LESSON 1
WHAT IS SEX?
- Biological differences between females and males.
• Examples: ‒ Female have XX chromosome, while
males have XY chromosome
SEXUALITY - is a fundamental aspect of human
physiology.
WHAT IS GENDER?
• Socio-cultural differences between women and men
‒ the roles (mother/father, husband/wife)
‒ characteristics (values, personality traits, behaviours,
attitudes and interests)
‒ in different societal institutions (the family, schools,
workplaces and governments).
• GENDER ROLES AND CHARACTERISTICS:
‒ learned and transmitted through socialisation;
‒ changeable over time; and
‒ have wide variations both within and between
societies and cultures.
Gender is a social and cultural construct
;distinguishes differences in the attributes of men and
women
; the roles and responsibilities of men and women
;It is a political choice.
;expectations held about the characteristics, aptitudes
and likely behaviors of both women and men
(femininity and masculinity)
● GENDER SENSITIVITY - encompasses the ability to
acknowledge and highlight existing gender differences,
issues and inequalities, and incorporate these into
strategies and actions.
● GENDER EQUALITY - means that women and men
have equal conditions, treatment and opportunities for
realizing their full potential, human rights and dignity,
and for contributing to (and benefiting from) economic,
social, cultural and political development.
● GENDER BLINDNESS (unisex) is the failure to
recognize that the roles and responsibilities of
men/boys and women/girls are given to them in specific
social, cultural, economic and political contexts and
backgrounds.
UNESCO'S COMMITMENT
● UNESCO - advocates a new partnership between
women and men "Gender rights must become an
integral part of basic human and cultural rights. And this
lesson must be learnt by all human beings, irrespective
of their gender, right from their childhood.”
INTERNATIONAL AND LOCAL ISSUES AND POLICIES ON
GENDER
● On Marriage Practices;
According to the Civil Code of Japan, a man is free to
marry once he turns 18, but a girl can marry once she
turns 16.
In Saudi Arabia, a fatwa (Islamic ruling) states that
women should not drive because doing so could lead to
the removal of the hijab, interactions with men, and
“taboo” acts.
; Husbands are responsible for the spouses’ joint
property in Chile, as well as property belonging to the
wife.
; Nigeria- Husbands are permitted to punish their wives
using physical force for the purposes of “correction”, so
long as the offense doesn’t result in “grievous hurt.”
; (Philippines) The law provides that “any legally married
person who, having surprised his spouse in the act of
committing sexual intercourse with another person,
shall kill any of them or both of them in the act or
immediately thereafter, or shall inflict upon them any
serious physical injury, shall suffer the penalty of
destierro” (RPC, Article 247).
● On Equality and Justice (UDHR)
The right that one should not be discriminated against
based on gender is addressed in Article 2, which reads:
‘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 status.’
LESSON 2
PEACE EDUCATION AS TRANSFORMATIVE EDUCATION
WHAT IS PEACE EDUCATION?
-An education that promotes a culture of peace which is
essentially transformative-
-It cultivates the knowledge base, skills, attitude and
values that seek to transform people’s mindsets,
attitudes, and behaviors that have either created or
exacerbated violent conflicts
EDUCATION FOR PEACE: LIST OF
KNOWLEDGE/CONTENT AREAS
1. Holistic Concept of Peace- peace is not just the
absence of direct/physical violence but also the
presence of conditions of well-being, cooperation and
just relationships in the human and ecological spheres
2. Conflict and Violence- conflicts are natural part of
person’s life, but they become problems of violence
depending on the methods of conflict resolution used
3. Some Peaceful Alternatives- includes disarmament,
nonviolence, conflict resolution, transformation and
prevention, human rights, human solidarity,
development based on justice, democratization,
sustainable development

