Lesson 2: PEACE: DEFINITIONS AND CONCEPTS

Enabling objectives (Specific Learning

Outcomes)

At the end of the session, the learners should be able to:

1. Define and explain the meaning of peace
2. Distinguish positive peace from negative peace
3. Express their understanding of peace through art
4. Construct their own definition of Peace

MEANING and the CONCEPT of “PEACE”

The focal point in understanding peace education knows the concept of peace. Peace has
been defined in many ways:
1. A) Freedom from, or cessation of, world of hostilities; that condition of a nation or
community in which it is not at war with another.
B) A ratification or treaty of peace between two powers previously at war.
2. Freedom from civil commotion and disorder, public order and security.
3. Freedom from disturbance or perturbation,
(Shorter Oxford Dictionary)

 Early secular writings on the subject of peace indicate that peace was defined as
merely the absence of war or direct violence.
 This negative formulation was first given by Hugo Grotius in 1625 (Dobrosielski,
1987).
 The simplest and most widespread understanding of peace was that of absence of
death and destruction as a result of war and physical/direct violence, an
understanding that was used as the initial point of departure in peace research
(Thee, 1982).
 Peace could simply be described as the opposite of war and conflict.
 The Latin word pax traditionally meant the same as the absence of conflict.
 This is the approach that many states and governments take, where their goal is
merely to avoid war.

 However, an alternative view started to emerge, beginning with the late 1960s.
 Peace workers have increasingly challenged the conventional view of peace and
have declared that “peace is not simply a lack of war or nonviolence.
 A society cannot truly be peaceful if it is built on threat and violence.

 Attention started to shift from direct to indirect or structural violence, i.e, ways in
which people suffer from violence built into a society via its social, political and
economic systems (Hicks, 1987).
  It was realized that it was not only war and direct violence that caused death and
disfigurement.
 Structural violence also led to death and suffering because of the conditions that
resulted from it: extreme poverty, starvation, avoidance diseases, discrimination
against minority groups and denial of human rights.
 It was further realized that a world marked by said conditions is a world devoid of
peace and human security; it breeds anger and generates tension leading to armed
conflict and war.

 A holistic definition of peace promotes the idea of a negative peace and the idea of a
positive peace.
 Using the views of peace scholars, negative peace refers to the absence of war or
physical/direct violence, while positive peace refers to the presence of just and non-
exploitative relationships, as well as human and ecological we;;-being, such that the
root causes of conflict are diminished” (Castro and Galace, 2010).

Galtung’s Positive Peace Theory

 A peace researcher, says that ‘positive peace’ must resolve the underlying issues of
conflict, such as the unequal distribution of resources, discrimination and power
imbalances.
 For him, peace should encompass freedom, equality and justice, happiness, health,
content and good economy, social justice, and creative support for personal growth
at all levels where no one has to fear abuse, war or bullying.
 The meaning of peace can be captured by the idea of a negative peace and the idea of a
positive peace. The diagram below summarizes the concept of peace.

Activity: Do This (Peaceful Place)

“IN THE MOOD FOR PEACE”
Objective: To help prepare students for the main activity by relaxing them and having them
think of peace. (Individual Activity – Do this at the peaceful place i.e. Home)
i. Dim the lights and play the music.
ii. Walk around softly, find a space in the room in which you feel most comfortable to
stand, sit, or lie down.
iii. When you have settled down, close your eyes and stay put for a few seconds. Have
breathe in and out for five times, and focus on breathing through the nose, lungs, and
then back out again each time.
iv. Think back and reflect about the following:

WHEN ARE THE TIMES THAT YOU ARE MOST AT PEACE?

WHEN WERE YOU NOT AT PEACE? DURING THESE TIMES, WHAT
RESTORED YOUR PEACE?
WHAT DOES PEACE MEAN TO YOU?
WHAT PLACES PUT YOU IN THE MOOD FOR PEACE? PICTURE THESE
PLACES IN YOUR MIND.

v. Hold on to these images and thoughts. You have to draw your ideas, inspiration and
strength all throughout the semester. Have breathe in and out five times.
vi. Slowly turn down the volume of the music and turn the lights back on.
 Reflective Essay
i. What is peace for you?
ii. Where does peace come from?
iii. What does it mean to have peace?
iv. Why is it important for you to have peace?
v. How can you achieve peace?
vi. How can you maintain peace?

