SOC SCI 2—PEACE AND DEVELOPMENT A.3.
Towards the Holistic Concept of Peace and Violence
Chapter 1.
Lesson 1. Definition of Peace
“Peace means dignity, well-being for all, not just absence of war.” -UN
“Peace is manifested as ‘societal friendship and harmony in the absence of
hostility and violence.’”
Social Sense – peace is understood as a “lack of conflict (such as war) and
freedom from fear of violence between individuals or groups.” Leaders of the
world, governments and other social institutions make concerted efforts such as
peace-making and diplomacy to ensure that ‘behavioral restraints’ are
established so that no rights, freedom and dignity are being trampled on.
Psychological Peace – considered important in establishing ‘behavioral peace.’
A.1. Secular Views/Perspective of Peace and Violence
Peace was that of absence of death and destruction as a result of war and
physical/direct violence.
“Peace was defined as merely the absence of war or direct violence.”
– Hugo Grotius
“Peace as more or less lasting suspension of violent modes of rivalry between
political units.” – Raymond Aaron
A.2. The Shift in the Concept of Peace
1960’s – there is a “shift of attention of violence” ; from direct to indirect violence
(structural violence).
Structural Violence/ Indirect Violence– not readily or obviously observed.
(example: extreme poverty, starvation, poor health services and discrimination
against the minority.)
“Structural violence occurs when the wealth of the nation is based on labor and
the people are required to live diminished lives of deprivation.” – Johan Galtung
In order to achieve peace, we must “eradicate all facets of injustices.”
The Institute for Economics and Peace (IEP) has constructed the Pillars of Peace
framework.
“Peace does not mean the total absence of any conflict. It means the absence of
violence in all forms and the unfolding of conflict in a constructive way.”
–Johan Galtung
A.4. Eight Pillars of Peace
1. Well-functioning government 5. Good relations with neighbours
2. Sound business environment 6. Free flow of information
3. Equitable distribution of resources 7. High level of human capital
4. Acceptance of the rights of others 8. Low levels of corruption
B. Levels of Peace
1. Personal Peace – a state of calm and serenity of mind. (Intrapersonal peace)
2. Domestic Peace – peace that comes from mutual respect among family
members; mutual assistance among members of the family and household.
3. Inter-Personal Peace – involves acceptance of differences and diversity
among people; resolving disagreements and conflicts non-violently; blabla
4. Local Peace – love and respect among neighbours or residents of the local
community
5. Social/National Peace – respect, trust, love and understanding of people of
different social groups (religion ethnic background and social status).
6. International Peace – respect for the culture and way of life of others
7. Environmental Peace – examines and advocates environmental protection
and cooperation as a factor in creating more peaceful relations.
Lesson 2. Violence In Human Life
An Overarching Definition of Peace
Violence is “the intentional use of physical force or power, threatened or actual,
against oneself, other person, or against a group or community, that either results
in or has a high likelihood of resulting in injury, death, psychological harm,
maldevelopment or deprivation.”
Violence takes the lives of more than 1.5 million people annually. 50% suicide,
35% homicide, 12% direct result of war/conflict, 3% other forms of conflict.
“Violence is humanly inflicted harm” –Betty Reardon
Violence can be categorized as Direct (Physiccal), or Indirect (Structural). While
Birgit Brock-Utne notes that violence can be Organized or Unorganized.
1. Organized Violence – war that occurs between states or within states.
2. Unorganized Violence – done by an individual or groups in a spontaneous
includes wife battering, rape, child abuse and street crime.
3. Direct/Physical Violence – “behavioral” violence (bullying, domestic v.)
4. Indirect Violence/ Structural – often unconscious; results from unjust and
inequitable social and economic structures. (poverty, etc.)
5. Cultural Violence – the devaluing & destruction of particular human
identities and way of life (sexism, ethnocentrism, racism)
Typology of Violence
A. Self-directed Violence refers to violence in which the perpetrator and the
victim are the same individual.
B. Interpersonal Violence refers to violence between individuals.
C. Collective Violence refers to violence committed by larger groups of
individuals (social, political, and economic violence).
Causes of Violence
a. Personal – first level identifies biological & personal factors that influence
how individuals behave.
b. Family and Friends – second level focuses on close relationships.
c. Community – third level explores community level (schools, workplaces,
neighborhoods)
d. Social – creating a climate in w/c violence is encouraged.
