COLLABORATIVE MODULE FOR OUTCOMES-BASED AND

FLEXIBLE LEARNING IN (COURSE AND CODE)

Student: KATRINA KATE P. MABBUN

Student Number: 22-1-00418
Name of Professor: MR. RENATO R. GUERRERO, LPT, PH. D
Year Level/Section: BSRADTECH 1-1 Schedule: S | 8:00AM-12:00PM

LEARNING PLAN DETAILS

WEEK NOS: _13-14_ DURATION: 1 WEEK LESSON NO: __6__ NO OF HOURS: _ 3 _

LESSON/TOPIC: NATIONAL SECURITY CONCERNS

Assessment:

ACTIVITY 1

A. ASK 5 INDIVIDUALS ABOUT THE GUIDE QUESTIONS.

GUIDE QUESTIONS:

1. WHAT DOES PEACE MEAN TO YOU?

• To me peace is always among society's values for quite some time thereby reigning
as a supreme philosophy. Individuals normally consider peaceful co-existence at the
cost of any incurred price. I normally prefer peaceful co-existence to be a vital
ingredient or component as compared to all other forms of justice. Additionally, I
consider the most unjust peace to the justest war that was ever fought or waged
hence there was never was a good war or a bad peace. Therefore individuals may
differ when it comes to an elaboration of what peace may entail. According to
Rummel, R. J. 1977 the most popular view or opinion regarding peace in Western
countries is as an absence of dissension, violence, or war. This elaboration is
extracted from the New Testament section of the Bible including an original
meaning of the Greek term for peace which is interpreted as Irene. Pacifists have
acknowledged or accepted this interpretation since to them all violence is bad. The
interpretation is commonly accepted among irenologists and including international
relations learners since it's the basic dictionary explanation (Rummel, R. J. 1977).
However, peace is also seen as concord, or harmony and tranquility. It's thus
perceived as peace of mind or serenity mostly in the Eastern sections of the world.
It's elaborated as a decree or a piece of legislation in a civil government, a state of
 justice or goodness, a balance or equilibrium of Powers. Such definitions regarding
peace therefore operate at different levels. Peace may be may hence be opposed to
or an opposite of antagonistic conflict, violence, or war. It could as well interpret to
an internal state of mind or of nations or to external relations. It could be narrow in
conception to refer to certain associations in particular circumstances such as a
peace treaty that covers an entire society as it applies to global peaceful co-
existence. Individuals may hence tend to be continuous, passive or active, empirical
or abstract, descriptive or normative, or positive or negative. The challenge is
certainly that peace extracts its meaning and qualities within a theory or
framework. Religious groups such as Christians, Hindus, or Buddhists perceive or
interpret peace differently including the pacifist or internationalist. The socialists,
fascists, and libertarian have differing interpretations too including idealistic
theorists of international relations. In this rich diversity of explanations, peace is not
different from such concepts as justice, freedom, equality, power, conflict, class, and,
indeed, any other concept. All ideas or evaluations are explained within a theory or
cognitive framework which I have called differently as a perspective. Through a
perspective peace is enhanced with meaning by being connected to other theories
within a particular view of reality and by its relationship to ideas or assumptions
about violence, history, divine grace, justice. Peace is thereby locked into a
descriptive or explanatory view of our reality and each other.

Work cited

Rummel, R. J. "Understanding conflict and war: Vol. 3: Conflict in perspective." Beverly Hills:
Sage (1977).

Rummel, Rudolph J. "Understanding conflict and war: Vol. 5: The just peace." Beverly Hills,
California: Sage Publications (1981).

2. Based on your experience, what are the indicators of peace?

INDICATORS OF PEACE

• An individual may think of late of explanations regarding peace, and how a

particular community, nation, or school may recognize if they are advancing in the
right path. According to Portera and Agostino analysis of the initiatives, several
educational platforms have been made to enhance peaceful educational institutions,
what most of them seem to interpret is not what I would consider peaceful, but
rather safe. That is hence a vital ingredient of peace. Additionally, it will be difficult
not to remember a case where a young individual who came through my class here
in the Detention Home after having gotten himself a piece (this refers to a gun.)
Even as I remember the conversation between the young man and I, he argued with
 his father that the gun would make the young man safe being at the educational
institution or even as heading towards the learning institution. His father told the
young man "man up". The young man armed himself, and thus felt like someone in a
prison educational school, indicating what happened to the boy and the manner his
mum's prolonged illness and including her as a result of cancer had been the the
most burdensome period of the young man. Even though one may ask if the
universal health care may had prevented his mother's death. The young man did his
time with learners, got released and got re-arrested after a short period since he had
shot someone. Peace and security are normally intertwined or connected. In a
workshop that belongs to Johan Galtung's that I attended, he observed that
conservatives often tend to start with security, believing it will result in peace, and
that liberals tend to take the reverse approach (Portera and Agostino, 481-491).

