MODULAR UNIT 6

NATIONAL SECURITY
CONCERNS
"One is left with the horrible feeling now that war settles nothing; that to
win a war is as disastrous as to lose one."

- Agatha Christ;€

Overview

Since the emergence of territorially based states as the political organizing principle
in Europe after 1648, the concept of security for the past 400 years predominantly
meant "protection from organized violence." According to McNamara (1968), security
includes the promotion of economic, political, and social development in "poor nations" as:
a. a means of preventing conflicts; and
b. preserving a minimal measure of "global order" and stability.

At the end of this modular unit, students are expected to:

1. articulate the concept of national security and peace in the promotion of national
development;

2. identify values that must be developed and strengthened among students in the
furtherance of national security and peace building; and

3. manifest concrete actions in forging national security and peace in the country.
 Based on the 1992 UNDP Human Development Report by Dr. Mahbub ul Haq
the new approaches to security emphasize the critical interrelationship among the
most daunting threats to human survival. Security of all people everywhere in their
homes, in their jobs, in the streets, in their communities, and in the environment.
We are entering a new era of human security where the concept of security will
change, and change dramatically. Security will be interpreted as:
1. security of people, not just territory;
2. security of individuals, not just of nations; and
3. security through development, not through arms.

Security is a national concern that every Filipino must consider to ensure peaceful —
existence of the state. It shall be the State's primordial cc;ncern as well as to seLirela .---
constituents.
According to Leozek Busgynski, ASEAN IV National Security in the Part-
Cold War Era, the absence of threat to territorial integrity entails the maintenance
of a harmonious relationship between its political systems and values the external
environment.

It is a condition or state of being where the Filipino peoples' values, way of life,
institutions, welfare and well-being, sovereignty and strategic locations are protected
and enhanced.

In view of the above information, it is of prime essence that in transforming

the youth into responsible citizens that orientation on concepts and mechanisms of
national security be done to effectively carry out the task of community development.
Hence, this module was formulated to achieve the said purpose.

Input No. 1: Concept of National Security

UNESCO National Commission of the Philippines (UNACONO Secretary

General and Foreign Affairs Usec. Rosario G. Nlanalo stressed that the centerpiece of
this perspective is an expanded view of national security that should assure the safety
and well-being of the nation as a whole. Any redefinition ofsecurit V should integrate
such concepts as population issues, environmental protection, the eradication 01
hunger and poverty, and the promotion of human rights, among others. A threat to national
security may be:
 1. any action or sequence of events that threatens to drastically and quickly
degrade the quality of life of people; or

2. any development that has the potential to greatly narrow the nue ofpolicy
choices available to the government or to non -governmenta1 entitto
within the state. "

Definition of Terns

1. Subversion. It is a group oFconspiracy seeking to alter an existing system or

government through deceit and other unlawful means, or it is an act of an individual
or group who seek to alter an existing system through deceitful means
2. Communism. It is a theory which advocates elimination of private
ownership. It tends to make the society stateless and classless.

c. Agitation: It is subversive technique -to arouse hatred and anger among the
people.

d. Propaganda. It is a line of persuasion to influence the belief, emotion behavior,

attitude and opinion of the target audience.

e. Infiltration. Deception used of legal activities. This is used to exert influence and if
possible, seize control of target groups.
1. Politics. It is an art or science concerning the winning and control over a
government.

Concept of National and Human Security (UNDP,

Human Development Report 1994)
Human Security (Kofi Annan. "Secretary-General Salutes International
Workshop on Human Security in Mongolia.")
1. seeks to "protect the vital core of all human lives in ways that enhance human freedoms
and human fulfillment";

2. requires "protecting people from critical and pervasive threats" and

"empowering them to take charge of their own lives";
3.
"protection and empowerment are mutually reinforcing and cannot succeed in
isolation" ; and

4. emphasis on the "need for comprehensive, integrated and people centered-

solution that together can help people develop the building blocks of survival,
livelihood and dignity .(UN Commission on Human Security)

1994: UNDP referred to human security as having the following two aspects:

1. safety from such chronic threats as hunger, disease and repression;

 2. it means protection from sudden and hurtful disruptions in the patterns of daily life
— whether in homes, in jobs, or in communities. Such threats can exist at all levels
of national income and development.

