Peace Theme 4: Challenging the War System

1. What are the possible causes of war?

 Territorial disputes- disagreement between states or groups within a
state over where their homeland or borders should be fixed. It often tied
the quest for independence or sovereignity.(ex. Israel and Palestine)
(moro Islamic liberation front in the Philippines)
 Lack of tolerance (acceptance,patience,open-mindedness) for
differences – differences in nationality, clan membership, ethnicity or
religious affiliation(association, relationship).
 Ideological or power struggles (fight, battle)- set of beliefs which
serves as guide on how power should be allocated or how a society should
function. Communist party in the Philippines-new peoples’ army are
examples of ideological wars.
 Inequality between groups - inequality between groups or regions within a
state produces grievances(resentment, dissatisfaction, grudge) that
consequently increase the chances of rebellion.
 History of colonialism and the process of decolonization - often the
transfer of power becomes problematic with groups within the country
competing for control and authority.
 Competition for resources, extreme abuse of human rights, desire of
leaders to stay in power narrow or extreme nationalism, and sympathy
for kin(family, relatives) across borders.

2. What are the effects of war?

 Massive death 1,000 people die each day as a result of armed violence.
 Result in the commitment of atrocities massacres, tortures,
disappearance, sexual violence including rape, execution, assassinations,
bombing, burning and kidnapping, are examples of atrocious acts.
 Cause people to flee their homes. At the end of the 20th century, there
were approximately 40 million people who left their homes to become
refugees abroad or in their own countries for fear of war and persecution.
 Cause weapons to proliferate(increase). The total number or identified
nuclear weapons in the world is 26,000 of which 12,000 are actively
deployed nine known countries in possession.
 Wars hold back development of huge amounts of government budgets are
allocated for defense.
 Wars see children tread the battle zones instead of play areas.
 People lose their livelihoods and their access to food supply investment;
destroy property and the environment and raze opportunities for tourism.
Wars disrupt children’ education, and create fear and trauma among the
population.

Peace Education and the War System

 The UNESCO preamble states that if wars begin in the minds of men, then
it is in the minds of men that the defenses of peace must constructed
peace educations seeks to develop of global perspective on the problems
 and an understanding that human are a single species difference are meant
to enrich us not divide us.
 Teaching students peaceful conflict resolution skills will also help learners
understand that conflict may be approached constructively and that there
are better workable alternatives to aggressions peace education program
include the teaching of the theories of nonviolence and the practice of
nonviolence direct action case studies of how nonviolence direct action
worked in various part of the world should make students see that there
are indeed alternatives to violence.

Peace Education Theme5: Sharing The Earth Resources.

 In the Philippines 4.7 million families or 26.9% of the population were poor
in 2006
3. What are the causes of poverty?
 War and armed conflicts disrupt the people’s livelihood and all productive
activities.
 Combined with profit-motivated economic system that reduce
opportunities for most people to earn enough to meet their basic needs.
 Inequitable distribution of wealth and resources much of which has begun
in colonial history colonization has had adverse impact on the colonized
nation economic situation. The development education project (1985)
reports that colonization altered economies of the colonized ensuring to
provision of ram materials for the colonizer and severely restricting the
development of the former.
 Environmental conditions. Some places are blessed with more abundant
resources while other have to contend with lands that cannot yield crops
over utilization of resources coral reefs have been destroyed forest have
been over logged and agricultural lands have lost much topsoil due to.
 Over- application of pesticides by the previous generations causing
reduced yields.
 Lack of education.
 Corruption.
 Over consumption.
 Greed.
 Challenging economic inequity.

Challenging Economic Inequity

4. How can the resources of the world be more fairly distributed?

Global
 Establish a new international and political economic order that is fair. This
new international economic order should it is also proposed that this global
economic system respect.
 Wealth countries should open up their markets to poor countries without
conditionality.
  Developed countries should provide unconditional debt relief as it is the
foreign debt burden that compels most developing countries to reduce
allocation for basic social and economic services.
 Assistance given developing nation should be in the form of grants without
conditions that further push the country in the bottom of poverty
cauldron (kawa).
 Rich countries should open access to technologies as technology helps
propel (push, force, thrust) development.
 Reduce military expenditures so that more resources would be made
available for basic services and productive activities.

