Proposed

Peace Education Module

for
National Service Training Program

Our Presentations including interactive exercises and discussion questions

1. Our Common Identity: Conflict Resolution and Peace-building

2. Human Rights are Endowed to the People.
3. A Culture of Peace Through Service

Prepared by
Global Peace Festival Foundation
in cooperation with PSNEI

June 2, 2011
 About this Project

PROPOSED
PEACE EDUCATION MODULE
FOR THE NATIONAL SERVICE TRAINING PROGRAM

Presented by the Global Peace Festival Foundation

In cooperation with the Philippines Society for NSTP Educators and Implementers (PSNEI), The Global
Peace Festival Foundation (GPFF), Philippines chapter, in conjunction with the GPFF international
headquarters based in Washington DC is pleased to present the following peace education module for the
consideration of PSNEI for application in the National Service Training Program. These materials are
presented as a beta version, with the expectation that valuable feedback and input from PSNEI participants
will help to contextualize and shape this content for effective use in this application. GPFF wishes to
acknowledge and appreciate the cooperation of PSNEI and Dr. Florida Labuguen in the development of this
peace education module.

Content Overview

This proposed module for the National Service Training Program consists of 3 segments. Each segment
begins with a 15 minute PowerPoint presentation of cognitive content, which explains the underlying
principles and values that are the focus of the segment. The presentation is followed by 30 minutes
of interactive group activities meant to stimulate student reflection, creativity, and ownership regarding
the learned principles and values. Through the activities, students can apply these principles and values
practically in their own lives.

Part 1 explores how a consciousness of common identity can be the basis for building peace among
individuals and communities. Learning objectives including emphasis on the cultivation of inner peace
within an individual, dismissal of the culture of violence or war as a tool for conflict resolution, promotion
of a life upholding justice and compassion, and expansion of this perspective and lifestyle so that there is
intercultural respect, reconciliation and solidarity among communities.

Part 2 deals with the importance of Human Rights as endowed to all people. This is to inculcate a
firm respect and appreciation of the dignity of all human beings as a birthright. This segment puts into
perspective aspects of human diversity - gender, ethnicity, race, religion, nationality, social status, etc – in
that these cannot in any way reduce or vary the intrinsic value of a human being which is endowed by the
Creator. Human rights are universal: shared by all people, in all places. It is through this affirmation that
individuals, communities and nations can peacefully co-exist, cooperate, and share the joys of liberty and
self-governance.

Part 3 introduces a simple but profound approach to peace-building: community service. The lesson here
is that peace among peoples may often require a pro-active posture among stakeholders. Among such
pro-active imperatives is the personal choice to join hands with others who are different from oneself, and
together engaging in work to serve the greater good rather than ones’ own self interests. An important
lesson is that working with others in community service builds bridges of understanding and meaningful
relationships. Service thus becomes an instrument for reconciliation and peace.

At the end of this educational experience using the three approaches of cognitive learning, activities to apply
the concepts and finally hands-on community service, graduates will have gained a consciousness that can
better empower them to:

(i) Understand who they are and their place in the community, nation and world;
(ii) Respect, appreciate, and live peacefully with others who may be different; and
(iii) Internalize these lessons to influence their family and friends with this perspective.


 Table of Contents

About this Project 2

Presentation One: 4
Our Common Identity

Exercises for Presentation One 9

Presentation Two: 12
Human Rights are Endowed to the People

Exercises for Presentation Two 16

Presentation Three: 18
A Culture of Peace Through Service

Exercises for Presentation Three 21

Reference Page 23


 Presentation One

Our Common Identity

Conflict Resolution and Peace-building

Covering the Topics:

1. My identity as an individual and as part of a group

2. Group identity and conflict
3. Finding the source of unchanging identity
4. The role of the family in shaping my identity
5. Our common origin
6. Making a common base for relationship
7. Our common path to peace


Our topic in this first presentation is “Our Common Identity, Conflict
Resolution, and Peace-Building.” Before we begin, I would like to give
you an overview of the most important topics that will be covered in
this presentation.

