Republic of the Philippines

DON HONORIO VENTURA STATE UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND PHILOSOPHY
1st SEMESTER SY 2019-2020

Outcomes-Based Teaching and Learning Plan in- PEACE EDUCATION

VISION of DHVSU: The lead university in producing quality individuals with MISSION of DHVSU: DHVSU commits itself to provide an environment conducive to
competent capacities to generate knowledge and technology and enhance continuous creation of knowledge and technology towards the transformation of students into
professional practices for sustainable national and global competitiveness through globally competitive professionals through the synergy of appropriate teaching, research,
continuous innovation. service and productivity functions.

CORE VALUES: Excellence, Professionalism and Good Governance

Course Title General Sociology Course Code PEACE EDU

Credit Units 3 units lec. Course Pre-/Co-requisites
Revision No. of Times Revised: 0 Date Revised:
Studying interdisciplinary field of peace education from both theoretical and applied/practical perspectives. The course content and
processes will explore arrange of conceptual, analytical, and praxis-oriented perspectives and encourage students to reflection the
possibilities and challenges of educating for peace in a world of complex and escalating conflicts and violence. It provides an overview of
the history, central concepts, scholarship, and practices within the field, with a particular focus on case-studies of peace education in practice
worldwide. Additional focal points include the role of culture, extremism, gender, ethnicity, religion, politics, society, cultural diversity on
Course Description peace education dynamics and non-violent conflict resolution processes. Given the pedagogical focus of peace education, this course
requires the active and thoughtful participation of all class members. Seminar-style discussions, lectures, guest presentations and practical
exercises constitute the bulk of the course’s structure, supplemented with occasional videos and guest speakers .

Program Intended Learning At the end of this program, graduates will have the ability to commit to its task of producing highly competitive and empowered
Outcomes (PILO) graduates who can assume the following roles:
 1. Equip the peace education discipline with relevant knowledge of the concepts, principles and practices applicable in coping with the
current trends and issues in our society to produce globally competitive and concern graduates.
2. Enhance the skills and talents of students in the field of peace education in a holistic manner supplementing their theoretical knowledge
in producing an actual application in the scientific community; and

At the end of this course, the students should be able to:

Knowledge

1. Differentiate the nature and importance of peace education concepts and theory
2. Explain how the peace education applied in the society
3. Discuss the different components/core, methods and analysis in peace education
4. To acquire a holistic and critical understanding of the theory and practice of peace education.
5. To search for and identify the best ways to teach peace.
6. To review evaluation studies on the impact and effectiveness of peace education.

Course Intended Learning

Outcomes (CILO)

Values

1. Appreciate the importance of studying peace education as a field of knowledge.

2. Understand the relevance and contributions of peace education to the society.

Skills

1. Apply and evaluate peace education concepts and theories in the Philippine context and global settings
2. Conduct peace education research related to the study of the general society.
3. To model, experience and practice peaceable classroom and healthy group dynamics.

X. Course Design Matrix

 ASSESSMENT OF LEARNING
OUTCOMES- OUTCOMES (ALO
GENDER
COURSE TEXTBOOK/ BASED
DESIRED LEARNING RESOURCE SENSITIVENES TIME
CONTENT/SUBJECT REFERENCE TEACHING VALUES
OUTCOMES (DLO) MATERIALS S TABLE
MATTER S AND
(GAD)
LEARNING
(OBTL)

At the end of the ORIENTATION STUDENT Discussion Memo Guide During the Awareness 1st week
sessions, the students Setting of House Rules HANDBOOK discussion and
should be able to: other aspects of
Course Requirements the teaching-
Abide by the “house learning process,
rules” set by the class. Retention Policy the teacher will
use non- sexist
Identify and describe the Grading System words.
course requirements and
grading system.