National
 A genuine and comprehensive agrarian reform program should be
implemented.
 Government should increase subsidy for education which helps even the
playing field.
 Government and private lending institutions should institute credit
reforms that will support small and medium scale entrepreneurs.
 Government should provide training skills programs such as livelihood and
marketing programs.
 Progressive taxation reforms should be instituted to increase the
purchasing power of the poor.
 Rural infrastructure, such as farm to market roads and drying facilities
for harvest, should be developed.
 The government should make itself more accessible and visible to the
people through decentralization. Decentralization is the process of
transferring to local government units’ political authority, resources and
responsibilities so that the latter may better deliver basic services.
 Transnational(international, global, worldwide) corporations should be
obliged to make contributions to community development and
environmental protection.
 A code of conduct should be set for transnational corporations to follow.
They should take the lead in paying correct taxes, paying livable and just
wages, refusing enticement( incentive,temptation,bait) to bribe, providing
security to their workers and complying with the host country’s
environmental standards.
 Reduce military expenditures so that more resources would be made
available for basic services and productive activities.

Peace Theme 6: Resolving and Transforming Conflicts

5. How do you deal your anger in a conflict situation?

 Recognize that you are angry. Awareness of the emotion that you are
currently feeling can help cool it down.
 Distance yourself from the situation. Leave the anger scene. Changing
environment, albeit(although) temporarily, will help calm you down.
  Release anger physically in indirect forms: shout and let it out in a place
where no one can hear you; hit a pillow, a punching bag, a mattress or
anything soft to reduce adrenaline level in the hands; draw or paint your
anger out; walk, run, and swim vigorously (strongly, forcefully) ; hit the
gym, exercise because people who exercise have ?lower levels of stress
hormones and small increases in heart rate and blood pressure (Reyes,
2006).
 Use relaxation techniques- breathe deeply many times while saying a
calming word or phrase like "relax, relax"; paint pictures in your mind of
happy thoughts and experiences; go for a massage; do meditation
(reflection, thought) techniques.
 Calm your mind- talk to yourself.
 Apply therapeutic (healing, relaxing, calming) techniques - turn on the TV
and entertaining show, go to the movies, listen to music; play a musical
instrument; sing or dance; take a shower or a long bath; take a cold drink;
stroll h the park or in the mall; tinker(play) with your computer.
 Turn to spiritual support- pray for patience, understanding and the will to
forgive; visit your place of worship and offer your anger.
 Use social Support- talk to a family member or a friend; get a hug from a
loved one; cuddle (hug, embrace) your pet.
 Redirect energy - clean your room or house, redecorate your place or tend
to do your garden.
 Cry it out. Crying is therapeutic. It allows the body to eliminate damaging
stress hormones.

6. How do you directly express your anger?

 First describe the behavior that angers you (e.g., I noticed that you speak
to me rather hurtfully these days)
 Second, describe how you feel about the behavior (e.g., I am very sad)
 Third, describe the reason for your feeling. (e.g., I consider you a good
friend and I do not want our relationship to fall apart)

7. How do you deal with other people's anger?

 Allow expression. Listen
 Do not counter-attack
 Stand in the shoe of the other.
 Help him/her to calm down
 Paraphrase/Clarify
 Explain your situation.
 Look into options together.
 If you can't deal with the other person's wrath (anger), ask for help

8. What are the steps in collaborative problem solving approach?

 Story Telling: Exchange information on what happened and/ or on what the
parties want.
  Focusing: Focus the discussion on each other's underlying needs and
interests. Find out the underlying reasons for the demand, position, or
want expressed in the exchange in no' I
 Thinking Up: Think of all possible options that can reconcile needs
 Concurring: Evaluate alternatives & agree on the best option
9. Can you give some tips to have a good dialogue?
 Speak in a gentle, non-threatening manner'
 Think carefully of what you are going to say' Do not make the situation worse by angering
the other person.
 Use the I-message. Begin your sentences with "I” to illustrate how you feel about the
situation. "You" messages tend to be blaming or reproachful (judgemental).
 Admit your own responsibility to the conflict. Such will soften an otherwise positional
stance (attitude,stand).
 Avoid using hazy(blurred) statements and global words such as "always" and 'never". Be as
specific as possible.
 Be willing to tell the other person his/her positive attributes. This will help create an
atrnosphere of trust and openness.
 Show positive regard and respect. Do not call names, blame, humiliate. Do not give in to the
temptation of returning hurt for hurt. As Gandhi had said, "an eye for an eye will make the
world blind'.
 Be tough on the problem, not on the person. Make it clear that it is with the behavior or
ideas that you disagree with, not the person.
 Don't take anything personally. Instead, become aware of the wound the person has let out
in the open and help in healing that wound.
 Be solution-oriented. Prepare realistic proposals for a solution. Look for solutions that are
good and fair to both sides.