WHAT IS THE INTERPRETATION OF EDUCATIONAL INSTITUTIONS TRYING TO BECOME

PEACEFUL?

• As depicted from the narration above, the explanation indicate that there will not be
peaceful educational institutions if there will be no peace within the society. O'leary,
Rosemary, and Lisa Bingham argue says that individual cannot substitute one for
another. I also return to the conflict resolution explanations regarding positive and
negative peace. Negative peace is the absence of violence while positive peace is far
more challenging to explain and attain since it entails the existence of just and
equitable social, political and economic systems. It points to the active existence of
respect, inclusion and tolerance. Peace education, I believe might be the missing
ingredient. We should consider numerous interventions, counsel children against
drugs, and model respect for diversity. Though this is avenue solves only half of
what is should be attained according to own analysis. Experiential, interdisciplinary
school learning programs may empower both children and tutors to identify and
adjust the structurally violent structures in the society. Being explicit about peace as
a value is another vital section of the of the process. This is often where political
push back may happen, as it remains for too many such a subversive concepts. It
means facing our own national daemons, as MLK explained so eloquently as in
Beyond Vietnam. He pauses the question of the manner to advocate for peace to our
kids while enhancing war on another nation, in a clear illustration of the
sociocultural belief that it's true violence does solve challenges. (O'leary, Rosemary,
and Lisa Bingham, 2003).So what then might some indicators of a school system
becoming more peaceful be, especially in light of the link between peaceful
communities and schools? These are some suggestions that might be considered
such as;
1) The presence of some sort of democratic method which includes the kids for making
school policy

2) Interdisciplinary, experiential learning programs

3) The existence of multilingualism

4) A culture of society service and activism

5) A culture of classrooms "without walls" where partnerships with other learning

institutions and the society are the norm and not just the enrichment.

Work cited

Portera, Agostino. "Intercultural education in Europe: epistemological and semantic aspects."

Intercultural education 19.6 (2008): 481-491.

O'leary, Rosemary, and Lisa Bingham. Promise and performance of environmental conflict
resolution. RFF Press, 2003.

The result of the conversation will be placed in the following format:

PEACE AND ITS INDICATORS

CONCEPT OF PEACE INDICATORS OF PEACE
A peaceful home Interpersonal
A healthy study or work environment Social
A peaceful and friendly community Social

B. SKETCH TWO PERSONS COMMUNICATING TO EACH OTHER. DEMONSTRATE HOW

THIS INTERPERSONAL LEVEL OF PEACE IS SHOWN IN YOUR OWN EXPERIENCE.
 • To demonstrate my interpersonal level of peace it involves my acceptance of
differences and diversity among people; resolving disagreements and conflicts
nonviolently, with dialog and discussion; relating to others with compassion,
empathy and a sense of justice; living with them harmoniously; and being a good
member of one's family and neighborhood and a good citizen of one's motherland
and the global village.
• Every step of my progress toward peace was both regarding me as a person with
specific decisions to make, and regarding my relationships with others. Once I
recognized the violence and created a choice to stop taking part in it, I achieved my
goal by drawing on my strengths: my intelligence, my strength of will, my
excitement, my optimism.
• Interpersonal peace needs a balance between care for myself and care for others; a
balance between intellectual pursuits and physical pursuits; and a balance between
local care and global care.

C. MAKE AN ILLUSTRATION OF INTERDEPENDENCE OF ONE’S DECISION OR ACTIONS

THAT AFFECT OTHER PEOPLE / SECTOR IN SOCIETY. REFER TO ANY ISSUE THAT YOU
MAY FIND APPROPRIATE FOR THE DEVELOPMENT OF SOCIAL LEVEL PEACE.

