NSTP Modules 2021

Module 9 – Peace Education

Introduction: Part of the most important values inculcated to NSTP students is the heart for
civic service through volunteerism. In NSTP 1, topic on the concepts and
elements of volunteerism are discussed together with the role of the youth in
promoting it.
Peace education helps the students dig into deep meaning of peace in their
lives and how it prevents the occurrence of conflicts.

Objectives:
At the end of the module, the student will be able to:

1. Discuss the concept of peace.

2. Value voluntary actions and its impact on civic service
3. Develop a desire to participate in some civic services either in school or in
the community.

Topic Outline:
The following concepts will be discussed in this module:
A. Integrative Theories on Peace Education
B. The Role of the Youth in Promoting and Maintaining Peace in the Community

Peace Education

What Is Peace Education?

Peace education encompasses the key concepts of education and peace. While it is possible to
define education as a process of systematic institutionalized transmission of knowledge and skills,
as well as of basic values and norms that are accepted in a certain society, the concept of peace
is less clearly defined.

Core Concepts
Negative Peace is the absence of violence. In order to create negative peace, we must look for
ways to reduce and eliminate violence. A cease--‐fire would bean example of an action for
negative peace.

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Positive peace is the presence of social justice and equality, and the absence of structural
or indirect violence. It is characterized by the presence of harmonious social relations and the
“integration of human society” (Galtung, 1964). In order to further understand positive peace, it
is important to understand structural violence.

Structural violence is the result of social structures or institutions that prevent people from
meeting their basic needs and accessing their basic human rights. Assefa describes this as “killing
people without the use of the gun” (1993: 3). For example, hunger can be the result of structural
violence, as economic and social systems may prevent people from being able to access adequate
food supplies, particularly in societies where there are rich people with excess food supplies, and
especially when public resources are diverted to other areas, such as military spending. Another
example would be institutionalized racism or sexism.

Five Main Postulates

1. It explains the roots of violence.

2. It teaches alternatives to violence.
3. It adjusts to cover different forms of violence.
4. Peace itself is a process that varies according to context.
5. Conflict is omnipresent.

Diversity of Educational Strategies to Confront Different Problems of Violence

1. Human Rights Education

This aspect of peace education has a literal and broad interpretation. Peace educators
falling within this tradition are guided by the Universal Declaration of Human Rights that
provides a statement of values to be pursued in order to achieve economic, social, and
political justice. Various statements of human rights derive from concepts of natural law,
a higher set of laws that are universally applicable and supercede governmental laws.

2. Environmental Education
Traditional peace educators, concerned about threats of war, have often ignored the
environmental crisis. With the rise of global warming, rapid species extinction, and the
adverse effects of pollution, they are starting to realize that it is not sufficient just to talk
about military security, as in protecting the citizens of a country from a foreign threat, but
it is also necessary to promote a concept of peace based upon ecological security, where
humans are protected and nourished by natural processes.

3. International Education
International education is a diverse field. Some researchers within this field look
towards the creation of a federal world state with laws and courts that can adjudicate
conflicts between nations, so that they don't go to war to settle their disagreements
(Suter, 1995). Others look to alternative ways to structure the global economy, so that debt
does not further impoverish developing nations struggling with difficult conditions of
structural violence (Moshirian, 1995). Peace educators involved in global peace education
efforts look toward the establishment of global institutions to provide collective security.

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4. Conflict Resolution Education

Recent concern about escalating levels of civil violence has stimulated a variety of
peace education called conflict resolution education that helps individuals understand
conflict dynamics and empowers them to use communication skills to build and manage
peaceful relationships. Here the focus is upon interpersonal relations and systems that
help disputing parties resolve their differences with the help of a third party.
Approximately ten percent of schools in the United States have some sort of peer
mediator program (Sandy, 2001). Conflict resolution educators teach children human
relatins skills such as anger management, impulse control, emotional awareness,
empathy development, assertiveness, and problem solving.