1. History of Peace Abueva, J.(Ed). Classroom Assignments, Marker Everybody, Appreciate 2nd
Explain the history of Education towards a non- Interaction Quizzes, regardless of the week- 5th
Peace Education as a killing Filipino Interactive Seat works, Board gender, has the importance of week
society.
important study in our 2. Holistic Understanding Lecturing Recitations, right to express studying
Marikina: AAQ
society Peace and Violence Peace
Debate Power Point opinion. Peace
Foundation Cooperative Presentation Education
Explain the relationship and Kalayaan Learning
of to Peace and Violence College structures Rubrics/Criteria Respect for
1A History of Peace life and for
Explain the Concept and Education Discussion all human
Theory of Peace and Mills, C.W. rights
Violence 2.A. . Concept of Peace and (1959).
Violence Sociological Rejection of
Imagination
Understand the role of 2.B. Concept and Theory of violence in
Peace Education with in Peace and Violence all it forms
Burger, Peter.
the society 2.C. Defining Peace and and
(1963).
Violence commitment
Sociology as a
Explain the Typology of 2.D. Typology of Violence to the
Form of
Violence and Peace in 2.E. Culture of Peace prevention of
Consciousness
our culture 2.F. Philippine Framework violent
Toward A culture of Peace conflict by
Apply the major 2.G. Cultural Traditions with tackling root
perspectives in the study a Broad Concept of Peace causes
of Peace Education and through
the application of Peace dialogue and
Education on the negotiation
Philippine settings

Classroom Assignments, Marker Everybody, Cultivating 6th to 8th

Identify the culture of Peace Education as Abueva, J.(Ed). Interaction Quizzes, regardless of the interest of week
Peace is essential Transformative Education towards a non- Seat works, Board gender, has the students
Transformative killing Filipino Interactive Recitations, right to express towards
society.
A. What is Peace Education? Lecturing Research Paper Power Point opinion. conducting
Marikina: AAQ
B. Peaceable Teaching- Peace
Presentation Peace
Educating for Global Learning Process Foundation Cooperative Education
Responsibility C. Why Educate for Peace? and Kalayaan Learning Plagiarism
D. Peace Education as a College Structures Checker Recognition
Awareness of global Practical Alternative of the right of
scenarios and to illustrate E. Peace Education is an Avruch, K. and Discussion everyone to
the human cost, Ethical Imperative Black, P. 1991. freedom of
environmental cost, and F. Schema of Knowledge, “The Culture expression,
material cost Skills and Attitudes/Values Question and opinion, and
Conflict informations
Identifying the list of key
knowledge areas, skills,
attitudes, and values
M IDTERM EXAM

Explain the scope of Comprehensive Scope of Abueva, J.(Ed). Classroom Assignments, White Board All students will Invigorating 9th to
Peace Education Peace Education towards a non- Interaction Quizzes, Marker participate in the the 13th
killing Filipino Seat works, activities and importance of week
society.
Describe multicultural A. Disarmament Education Interactive Recitations, Board discussions. culture, social
Marikina: AAQ
perspective B. Human Rights Education Peace Lecturing Essay writing interactions
C. Global Education Foundation Power Point and groups
Explain the contribution D. Conflict Resolution and Kalayaan Cooperative Presentation which
of civil society in the Education College Learning contribute to
promotion for E. Multicultural Education structures Rubirics/Criteri the identity of
international F. Education for International Avruch, K. and a an individual
understanding Understanding Black, P. 1991. Discussion
G. Interfaith Education “The Culture
Differentiate the concept H. Development Education Question and
of the emphatetic I. Gender-fair/ Non-sexist Conflict
Resolution,”
understanding of other Education Peace
Classroom Creative Output All students will
religions J. Environmental Education Interaction participate in the
 andChange Group work activities and
Provide examples of each Berg, E. 1995. Interactive discussions.
of the concepts that will “Gendering Lecturing Assignments
Conflict
be discussed
Resolution”
\ Peace & Cooperative Quizzes All students will
Promoting an active Change Learning participate in the
democratic citizenry and structures Seat works activities and
applying the practice of Geneva,Switzer discussions.
equality land: Discussion Recitations
UNESCO Inter
Explain the interaction national Creative Output
between society and its Bureau of Classroom All students will
Education.
environment Interaction Group work participate in the
activities and
Montville, J.
Interactive discussions.
2001. “Religion Lecturing
and
Peacemaking”. Cooperative
In R. Helmick Learning
and R. structures
Petersen, eds.
Forgiveness Discussion
and
Reconciliation
: Religion, All students will
Public Policy, Classroom participate in the
and Conflict Interaction activities and
Transformatio discussions.
n Interactive
Lecturing
Moreno, Juan
Manuel. 2006. Cooperative
“The Dynamics
Learning
of Curriculum
Design and structures
Development:Sc
enarios for Discussion
Curriculum
Evolution”. In
Aaron Benavot
and Cecilia
Braslavsky,
eds.
School Knowl
edge in
 Comparative
and Historical
Perspective