1. My identity as an individual and as part of a group

2. Group identity and conflict
3. Finding the source of unchanging identity
4. The role of the family in shaping my identity
5. Our common origin
6. Making a common base for relationship
7. Our common path to peace

Everyday, your identity, who you uniquely are, is expressed and shared
with others. When you introduce yourself to another, you share your
identity with them: “hello, I’m Juan.” You also seek to know the identities
of others: “and your name is?” It is the first thing we want to share and
the first thing you want to receive when you meet others. Thus, we can
say, knowing who you are, and what is your identity, is important in
connecting with others in a meaningful way.

In living your life, almost everyday, you receive subtle (and not so subtle)
suggestions about your identity and how you should feel about yourself.
The world of marketing products constantly tells you that you could be
a certain way - something greater, better, happier, more desirable, more
popular - if only you would choose their product. The fashion world
tells us we must dress a certain way, or have a certain hairstyle, if we
want to have an identity that is recognized by others.

Your peers affect your identity. If we want to have friends, we often try
to accommodate and reflect their tastes and habits. You tend to gravitate
toward those who like you, who think you are a “cool” person. By the
same token, you avoid people that dislike you or are critical of you.
Your peers can affect your identity and your sense of inner peace. You
want people to like you because that validates you and makes you feel
good; it gives you a sense of belonging and having a positive identity.


The groups we belong to also shape our identity. We are all social beings,
and being part of a group – my nationality, my ethnic group, my religion,
etc. - gives us a strong sense of belonging. But sometimes seeing yourself
only within a group definition is limiting and constraining. There is a
deeper sense within every person that tells us we are something more
essential than the limited, temporary, changing identity provided by the
group.

Some people seek happiness and inner peace by merely surrounding

themselves with people who admire them. They try to maintain the
acceptable behavior within that defined group. Yet, somehow, this is
not enough to bring a lasting sense of positive identity, fulfillment and
inner peace.

Generally, people may feel insecure about their identity when surrounded
by others unfamiliar to them. In such circumstances, we tend to be
guarded and reserved. It shows how much we can be dependent on
others for our own sense of security and well-being. Can you imagine
yourself standing up in a crowded theater, and then begin to tell everyone
about yourself? We tend to avoid situations that expose us to ridicule or
embarrassment. If we feel this way about ourselves, it reveals that we
have yet to achieve full ownership over our own identity.

That is why conflict can easily result when we are confronted by

others who aggressively challenge our identity by name-calling, or by
projecting negative and angry emotions toward us. If I lack confidence
in my own identity, I may get the wrong impression that others can
negate my inner sense of self and impose their negative concept of who
I am. Why do we believe them? Why do we grant them such illegitimate
power? The answer isn’t to beat them down, rather it is to build our self
up by building character.

Sometimes conflict can arise from a sense of the special identity provided
by the group. It is a common occurrence that often leads to an “US vs.
THEM” mentality where we may define our group identity in opposition
to others. This mind-set is often the prelude to violence and conflict.

Sport fans passionately support the team. Friendly rivalries can be

exciting and stimulating. Unfortunately such passion, combined with
a strong group mentality, can also lead to deplorable instances of sport
fan “hooliganism.” Even more tragically, we see devastation caused by
ethnic and religious rivalries.


But those who have had the most impact on others and have even changed
the course of history were men and women who displayed an firm inner
sense of their identity and purpose. They were able to step outside the
“comfort zone” of their identity group and stand up for principles that
benefit all.

Could Dr. King or President Cory Aquino have achieved their legacies
if their decisions were based only on how people felt about them? When
our sense of self is always changing based on how I am treated in the
moment, I will be a changing person and my identity and value will
likewise be changeable, unpredictable and unstable.

That is our choice; a limited life based on shifting sands or an expansive

life based upon the unchanging source of our fundamental identity and
worth. That is the key to stability, happiness and inner peace. Does such
an unchangeable foundation exist? One thing is for sure; we know that
it would be impossible to invent, on our own, an artificial cocoon and
remain within its protective walls throughout our lives.

Therefore, to find this firm foundation of our identity, we must consider

a simple yet profound truth: we did not create ourselves. We did not
choose to be born nor did we choose our parents. Thus, the search for the
true self begins with our parents, our conception and birth. Likewise, we
did not choose our brothers and sisters, aunts, uncles or cousins. Thus
the family identity is an important foundation of unchanging quality.
Friends and associates, fashion, fads and social norms all change over
time, but your family is forever.