UND P listed the threats to human security under the following main
categories,

1. Economic security
2. Food S ecurity
3. Health Security
4. Environmental Security
5. Personal Security
6. Community Security
7. Political Security
Human Security and Human Development

Human security, in its broadest sense, embraces far more than the absence of
violent conflict. It encompasses human rights, good governance, access to
education and health care and ensuring that each individual has opportunities and
choices to
fulfill his or her potential."

National Security and Human Security

Every step in this direction is also a step towards reducing poverty, achieving
economic growth, and preventing conflict. Freedom from want, freedom from
fear,' and the freedom of future generations to inherit a healthy natural environment -
these are the interrelated building blocks of human - and therefore national -
security."

Human and Ecological Security

Human and ecological security is a change in paradigm and value. A change in the
concept of security from the military phenomena to poverty, ecological
degradation and rapid demographic change.
National Security (NSC Permanent Secretariat)

Commonwealth Act No. 1, also known as the National Defense Act, is the
original policy basis of the national security program of the Republic of the
Philippines.

The 1987 Constitution mandates civilian control of the military and

establishes the President as commander-in-chief of the Armed Force's. The
President also heads the National Security -Council, ostensibly the policy-
making and advisory body for matters connected with national defense. Former
President Corazon Aquino reestablished the council in 1986 through an
executive order that provided for a National Security Council director to advise
the president on national security matters and for a National Security Council
Secretariat. The council itself is composed of the President and at least nine
others: the Vice President; the AFP chief of staff;
National Security Council director ; the Executive Secretary; and the Secretaries of
Foreign Affairs, National Defense, Interior and Local Government justice, and Labor od
Employment (called ministers before 1987).
Responsibility for national security was vested in the Department of National
Defense. The principal functions of the department in 1991 were to defend the State
against internal and external threats and, through the Philippines National Police,
to maintain law and order . the Secretary of National Defense by law a civilian,
was
charged with advising the President on defense matters and developing defense policy.
In 2002, then President Gloria Macapagal -Arroyo won crucial backing from her
cabinet and the Congress for the deployment of US soldiers in the country as part of
the war on terrorism. The President convened a meeting of the country's National
Security Council during that time, in a bid to pull wavering officials, including her
Vice-President into line and smooth over differences in her administration over the
issue. Arroyo insisted her opposition to marshal support for her stance to back a U.S. led
campaign against terrorism, not only to implement a unanimous UN Security Council
resolution calling on U.N. members to bring the perpetrators to justice but also the
Philippines' strategic alliance with the United States and to assist the global campaign to
end the scourge of terrorism.
National Security Advisor (NSA) and Director-General serve as Chief of Staff
and adviser for Special Concerns in National Security to the President. The NSA has a
Cabinet rank in the government.
 The NSC's function is to advise the President with respect to the integration of
domestic, foreign, and military policies relating to the national security. The NSC also
serves as the President's principal arm for coordinating these policies among various
government departments and agencies in matters involving the national security.
A condition or state of being where the Filipino people's values, way of life,
institutions, welfare and well being, sovereignty and strategic relations are protected
and enhanced:

1. Reformulation of National Security Definition

2. Expanded previous national security concepts by taking into account
the close relationship and interdependence among security, development
and governance;

3. NSC and a multi-sectoral group examined the relationship between

national security and human security in a process of conceptual re-definition.

4. Fundamental Elements of National Security:
There are seven fundamental elements that lie at the core of, and therefore
further amplify our definition of national security. At the same time, they constitute the most
important challenges we face as a nation and people.

a. Socio-Political Stability
b. Territorial integrity
c. Economic Solidarity and Strength
d. Ecological Balance
e. Cultural Cohesiveness
f. Moral-Spiritual Consensus
g. External Peace or International Harmony.

Threats to National Security

Many security threat to the Philippines are non -military in nature. Pressing
security concerns like terrorism, poverty, and environmental degradation , needs to be
addressed in an informed and intelligent manner.

In its internal aspect, national security relates to the defense of the nation’s
government against hostile local elements seeking its replacement with their own
government. In this sense, national security refers to the measures aimed at countering
domestic or internal challenges to the existing political and socio-economic order.
 In its external aspect, national security is concerned with safeguarding the state against
outside or foreign forces, pressures, or influence designed to conquer it or
undermine its sovereignty, or placing under the domination or control of some foreign
state or states. In this sense national security embraces the defense arrangements
directed at insuring the safety of the state against foreign intervention or domination.

