PEACE EDUCATION IN NDU

This third chapter deals with the social context and other major reasons which had altogether induced NDEA schools in general to zealously take up the role of peace building. After exploring the history of the establishment of educating in peace, this chapter would proceed on investigating the present social context where peace education still remains very much decisive. Then, this research component will go on probing peace education in NDU especially at the collegiate level, particularly the content and strategies or programs such as workshops employed by the Campus Ministry through which it is conveyed especially to the students. The definition of peace education, its goals and purpose, issues and concepts would also be put into consideration as they are deemed to be relevant in exposing the mode of peace education inherent in the said school.

A.

HISTORY AND ESTABLISHMENT OF PEACE EDUCATION IN NDU The history narrating the emergence of peace education in Notre Dame University had

been a product of various conditions prevalent during those times. Aside from knowing that initiatives for peace were the result of our countrys first historical revolution, it would also be noteworthy to indicate that peace education was first sown in this school by Dr. Toh Swee-Hin in 1987. On September 6 to 8, 1988, the NDEA Silver Jubilee Convention was held in the city of Cotabato. This convention, attended by numerous participants, had marked a new set of commitment as an outward call for all who are concerned especially in establishing peace in a context scarred by continuous

war. During the delivery of his welcome address, Fr. Carino, OMI, blatantly described the devastating effects of war that had been exploding for almost two decades then, which nonetheless had also been until now. He gave further details such as that we have seen Filipinos killing Filipinos their dignity as persons and human rights wantonly violated (Carino 1988, p.1). Such unduly clamor and thirst for peace had but had compelled those who sought it to preoccupy themselves with the probable means of achieving and realizing it. Yet, in alluding to Pope Paul VI in his encyclical Populorum Progressio, Fr. Carino, OMI intimidated the participants regarding the formidable task that they were presently confronted with, peacebuilding. Thus, the importance of the convention had only been in a satisfying level of being the first of its kind whenNDEA member school put their heads together to confront the issue of peace in their education ministry (Carino 1988, p.1). This remarkable pursuit in the realm of education was fully-embodied in the theme for the NDEA Silver Jubilee Convention, namely, ROLE OF THE NOTRE DAME SCHOOLS IN PEACE BUILDING IN MINDANAO. In line with this, the focus on strategies in educating for peace would also be a matter of added significance as it would also be addressing the issue on peace building. For the sake of putting certainty to the commitment as well as goals of NDEA, Bishop Orlando B. Quevedo, OMI, who was Archbishop of Nueva Segovia then, keynoted some notable issues. These major concerns he presented as follows: exploring with you the social context of that commitment; articulating its conceptual framework and; drawing out some of its implications for the educational enterprise (Quevedo 1988, p.4). The upshot of the survey conducted, oriented towards determining the peace situation in the land of Cotabato as well as in other neighboring areas such as Sulu was a two-side coin. On the first side, it had been known as was also obvious during the time that the social aspect was quite unstable in matters concerning

militarization, human rights, ecology, personal values and practices and cultural solidarity. On the other side of the coin, there also existed an indubitable spark of hope where unity and justice were in. Nonetheless, the fact that the negative side dominated more than the positive one, was more than enough to prove that certain steps must already be taken. Drawn from this context was the awareness of the possible contributions of NDEA schools in smoothing the roughness of the time. Essential concepts were put into careful deliberations to matters pertaining to the schools commitment. Among these concepts were development and peace, and, justice and solidarity. This coverage of understanding was so much vital as this would imply far-reaching consequences to the school itself, composing of students, teachers, administrators, etc. bearing the responsibility of spearheading the formation of the human person, the school community ought to promote welfare in the society or to establish the integrity of every culture and race. Therefore, the schools of Notre Dame were utterly reminded of their mission, a mission of transforming every Filipino through the embrace of values which at the same time went hand-inhand with social awareness, critical thinking, a love of freedom and solidarity, and many others (Quevedo 1988, p.8).

B. 1.

PRESENT COMMITMENT TO PEACE EDUCATION IN NDU The Legal Foundation and NDU s Role towards Peace Building Prior to the establishment of a certain school, it must before all else address general

objectives to obtain the validation of the state where it is encompassed. Among these are as follows: first, to accelerate social progress, and, second, to promote total human liberation and development (De Leon 1997, p.407). These anticipated ends would imply improvement of the peoples quality of life in all aspects. Furthermore, the promotion of the common good as well as

individual welfare will likewise be achieved. Thus, the school must imply the necessary provisions for the full development of the human personality due to the states belief that if this would be satisfied, an individual would more likely participate actively in the societys life. More to this, the constitutional policy of the Philippines requires that: ART. XIV. SEC. 2 (1) The State is mandated to maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people and society. ART. XIV. SEC. 5 (1) The State shall take into account regional and sectoral needs and conditions and shall encourage local planning in the development of educational policies and programs. The school is very much supported by the state as it is considered to be very much significant in promoting a just and human society. Upon underlining the legal foundation of the school, it must also provide and give access to cultural opportunities (San Mateo & Tangco, p.102). The educational system should not only be a place for honing the intelligence but that it should embrace every culture in its scope to serve as a vehicle of unity and peace.