SOCSCI_11.PRELIM.

CHAPTER 1 – A HOLISTIC UNDERSTANDING OF PEACE AND VIOLENCE

The Importance of Rethinking Peace

 Our understanding of peace shapes actions and relationships (Peace both as a condition
and as a value).
 Emphasis on changing one's thinking (concepts and values) as a necessary step to solve
global problems (FRITJOF CAPRA).

Secular Views of Peace & Violence

 Early definitions: Peace as the absence of war (GROTIUS, ARON).

 Shift in Perspective (1960s+):
From direct violence (war) to structural violence (social, economic, political
injustice).
Structural violence causes poverty, starvation, and discrimination → fuels conflict.
JOHAN GALTUNG: The Wealth of some is built on the deprivation of others.

Toward a Holistic Concept of Peace

 Negative Peace: Absence of war/direct violence.

 Positive Peace: Presence of justice, equity, and ecological well-being.
Includes social justice, non-exploitative human & nature relationships.
Peace with nature is foundational—resource scarcity leads to conflict.

Types of Violence.

 Violence as “humanly inflicted harm” (BETTY REARDON)

 Direct Violence can be categorized as organized and unorganized.
Organized violence refers to war and collective violence that occurs between
states or within a state.
Unorganized violence includes wife battering, rape, child abuse, and street
crime.
 Indirect violence can either shorten life span or reduce quality of life.

A Culture of Peace
The Declaration (UN, 1998) states that “a culture of peace is a set of values, attitudes, traditions,
modes of behavior, and ways of life that reflect and inspire:

 respect for life and all human rights;

 rejection of violence in all its forms and commitment to the prevention of violent conflict by
tackling its root causes through dialogue and negotiation;
 commitment to full participation in the process of equitably meeting the needs of present
and future generations;
 promotion of the equal rights and opportunities of women and men;
 recognition of the right of everyone to freedom of expression, opinion, and information;

 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.

A Philippine Framework toward a Culture of Peace

 Framework developed from the experiences of Philippine peace advocates.

 Conceptualized by Archbishop Antonio J. Ledesma, S.J. (Mindanao peace advocate).
 Integrates six dimensions and six values essential for peacebuilding.

Six Key Dimensions of Peace

 1. Personal & Family Integrity
 Foundation of peace; protection against societal brokenness.
2. Respect for Human Dignity & Fundamental Freedoms
 Upholding rights and democratic participation.
3. Basic Needs & Economic Equity
 Addressing poverty and inequality as root causes of conflict.
4. Intercultural Understanding
 Acceptance and respect for diversity (ethnic, religious, cultural).
5. Environmental Care
 Sustainable stewardship of nature for long-term peace.
6. Cessation of Armed Hostilities
 Shift from military spending to development ("arms to farms").

Six Corresponding Values

1. Spirituality – Inner peace and moral grounding.
2. Justice – Fairness in social, economic, and political systems.
3. Compassion – Empathy and solidarity with others.
4. Dialogue – Conflict resolution through communication.
5. Active Nonviolence – Peaceful resistance and problem-solving.
[Link] and ecological harmony.

Cultural Traditions with a Broad Concept of Peace

1. Diverse Cultural Understandings of Peace

 Greek "Irene" – Harmony, justice, and absence of violence.

 Arabic "Sala’am" & Hebrew "Shalom" – Wholeness, well-being, love, prosperity,
and reconciliation (individual, community, and global levels).
 Sanskrit "Shanti" – Inner peace, cosmic harmony (earth, sea, outer space).
 Chinese "Ping" – Unity in diversity, balance (yin-yang principle).

2. Holistic Peace: Two Key Foundations

 Practical Analysis
Requires rejection of violence (negative peace).
Demands positive conditions (justice, equity, sustainability).
 Ethical & Historical Roots
Shaped by cultural, spiritual, and philosophical traditions.
Influences modern peacebuilding approaches.

CHAPTER 2 – PEACE EDUCATION AS TRANSFORMATIVE EDUCATION

THE ROLE OF PEACE EDUCATION IN PEACEBUILDING

 People are the key resource for building a culture of peace.