(Compose 300 words)

Note to the Student

1. Write in a long band paper.
2. Font size 12, paragraph 1.5 inches space, Arial, 1 inch marginon left, right, top and
bottom. (Encoded)
3. No copy pastes to your classmates work (activities or assignments, etc.) it should be your
own work or originality. – Automatic 1/4 points if copy paste depends upon the score.
4. To be passed on October 16, 2020.
5. Drop your answers in designated drop boxes located at on your nearest located or contact
your instructor:
 (Instructor: Ms. Thuwaiba D. Dimaporo)
email @: [email protected] or Facebook Miss-t Dimaporo

 (I Instructor: Mrs. Angela Q. Sacare)

Contact #: 0975 – 362 – 0442
6. If you passed your work (activities or assignments, etc.) at online (Like Facebook or
Google account of your instructor):
o It should be attachment (Microsoft Word); Go to Attach Files

Facebook Messenger Google Account

o Screen shot is not allowed – Automatic Invalid
o Or Copy Paste – Automatic Invalid
7. Reminder: Submit on time. (Late submission automatic ½ of points depends upon the
score.)

Let’s make this new normal learning environment an effective and enjoyable one!
 Lesson 3: COMPONENTS OF PEACE

Enabling objectives (Specific Learning

Outcomes)

At the end of the session, learners should be able to:

1. Identify the Four Components of Peace
2. Express through written presentation their understanding of being in harmony with
God
3. Explain through role playing what harmony with others is
4. Show care for others by gift giving

PEACE EDUCATION
 Is the process of acquiring the values, and the knowledge, and developing the
attitude, skills, and behaviours to live in harmony with God, oneself, with others, and
with the nature.
 These are Four Components of Peace which are interrelated.
 This means that they are not entirely separate from one another.
 Achieving harmony in one component is related to the other components.
 This also means that we cannot attain complete peace until concerns relating to all
four areas are addressed.

FOUR COMPONENTS OF PEACE

1. Harmony with God
 Being a strongly religious culture, a strong relationship with the Creator is essential of
the Filipino’s sense of peace.
 Many perceive that there can be peace despite difficult and worrisome circumstances
when one is in the presence of God.
 Being able to talk to God through prayer, to confide one’s troubles and to give thanks
for one’s troubles and to give thanks for one’s blessing can grant strength and peace
to a person.
 Thus, the church or mosque, as a holy place of worship where one can commune
with God and with other brothers and sisters in the faith, is a place where one can
take refuge from a conflict-filled world, and find peace.

 For many people, harmony with God is the foundation of peace, as God is love, and it
is love and compassion which will bring us to a better relationship with ourselves,
others and the environment.
 It also gives people the strength and hope to continue striving for personal peace
throughout life, although this can never be achieved completely and perfectly.

2. Harmony with the Self

 This is related to an individual’s physical, emotional, mental and spiritual health.
 People feel at peace when they are physically healthy and well – when their basic
needs are met, when they are able to sleep soundly and when they have had
physical exercise.
 This, of course, is related to financial stability, as one’s ability to meet his basic
needs are dependent upon one’s economic status.

 Emotional, psychological and mental health pertains to sense of well-being and

happiness.
 It is when a person harbours no worries, fears and hatred in one’s heart, feels safe
and secure, is confident of oneself, feels accepted and valued by others, is able to
accomplish one’s plans, and has a clear conscience.
 This translates to a feeling of calmness and relaxation, and allows a person to be
comfortable with and by himself.

3. Harmony with Others

 To the Filipino, there is no Other.
 Everyone is potentially kapwa – one with whom has a shared identity.
 This is why this particular component is very salient to Filipinos.
 The family, co-workers, neighbours, friends and fellow countrymen all figure in a
Filipino’s sense of personal peace.
 One’s own peace is very much tied to the peace of one’s kapwa.

 When one is with one’s family, when the family is together, safe, healthy,
cooperative, understanding and loving, there is peace.
 When one feels that one is able to provide and serve one’s family, and that the family
is, in turn, supportive of one’s endeavours, there is peace.

 Peace can also be attained by sharing one’s talents to others, making another person
happy, and helping others.
 At work, this is expressed in one’s commitment to fulfil one’s responsibilities, and not
only to complete one’s given obligations but to do them well.