EDUCATION FOR PEACE: LIST OF ATTITUDES AND

VALUES

1. Self-respect
2. Respect for others
3. Respect for life/Nonviolence
4. Gender Equality
WHY EDUCATE FOR PEACE? 5. Compassion
-Peace Education has important social purpose: seeks 6. Global Concern
transformation of the present human condition, 7. Ecological Concern
eliminates social injustice, rejects violence and war 8. Cooperation
- Peace education is both a practical alternative and an 9. Openness/Tolerance
ethical imperative 10. Justice
11. Social Responsibility
PEACE EDUCATION IS A PRACTICAL ALTERNATIVE 12. Positive Vision
-Educating for peace will give us in the long run the
practical benefits that we seek EDUCATION FOR PEACE: LIST OF SKILLS
- It is expected to build a critical mass of people who will
1. Reflection
demand for and address the needed personal and
2. Critical Thinking and Analysis
structural changes that will transform many problems
3. Decision-making
through non-violent, humane and ecological
4. Imagination
alternatives
5. Communication
-Example: Long held belief that wars cannot be avoided
6. Conflict Resolution
PEACE EDUCATION IS AN ETHICAL IMPERATIVE 7. Empathy
-Educating for peace is an ethical imperative considering 8. Group building
the ethical systems of the major world which has
articulated principles that inspire the striving for peace
-These ethical principles include the unity and value of
life, respect for human dignity, nonviolence, justice, and
love as social ethic
WHAT IS PEACE?
● Hugo Grotius (1625) - peace was simply defined as
merely the absence of war or direct violence.
● Thee (1982) - The simplest and most widespread
understanding of peace was that of absence of death
and destruction as a result of war and physical/direct
violence.
● Raymond Aron (1966) - a French thinker, defined
peace narrowly as a condition of “more or less lasting
suspension of violent modes of rivalry between political
units”. (Barash, 1999)
● Fritjof Capra, The Turning Point (1982)- “There is a
need for change in thinking, about both concepts and
values, as a necessary first step to solve our many
problems today.”
● Chen and Kurtz (1998) - “peace is not simply a lack of
war or nonviolence; peace means the eradication of all
facets of injustice.”
● Johan Galtung (1995) - “Peace is both the absence of
personal/direct violence and the presence of social
justice.”
●Mische (1987) -Peace with nature is considered the
foundation for “positive peace”
STRUCTURAL VIOLENCE ALSO LED TO DEATH AND
SUFFERING BECAUSE OF THE CONDITIONS THAT
RESULTED FROM IT:
1. Extreme poverty;
2. Starvation;
3. Avoidable diseases;
4. Discrimination against minority groups; and
5. Denial of human rights.
● NEGATIVE PEACE - refers to the absence of war or
physical/direct violence.
● POSITIVE PEACE refers to the presence of just and
non-exploitive relationships, as well as human and
ecological well-being, such that the root causes of
conflict are diminished.
TYPES OF VIOLENCE (Shee-Hin & Cawagas, 1987)
1. Direct/Physical;
2. Structural/Economic, Political;
3. Socio-cultural/ Psychological;
4.Ecological
TYPES OF DIRECT VIOLENCE (Brock-Utne, 1989)
1. Organized Violence - refers to war which she
describes as organized and collective violence which
occurs between states or within a state.
2. Unorganized violence - includes wife battering, rape,
child abuse, and street crime.
DECLARATION ON A CULTURE OF PEACE (1999)
“A culture of peace is a set of values, attitudes,
traditions, modes of behavior and ways of life that
reflect and inspire:”
1. Respect for life and for all human rights;
2. Rejection of violence in all forms and commitment to
the prevention of violent conflict by tackling their root
causes through dialogue and negotiation;
3. Commitment to full participation in the process of
equitably meeting the needs of present and future
generations;
4. Promotion of the equal rights and opportunities of
women and men;