Peacebuilding is the long-term project of creating peaceful communities.
 Peace education is a central strategy for both preventing conflict and for post-conflict
reconciliation.
 In the Philippine context, peace constituency-building (including education) is a key
element.

What is Peace Education?

 It is essentially transformative, aiming to change mindsets, attitudes, and behaviors

that cause or worsen violence.
 Its goal is to enable people to create conditions that actualize nonviolence, justice, and
environmental care.
 It employs a holistic learning process that engages three dimensions:
Cognitive: Building awareness and understanding.
Affective: Developing concern, empathy, and valuing.
Active: Challenging and enabling personal and social action.
Why Educate for Peace?
An Important Social Purpose: To eliminate social injustice, reject violence, and abolish war by
changing the social structures and thought patterns that create them.

 A Practical Alternative:
It aims to create a critical mass of people who will demand change.
It challenges the belief that war is inevitable and violence is inherent in human
nature.
It promotes nonviolent conflict resolution at both macro (political advocacy)
and micro (improving human relationships) levels.
 An Ethical Imperative:
Rooted in the ethical principles of major world faiths and humanitarian ethics.
Key principles include: the unity and value of life, respect for human dignity,
nonviolence, justice, and love as a social ethic.

Schema of Knowledge, Skills, and Attitudes/Values for Peace Education

Knowledge/Content Areas:

1. Holistic Concept of Peace (Beyond the absence of violence to the presence of well-
being and justice).
2. Conflict and Violence (Understanding causes, levels, and consequences).
3. Peaceful Alternatives, including:
Disarmament
Nonviolence (Philosophy and practice)
Conflict Resolution, Transformation, and Prevention
Human Rights
Human Solidarity
Development Based on Justice
Democratization
Sustainable Development

Attitudes/Values to be Cultivated: Skills to be Developed:

Self-respect Reflection
Respect for Others Critical Thinking and Analysis
Respect for Life/Nonviolence Decision-making
Gender Equality Imagination
Compassion Communication (including empathetic
Global Concern listening)
Ecological Concern Conflict Resolution (e.g., assertiveness,
Cooperation dialogue, collaborative problem-solving)
Openness & Tolerance Empathy
Justice Group Building
Social Responsibility
Positive Vision

Conclusion

 Integrating this comprehensive schema of knowledge, skills, and values provides

a pathway to a culture of peace.
 This educational approach empowers individuals to contribute to a more just, nonviolent,
and sustainable world.

CHAPTER 3 – THE COMPREHENSIVE SCOPE OF PEACE EDUCATION

THE HOLISTIC NATURE OF PEACE EDUCATION

 Peace education is described as multidimensional and holistic.

It is compared to a tree with many robust branches.
 It reflects the growth of progressive education and social movements over the last five
decades.
 Various forms of peace education collectively contribute to building a culture of peace.

THE TEN KEY BRANCHES/THEMES OF PEACE EDUCATION:

Disarmament Education
 Origin: Arose after the atomic bombings and the Cold War arms race.
 Evolution: Initially a reaction to nuclear weapons; expanded to include biological,
chemical, and small arms (WMDs and SALW).
 Key Actors: International Action Network on Small Arms (IANSA), Philippine Action
Network on Small Arms (PhilANSA).
 Primary Goal: To educate and campaign against arms proliferation, which fuels conflict
and diverts resources from basic needs (e.g., poor countries spending on arms).

Human Rights Education (HRE)

 Origin: Followed the 1948 Universal Declaration of Human Rights.

 Philosophy: The enjoyment of human rights provides the foundation for a nonviolent
social order.
 Pedagogy: Emphasizes that "how we teach is what we teach"; learning cannot be
authoritarian.
 Content: Study of the UDHR, CEDAW, CRC, and the link between rights and
responsibilities.

Global Education (GE)

 Definition (Fuchs, 1990): Programs that help individuals learn about the world beyond
their community and transcend an ethnocentric perspective.
 Philippine Definition: “Education for responsible participation in an interdependent world
community.”
 Three Key Themes/Perspectives:
Human value-centered (affirms human dignity).
World-oriented (understanding global interdependence).
Future-oriented (creating a preferred future).