People raised in a stable, loving family tend to be more secure in their

sense of self. They are more confident because they stand on the solid
foundation of their family. It is a foundation that is internal; residing
within the person and, thus is always with them. They gain a power of
affirmation that comes from belonging to something greater than the
self alone.

A person is supported within the family. It is through love that one’s

identity is nurtured toward goodness. Through being loved, one’s true
identity emerges. With it comes an awareness of others. That is why
people raised in loving families tend to recognize the value of others
and to live unselfishly. The experience of love links them to their other
family members. Thus, the shared love within the family molds them
into a cohesive unit, and they naturally care for and protect each other.
It is an important pattern for successful living.


But what if my family life at home is not ideal. Can I never hope to
have a strong sense of true identity? Of course you can. The family,
though important, did not create itself. Therefore, the family is not the
first origin and source of our unchanging identity. That first source of
identity must come from the origin of all things; the Creator, God. God
is spirit, the one origin of all, and the author of the fundamental laws
or, First Principles, of the universe. Therefore, just as the Creator is
spiritual, then the deepest and most essential part of our humanity is
spiritual. We all share a common origin and we all have the nature to
seek universal values.

In fact, this means that we all share the deepest nature as humans. That
is why every sound of laughter or sorrowful tearful cry is understood by
all. In our hearts we speak the same language. We are one family.

In order for people to get to know one another, they must share something
in common. Otherwise they will feel awkward and not open. This is
why when we try to get to know someone, we start the conversation
with simple subjects such as sports, weather or hometown. We search
for a general common base that can draw us together.

We look for something that we have in common to jump-start our

communication. When we discover a shared experience; it brings us
closer. We find more things to talk about. As we share more of ourselves,
we begin to build up trust; we begin to relax and open to one another.
Perhaps you have experienced being in a place far from home. You
might feel alone and isolated. In that situation if you meet a stranger
and over the course of conversation, you discover that the stranger is
from your own hometown; suddenly you feel so close to that person,
even though you had never met him before.

This is the value of discovering that not only do we have simple things
in common, but we all share very important elements of human life, as
well. We all share in the fact that we are spiritual beings whose origin
is in the same God. This profound truth means that, because we share
this deepest essence, we can engage in the most genuine of trusting,
loving relationships of common benefit. When we recognize this fact,
we automatically understand that everyone, no matter what their racial,
social, cultural or religious background, is deserving of justice and
compassion.


 Our common identity as one family under God can inform our approach
to conflict resolution and peace-building. Instead of “us vs. them”
dynamic, we can choose to address disagreements and conflicts by
seeking mutual benefit for all.

In the example of the longstanding conflict between Israelis and

Palestinians, it is the common experience of family bonds that creates
a basis for ending the conflict while continuing to search for ways
to peacefully co-exist. Families on both sides who have suffered the
ultimate anguish of losing a loved one to the violence have come together
in the “Bereaved Families Forum”. The profound pain of losing a son
or daughter, brother or sister, is the same in any family regardless of
religion, nationality or ethnicity. The bereaved Israeli and Palestinian
families harnessed their common pain to work together to bridge what
has seemed an insurmountable divide between these two peoples. They
have discovered the deeper common base that binds us all.

That is the ideal of One Family Under God. It is not just a happy slogan,
but rather, the way things should be. Therefore, even more than being
of a race, religion, nationality or family identity and certainly before the
changing definitions of the modern media-driven culture, we are one
family under God. Our core true human identity is that of a member
of the human family with each person, an equal member deserving of
love, honor and respect. Therefore, having respect for other cultures,
finding a heart to reconcile for past conflicts and building the solidarity
of One Family Under God is the duty of good citizenship.

PART I -Common Identity As The Basis For Building Peace

Activity Option I

Exploring Our Individual and Common Identities (30 minutes)

Objectives:
•To stimulate awareness and deepen understanding of one’s own identities, answering the question, “Who
am I?”
•To help students understand how honoring a common identity of “one human family under God” encourages
the choice to focus on commonalities in a positive and respectful way.
•Clarifying that choosing the opposite; focusing on differences, creates an “us and them” situation and may
lead to conflicts.
***5 MINUTES***
Instructions:
1. Each student is asked to write three bullet points answering the question, “Who am I?” They can, for
example, use religion, race, nationality, family, gender, identity as a student, hobby/club, etc.