Harris, Ian M. Incorporating

Identify the different Spiritual and Faith Traditions and Mary Lee Classroom Assignments, White Board All students will the study of
Religions and Faith as Resources of Peace Morrison (2013) Interaction Quizzes, and Marker participate in the peace
Peace Seat works, activities and education in
Education.
Explain the views and A. Christianity Jefferson, NC: Interactive Recitations, Board discussions. all fields of
perspectives of every 1. Rejection of Violence McFarland& Lecturing Creative Output both social
philosophy and content of 2. Love and Reconciliation Company Inc. Power Point science and
world religion and other Rather Than Retaliation Cooperative Presentation pure sciences
indigenous practices 3. Use of Transforming McGlynn, Claire, Learning Rubrics/Criteria
about peace education Initiatives Zvi Bekerman, structures
B. Islam Michalinos
C. Buddhism Zembylas and Discussion
Tony Gallagher
D. Hinduism
(2009)
E. Indigenous Traditions
Mezirow, J. Classroom
1997. Interaction
"Transformative
Learning: Interactive
Theory to Lecturing
Practice." In
Transformativ Cooperative
e Learning In
Learning
Action:
Insights from structures
Practice. New
Directions for Discussion
Adult and
Continuing Ed
ucation

Explain value system, Upholding Human Dignity Abueva, J.(Ed). Classroom Assignments White Board All students will Care for the
human dignity, actual towards a non- Interaction Marker participate in the environment
practices of many A. Human Dignity and Peace killing Filipino Quizzes activities and
society.
government, Education Interactive Board discussions. Respect for
Marikina: AAQ
communities, and other Peace Lecturing Seat works the
non-state actors B. Universal Declaration of Foundation Power Point differences
Human Rights (civil rights, and Kalayaan Cooperative Recitations Presentation among people
Analyzing the political rights, economic College Learning Rubrics/Criteria
fundamental support rights, social rights, and Abueva, J.(Ed). structures Creative Output White Board All students will Love for
declaration of UNESCO cultural rights) towards a non- Marker participate in the country
killing Filipino Discussion Group work activities and
society.
Explain the significant C. Convention on the Board discussions.
Marikina: AAQ
Connection between Elimination of all forms of Assignments To model,
Peace
peace and respect for Discrimination Against Power Point experience
Foundation
human dignity Women Classroom Quizzes Presentation and practice
and Kalayaan
peaceable
College Interaction Rubrics/Criteria
classroom
Identify the universal D. Convention on the Rights Seat works and healthy
declaration of human of the Child Interactive group
rights Lecturing Recitations White Board dynamics.
E. Rights and Marker
Civil rights Responsibilities Cooperative Creative Output To become
Political rights Learning Board critical
Economic rights F. Teaching-Learning Ideas structures Group work learners
Social rights Power Point and reflective
Cultural rights Discussion Presentation peace
Rubrics/Criteria practitioners
Explain the goals of
convention on the Classroom To gain
elimination of all forms Interaction White Board an appreciati
on of the
of discrimination against Marker
foundations
women (CEDAW) Interactive All students will of just and
Lecturing Board participate in the peaceful
Discuss the rights and activities and societies.
protections of women Cooperative Power Point discussions.
international and national Learning Presentation
structures Rubrics/Criteria
Discuss the convention
on the rights of the rights Discussion