Conflict Resolution Education (CRE)

 Momentum: Gained significant traction in the last two decades.

 Common Goals (Jones, 2006):
Create a safe, constructive learning environment.
Enhance social and emotional development.
Create a constructive conflict community.
 Key Actors: International Network for Conflict Resolution Education and Peace Education
(INCREPE) and GPPAC.
 Methods: Creating a cooperative climate, anger management, attentive listening,
effective communication, dialogue, and collaborative problem-solving.
 In the Philippines: Use of peer mediation in schools; principles are spreading to
communities, workplaces, and government.

Multicultural Education

 Origin: Developed first in culturally diverse countries (e.g., U.S., Australia).

 Goal: To help students understand, appreciate cultural differences and similarities, and
recognize the accomplishments of diverse groups.
 Focus: Encourages appreciation for both other cultures and one's own. Seeks to eliminate
stereotypes by emphasizing similarities and teaching respect for differences.
 Challenge: Negative viewpoints form early if similarities are not emphasized.

Education for International Understanding (EIU)

 Key Actor: UNESCO has been a significant contributor.

 Key Documents:
1974 Recommendation concerning EIU, Cooperation, Peace, and Human Rights.
1995 Declaration and Integrated Framework of Action on Education for Peace,
Human Rights, and Democracy.
 Evolution: EIU is an integral part of the broader UN Culture of Peace initiatives (e.g.,
International Year/Decade for a Culture of Peace).
 Holistic Meaning: Encompasses peace at the global level and the building blocks of
nonviolent, just, sustainable living at all relationship levels.
 Interfaith Education

 Origin: Grew from the interfaith movement, beginning at the 1893 World’s Parliament of
Religions.
 Catalyst: Gained urgency after September 11, 2001, as a means to counter discrimination
and hate crimes.
 Goals (aligned with interfaith dialogue):
Acquire an empathetic understanding of other faith traditions to live in harmony.
Encourage cooperation among religions to resolve common social and global
problems (violence, ecological destruction).
 Methods: Community visits, service learning, immersion experiences.

Development Education

 Origin: Emerged in the 1960s to challenge the mainstream model of equating

development with modernization.
 Critique: Focuses on the unjust and unsustainable economic order that causes poverty,
hunger, and marginalization.
 Goal (Ian Harris, 2005): To build peaceful communities by promoting an active citizenry
interested in the equitable sharing of the world’s resources.
 Focus: Cultivates a critical consciousness to challenge injustice and undemocratic
structures (e.g., profit-maximizing transnational corporations). Promotes a vision of positive
peace.

Gender-Fair/Non-Sexist Education

 Origin: Rose with popular feminism and the social justice movement from the late 1960s
onward.
 Overarching Goal: To enable students to reach their full potential regardless of gender.
 Specific Goals: Foster respect for both sexes, develop awareness of culturally
perpetuated gender biases and stereotypes to change them.
 Key Concepts: Shared parenting/decision-making, equal opportunities, making women's
roles visible, eliminating violence against women, non-sexist child-rearing and schooling.
 Expected Outcome: Learners become agents ensuring greater equality and the
elimination of stereotypes and violence.

Environmental Education (EE)

 Definition: Education about, for, and through the environment.

 Origin: Emerged with postmodernism in the 1960s as environmental problems were
recognized; celebrates the interconnectedness of all life.
 Rationale: A response to the ecological crisis (pollution, resource depletion, global
warming) caused by unsustainable living and a profit-maximizing development paradigm.
 Goal: To empower people with the knowledge, skills, and values to live in peace with the
earth; to make everyone a good "steward" or "kin" of nature (as in Our Common Future,
1987).
 Scope (Toh, 2004): Goes beyond personal "green" acts (recycle, reduce, reuse) to
question materialist lifestyles, consumerist ideology, and advocate for simplicity, earth
rights, and equitable development.