 ***15 MINUTES***

2. Divide students into small groups - ideally no more than 3-4 groups, depending on the number of students,
with perhaps 5-6 students in each. This activity works best with a group leader for each group.

3. Each student shares their 3 bullet points in answer to the question, “who am I?” with the others. Students
then discuss any common identities they have found.

4. Each student is asked to share how they go about making new friends, and how the idea of a “common
base”, “common interest”, and “common identity” apply.

5. Students are asked to identify instances in their personal experience where “us vs. them” dynamics exist,
and how these have led or may lead to conflict.

6. After 3 such instances are identified, students discuss how the “us vs. them” identities can transformed to
avoid conflict and move closer to an identity of “one human family under God”.

***10 MINUTES***

7. Return to the large group. Each group leader of the discussion group shares the identities, values, and
thoughts that the small group has come up with.

8. Processing/Debriefing: At this point the teacher/facilitator takes a more subjective role and points out
the deeper, more profound senses of identity that are most inclusive, guiding the discussion and observing
common themes. The facilitator can initiate a short discussion with the entire group on questions such as
the following:
a. What did you learn from this activity?
b. How could you apply some of these ideas in your own community?

Activity Option II

Creating Win-Win Solutions to Conflicts (30 minutes)

Objectives:
• To stimulate awareness and deepen understanding of the concept of “win-win” solutions to conflict.
• To help students creatively envision what “ingredients” are necessary for finding win-win solutions to
conflict.
• To inspire students to think of practical steps that could be taken to create an environment or society
conductive to finding win-win solutions to conflict.

Introduction:
A “win-win” solution to a conflict means that all parties win, rather than one party winning and the other
losing (“win-lose”) or both parties losing (“lose-lose”). A win-win solution:
• Meets the needs of all parties. This means going beyond the parties’ positions (what we say we want) to
address their interests (the deeper goals and needs which are the reason for what we say we want).
• Reduces the likelihood that the same conflict will reappear in the future; is sustainable rather than
temporary.
• Maintains good relationships and builds trust so that all parties are better able to deal with any future
conflicts that may arise.

10
Instructions:
***5 MINUTES***
1. Divide students into small groups (ideally no more than 3-4 groups, depending on the number of students,
with perhaps 5-6 students in each). Each group is provided with a sheet of flipchart paper and markers.

2. Explain: This exercise is to help us think about what “ingredients” are important for finding a win-win
solution to conflicts.

3. Students are asked to brainstorm ideas for things that can help our community, our society, and each of us
as individuals to be better able to find win-win solutions to conflicts, using the categories in the chart below.
Brainstorming means to be creative—no idea is too silly or strange! The facilitator can include any of the
following examples in the chart below (or others) if desired to help the students get started:

Attitudes/Values Skills/Knowledge Actions Structures/Institutions

• View conflict as an • Ability to listen re-• Asking questions to • Educational programs
opportunity to solve a spectfully to each other
understand the other’s which teach conflict
problem together as a goals, needs, and values, resolution in schools
team, not as a competi- • Ability to communi- rather than assuming we and communities
tion to defeat the other cate openly and respect- already know
fully without insulting • Community mediation
• Respect for each per- or blaming the other • Taking steps to centers
son as a human being, “enlarge the pie”—i.e.
even if we disagree with • Ability to honestly expand the resources • Families which pro-
his/her views discuss with each other available so there is mote values of peace
not only our positions, more for all to share and respect
• Appreciate the com- but our interests, which
mon identity of all par- inform our positions
ties as one family under
God

• Open-mindedness to
new ideas

***10 MINUTES***
4. Students work together in their small groups to write down their ideas on their own charts. Each group
should be prepared to present their ideas to the larger group after the brainstorming period.

***10 MINUTES***
5. Each group presents the ideas it came up with to the larger group, using their charts, which are then hung
on the wall.

***5 MINUTES***
6. Processing/Debriefing: The facilitator can initiate a short discussion with the entire group on questions
such as the following:

a. What did you learn from this activity?

b. What common themes do you see among the different groups’ ideas?
c. How could you apply some of these ideas in your own community?

11
 Presentation Two

Human Rights
are Endowed to the People

Covering the Topics:

1. Where do our human rights come from; who gives them to us?
2. What are the responsibilities that come with human rights?
3. The importance of “living for the greater good.”
4. Building unity and peace through shared values.