Types of Threats
1. Rebellion or Insurrection. A refusal of obedience or order . It may, therefore,

be seen as encompassing a range of behaviors from civil disobedience and mass

nonviolent resistance, to violent and organized attempts to destroy an established
authority such as the government.
2. Terrorism. The systematic use of terror especially as a means of coercion.
1 ) At present, the International community-has been unable to formulate a
universally agreed, legally binding, criminal law definition of terrorism.
2 ) Common definitions of terrorism refer only to those violent acts which
are intended to create fear (terror), are perpetrated for an ideological goal,
and deliberately target or disregard the safety of non-combatants (civilians).
3. Murder. As defined in most countries, is the unlawful killing of another human
being with intent (or malice aforethought), and generally this state of mind
distinguishes murder from other forms of homicide.
4. Kidnapping and Serious Illegal Detention. The t aki ng away or
transportation of a person against the person's will, usually to hold the person in
false imprisonment, a confinement without legal authority. This may be done for
ransom or in furtherance of another crime, or in connection with a child custody
dispute.

S. Hijacking/Highway Robbery. The crime of taking or attempting to take

something of value by force or threat of force and or by putting the victim in
fear. In common law, robbery is defined as taking the property of another, with the
intent to permanently deprive the person of that property, by means of force or
fear. Precise definitions of the offence may vary between jurisdictions. Robbery
differs from simple theft in its use of violence and intimidation.
6. Crimes involving destruction. It may apply either as a measurable degree of
damage up to and including a state beyond use or repair, or it may indicate a state
wherein such damage is occurring and continuing.. Something 'being destroyed' is in a
'state of destruction. e.g. Self-destructive behaviors, suicide, demolition.
These types of security threats could be minimized by having proper citizens'
values, commitment to support and act positively on issues relat ed to national
security and concern for a friendly and peaceful environment.
Internal Threats
Our national security concern is infused with four important dimensions. Internal threats to our
national security make up the first dimension.
1. Moro Islamic Liberation Front (MILE) and Abu Sayyaf Group (ASG)
2. Communist Party of the Philippines/New People’s army/National Democratic Front
(CPP/NPA/NDF)
3. Organized crime
4. Grave incidence of poverty
5. Economic sabotage
6. Graft and corruption
7. Severe calamities
8. Persistent environment degradation

EXTERNAL THREATS

The growing uncertainties that lie in the regional and global milieu make up
the second dimension of our national security concerns even as threat of external
horizon
aggression against our country remains in the remote horizon
1. Multilateral dispute over the Spratlys Islands
2. Smuggling of firearms and contraband, illegal migration and the occasional movement of
foreign terrorists through the porous borders of our south -western frontier
3. Lingering effects of the currency crisis affecting the countries within the Association of
Southeast Asian Nations (ASEAN)

4. Serious economic disparity between rich and poor nations

5. Ethics, religious and cultural conflict

6. Proliferation of weapons of mass destruction (WMD)

- -
7. Transnational organized crimes

8. Natural disasters and environmental issues

9. Cybernetic crime
 1'

Input no. 2: Understanding Values of Peace

"Since wars begin in the minds of men [and women], it is in the minds of men [and women],

that the defenses of peace shall be constructed."

(UNESCO Preamble)

It was in 1989, during the International Congress on Peace in the Minds of Men, in
Yamoussoukro, Cote d'Ivoire, that the notion of a "Culture of Peace" was first mentioned.
Over the past ten years, the idea has come a long way. In 1994, Federico Mayor, Director-
General of the United Nations- Educational, Scientific and Cultural Organization (UNESCO),
launched an international appeal on the establishment of a right to peace; in February 1994,
UNESCO launched its Towards a Culture of Peace programme; in 1997, the United Nations
General Assembly proclaimed the year 2000 as the "International Year for the Culture of
Peace"; and in 1998, the same Assembly declared the period 2001-2010 the "International
Decade for a Culture of Peace and Non-Violence for the Children of the World". This is how
the notion of a Culture of Peace conquered the world.

Mindful of the responsibility for the promotion of peace in society, the school system
is expected to contribute to the development of understanding, solidarity, tolerance, and
harmony among people and promote knowledge, values, attitudes, and skills conducive in
respect for human rights and to the building of a culture of peace.