Problems in Violence
1. Families edging out of poverty and investing in schooling their sons and
daughters can be ruined through the violent death or severe disability of
the main breadwinner.
2. Communities can be caught in poverty traps where pervasive violence
and deprivation form an unpleasant circle that restricts economic growth.
3. For societies, meeting the direct costs of health, criminal justice, and
social welfare responses to violence diverts many billions of dollars from
more constructive societal spending.
4. In countries with high levels of violence, economic growth can be slowed
down, personal and collective security eroded, and social development
impeded.
5. The much larger indirect costs of violence due to lost productivity and lost
investment in education work together to slow economic development,
increase socio-economic inequality, and erode human and social capital.
Approaches to Violence and Violence Prevention
 Criminal Justice Approach sees its main task as enforcing laws that
proscribe violence and ensuring that “justice is done”.
o Criminal justice system’s main task is to “do justice”
o Ensure that perpetrators are punished properly
o Relies primarily on deterrence, incarceration and the punishment
and rehabilitation of perpetrators.
 Human Rights Approach is based on the obligation of the states to
respect, protect and fulfill human rights and therefore punish violence.
o It recognizes violence as a violation of many human rights.
Prevention of Violence
1. Developing safe, stable and good relationships between children and
their parents and caregivers.
2. Developing life skills in children and adolescents
3. Reducing the availability and harmful use of alcohol.
4. Reducing access to guns or harmful items.
5. Develop self-control.
Lesson 3. Knowledge, Skills and Attitudes/Values in Peace necessary to ensure the well-being of the earth’s ecosystems
such that it can continue to meet future and present needs.
Some of the knowledge or content areas that are integral to peace education are:
Attitudes/Values It is suggested that the following attitudes and values be
1. Holistic Concept of Peace – peace is not just the absence of direct
cultivated:
violence but also the presence of conditions of well-being, cooperation
and just relationships in the human and ecological spheres.  Self-respect – having a sense of their own worth and a sense of pride
- Help analyze peace issues in an integrated way.  Respect for others – having a sense of worth & inherent dignity of other
2. Conflict and Violence – conflicts are a natural part of person’s social life, people.
but they become problems of violence depending on the methods of  Respect for Life/Nonviolence – valuing of human life and refusal to
conflict resolution used. respond to an adversary or conflict situation with violence. (collaborative
- Examine the roots and consequences of violence. problem solving)
3. Some Peaceful Alternatives  Gender Equality – valuing the rights of women to enjoy equal
a. Disarmament – abolishing war and reducing global armed forces opportunities with men and to be free from abuse, exploitation, etc.
and armaments.  Compassion – sensitivity to the difficult conditions of other people.
b. Nonviolence – study the philosophical and spiritual underpinnings  Global Concern – caring for the whole human community.
of nonviolence as well as its efficacy as a method to effect  Ecological Concern – caring for the natural environment.
change. (Mahatma Gandhi, Martin Luther King Jr., Aung San Suu  Cooperation – valuing of cooperation process & the principle of working
Kyi, Tich Nhat Hanh, Desmond Tutu, etc) together.
c. Conflict Resolution, Transformation & Prevention – resolving  Openness/Tolerance – openness to the process of growth and change;
conflicts non-violently (collaborative problem solving). Move on willingness to approach and receive other people’s ideas.
to examine how a conflict that has been resolved can be  Justice – acting with a sense of fairness towards others; upholding the
transformed into a situation that is more desirable. principle of equality.
d. Human Rights – integral understanding of human rights and to
reject all forms of repression and discrimination.
e. Human Solidarity – communities bind together divergent
SKILLS
religious, cultural, local and national groups. The major world
religions also have shared values and principles. 1. Reflection
f. Development Based on Justice – critically aware of the realities 2. Critical Thinking & Analysis
and tragic consequences of structural violence. Understand that 3. Decision-Making
development is not economic growth alone but also the equitable 4. Imagination
sharing of its fruits. 5. Communication
g. Democratization – democracy provides the environment within 6. Conflict-Resolution
which people’s fundamental rights, interests and wishes are 7. Empathy
respected. 8. Group Building
h. Sustainable Development – interdependent relationship between
humans and the natural environment and the changes that are Chapter 2.