Conclusion

 Peace education is a multifaceted and interconnected field, essential for building a

sustainable culture of peace.
 Its strength lies not in a single approach, but in the synergy of its ten core themes—from
Disarmament and Human Rights Education to Environmental and Interfaith Education. Each
branch addresses a specific form of violence or injustice, whether direct, structural, or
cultural, and equips learners with the specific knowledge, skills, and values needed to
transform it.
  Ultimately, peace education is a holistic and proactive process. It moves beyond the mere
absence of conflict (negative peace) to actively cultivate the conditions for positive peace:
justice, equality, understanding, and harmony between people and with the planet. It
empowers individuals to become critical thinkers and active agents of change in their
communities and the world at large.

CHAPTER 4 – SPIRITUAL AND FAITH TRADITIONS AS RESOURCES FOR PEACE

Faith as a Wellspring for Peace

 Major spiritual traditions are fundamentally sources of peace, despite historical violence
often rooted in socio-political claims, not faith itself.
 There is an imperative need for interfaith cooperation and understanding to find shared
values for mutual respect and peaceful coexistence.

CHRISTIANITY

 Core Message: From its inception, Christianity is concerned with peace on earth ("Glory to
God... and upon earth peace" - Luke 2:14).
 Three Elements in Jesus's Approach to Peace (George, 1987):
Rejection of Violence: Refusal to join violent movements; instruction to not take
the sword (Matthew 26:51-52).
Love and Reconciliation over Retaliation: Core commandment to love
neighbors and enemies; overcoming evil with good (Matthew 5:44, Romans 12:17-
21).
Use of Transforming Initiatives: Active peacemaking; taking positive, surprising
actions to transform situations of injustice (Matthew 5:9, 39-41).

 Practical Steps for Peacemaking (Glen Stassen, 1988):

Affirm the interests of and pray for your enemies.
Talk to your adversary and seek agreement.
Associate with the powerless who need justice.
Start an imaginative, transforming initiative instead of seeking revenge.
 The Concept of Shalom:
Wholeness, well-being, and the absence of war.
Intimately connected to justice ("Justice and peace shall kiss" - Psalm 85:11).
Vision of weapons being transformed into tools for peace (Isaiah 2:4).
 Human Worth: Humans are created in God's image (Genesis 1:26-28); the Golden Rule
(Matthew 7:12); the goal of life in its fullness (John 10:10).

ISLAM
 Core Meaning: The root word "Islam" means peace (submission to God's will to achieve a
just and harmonious social order).
 The Five Obligations (Pillars) of a Muslim:
1. Declaration of the oneness of God (Tawheed) and the prophet hood of
Muhammad.
2. Prayer five times a day.
3. Payment of Zakah (obligatory charity) to redistribute wealth.
4. Fasting in the month of Ramadan for spiritual exercise and solidarity.
5. Pilgrimage to Mecca (Hajj) once in a lifetime.

 Peace-Related Teachings from the Qur'an:

Sanctity of life (Surah 5:32).
Command to deal with justice and kindness, even with enemies (Surah
60:8).
Righteousness is defined by belief, charity, and prayer (Surah 2:177).
Command to be good to parents, kin, orphans, and the poor (Surah
2:83).
 Celebration of human diversity for the purpose of knowing one another
(Surah 49:13).
Permission to fight only in self-defense against aggression (Surah
2:190).
God commands justice and the doing of good (Surah 16:90).
 Teachings from the Hadith (Sayings of Prophet Muhammad):

God's creatures are His family.

Reconciling disputes is better than prayer and fasting.
Restraint and toleration are marks of faith.
A believer is one whose neighbor lives in peace.
Showing compassion on earth leads to God's mercy.

BUDDHISM

 Ultimate Goal: Attainment of Nirvana (liberation from suffering) through

spiritual purification.
 Core Principles:
War, crime, and suffering are mental defilements to be overcome
through self-discipline, meditation, and wisdom.
Compassion and Loving Kindness: A feeling of connectedness and
commitment to alleviating the suffering of all sentient beings (as
taught by the Dalai Lama).
The principle of not inflicting on others what is unpleasant to oneself
(Samyutta Nikaya).
 Key Concepts (Dalai Lama, Ethics for the New Millennium):
Human nature is basically gentle.
Inner peace is the root of happiness.
Happiness is rooted in concern for others' well-being.
Cultivate positive qualities like generosity and humility.
Negative thoughts cause suffering.
 The Law of Karma: The truth of cause and effect; good deeds yield good results.
 The Middle Path: A balanced, skillful approach to life that avoids extremes of indulgence
and self-denial, conquering greed, hatred, and illusion.