Peace Defined

The concept of peace varies according to the people who give meaning to it, based on
the work they do and the cultural context they come from. Some of these concepts
are:

1. "Peace is not just the absence of war. It is the wholeness of life where every person
can live with dignity." (Mindanao Church Peace Congress, 1996)

2. "The new name of peace is development." (Pope Paul VI, Populorum

Progressio)
Peace is not just the absence of war or violence. It is more than just the absence of war
because its absence does not always mean peace. Peace, as positively defined, means the
presence of harmony, understanding, tranquility, social justice, respect, and tolerance —
meaning the enhancement of life. In other words, it is the general well_ being, of the
individual. Peace should be viewed at different levels:

1. Personal Level-refers to the development of inner harmony or

inner integration characterized by such qualities as self-respect, self-
 confidence, ability to cope with negative feelings (fear, anger, insecurity, and
shame), and developing positive attitudes such as cheerfulness and optimism.

2. Interpersonal Level-is manifested by the relationship of an

individual with one another. The interpersonal level peace can be shown in
terms of:

a. Assertiveness. The capacity of the individual to express one's views or

exercise one's rights without being aggressive (injuring or violating the
rights of others) or submissive (denying one's own views or rights).

b. Respect. To recognize the worth of others regardless of differences in social

position, culture, origin, ethnic grouping or gender.

c. Concern for Others. An awareness and understanding of their needs, feelings, and
condition and extending appropriate consideration for such.

d. Cooperation. The capacity and willingness to work with others to achieve

a common goal.

e. Open Mindedness. The willingnes s to approach difficult sources of information,

people, and events with a critical but open mind.

f. Humility. The virtue to accept and recognize that others may have the
ability similar or maybe more than you have and that recognition enables you to
accept your own limitations.

3. Social/National Level-is concerned with addressing issues that affect society

and its social, political, and economic components. For example, addressing the issue of
social injustice such as land grabbing, forest degradation, water pollution, and others that
have a societal impact.

a. Social Responsibility. An awareness of one's responsibility for the common

welfare and willingness as well as the readiness to work for it.
b. Interdependence. An awarenes s of the impact of the decisions and actions of
individuals and groups on one another.

c. Social justice. Requires an awareness and recognition of the civil, political,

economic, social, and cultural rights, especially of the more marginalized sectors of
society and the willingness to promote and defend them.
 4. Global Level- is similar to the social and national level peace, global level
peace is concerned with attaining related issues that have global impact or scale such
issues include among others the issue of unfair trade relations, racial discrimination,
terrorism, militarization, environmental degradation, xenophobia, and others.

a. Respect for the Environment. The value of recognizing the importance of the
resources in the environment as indicated by the act of preserving and conserving
them. Also, the efforts initiated to protect the resources of the environment.

b. Unity in the oneness of Humankind. The value of recognizing the importance of

being one with other humans as the semblance of God’s power and love. It is a
recognition that everyone is as important as the other.

c. Religious Appreciation. The ability to respect and appreciate the presence of

people with religious beliefs other than his own. This recognition brings us into
realization that we have different ways of expressing our faith but we have
common aspiration to be pleasing to the Creator.

d. Cultural Appreciation. A recognition of the presence of different cultures and

such differences give us the opportunity to learn from one another

INPUT NO. 3: CREATING CULTURE OF PEACE

“If we are to reach real peace in this world…..we shall have to begin with
children.”
-Mahatma Gandhi

Martin Luther King, Jr. espouses equality of all regardless of color. He

campaigned against racial discrimination. His campaign was made popular by his oratorical
piece entitled, “I Have a Dream”. In this piece, he expressed his vision of a world “where the
black little boys and black little girls will be able to sit together with little white boys and
little white girls in a table of brotherhood”
“Now it is the time to rise from the dark and desolate valley of segregation to the
unlit path of racial justice. Now is the time to lift our nation from the quick sands of racial
injustice to the solid rock of brotherhood. Now is the time for all God’s children.”
Peace Education is a holistic response as it is concerned with he issues and problems
including militarization, structural violence, human rights, cultural solidarity, environmental
care and personal peace. It sees the interconnection between theory and practice and
recognizes the links among the various transformative goals and strategies (Toh, 197).
It us education that is directed to the full development of the human personality and
to the strengthening of respect for human rights and fundamental freedoms. It promotes
understanding tolerance, and friendship among all nations, racial, or religious groups.
 Peace education aims to develop international understanding and universal
brotherhood.
Some countries that have peace education initiatives have common concerns such as:
1. Addressing violence at all levels;

