware of her role in the total formation
of the students, the teacher attends to the most basic aspect which is to make the students feel
comfortable in the classroom to make it a wholesome place for learning to create the learning
environment. It is this ambiance that sets the mood, character and quality for meaningful
interaction, studies and exchanging of ideas. The same ambiance that allows them to be, provides
the perfect setting for the creation of a culture of peace. When the teachers and the learners are
gentle in their ways, then there is tolerance. When there is mutual respect, where there is genuine
interest in each one, there is more chance of being oneself, of being confident and relaxed, thus
of more learning, of growing, of developing.
Classroom management which is the key to the creation of the learning environment is an
area that is almost neglected. A lot of money have been poured to content, to materials, to
approaches and strategies in teaching, but hardly on the training of teacher to be a classroom
manager. Teachers management decisions were views as precursors to instruction, and were
treated as if they were content-free and therefore has no significance. It seemed that the teacher
will conclude that a not-well managed class will not result in good learning so little attention was
paid to it. However, when evaluation that focuses on the student performance happens, the
conclusion is that it is caused by the teachers inadequate or poor content or wrong approach
only and therefore more training on these continues.
Nowadays, when we talk of student-centered learning, it follows that the classroom is
also student-centered in that the atmosphere allows them to freely use the facilities in order to
learn. However, no matter how much the teacher insists that she adheres to student-centered
learning, if the classroom management is still very much under her control, in terms of the
movement of the students, the use of the different learning tools and the procedures to be
followed, including the noise level, then it is only lip service to the approach she claims she uses.
On the overt side, the learning environment focuses on the physical space that is attractive and
conducive to learning and on accessibility to the materials needed for learning. On the covert
side, it speaks of the cognitive aspect that should take place in the classroom in that it cultivates a
motivational climate and the supporting policies established by the teacher. High social
engagement and good academic performance are the products of a well-planned and efficient
classroom management. It is in this kind of climate that good yield is harvested.
In the same vein, a conducive classroom brought about by a good manager is able to
create a culture of peace. While peace is something schools are aiming for, it is not something
that could be taught like an ordinary subject. It is a value and much like other values, it has to be
caught. First, it is caught in the organized and well-planned activities, in the welcoming
atmosphere and respectful ambiance. Second, it is duly studied and properly integrated in the
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day-to-day activities of the class. This is possible if the teacher is well trained and well informed
how to make the classroom climate more peaceful, more value-oriented and more open to
communication. In this regard, non-violence could also have learned as a habit.
The teacher being the manager is the key to a better, more peaceful, less stressful, more
human and humane classroom. Endowed with the capacity to understand different types of
individuals and a heart that could take them all, the teacher, true to her calling, could be the
singular most effective tool in bringing about real change, in bringing about peace.
The second domain of the NCBTS is Learning Environment. This does not only refer to
the physical as you can see in the strands and the indicators. Key question for the teacher is Do I
create a physical and social environment in class that allows my students to attain maximum
learning?
The focus is on the importance of providing social, psychological and physical
environment in which all students, regardless of their individual differences in learning, can
engage in the different learning activities and work towards attaining high standards of learning.

The Strands of the desired teaching performance and the

counterpart Performance Indicators
Strands of Desire Teaching
Performance
2.1 Creates an environment that promotes
fairness

Performance Indicators
2.1.1 Maintains a learning environment of
courtesy and respect for different learners
(e.g. ability, culture, gender)
2.1.2 Provides gender fair opportunities for
learning
2.1.3 Recognize that every learner has
strengths

Indeed, if the teachers are aware of the meaning and implications of Domain 2, then
perhaps all students would want to stay in school.
Let us analyze and take a look at each of the strands:
In Strand 2.1, Creates an environment that promotes fairness, the TNA tool prepared
by STRIVE (Training Needs Assessment (TNA) a joint project of the Australian Government
through its Strengthening the Implementation of Basic Education in the Visayas (STRIVE) and
the Dep Ed) which is being pilot tested for mass implementation has the following specific
questions for the teacher which are guides for the teachers personal reflection and professional
development planning:
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Do all my students feel respected in my class, regardless of their gender, ability, religion,
socio-economic background, ethnicity and other physical and social characteristics?
Do I make all my students feel that their individual strengths and resources are
recognized and appreciated in class?
Do all of my students feel like they have as good a chance to learn and to achieve in my
class as their other classmates?
Do I create a social climate and organizations in the classroom where all my students can
effectively engage the learning activities regardless of their diverse capacities and
resources as individual learners?