5. Development Education
Peace educators use development studies to provide their students with insights
into the various aspects of structural violence, focusing on social institutions with their
hierarchies and propensities for dominance and oppression. Students in peace education
classes learn about the plight of the poor and construct developmental strategies to
address problems of structural violence. The goal is to build peaceful communities by
promoting an active democratic citizenry interested in equitably sharing the world's
resources. This form of peace education teaches peacebuilding strategies that use
nonviolence to improve human communities (Pilusek, 1998).

Source: Peace Education Theory of Ian M. Harris, April 2002.

https://files.eric.ed.gov/fulltext/ED478728.pdf

Martin Luther King Jr. Six Principles of Non-violence

Step 1: Gather Information
Talk to the people involved.
Step 2: Educate Others
Make others understand the problem and find the right solution.
Step 3: Remain Committed
Stay in the journey.
Step 4: Peacefully Negotiate
Hear both sides and use wisdom that will give direction to the best solution.
Step 5: Take Action Peacefully
Plan the things to do.
Step 6: Reconcile
Aim for a peaceful and constructive reconciliation.

What is Peace Building?

Peace building is a process intended to resolve current conflicts and prevent future
conflicts by addressing the causes of the problem and building a comprehensive strategy
to encourage lasting peace.

Significance of Peacebuilding in the Community

1. Lower levels of violence
2. Lower levels of domestic violence.
3. Lower levels of violence amongst children.

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4. Improved social relations.

5. Stronger resilience to external threats or events
6. Expansion of development activity.

7. Mitigation of oppression.
Task 1: Article Reading on the Role of the Youth
in Promoting and Maintaining Peace in the Community
in the Community

Mindanao youth urged to play more

active role in peace building
February 3, 2020, 9:34 pm

CAGAYAN DE ORO
PEACEBUILDING. CITY – Theco-chairperson
Ariel Hernandez, Office of the of
the Joint Normalization Committee, delivers(OPAPP)
Presidential Adviser on the Peace Process a message
is calling
during on the youthofofthe
the culmination Mindanao to act as agents
OURmindaNOW Summit
of peace
2020 and development
in Cagayan de Oro City asontheFebruary
nation continues
1, 2020.to
face challenges
Hernandez urged at
thethe localofand
youth international
Mindanao fronts.
to act as
agents of peace and development. (Photo courtesy of
“The youth can do so much more with your vast
OPAPP)
potential to do great things. We encourage all of you PEACEBUILDING. Ariel Hernandez, co-
to play a more active part in helping build a culture of chairperson of the Joint Normalization Committee,
peace and development,” said Ariel Hernandez, co- delivers a message during the culmination of the
OURmindaNOW Summit 2020 in Cagayan de Oro
chairperson of the Joint Normalization Committee, City on February 1, 2020. Hernandez urged the
during the culmination of the OURmindaNOW youth of Mindanao to act as agents of peace and
Summit 2020 here on February 1. development. (Photo courtesy of OPAPP)

The Joint Normalization Committee (JNC) is among the joint peace mechanisms of the Government of the
Philippines (GPH) and Moro Islamic Liberation Front (MILF), which through OPAPP, coordinates the
implementation of the Normalization Program under the Comprehensive Agreement on the Bangsamoro
(CAB), the peace agreement signed between the GPH and MILF in 2014.

According to Hernandez, the island-region’s youth “come from an incredible lineage of visionary leaders who
have aspired and worked very hard for a more just, peaceful and progressive Mindanao -- one that is free
from violence and conflict, and capable of realizing its full socioeconomic potential.”

“The journey of these outstanding leaders - both past and present - continues through each and every one of
you. And this summit is one of the best avenues to channel your creativity, talent and ideas in order to come
up with innovative ways to achieve the aspirations of every Mindanawon - and Filipino,” he said.