12
Human rights are endowed. What does that mean? Where do these right
come from? Who “endows” them? Is it the government? The leaders of
the nation? Before we begin, let’s look at the topics we will cover in this
presentation.

1. Where do our human rights come from; who gives them to us?
2. What are the responsibilities that come with human rights?
3. The importance of “living for the greater good.”
4. Building unity and peace through shared values.

Water is vital for life. The source of fresh water comes from a high
place. Our values and rights, likewise come from a source. It too comes
from a high place.

(Read Preamble from Screen) The Preamble to our Constitution gives

us a very deep insight about the source of our human value and rights.
They do not come from any other human or leader. They come from the
highest source, from Almighty God. Because of this, our human value
and rights cannot be taken from us. They are granted us as a result of
our humanity.

Truth, justice, freedom, love, equality and peace. Is there anyone in

the world that doesn’t seek after these? These aspirations are common
for all people because they are expressions of universal truths, or first
principles. These “first principles” originate with Almighty God and
when any society can embrace these principles and seek to apply them.
. .then that society will achieve happiness and prosperity under the
“blessings” of God.

13
Because they come from God, the universal principles (or First Principles)
existed before the universe, thus they are common to all faiths even
as, at the same time, all faiths have areas of differences. By focusing
on shared principles and values, people of different backgrounds can
join together in common cause, tapping into new ways that inspire the
human spirit and motivate selfless human endeavor.

There would be an amazing effect if all the leaders of the world

recognized these two universal principles: 1. We are created by God
and each of us has unchanging value. 2. We have rights given to us by
God that should not be taken away from us by anyone.
It means that every individual is entitled to dignity, respect and liberty
as a human birthright; our rights come from God, not government. And,
secondly, when civic institutions, their leaders and the people recognize
this fundamental truth, then together we can build a happy & ethical
society.

Our individual human rights are described in our Constitution. This

is the reason reading and understanding the Constitution is so vitally
important. Having human rights doesn’t mean, “I can do as I please.”
With rights come responsibilities. If we do not take up the responsibilities
of having human rights, we cannot expect to live in a moral and ethical
society. Without this, we cannot truly be free.

Clearly our responsibility as citizens involve some fairly obvious duties.

We must obey the law. We may be called upon to serve a civic duty such
as serving the community. Some may be called to serve in the military
or run for office. All of us of legal age must participate in elections
by staying informed about the issues and worthiness of candidates for
office. Of course, we must vote on election day.

There is also a more essential responsibility that we must fulfill in order

to maintain our rights. We must be a virtuous people. Freedom is a gift
from God to a virtuous people. The Core Value and most essential virtue
that pertains to citizenship is the ability to put aside one’s own self-
interest for the sake of the greater good.
1. The most essential value (is the “golden rule” that makes all good social values
possible)
2. Points toward all positive behavior (almost all positive conduct stems from the idea
of living for the greater good)
3. Shapes a strong character & loving personality
4. Displays selfless integrity & trustworthiness

14
This is an example story that demonstrates the idea of “living for the
greater good.” You find a wallet, inside is 4000 pesos. There are two
distinct approaches to this situation. Some people would only feel great
happiness at their good fortune. Without skipping a beat, they would
pocket the money and consider someone’s loss as their immediate gain.
The other approach is very different. After finding the money, some
people immediately begin to search for any identification in the wallet
that would provide a way for them to contact the rightful owner and
return the wallet to them. How we respond tells alot about our character.
Be a Hero!. . .not a zero!

By embracing this core value, all social levels can flourish. The
individual lives for the greater good of the family, the family for the
greater good of the community, the community for the greater good of
the nation. Each step along the way, my interest or the interest of my
ethnic or cultural group must find the path to reconciliation and peace
for the “greater good” of the nation and the world.

We trust and help each other when we share the same values and
interests. From transcendent principles come shared values and from
common values, we develop commonly held standards about behavior.
For example, from the principle that every human being has human
worth then flows a value: to treat every human being with dignity and
respect. It also establishes ethical standards. If I know people deserve
dignity and respect. . then it follows that it is wrong to take advantage
of any person. Such ethics come from values that are rooted in universal
principles.
 
This focus on universal principles is not a casual idea but rather goes to
the very heart of what must happen in order to solve the many conflicts
affecting our world today. What must happen is that all of us, together,
must discover this common essence to our humanity and build around it
a deeper sense of our bond as One Family Under God.