While 2.2 seems to focus on the physical aspect, the deeper implication is whether the
environment is conducive to learning.
2.2 Makes the classroom environment safe
and conducive to learning

2.2.1 maintains a safe, clean and orderly

classroom free from distractions
2.2.2 arranges challenging activities given the
physical environment

2.3 Communicates higher learning

expectations to each learner.

2.2.3 uses individuals and cooperative

learning activities to improve capacities of
learners for higher learning
2.3.1 encourages learners to ask questions
2.3.2 provides learners with a variety of
learning experiences
2.3.3 provides varied enrichment activities to
nurture the desire for further learning
2.3.4 communicates and maintains high
standards of learning performance.

Strand 2.4 is a clear case of classroom management.

This is the social yield that is talked about in the beginning of the discussion, which is receiving
a lot of reinforcement nowadays with the introduction of social intelligence or EQ.

2.4 Establishes and maintain consistent

standards of learners behavior.

2.4.1 Handles behavior problems quickly, and

with due respect to childrens right.
2.4.2 Gives timely feedback to reinforce
appropriate learners behavior.
2.4.3 Guides individual learners requiring
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development of appropriate social and

learning behavior.
2.4.4 Communicates and enforces school
policies and procedures for appropriate
learner behavior.
Strand 2.5 is very helpful especially in this stressful time. When asked why many of the
street kids do not want to go to school, they reply that the pressure is too much, not only from
the teacher who believes that they are good-for-nothing, but more so the classmates who think
they are smelly and dirty and have no manners. It therefore becomes a success gauge for this
Literacy Centre if the kids enroll in the formal school after a year. Never mind if we look poor
and not like the others, at least we can boast of being able to follow the lessons, that we can read
and do maths like our classmates., remarked one student interview at the Literacy Centre in
Cagayan de Oro City.

2.5 Creates a healthy psychological climate

for learning.

2.5.1 Encourages free expression of ideas

from students.
2.5.2 Creates a stress-free environment.
2.5.3 Takes measures to minimize anxiety and
fear of the teacher and/or subject.

This is what is asked in Education for Peace to create a culture of peace in the
classroom.
In addition to the strands and indicators already contained in the Learning. Environment
domain, and in order to create this culture of peace based on the UN definition, the following
strands and indicators are proposed:

A. Peaceful classroom atmosphere.

A.1 Instills non-violent disciplinary measures.

A2. Uses non-violent language.
A3. Prohibits violence in resolving issues.
A4. Settles fights and difference by applying
peaceful mediation and negotiations.

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A5. Creates measures to ensure smooth and

non-violent contests and competitions.
A6. Composes Grievance Committee in her
class that handles problems of unfair practice,
cheating, bullying and stealing.
A7. Trains Students to be peer mediators.
Essentially, the teacher-in-charge/homeroom teacher/adviser has the edge in creating the learning
environment conducive in bringing about the culture of peace.
Additional, Strand A will be very helpful in making homeroom organization to be
democratic and appealing to the students. Giving them responsibilities, even those that
seemingly belong to the teacher being the authority figure, such as setting quarrels, instilling
disciplinary measures, using non-violent actions and language are opportunities to develop
responsibility even at a young age.
Strand B will keep them abreast on the international and national issues of concern.
Let us not wait for them to be adult before they participate in the matters that will surely affect
their future.
Strand C is a good source of knowledge and information on how to take care of their
rights and respect those of others including the small children.

B. Gets involved with national and

International Peace efforts:

B1. Participates in local, regional, national

and international activities that promote
peace.
B2. Gives opportunity to discuss issues on
war, violence and human rights abuses.

C. Studies with her class the UN tenets

on the Culture of Peace.

B3. Encourages participation in on-going

peace activities, prayer rally and non-violent
demonstrations in solidarity with others.
C1. Discusses pertinent issues on the Bill of
Rights.
C2. Learn with the Students the Right of
Children.

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Strand D teaches them the practice of true democracy and governance and Strand E
will keep them away from the violent and often hunting-relationship even at an early age.

A. Establishes clear guidelines that

respect due process

D1. Follows the due process when resolving

grievance in her class.

B. Exposes students to alternative

skills to violence.

D2. Allows the students to ask questions

when things are not handled according to the
established due process.
E1. Spends time in discussing alternative to
violence.
E2. Has developed her skill in active, nonviolent listening.
E3. Trains her students leadership and
negotiation skills.

In the classroom, peace education aims to develop skills, attitudes, and knowledge with
co-operative and participatory learning methods and an environment of tolerance, care, and
respect. Through dialogue and exploration, teachers and students engage in a journey of shared
learning. Through pedagogy and social action, peace educators demonstrate that there are
alternatives to violence.

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