HINDUISM

 Ultimate Goal: A vision of non-discriminatory unity and interconnectedness of all life

forms.
 Core Teachings from Scripture:
Calls for unity of resolve, hearts, and spirit (Rg Veda).
The prayer to look upon all beings with the eye of a friend (Yajur Veda).
Upholding the dignity of all beings is a form of worship (Srimad Bhagavatam).
 Important Principles (Vaswani, 2007; Sharma, 2005):
Live a moral life with right thoughts and actions.
Practice Ahimsa (nonviolence).
Promote love, compassion, and justice.
Control desires and anger.
Understand the Law of Karma.
Recognize the importance of inner peace and transformation as the foundation for
world peace.
Be tolerant, avoid jealousy, and replace hate with love.
 Prayer for Peace: Concluding prayers with "Shanti" (peace) repeated three times for
peace within, in the family, and in the world.

INDIGENOUS TRADITIONS

 Core Worldview: Profound reverence for nature and a spiritual kinship with all life forms.
 Key Principles:
 Sacredness of Land: The land is a sacred parent, not a commodity to be owned.
People belong to the land and are its custodians (as expressed by Chief Seattle and
others).
Sharing: Land and its resources are God's gifts to be shared with the community
and spirits.
Community-Based Restorative Justice: The community feels responsible for
transgressions by its members and focuses on repairing harm rather than punitive
justice ("If you break something, you repair it").
Forgiveness: A propensity to forgive easily, but with an emphasis on
understanding the cause and making amends.

Conclusion

 The world's major spiritual and faith traditions are essential and profound resources for
peace.
 They share a common mission to seek the well-being of all and provide guiding principles
for nonviolence, justice, compassion, and harmonious living.
 The task is to rediscover and apply these shared values to build a culture of peace.

CHAPTER 5 – UPHOLDING HUMAN DIGNITY

Core Concept: Human Dignity

 Definition: The fundamental innate worth of every human being.

 A Universal Principle: Central to major world faiths and the value system of social peace.
 The Challenge: While universally accepted, it is not yet fully realized in the practices of
many governments and communities.
 Link to Peace: Positive human rights conditions form the foundation for a nonviolent
social order and reduce the causes of conflict.

The Foundation: Universal Declaration of Human Rights (UDHR)

 Adopted by the UN in 1948 in response to the atrocities of World War II.

 Five Major Categories of Rights:
Civil: Life, liberty, security, privacy, fair trial, freedom from slavery & torture.
Political: Participate in government, peaceful assembly, asylum from persecution.
Economic: Own property, desirable work, join trade unions.
Social: Social security, adequate living standard, education, rest.
Cultural: Participate in cultural life, freedom of belief, and religion.

Protecting Women's Rights: CEDAW

 Convention on the Elimination of All Forms of Discrimination Against Women

(CEDAW)
 The International Bill of Rights for Women (Entered into force in 1981).
 Key Aims:
Achieve substantive equality (actual results, not just legal text).
Prohibit policies that disadvantage women.
Challenge harmful cultural practices and stereotypes.
Recognize violations in the private sphere (e.g., the home) as human rights
violations.
 Covers rights in political, civil, economic, social, and cultural life.

Key UN Resolutions on Women, Peace & Security

 UN Security Council Resolution 1325 (2000):

Urges increased representation of women at all decision-making levels in conflict
prevention and resolution.
Calls for the adoption of a gender perspective in peace agreements.
 UN Security Council Resolution 1820 (2008):
 Declares that rape and sexual violence can constitute war crimes and crimes
against humanity.
Demands the immediate cessation of all acts of sexual violence in conflict.
Stresses that these crimes should be excluded from amnesty provisions.