Every group has values and principles that bind the group together. When
all members of pluralistic society adopt the core value of living for the
greater good, it opens the way to the understanding and recognition of
the values we hold in common.

It is the perception and practice of shared values that is the “glue” that
holds a diverse nation of different religious and ethnic groups together,
“One nation under God.”

15
 With such national unity. . .all people, in their hearts, already know
that every person is valuable and that we all share in this value equally.
We are reminded of this when we observe the tragedies in our world.
When we consider the plight of the poor and destitute, we feel sympathy
because the poor are not “them”. . .the poor are our brothers and sisters
and so we feel that we should do something to help. .to reach out, to
mend. This feeling in our heart tells us that the life of this mother and
her little boy has intrinsic value.

Shouldn’t we unite around these principles? These are not complicated

ideas. . .these are things we know in our hearts already. . we just need to
magnify them. . .together.

This is the vision of One Family Under God. We are one family,
originating from one origin, one source

PART 2. Human Rights Are Endowed To All People

Activity Option I

Identifying Our Human Rights and Responsibilities (30 Minutes)

Objectives:
• To stimulate awareness and deepen understanding of the relationship between human rights and human/
citizen responsibilities.
• To help students identify which human rights are particularly important for their community and society.
• To instill in students a sense of responsibility for protecting the human rights of all

***15 MINUTES***
Instructions:
1. Divide students into small groups (ideally no more than 3-4 groups, depending on the number of students,
with perhaps 5-6 students in each). Each group is provided with a sheet of flipchart paper and markers.
2. In groups, students discuss and write down their ideas on:
1) What are the human rights that need to be protected in our community and our society?
2) What responsibilities do we have as citizens for helping to ensure these rights are protected?

Students can make two columns—“Rights” and “Responsibilities”. Each group will be prepared to share
their ideas with the larger group.

***10 MINUTES***
3. Each group presents their ideas to the larger group, using their flipchart papers which can then be hung
on the wall.

***5 MINUTES***
4. Processing/Debriefing: The facilitator can initiate a short discussion with the entire group on questions
such as the following:
a. What did you learn from this activity?
b. What common themes do you see among the different groups’ ideas?
c. How could you apply some of these ideas in your own community?

16
 Activity Option II:

Envisioning a Society where the Human Rights of All are Respected (30 Minutes)
Objectives:
• To stimulate awareness and deepen understanding of the importance of human rights protection for the
health of one’s society.
• To help students creatively envision what a society that protects the human rights of all will look like.
• To stimulate student cooperation in completing a task where each one plays a unique role in forming a
larger whole.

*** 3 MINUTES***
Introduction:
• A society is like a human body. If one part of the body is hurting or damaged, the whole body suffers. For
example, if my head hurts or my stomach hurts, or I can’t walk or can’t breathe properly, it is hard for me to
do anything else. Similarly, if any person in a community or any group in a society is not having their rights
respected, the whole society suffers and becomes less able to accomplish its goals.
• A society is also like a jigsaw puzzle. If even one piece of the puzzle is missing, the whole puzzle is
incomplete and less beautiful. Similarly, if even one person or group is not having their rights respected,
the whole society is less complete and less beautiful.

Instructions:
1. Divide students into small groups (ideally no more than 3-4 groups, depending on the number of students,
with perhaps 5-6 students in each). Each group is provided with a sheet of flipchart paper, various colored
markers, and if possible, magazines and several pairs of scissors.

***15 MINUTES***
2. In each group, students are asked to create their vision for what a society in which the human rights of all
are respected and protected would look like. They can write down words and phrases, draw pictures, use
metaphors like the body and the puzzle, cut out words and pictures from the magazines, etc.—they should
be as creative as possible! The one requirement is that each student in the group must contribute to the final
product in some way; each must play a role in creating the vision.

*** 9 MINUTES***
3. Each group presents their vision to the larger group, explaining any symbolism used and why they chose
to represent their vision the way they have. Time allowing, students in other groups can ask the presenting
group questions about how they came up with their ideas. Each group’s paper is hung on the wall.