Lesson 1. A Culture of Peace
“Since war begins in the minds of men/women, it is in the minds of men/women
that the defenses of peace must be constructed.”
A Culture of Peace is a way of life.
What is Culture of Peace?
UN Declaration states that, “a culture of peace is a set of values,
attitudes, traditions, modes of behavior and ways of life that reflect and inspires
these values:
 Respect for life and for all human rights;
 Rejection of violence in all its forms and commitment to the prevention of
violent conflict by tackling their root causes through dialogue and
negotiation;
 Commitment to full participation in the process of equitably meeting the
needs of the present and future generations;
 Promotion of the equal rights and opportunities of women and men;
 Recognition of the rights of everyone to freedom and expression;
 Opinion and information;
 Devotion to principles of freedom, justice, democracy, tolerance,
solidarity, cooperation, pluralism, cultural diversity, dialogue and
understanding between ethnic, religious, cultural and other groups, and
between individuals.
Six Dimensions and Operative Values of Culture and Peace
1. Personal & Family Integrity: Spirituality
2. Human Rights & Democracy: Justice
3. Poverty Education: Compassion
4. Intercultural Understanding & Solidarity: Dialogue
5. Disarmament & Cessation of Hostilities: Active Non-Violence
6. Environmental Protection: Stewardship
Lesson 2. Nature and Other Concepts of Culture in Relations to Peace
Culture – from the Latin word cultura is clear.
- It is a derivative of a verb colo (infinitive colere), which means “to tend,”
“to cultivate,” and “to till,” other things. Another possible object of the verb
colo is animus which means “character”
- Culture means cultivation of the human character.
- Latin noun cultura can be associated with education & refinement.
“Culture consists in patterned ways of thinking, feeling, and reacting, acquired
and transmitted mainly by symbols, constituting the distinctive achievements of
human groups…”
Culture may also be understood as ‘a memory and control device of society. It
may be conceived of as providing the distinction of correct versus incorrect
behavior.’”
Types of Culture:
1. MATERIAL CULTURE – tools, utensils, machines, ornaments, art, building,
monuments, written records, religious images, clothing, and any other
ponderable objects produced or used by humans.
2. NON-MATERIAL CULTURE – nonphysical ideas that people have about
their culture, including beliefs, values, rules, norms, morals, language,
organizations, and institutions.
Aims of Culture
 Unification for peace and harmony of all the members.
 However, in a wider arena, it became the source of stereotype,
prejudices, discrimination, and even ethnic cleansing.
Other Cultural Concepts
1. CULTURE TRAIT – a characteristic of human action that is acquired by
people socially and transmitted to one another via various modes of
communication.
2. CULTURE COMPLEX – group of culture traits all interrelated and
dominated by one essential trait: Nationalism.
3. CULTURE LAG – the notion that culture takes time to catch up with
technological innovations, resulting social problems.
4. CULTURE SHOCK – experience a person may have when one moves to a
cultural environment w/c is different from one’s own.
 5. COUNTER CULTURE – a subculture whose values and norms of behavior • Establish power and • Violators of law
differ substantially from those of mainstream society. Political order. are punished or
6. SUBCULTURE – a social group within a national culture that has distinctive Institution • Maintain peace and sanctioned – thus
patterns of behavior and beliefs; may share religious or political beliefs. order. sponsored violence
7. ETHNOCENTRISM – belief that your own culture is superior to others. • Ensure equal access to to establish control.
8. XENOCENTRISM – a culturally-based tendency to value other cultures law • Tendency to
more highly than one’s own; antithesis to ethnocentrism. disregard minority
9. TEMPOROCENTRISM – belief, whether consciously held or unconsciously, norms.
that one’s own time is more important than the past or future. • Advocate unity and • Create
10. SPATIALIZATION – refer to spatial forms that social activities and material Religious brotherhood ethnocentrism, thus
things, phenomena or processes take on. Institution • Equality of all in God’s disunity between
11. CULTURAL RELATIVISM – the ability to understand a culture on its own eyes believers of other
terms and not to make judgements using the standards of one’s own faith.
culture. • Discriminate the
12. DIASPORA – a scattered population whose origin lies in a separate poor.
geographical locale. • Transmit skills, • Create new elite
13. HIDDEN TRANSCRIPT – a concept often used in discussions of power and Educational knowledge and culture • Transmit popular
resistance. Institution to new generation. culture.