2. Providing the individuals with understanding of the forces and factors within the social
system;

3. Developing a future world that is less violent, more just and secure;

4. Promoting the symbolic relationship between humans and nature;

5. Eliminating the threats of war, violence, and environmental destruction; and

6. Aiming for a peaceful equitable and ecologically sustainable future.

As such, peace education aims to develop among its students the value of:
1. Understanding multi-cultural society;

2. Inculcating peace to the youth and promoting peace among nations;

3. Resolving conflict peacefully;

4. Love for other persons;

5. Self-esteem, cooperation, communication, environmental concerns, and multi-cultural

and global awareness, and

6. Attaining inner peace

CULTURAL OF PEACE
A culture of peace (COP) is achieved when citizens of the world understand global
problems, have the skills to resolve conflicts and struggle for justice non-violently, live by
international standards of human rights and equity, appreciate cultural-diversity, and respect
the earth and each other. Such learning can only be achieved with systematic education for
peace (Hague Appeal for Peace Global campaign for peace Education).
The culture of peace must be understood by the message it brings. Culture is
established in a human society composed of the spiritual aspect where values, meanings and
worldviews are developed; and the material aspect consists of language, gesture, symbols,
rituals, and styles. The classic definition of culture which more sociological definitions have
followed was stated by Taylor: “That complex whole which includes knowledge, belief, art,
morals, law, custom and any other capabilities and habits acquired by man as a member of
society.”
Developing the culture of peace was recognized as the development of creative life-
styles and practical ways of dealing with conflict that make violence and oppression obsolete.
To promote a culture of peace, it must be systematically integrated into formal education.
However, some problems are encountered in this effort as observed in the experience of Toh
(1997), particularly in Notre Dame University, Cotabato City, Philippines
1. Peace education does not only promote critical understanding but also
empowerment and action for transformation. Therefore, schools and institutions-
as well as individual peace advocates all need to take on the challenges of institutional
and personal transformation so that organizational and interpersonal structures and
relationship are more consistent with principles of peace, justice, sustainability
democracy, and compassion.

2. An authentically holistic orientation towards peace education needs to promote

critical thinking and problem solving on contemporary and societal problems
facing the Philippines. This means that alternative perspectives on paradigms of
national development, human rights, environmental and resource use, and democracy
and cultural relationships must be a central feature of official curricula and
pedagogies The challenge for government institutions is to encourage open dialogue
and critical analysis of these alternative views.

3. Although peace education is gaining momentum, there are forces within the wider
Philippines society and global context that can lay the seed for more conflict and
peacelessness.

These obstacle are not however, insurmountable. There are strategies to facilitate
the progress of peace education. Hereunder are some of these strategies:
1. Constant dialogue among all sectors, institutions, and agencies on the meaning and
purpose of peace education, informed by the willingness to learn who from the
experiences of institutions, NGOs, and community organizations who may provide
lessons for such experiences

2. Coordinating the expansion of peace education programs with adequate training and
orientation of decision-makers, administrators, citizens and educators in holistic
framework

3. Improving coordination mechanisms between government agencies, NGOs and other

institutions seeking to integrate peace education into their activities.

4. Setting up of opportunities for sectoral advocates and educators to dialogue and explore
the relevance of a holistic peace education framework to their specific work

THE STEPS IN NON-VIOLENT ACTIONS

1. Information Gathering well-informed research
2. Education-information gathered is transmitted to others
3. Personal Commitment-not a job but a commitment to offer one’s life for a cause
 4. Negotiation-you are not a non-violent person if you do not open yourself for
negotiation
5. Reconciliation and Heling-produce both truces and settlement

ROLE OF SCHOOLS IN PROMOTING VALUES OF PEACE

1. Peaceful pedagogies or strategies in teaching

2. Disarmament education, discourage parents from buying war toys

3. Avoid sexist education, language curriculum

4. Encourage students cooperative/collaborative activities rather than competitive one.

5. Encourage students to discuss the roots of conflict so that they can propose alternative
ways of solving them peacefully.

6. Encourage students to undertake activities that promote intercultural dialogue to

develop intercultural understanding and tolerance.