***3 MINUTES***
4. Processing/Debriefing: The facilitator can initiate a short discussion with the entire group on questions
such as the following:

a. What did you learn from this activity?
b. What common themes do you see among the different groups’ ideas?
c. How could you apply some of these ideas in your

17
 Presentation Three

A Culture of Peace
Through Service

Covering the Topics:

1. What does service mean?

2. Living involves relationships
3. Serving others is “living for the greater good”
4. Service is peace-building

18
Our final presentation is entitled “A Culture of Peace through Service. In
this presentation we will cover the following topics:

1. What does service mean?

2. Living involves relationships
3. Serving others is “living for the greater good”
4. Service is peace-building

Service to others ultimately means working toward a peaceful world

in which all can experience prosperity and happiness. Engaging with
the entire human family and working for the good of all people is the
application of the vision of One Family Under God.

Service in this broader context means being creative and working

together to solve problems.
-Serving together in common cause can help to break down barriers that
exist between peoples in conflict.
-Thus it can be a powerful instrument for peace, understanding, and
personal transformation.
-Service to others also means helping each person toward improving
their situation, depending on their needs.

In order to embrace such a lifestyle, one must understand that enduring

happiness and fulfillment are achieved by foregoing one’s own self-
interest for the sake of the greater good. It means that, in fact, we can
experience greater fulfillment by living unselfishly and developing
a heart of compassion rather than focusing on ourselves. This is the
essential value learned and practiced in a family especially where
religious values are taught and practiced. Typically, such families show
an ability to maintain a happy state of mind and fulfillment. Such a
family is the living embodiment of the simple yet profound truth that “it
is in giving that we receive.”

Every aspect of life involves relationships. Nothing exists separately

and independently. To some extent, everything relies on something else
for existence and the provisions needed for existence.

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As humans, we need relationships as well. In fact, the worst situation for
people is to be isolated and alone. To understand our relationships we
need to understand some basic aspects of our essence as human beings.
For example, we know that a human is not just an animal being with
instinctual desires. Our national Constitution, in Article 13 of the State
Policy section recognizes that we also have moral, spiritual, intellectual
and social requirements. Through the intangible aspect of our nature,
we pursure the higher ideals of love, beauty, truth and goodness. Thus,
it is the relationship of our mind and body that determines what Dr.
Martin Luther King, Jr. referred to as the “content of our character.”
It is the quality of our character that defines whether or not one has a
virtuous, well-adjusted and emotionally mature personality.

Most people would agree that the most cherished experience in life
is to love and be loved in return. For a person to fulfill that essential
longing, a relationship is required – to experience love requires a
person to receive and then return love. How people relate to each other
determines the outcome; either of love and joy, or that of sorrow and
broken-heartedness.

A family environment is determined by the quality of the relationships

within that family. The relationship of the parents, as husband and wife;
and then with their children, will result in a happy family or broken family.
The same extends to the community. The community environment is
determined by neighbors trusting and relating; or distrusting and being
distant from each other. The national mood, likewise, is determined
by the status of relationship between the leaders of the nation and
the people. Ultimately, the world climate is a direct result of whether
nations are competing for their own interests or whether they are able
to identify a common interest that benefits all.

This common value that drives positive and productive relationships is

rooted in the recognition that by living for others, living for the greater
good, we experience great satisfaction and happiness. It is the life-
style of giving up one’s self interest in order to be of service to another;
knowing that a better circumstance results when we consider the needs
of others before the self.

We can gain meaningful experiences as well as personal fulfillment and

a sound personality
- It helps me to learn about new people and make new friends
- It is what binds the family together in warm, loving relationship.
- It is also the glue that brings neighbor in contact with neighbor,
- It inspires citizens to unforgettable acts of patriotism for the nation
and, finally,
- It is what leads us from within, as nations of the world, to believe a
kindred world of peace, that is, One Family Under God is possible.

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 Ultimately, the value of living in service to others is, simply, the value
of love. It is the value that must be implemented for the real experience
of love to occur; for true love to be exchanged between two. When that
value is put into practice, God’s love will appear and be magnified.
Whoever decides to live by that value becomes the owner of true love.

In fact, the most powerful result for peace can be achieved when we
reach out and engage in loving service to others; especially to those that
we may have experienced conflict with in the past. Serving others brings
all our emotions into the present and gives us the vision to see a former
enemy in a new light. The act of kind service is the most powerful tool
of reconciliation and peace. Service to our community empowers us; we
become aware of our power to make a difference regardless of our age,
position, or background, and we can become a source of hope, comfort,
and peace to others.