Organized by Equal Access International Philippines, the three-day summit with the theme “Bridging
Generations of Peace Influencers,” gathered youth leaders from across Mindanao and provided them an
opportunity to discuss the importance of collaboration, coordination, and communication in pushing for a
more peaceful and progressive Mindanao.

“Over the years, these peace tables have enabled us to resolve situations of conflict and build bridges of
hope, peace, and understanding among stakeholders,” Hernandez added.

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Peace tables: Open spaces for dialogue

Hernandez highlighted the various efforts being carried out by OPAPP through its various peace tables,
which he described as “platforms or open spaces wherein we can raise key issues, offer insights, and
share best practices based on the principles of mutual trust, respect, and solidarity.”

“Through these peace tables, we have been able to reach out to the various revolutionary groups
across the nation and engage them in peaceful and productive conversation. The beauty about these
peace tables is that they provide both sides the opportunity to present their views without fear of being
judged or criticized,” he explained.

“Over the years, these peace tables have enabled us to resolve situations of conflict and build bridges
of hope, peace, and understanding among stakeholders,” Hernandez added.

Combating violent extremism in Mindanao

However, he cautioned the youth leaders to be vigilant, as there are “spoilers of peace [who] remain by
our doorstep and continue to promote the culture of fear, mistrust, and violence among our people,”

“We are all aware that the threat of violent extremism and armed rebellion remains a harsh reality, and
is something we cannot ignore and turn a blind eye to,” Hernandez said.

“There is no room for compromise, especially if the safety and security of our families are at stake. We
need to cast our doubts and fears aside and confront this menace head on,” he stressed.

This is the reason, Hernandez pointed out, why OPAPP’s peacebuilding initiatives in Mindanao are
anchored on preventing and countering violent extremism (PCVE) through the implementation of
conflict-sensitive and peace promoting practices (CSPP).

“Based
Give on the
other work
ways inwe are doing
which youthin can
Marawi andinstrument
be an other parts of
ofMindanao, peacebuilding
peace to the community.initiatives that
are anchored on PCVE are undoubtedly among the most effective ways to neutralize the threat of
violent extremists and communist groups, and bring enduring peace to our communities,” he said.
1.
“The strength of these efforts lie in their ability to address the main drivers of conflict, which fuel hatred,
animosity and discrimination. Once these drivers are eliminated, trust, respect and confidence among
2.
the people is restored, creating an atmosphere where genuine peace and development can take root,”
Hernandez added.
3.
Over the past three years, OPAPP has been implementing the Social Healing and Peacebuilding
(SHAPE) Program in Marawi and other areas affected by the 2017 siege. The program aims to promote
social cohesion and reconciliation among residents, while mainstreaming the culture of peace, mutual
understanding and solidarity among the people.

Through SHAPE, OPAPP, in partnership with its peace partners which include national line agencies,
local government units, civil society, security sector, and the foreign donor community have been
carrying out initiatives such as peace conversations, inter-faith dialogues and peace fairs which seek to
help the victims recover from the tragic incident and rebuild their lives. (PR)

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Dela Cruz(2015). NSTP National Development via National Service Training Program (CWTS). Manila:
Books Atbp.

Harris, Ian M. (2002). Peace Education Theory: A Paper for the Annual Meeting of the American
Educational Research Association in New Orleans, LA., Retrieved: August 30, 2020.

Lesson on Peace Education. An Adaptation.

https://www.sharedlife.org.il/ShowItem.aspx?ItemID=d14f47c3-31b1-4e03-b38f-
01e64cf52e6c&lang=EN
Peace Education - The Development of Peace Education and Its Basic Principles - Conflict,
Individual, World, and Society - StateUniversity.com
https://education.stateuniversity.com/pages/2314/Peace-Education.html#ixzz6WbJsYnV7
https://www.youthinfront.org/nonviolence-and-protest.html
https://study.com/academy/lesson/peace-building-definition-strategies.html

Martin Luther King Jr.'s Six Principles of Nonviolence. Retreived from:

http://www.youthinfront.org/nonviolence-and-protest.html

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