5. Recognition of the right of everyone to freedom of
expression, opinion, and information;
6. 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.
LESSON 3
POLITICAL –ECONOMIC IDEOLOGIES & SOCIAL JUSTICE
by: Benjamin T. Tolosa Jr.
POLITICAL SCIENCE
- is the systematic study of the state and the
government
- is a social science regarding the practice and theory of
politics, the analysis of political systems, and the study
of political behavior.
-is the study of politics
POLITICS
- is the process of making government policies
> Black’s Law Dictionary (1990) defined politics as a
science of government and the art on practice of
administering public affairs
> Greek – polis
> Latin – Politicus
SCOPE OF POLITICAL SCIENCE
1. Political Theory - deals with the entire body of
doctrines relating to the origin, form, behavior, and
purposes of the states, also known as Political
Philosophy. Anything but politics, liberty, justice, rights,
laws and other legal code.
2. Public Administration - focused on the methods and
techniques used in the actual management of state
affairs by executive, legislative, and judicial branches of
the government
3. Comparative Government - similarities and
differences among states in terms of executive,
legislative and judicial branches of government
4. Geopolitics – deals on the influences of population,
resources, and the physical environment of a country
on its local and international politics.
“INTERRELATIONSHIPS WITH OTHER BRANCHES OF
POLITICAL SCIENCE”
1. History - It is written record of the past including
present. It describes social events in time and place. It
records the events chronologically.
2. Economics - is the scientific study of man’s activity in
providing for such human needs as hunger, shelter,
clothing and education.
3. Geographyand Statistics - the study of geography to
a certain extent is related to that of political science.
Relationship between man and his natural environment.
4. Sociology and Anthropology - The study of sociology
provides a way of understanding human behavior. It is
the social science that deals with the study of man in his
social interaction with other human beings in groups.
5. Psychology - This science deals mainly with the
individual without any particular reference to his social
life. It studies its soul and faculties
6. Philosophy and Ethics - two studies touch up on each
other in some parts, especially in the realm of political
theory and political philosophy.
7. Jurisprudence - This branch of public law is
concerned with the analysis of existing legal systems
and also with the ethical, historical, sociological, and
psychological foundations of law.
ELEMENTS OF THE STATE
1. PEOPLE -It refers to the mass of population living
within the state.
2. TERRITORY -It includes not only the land over which
the jurisdiction of the state extends, but also the rivers
and lakes therein, a certain area of the sea which abuts
upon its coasts and the air space above it.
-Terrestrial, fluvial, maritime, and aerial
> Modes of Acquiring Territory
•Discovery – a discovery of a particular portion of the
earth’s surface coupled with occupation
•Prescription – the continued and interrupted
occupation of a territory for a long period of time by
one state
• Accretion – it is the process where the land area of a
state caused by the operation of either the forces of
nature, or artificially through human labor, is increased.
• Cessation – is a bilateral agreement whereby one
state transfers to another state a definite portion of its
territory.
• Conquest –the acquisition of territory by means of
force.
3. GOVERNMENT -It refers to the agency through which
the will of the state is formulated, expressed, and
carried out.
4. SOVEREIGNTY -It refers to the supreme power of the
state to command and enforce obedience to its will
from people within its jurisdiction and corollary, to have
freedom from foreign control