When we give service to others, we are making a statement of action.

Our actions speak the truth that all humanity deserves equal value and
respect because we come from one source and we live in one home, a
family, together, under God.

PART 3: Building a Culture of Peace through Service

Activity

Action-Planning for Service to Our Community (30 Minutes)

Objectives:
• To stimulate awareness and deepen understanding of the importance of service to one’s community.
• To inspire students to identify the greatest needs in their communities and practical ways they can contribute
to addressing those needs.
• To give students the opportunity to build cooperative relationships with other students with similar service
interests and goals, and to plan concrete steps that they can take to serve their communities together.

*** 5 MINUTES***
Instructions:
1. Students are given a few minutes to think individually and write down their thoughts about the
following:

1) What do you think are the greatest needs for service in your community?
2) What are some things you could do personally to contribute to addressing those needs?

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 *** 7 MINUTES***
2. In the large group, the facilitator invites students to share some of their ideas. The facilitator writes down
the needs and ideas on the flipchart, grouping similar needs together (for example, Poverty/Economics,
Education, Environment, Peacebuilding, etc.)

*** 10 MINUTES***
3. After at least 3-4 different service need areas have been identified, the facilitator assigns each need area to
a different corner of the room. Students are directed to go to the corner with the need area of their interest,
and together in a group, to discuss ideas for how they could address this need area collaboratively through
service initiatives. Students can either:
a. Brainstorm creatively as many ideas as possible—remember, no idea is too silly or strange!
Or
b. Develop one idea in depth, with specific steps they could take to put this idea into practice.

*** 8 MINUTES***
4. Each group presents their ideas to the larger group.

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 References

1. Philippines national motto:

Congress of the Philippines, Metro Manila, Tenth Congress. Republic Act No. 8491 Section 40. February
12, 1998: “AN ACT PRESCRIBING THE CODE OF THE NATIONAL FLAG, ANTHEM, MOTTO,
COAT-OF-ARMS AND OTHER HERALDIC ITEMS AND DEVICES OF THE PHILIPPINES”
Source: http://www.lawphil.net/statutes/repacts/ra1998/ra_8491_1998.html

2. The Preamble of the Constitution of the Republic of the Philippines.

Source: http://www.lawphil.net/consti/cons1987.html

3. The Universal Declaration of Human Rights: Adopted on December 10, 1948 the General Assembly of
the United Nations. Source: http://www.un.org/en/documents/udhr/

4. Reference to the common origin of all things: The Holy Bible, Book of Genesis Chapter 1.
Source: http://www.biblegateway.com/passage/?search=Genesis+1&version=NIV
The Holy Quran71:14-19
Source: http://www.quranexplorer.com/quran/

5. The concise term “One Family Under God” is attributable to the founder of the Global Peace Festival
Foundation, Dr. Hyun Jin Moon.
Source: http://www.globalpeacefestival.org/gpff-chairman-addresses-global-peace-leaders-conference-
seoul

6. For discussion on first principles and rights endowed by the Creator, see:
Gordon Anderson, Philosophy of the United States (St. Paul, MN., Paragon House, 2004)

7. Photo credits: special thanks to the Office of the Presidential Adviser of the Peace Process.

Additional reading:

• Kriesberg. Louis “Us versus Them”, in Beyond Intractability, July 2003

http://www.beyondintractability.org/essay/identity_issues/

• Matthew Spaulding, We Still Hold These Truths (Washington, DC: Heritage Foundation, 2009)

• Hayden, P. (ed.), 2001. The Philosophy of Human Rights, St. Paul, MN: Paragon Press

• Baron de Montesquieu, The Spirit of Laws (Dublin: G & A Ewing, 1751; reprint ed., Birmingham: The
Legal Classics Library, 1984), 2.

• Stein, Janice Gross. “Image, Identity and Conflict Resolution.” In Managing Global Chaos: Sources of and
Responses to International Conflict. Edited by Crocker, Chester A., Fen Osler Hampson and Pamela Aall,
eds. Washington, D.C.: United States Institute of Peace Press, 1996.

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 The Global Peace Festival Foundation
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Quezon City

1133 Nineteenth St. NW, Suite 850

Washington, D.C. 24