Protecting Children's Rights: The CRC

 Convention on the Rights of the Child (CRC) (Adopted 1989).

 First treaty to recognize children's rights as a distinct human rights category.
 The 4 General Principles:
1. Non-discrimination (Art. 2)
2. Best interests of the child (Art. 3)
3. Life, survival, and development (Art. 6)
4. Participation (Right to express views, Art. 12)
 Four Categories of Rights:
1. Survival
2. Development
3. Protection
4. Participation.

Rights and Responsibilities

 Rights and responsibilities are two sides of the same coin.

 We cannot only promote our own rights without considering the rights of others.
 Exercising our rights must not violate or deny the rights of others.

Conclusion

 The world's major spiritual and faith traditions are essential and profound resources for
peace.
 They share a common mission to seek the well-being of all and provide guiding principles
for nonviolence, justice, compassion, and harmonious living.
 The task is to rediscover and apply these shared values to build a culture of peace.

CHAPTER 6 – CHALLENGING PREJUDICE AND BUILDING TOLERANCE

Understanding the Problem: Prejudice, Stereotype, Discrimination

 Prejudice: A negative feeling or attitude toward a person or group, even without basis.
 Stereotype: A negative opinion based on incomplete knowledge.
 Discrimination: Negative actions (avoidance, aversion, violence) toward a social group.
 The Connection: Stereotypes → Prejudicial Feelings → Discrimination
 Why It Matters: Hatred for differences has become a justification for violence and armed
conflict around the world.

Where Does Prejudice Come from? (Theories)

 Social Learning Theory (Aitemeyer, 1981):

Prejudice is passed down through generations and reinforced by family, school, and
media.
 Ignorance/Lack of Information (Betlehem, 1985):
Prejudice stems from not knowing or understanding others.
 Social Identity Theory (Tajfel & Turner, 1979):

We think highly of our own group, which can lead to denigrating those outside it.
Many Faces of Prejudice (Types)
Prejudice is more than just racism. It includes:

Racism: Belief in the superiority of one's own race.

Sexism: Subordinating women based on their sex.
Heterosexism: Negative attitudes toward LGBTQ+ individuals.
Classism: Distancing from and looking down on the poor.
Linguicism: Negative attitudes against non-dominant language groups.
Ageism: Prejudice against the young or the elderly.
“Looksism”: Prejudice against those who don't meet set beauty standards.
Religious Intolerance: Prejudice against those of other faiths.

The Antidote: Education for Tolerance

 Tolerance is: Respect, acceptance, and appreciation for the rich diversity of cultures and
human expressions.
 Why Teach It?
Education is the most effective means of preventing intolerance.
It counters influences that lead to fear and exclusion of others.
It is a foundation for democracy and human rights.
 The Goal: To educate citizens who are appreciative of other cultures, respectful of human
dignity, and able to prevent or resolve conflicts.

Prejudice in Schools: The Impact

 Prejudice in educational settings leads to:

 Lower academic achievement and self-esteem.
 Higher dropout rates.
 Negative psychological health (isolation, alienation).
 Internalization of negative views causes students not to reach their potential.
 Exclusion, taunting, and physical harm.
 Common Victims: Those who are "too smart" or "not smart," heavy-set, of a different
religion/skin color, economically disadvantaged, or disabled.

How to Teach & Learn Tolerance (Strategies for Educators)

 Self-Examination: Identify and challenge your own biases in the classroom.

 Use Inclusive Language: (e.g., "human" not "mankind"; "heavy" not "fat").
 Fair Treatment: Give equal attention and fair treatment to all students.
 Celebrate Diversity: Frame differences as enriching (e.g., the "fruit salad" analogy).
 Diverse Materials: Use teaching aids and decorations that show a variety of racial and
physical features.
 Curriculum Audit: Examine textbooks and materials for biased messages.
 Create a Welcoming Environment: Especially for new or foreign students.
 Facilitate Reflection: Use activities and questions to help students explore their own
views on difference.

Conclusion
“People come in different packages. Each one is special and is a gift to others."