Define Prejudice and Challenging Prejudice and Classroom Assignments White Board All students will Teaching-
Discrimination Building Tolerance Interaction Marker participate in the learning ideas
Quizzes activities and -examine
Expound the social A. Theories in Prejudice Interactive Board discussions. own biases in
differences in term of B. Types of Prejudice Lecturing Seat works the classroom
race, ethnicity, religion, C. Education for Tolerance Power Point
sex, gender, and socio- Cooperative Recitations Presentation
economic class Learning Rubrics/Criteria
 structures Creative Output White Board All students will
Identify sexism, racism, Marker participate in the
heterosexism, classism, Discussion Group work activities and
linguicism, ageism, Board discussions.
looksism, religious
intolerance Power Point
Presentation
Rubrics/Criteria

Expound the face of Promoting Non-Violence Abueva, J.(Ed). Classroom White Board All students will Teaching- 12th to
direct structural violence towards a non- Interaction Group work Marker participate in the Learning 16th
A. Option in the face of killing Filipino activities and Ideas week
society.
Delineate the principle of violence Interactive Assignments Board discussions. -Be a good
Marikina: AAQ
solidarity and B. What is non-violence? Peace
Lecturing role model
reconciliation C. What are some of Foundation Quizzes Power Point
nonviolence? and Kalayaan Cooperative Presentation -decide with
Discuss the beliefs about D. Why nonviolence College Learning Seat works Rubrics/Criteria the students
nonviolence E. What is nonviolent direct structures some rules
action? Mezirow, J. Recitations for a
Identify methods of F. What are the aims of 1997. Discussion peaceable
nonviolent actions nonviolent action? "Transformative Creative Output classroom
Learning:
G. What are the steps of in
Theory to
Define mechanism of doing nonviolent direct Practice." In Group work
change action? Transformativ
e Learning In
Action:
Insights from
Practice. New
Directions for
Adult and
Continuing Ed
ucation

FINAL EXAM
REFERENCES
Abueva, J.(Ed). towards a non-killing Filipino society. Marikina: AAQ Peace Foundation and Kalayaan College

Avruch, K. and Black, P. 1991. “The Culture Question and Conflict Resolution,”
Peace andChange
Berg, E. 1995. “Gendering Conflict Resolution”
Peace & Change

Geneva,Switzerland: UNESCO International Bureau of Education.

Harris, Ian M. and Mary Lee Morrison (2013)

Peace Education.
Jefferson, NC: McFarland& Company Inc.

McGlynn, Claire, Zvi Bekerman, Michalinos Zembylas and Tony Gallagher (2009)

Mezirow, J. 1997. "Transformative Learning: Theory to Practice." In

Transformative Learning In Action: Insights from Practice. New Directions for Adult and Continuing Education

Montville, J. 2001. “Religion and Peacemaking”. In R. Helmick and R. Petersen, eds.

Forgiveness and Reconciliation: Religion, Public Policy, and Conflict Transformation

Moreno, Juan Manuel. 2006. “The Dynamics of Curriculum Design and Development:Scenarios for Curriculum Evolution”. In Aaron Benavot and Cecilia Braslavsky, eds.
School Knowledge in Comparative and Historical Perspective

Grading System:

Recitation and Assignments 20%

Quizzes (Oral and Written) 15%
Examination 35%
Research Paper 25%
Attendance 5%
100%
Prepared by:

RYAN P. SANTIANO
Faculty

Noted by:

RYAN P. SANTIANO, MAEd

Chairperson
BS Sociology

Approved by:

NELLY N. PILAO, Ph.D.

Dean, College of Social Sciences and Philosophy