10. How about for listening tips

 Actively listen. Show that you are hearing his/her point of view.
 Listen with empathy and try to stand in the shoe of the other.
 Accept criticism of your ideas or behavior. This does not mean rejection of you as a person.
 Paraphrase what you heard and clarify when needed.
11. What is Mediation?
12. How will you define the peaceable classroom?
 The concept was first coined by William Kreidler, an elementary school teacher and
conflict expert who saw that conflict in the classroom was caused by many factors
such as miscommunication, exclusion, the inability to express feelings appropriately,
and the lack of care and respect for each other (Ldntieri and Patti, 1996). A peaceable
classroom is characterized by affirmation(declaration, confirmation), cooperation,
communication, appreciation for diversity, appropriate expression of feelings and
peaceful conflict resolution.
13. What are some ways to help create that atmosphere of love and acceptance in a
classroom?
 Declare your classroom a zone of peace and establish rules to achieve it. On the first
few days of school, introduce to your students the concept of a peaceful classroom.
Ask them what they think are the elements necessary to create an atmosphere of
peace in the classroom. Ask them to do a poster indicating that their classroom is a
Zone of Peace and the guidelines necessary to achieve it.
 As the teacher, let this peace begin with you. Every morning, tell yourself that you
will be a peaceful teacher that day. Every time something rubs you the wrong way,
remind yourself that you would be peaceful and would not allow yourself to explode.
Each time you enter the classroom, breathe out or ground off any negative energy
that you caught along the way. Radiate positive energy. Smile as you greet others.
  Affirm your students. Say something positive or nice to students when an
opportunity comes up. Recognize the idea they contributed. Show interest in what
the learners have to say. Nod or look them in the eye.
 Express feelings appropriately and encourage students to do so. When there are
situations that anger you, refrain from aggressive ways of reacting. When our
patience is tried, the level of the anger thermometer in our bodies goes up and we
tend to react forcefully. It is not rare to hear of teachers yelling at their students;
kicking or pushing furniture; or throwing items when angry. Teachers should learn
how to manage their anger. Students should also be taught appropriate expressions
of feelings. As teachers, choose to say nice and gentle words. A painful truth can be
said in a way that does not injure.
14. What are the teaching-Learning Approaches and Strategies in Peace Education?
15. What are the attributes of a peace educator?
16. Why does the whole school approach is important?
 A whole school approach is important because the consistent peace messages and
values found in the various aspects of the school and community will facilitate and
reinforce the intended learnings. The social, political and economic context within
which the school finds itself may not be conducive and supportive of the school's
vision-mission but it is precisely the challenge that a peaceable school must address.
The peaceable school must be prepared to be a "counterculture" to the dominant
paradigm and be an initiator and facilitator of needed transformation. Surely this is
a long-term and arduous process but it is a challenge that needs to be pursued.
 Names Average
Grade

1 Castillo, Luke Edward Banga 95.30

2 Siason, Vhiejaye Marie Canaria 94.10

3.5 Ilagan, Audree Lorraine Salvador 92.60

3.5 Pablo, Paolo Ron Santino Angeles 92.60
5 Garay, Shaira Nicole Bautista 92.40
6 Bagatsolon, Aizzley Charm Suarez 92.30
7 Bacorro, King Alfred Go 92.10
8 Basilio, Ashlie Niveen Lim 92.00
9.5 Arcadio, Germione Sophia Fernandez 91.30
9.5 Necesito, Hans Christian Dote 91.30
11 Santos, Khloe Layne Liwang 90.80
12 Atienza, Amiel Malaluan 90.40
13 Lazaro, Kyriale Eleison Ovalles 90.30
14 Asuncion, Mashka Bryony Dela Rosa 89.70
15 Gutierrez, Jiliane Gacusan 89.60

16 Gayona, John Patrick Isorena 88.80

17 Valdez, Lance Vincent Vergino 88.20
18 Manuel, Fomeco Bautista 87.00
19.5 De Jesus, Miguel Gumatay 86.80
19.5 Mazo, Jamila Pauline Patrimonio 86.80
21 Nacar, Mar Jamesniel Carbonel 86.40
22 Silvestre, Ladylyne Dorothy Agustin 85.80
23 Cajayon, Cyrus Jacob Venancio 85.70
24 Rosales, Renzo Marcelo 85.70
25 Gonzales Minerva Alexandra Millares 85.40
26 Bacani, Geeran Nico Cuisia 84.70
27 Sangalang, Shelestine Rayne Nuguit 83.90
28 Macaraig, Alexendria Pascual 83.80

29 Mamaat, Francis Reynold Casuncad 83.40

30 Ramirez, Mathilda Dorothy De Mesa 83.30

31 Gatulan, Micaiah Jireh Hombrebueno 83.20
32 Baguinon, Ellouie Erandio 83.00
33 Corpuz, Angelique Trizshane Alferos 82.00
34 Cantere, Samantha Maniquiz 81.40
35 Sabayle, Rhodarien Lacerna 80.30
36 Villarosa, Gabriel Anton Madriaga 79.90