INTERDEPENDENCE AMONG INDIVIDUALS

1. REFLECT ON THE DIFFERENT LEVELS OF PEACE.

2. IDENTIFY AND DESCRIBE AN ISSUE THAT YOU WANT TO ADDRESS THAT YOU
THINK WILL BRING YOU THIS LEVEL OF PEACE.

3. DESCRIBE THE PROCESS HOW YOU WILL ADDRESS THIS ISSUE.

ACTIVITY 2

AS AN NSTP STUDENT-TRAINEE, PREPARE A LETTER OF APPEAL TO CONCERNED

AUTHORITIES IN THE ATTEMPT TO LOOK FOR SOLUTIONS TO STRENGTHEN PEACE
AND ORDER IN YOUR COMMUNITY. BELOW IS A TEMPLATE THAT YOU CAN USE FOR
THE SAID PURPOSE.

November 15, 2022

Mr. Jomari M. Saboya

Brgy. 168, C-Jose St. Malibay Pasay City

Dear Mr. Saboya

I would like to convey my sincerest gratitude for your untiring efforts and dedication to serve our
community amidst these uncertain times. The pandemic has brought us an abrupt halt to our normal
life. But the pandemic did not stop you from your love and concern to our community. Rest assured of
my willingness to cooperate in all your good endeavors.

In lieu of this, we humbly request your benevolent office to impose stricter rules and ordinances
regarding the mandated and existing curfew hours and prohibition of karaoke machines beyond 9 PM.
We all need silent hours for us to rest and so to be ready to face the new challenges of tomorrow.
Besides, these situations could possibly lead to contracting the feared COVID-19 virus, therefore putting
the lives of your constituents to grave danger.
We thank you in advance for your gracious response. Should you have any queries or clarifications,
kindly call or send me a message through my social media accounts or through my personal contact
number (insert cellphone number here).

Truly yours,
Katrina kate P. Mabbun

ACTIVITY 3
DRAW SIX SYMBOLS INSIDE THE BOX THAT WILL SHOW HOW PEOPLE EXPRESS THEIR
CULTURE OF PEACE, PUT ONE LINE OF NARRATION. RUBRIC: CLARITY OF SYMBOLS 5 POINTS
AND RELEVANCE OF IDEA 5 POINTS.
Heart is truly seeing, and caring, about another human being's existence and welfare. It wants to be
there for someone, to support them and help them grow; to make a difference in someone's life; to
share in and when it's hard.

Team work enables your workforce to: Split difficult tasks into simpler ones, then work together to
complete them faster. Develop specialized skills, so that the best person for each task can do it
better and faster.

Dove aims to ensure that the next generation grows up enjoying a positive Very truly yours,
relationship with the way they look, to help them raise their self-esteem and realize their full
potential.

Unity protects us from all the evil doings, hence we people should help each other and together we
should fight and face the evil and negative things, when we together stand only then we get
freedom from all kind of negativity.

Good will works to enhance people's dignity and quality of life by strengthening their communities,
eliminating their barriers to opportunity, and helping them reach their full potential through
learning and the power of work.

Peace can calm assurance that what God is doing is best. Peace comes from knowing that He is in
control, causing all things to "work together for good, for those who are called according to his
purpose"

ACTIVITY 4
ANSWER THE FOLLOWING QUESTIONS:

1. WHAT ARE PEACE EDUCATION AND ITS IMPORTANCE?

• Peace education is acritical pillar for preventing armed conflict and bloodshed, saving lives,
and allocating scarce resources to social needs. It is critical that these groups have the
information, skills, and ability to better handle and manage disputes in their communities,
as well as advocate for social justice.
2. HOW WILL YOU DESCRIBE PEACE EDUCATION?
• Peace education activities encourage the knowledge, skills, and attitudes that will assist
people in either preventing conflict, resolving conflicts so. peacefully, or creating social
conditions conducive to peace.
3. WHAT ARE THE TYPES OF PEACE EDUCATION?
• Human rights awareness education
• Conflict resolution techniques
• Environmental responsibility
• International understanding
• Democracy education
• World view transformation
• Critical peace education
4. WHAT IS YOUR ROLE IN PEACE EDUCATION?
• Peace education assists young people in gaining knowledge, improving their abilities in the
field of peace, and developing an attitude toward the importance of peace in human life.
Peace education activities foster conflict resolution, which in turn promotes peace and
ideals such as respect for human rights, freedom, and trust.
5. WHAT ARE NATIONAL SECURITY CONCERNS?
• Anything that jeopardizes the population's physical well-being or the stability of a nation's
or institution's economy is considered a national security problem. Peace comes from
knowing that God is in charge, allowing all things to work together to benefit those who are
called according to his plan.
6. WHAT IS THE MAIN PURPOSE OF NATIONAL SECURITY?
• The main purpose of national security is; to assure the protection of our nation's
fundamental and permanent needs to preserve people's lives and safety to retain the
country's sovereignty, with its values, institutions, and territory intact to provide for the
nation's and its people's prosperity
7. WHAT IS THE CONCEPT OF NATIONAL SECURITY?
• National security is the requirement for a state’s survival through the employment of
economic power, diplomacy, power projection, and political authority. As a result, in order
to have national security, a country must also have economic security, energy security,
environmental security, and so on.
8. WHAT ARE THE THREATS TO NATIONAL SECURITY ANSWER IN BRIEF?
• Anything that threatens the physical well-being of the population or jeopardizes the
stability of a nation's economy or institutions is considered a national security threat.
National security threats can be further broken down into groups.

Reflection:

AS A STUDENT, WRITE YOUR REFLECTION ABOUT OUR TOPICS, NATIONAL SECURITY

CONCERNS AND PEACE EDUCATION

From the values promoted by this education to the daily violence, horrors of war and gradual
destruction of values such as solidarity, co-operation and respect for others, education for peace
and respect for the rights of human beings are particularly relevant in this time: all these problems
are every day at work.

It is difficult to explain indiscriminate persecutions, slaughtering and ethnic cleansing when our
shocked and surprised students ask us about them. These processes are even harder to explain if
the possible solution is the continued bombing of towns and a desperate civilian population, for
instance.

Even in our analysis of the inequality and injustice of our socio-economic in research, peace studies
and peace education point to significant environment and brutal violence of our "ideal" modern
societies, we find opportunities for growth and development extreme everyday situations... in
which the state itself attacks a population, promoting individualism and self-interest and making
"dangerous" anything which is thought to be "different." They are all wars of a different kind but
with the same injustice, violence and destruction ingredients.
Moving Forward/Simulation Activity (Research Connection)
READ A RESEARCH RELATED ABOUT THE NATIONAL SECURITY CONCERNS HERE IN THE
PHILIPPINES OR OTHER COUNTRIES AND FILL OUT THE MATRIX GIVEN BELOW:

Problem

Are peace education and peace education research in the twenty-first century facing danger, or are
they facing a turning point, a time for decision, and an opportunity for change?

Research Methodology

Qualitative research, they propose a new form of 'transformative inquiry'. Transformative inquiry
should aim at social action more than 'pure ‘knowledge, and acknowledge that much knowledge is
subjective, constructed and inter-relational. It should recognize the complex and limited nature of
research findings and take full account of the power dynamics inherent in all research.
Transformative inquiry should respect subjects as participants in the study.

Findings

Direct violence is conceived as physical aggression that can lead to physical harm or even death.
Indirect violence is made up of structural and cultural factors. Structural violence is present in
societies that are socially unjust (e.g. health inequalities) whilst cultural violence masks or validates
structural violence.

Conclusions

It has argued that peace, education, peace education, research, and peace education research all
face inter-connected crises of legitimation, representation and praxis. It has gone on to suggest that
emergent themes in research, peace studies and peace education point to significant opportunities
for growth and development extreme.
 Recommendation

Information and recommendations passed on to users of research, and the capacity of research
users to act in the interests of socially-excluded people (typically ethnically diverse, poor, and
female). They recognize that all texts are socially, historically, and culturally located, and that "we,
like the texts we write, can never be transcendent" (Lincoln and Denzin, 2000:1058). Rather than
seeing the traditional subjects of social science as somehow 'out there' to be explored, Denzin and
Lincoln's contemporary qualitative researcher sees racism, war, sexism, poverty, homophobia and
disability as issues that touch all of us.

Source: (Bibliographical Entry

Format) Research

https://www.repository.cam.ac.uk/bitstream/handle/1810/256191/Cremin-015-
Journal_of_Peace_Education-VoR.pdf?sequence=1