14. PUBLIC TRANSCRIPT – open public interaction between dominators and
oppressed.

Factors That Contribute To Various Cultural Conflicts  INTER-CULTURAL CONFLICT

 INTRA-CULTURAL CONFLICT Invasion/Colonization – establishment of territory and imposition of
Crafting of Nationhood – institutionalization of social norms; folkways, power over the conquered people.
mores, values, beliefs system and language putting them into law. - Designed national development attune to their invested interest
- Homogenization of Culture for national unity and solidarity. (foreign framework).
- Leads to marginalization of the cultural minority.  Social Stratification – caste system; estate system; open system.
 Ethnic Cleansing
 SOCIO-CULTURAL IMAGE OF MOST CONTEMPORARY SOCIETIES
- “Social institutions are based on popular culture and norms of the
majority.”
CORE: Cultural Majority
SEMI-PERIPHERY: Friends and collaborators of the majority
PERIPHERY: Cultural Minority

Social Manifest Functions Latent Functions

Institutions
Lesson 3. Spiritual and Faith Traditions as Resources for Peace
Religion and Peace-building
The world’s peaceful account for 83% of the global population; the great
majority of these fall under twelve classical religions—Baha’i, Buddhism,
Christianity, Confucianism, Hinduism, Islam, Jainism, Judaism, Shinto, Sikhism,
Taoism, and Zoroastrianism.
“Religion is often viewed as a motive for conflict and has emerged as a key
component in many current and past conflicts. However, religion does not always
drive violence; it is also an integral factor in the peace-building and reconciliation
process.” – Neil A. Levine
MAJOR RELIGIONS IN THE WORLD
1. Christianity – the Christian story begins with a song of the angels to the
shepherds when Jesus was born.
Three elements of in Jesus’ approach to peace
a. Rejection of Violence
b. Love and reconciliation rather than retaliation
c. Use of transforming initiatives
Shalom – Hebrew word for “peace”
2. Islam – the root of the word Islam is “silm,” which means peace—peace
with God and other human beings.
A Muslim is one who submits to God’s will.
5 Pillars of Islam:
1. A declaration and acceptance of the oneness of God (tawheed) and the
prophet hood of Mohammed. The great significance of tawheed is that “if
God is one, so is all of His creation…”
2. Prayer five times a day
3. Payment of zakah or obligatory charity, generally 2 ½ percent of one’s
wealth annually. Zakah in Islam is a means to redistribute wealth and to
show one’s concern for other people.
4. Fasting in the month of Ramadhan. It is mainly a spiritual exercise but it
also serves as a way for all Muslims to feel their solidarity.
5. Pilgrimage to Makkah (Mecca) once in a lifetime, if one can afford to do
so.
3. Buddhism – promotes spiritual purification through the eradication of
defilements until one attains nirvana, the final emancipation from
suffering which is the end of one’s cycles of birth and death.
Buddhist doctrine asserts that war, crime, and suffering are mental
defilements and that these need to be overcome by the practice of:
1. Self-discipline 3. Wisdom
2. Meditation 4. Enlightenment
Importance of the following principles:
 Human nature is basically gentle and not aggressive
 Inner peace is the principal characteristic of happiness
 Happiness is rooted in concern for other’s well-being and our relationship
with others.
 One should be non-harming and should cultivate positive qualities such as
generosity and humility.
 Negative thoughts and feelings cause unhappiness and suffering.
The Law of Karma – reveals the truth of cause and effect; good deeds yield good
effects, and vice versa.
4. Hinduism – the spiritual goal is to gain a vision of unity which is non-
discriminatory, where every kind of life form is important.
Principles of Hinduism:
 Live a moral life with right thoughts and actions
 Control one’s desires and anger
 Practice ahimsa (nonviolence or non-injury)
 Promote love and compassion as well as justice
 Recognize that each person reaps the fruits of his/her deeds (karma)
 Recognize the importance of inner peace and inner transformation as the
beginning of peace in the family, society in the world.
INDIGENOUS TRADITIONS
Spiritual connection with their land. There is a simplicity by which the
indigenous spiritual embraces the foundational elements of life and nature.
Community-based restorative justice. Community feels responsible for
the violation and transgression of their member.