INHERENT POWERS OF THE STATE
1. Police Power– it is the power of the state to regulate
individual’s rights and property for the general welfare.
2. Eminent Domain or Power of Expropriation – it is the
power of the state to take possession of private
property for public purpose and after payment of just
compensation
3. Power of Taxation – the power of the state to
enforce proportionate contributions from the people
for support of all government programs and services.
ORIGIN OF THE STATE
1. Divine Theory- it holds that the state of divine
creation and the ruler is obtained by GOD to govern the
people. Reference has been made by advocates of this
theory to the laws which Moses received at Mt. Sinai.
2. Necessity orForce Theory – it maintains that states
must have been created through force by some great
warriors who imposed their will upon the weak.
3. Paternalistic Theory– it attributes the origin of states
to the enlargement of the family, which remained
under the authority of the father or the mother. By
natural stages, the family grew into a clan , and then
developed into a tribe which broadened into a nation
that becomes a state .
4. Social Contract Theory- it asserts that the early
states must have been formed by deliberate and
voluntary compact among the people to form a society
and organize government for their common good. This
theory justifies the right of the people to revolt against
a bad ruler
STATE DISTINGUISHED FROM NATION:
•A state is more of a judicial or legal concept, while a
nation ismore of a racial or ethnic concept.
•A nation is a group of people bound together by
certain characteristics such as common social, origin,
language, customs, and traditions, and who believe that
they are one and distinct from the others.
•A state is not subject to external control while a nation
may or may not be independent of external control
• A single state is consist of one or more nations or
people and conversely, a single nation may be made up
a of several states
• The government is only the agency throughthestate
expressesitswill.
• A state cannot exist without a government, but it is
possible to have a government without a state.
• A government may change (e.g. form), but the state
remains the same (with its essential elements)
LESSON 4
A MORAL RECOVERY PROGRAM: BUILDING A PEOPLE--
BUILDING A NATION
By: Patricia Licuanan
STRENGTHS OF THE FILIPINO CHARACTER
1. Pakikipagkapwa-Tao (regard for others).
-Filipinos are open to others and feel one with others.
We regard others with dignity and respect, and deal
with them as fellow human beings
2. Family Orientation.
-Filipinos possess a genuine and deep love for the
family, which includes not simply the spouses and
children, parents, and siblings, but also grandparents,
aunts, uncles, cousins, godparents, and other
ceremonial relatives.
3. Joy and Humor.
- Filipinos have a cheerful and fun-loving approach to
life and its ups and downs. There is a pleasant
disposition, a sense of humor, and a propensity for
happiness that contribute not only to the Filipino
charm, but to the indomitability of the filipino spirit.
4. Flexibility, Adaptability and Creativity.
-Filipinos have a great capacity to adjust, and to adapt
to circumstances and to the surrounding environment,
both physical and social. We are creative, resourceful,
adept at learning, and able to improvise and make use
of whatever is at hand in order to create and produce.
5. Hard work and Industry.
- Filipinos have the capacity for hard work, given proper
conditions. The desire to raise one's standard of living
and to possess the essentials of a decent life for one's
family, combined with the right opportunities and
incentives, stimulate the Filipino to work very hard
6. Ability to Survive.
-Filipinos have an ability to survive which is manifested
in our capacity for endurance despite difficult times,
and in our ability to get by on so little.
WEAKNESSES OF THE FILIPINO CHARACTER
1. Extreme Personalism.
-The extent to which one is able personally to relate to
things and people determines our recognition of their
existence and the value.
2. Extreme Family-Centeredness.
-Excessive concern for the family creates an in-group to
which the Filipino is fiercely loyal, to the detriment of
concern for the larger community or the common good.
3. Lack of Discipline.
- The Filipino's lack of discipline encompasses several
related characteristics. Results in inefficient and
wasteful work systems, the violation of rules leading to
more serious transgressions.
4. Colonial Mentality.
-Filipinos have a colonial mentality which is made up of
two dimensions: the first is a lack of patriotism or an
active awareness, appreciation, and love of the
Philippines; the second is an actual preference for
things foreign
5. Kanya-Kanya Syndrome.
-Filipinos have a selfish, self-serving attitude that
generates a feeling of envy and competitiveness
towards others, particularly one's peers, who seem to
have gained some status or prestige.
6. Lack of Self-Analysis and Self-Reflection.
-There is a tendency in the Filipino to be superficial and
even somewhat flighty. In the face of serious problems
both personal and social, there is lack of analysis or
reflection. Joking about the most serious matters
prevents us from looking deeply into the problem.
LESSON 5
THE AMBIVALENCE OF FILIPINO TRAITS AND VALUES
BY: Emerita S. Quito
5. Kasi (because, i. e., scapegoat)
>Negative, because one disowns responsibility and
makes a scapegoat out of someone or something.
>Positive, because one can see both sides of the picture
and know exactly where a project failed
6. Saving Face
>Negative, because, being closely related to hiya and
kasi, it enables a person to shirk responsibility.
>Positive, because one's psyche is saved from undue
embarrassment, sleepless nights, remorse of conscience
7. Sakop (inclusion)
>Negative, because one never learns to be on one's
own but relies on one's family and relatives.
>Positive, because one cares for the family and clan;
one stands or falls with them.
8. Mañana or "Bukas na" (procrastination)
>Negative, because one constantly postpones action
and accomplishes nothing.
>Positive, because it is a recognition of one's
indebtedness.

1. Hiya (shame)
>Negative, because it arrests or inhibits one's action.
>Positive, because, it contributes to peace of mind and
lack of stress by not even trying to achieve.
9. Kanya-kanya (self-centeredness)
>Negative, because self-centered; one has no regard for
others.
>Positive, because one takes care of oneself and one's
family: "Blood is thicker than water."

2. Ningas-cogon (procrastination)
>Negative, because one closes one's eyes to evils like
graft and corruption in order to conserve peace and
harmony in a group at the expense of one's comfort.
>Positive, because one lives for others; peace or lack of
dissension is a constant goal.

3. Patigasan (test of strength)

>Negative, because it is stubborn and resists all efforts
at reconciliation.
>Positive, because it is assign that we know our rights
and are not easily cowed into submission.

4. Bahala na (resignation)
>Negative, because one leaves everything to chance
under the pretext of trusting in Divine providence.
>Positive, because one relies on a superior power rather
than on one's own