 Among friends, co-workers and neighbours, there is peace to be found when they are
contented and happy, and when there is respect and understanding among them.
 It is when one has not inflicted pain of any kind to any one, when even the unlovable
is loved, when there is reconciliation and forgiveness, and when one has done
something good for others that harmony with others peace attained.
 The contentment and happiness of society is recognized to be connected to social
and political realities.
 It can only be achieved when there is economic progress, when there is no war, no
discrimination and oppression, and when people work together as one country, and
as citizens of one world.
 In Mindanao, particularly important is the harmony between Christians and Muslims,
and stopping militarization.
 4. Harmony with Nature
 This particular component is often overlooked.
 People do not consciously think of their relationship with nature as having an effect
on their personal peace.
 However, it is evident that a peaceful and healthy environment is crucial to our sense
of harmony and peace.
 Violence on the environment, in the form of rapacious exploitation pollution,
excessive logging, fishing and mining, etc. also transmits violence unto human
beings through illness, natural disasters, disruption or destruction of livelihood, and
poorer living environments.
 One cannot have a sense of accomplishment and satisfaction when one is apathetic
to the destruction of the environment, or when villagers fall ill because of the pollution
 If people continue to live out of harmony with nature, the world will turn into an
environment too harsh for human beings to live in.

Activity
Activity #1: “Share your Thoughts and be my friend”

i. Know your classmate: (Find a partner at group chat online – Peace Education and
communicate each other)

 Name:
 Likes/Dislikes:
 Ethnic Affiliation:
 Positive Characteristics of your classmate’s ethnic group:

Activity#2: Story Telling “Mother and Son”

(Note: Other stories as illustrative, moving or touching may be used.)

i. Read the Story:

My Mom had only one eye, I hated her for she was such an embarrassment!
She cooked for teachers and students to support the family. There was one day during my
primary school where she came to say Hello to me. I was so embarrassed, how could she do
this to me! I ignored her, threw a hateful look and ran out.

The next day, one of my classmates said, “Eeww, your mom only has one eye!” I wanted to
bury myself; I also wanted my mom to disappear. So, I confronted her and said, “If you are only
going to make me a laughing stock, why don’t you just die!” My mom did not respond.

I did not even stop to think for a second about what I had said, because I was full of anger! I
was oblivious to her feelings, I wanted out of that house. So, I studied really hard and got a
chance to go to Singapore. Then I got married. I bought a house of my own. I had kids of my
own and I was happy with my life.

Then, I day, my mother came to visit me. She had not seen me in years and she did not even
get to meet her grandchildren! When she stood by the door, my children laughed at her. I
screamed at her, “How dare you come to my house and scare my children! Get out of here
now! And to this, my mother quietly answered, “Oh, I am sorry I may have gotten the wrong
address.”

One day, a letter regarding a school reunion came to my house. So I lied to my wife that I was
going on a business trip. After the reunion, I went to the old shack just out of curiosity. My
neighbours said that mom died. I did not shed a single tear. Then, they handed me a letter she
wanted me to have.

To the smile of my life,

My dearest son, I think of you all of the time. I’m sorry that I came to Singapore and
scared your children. I was so glad when I heard you were coming for the reunion. But I may
not be able to even get out of bed to see you. I am sorry I was a constant embarrassment to
you when you were growing up. You see… when you were little, you got into an accident and
lost your eye. As a mother I could not stand watching you having to grow up with only one eye.
So I gave you mine, seeing a whole new world for me in my place with that eye.

With my love to you,

Your Mother

Individual Output

a) How do you feel about the activity?

b) What did/do you learn from the story?
c) How will these learning’s be used in your relationship with others?
(Compose 300 words)

Assignment
  A letter to your mom

Note to the Student

1. Write in a long band paper.
2. Font size 12, paragraph 1.5 inches space, Arial, 1 inch marginon left, right, top and
bottom. (Encoded)
3. No copy pastes to your classmates work (activities or assignments, etc.) it should be your
own work or originality. – Automatic 1/4 points if copy paste depends upon the score.
4. To be passed on October 16, 2020.
5. Drop your answers in designated drop boxes located at on your nearest located or contact
your instructor:

 (Instructor: Ms. Thuwaiba D. Dimaporo)

email @: [email protected] or Facebook Miss-t Dimaporo

 (Instructor: Mrs. Angela Q. Sacare)

Contact #: 0975 – 362 – 0442

6. If you passed your work (activities or assignments, etc.) at online (Like Facebook or
Google account of your instructor):

o It should be attachment (Microsoft Word); Go to Attach Files

Facebook Messenger Google Account

o Screen shot is not allowed – Automatic Invalid

o Or Copy Paste – Automatic Invalid

7. Reminder: Submit on time. (Late submission automatic ½ of points depends upon the
score.)

Let’s make this new normal learning environment an effective and enjoyable one!
 Lesson 4: CULTURE OF PEACE

Enabling objectives (Specific Learning

Outcomes)

At the end of the session, learners should be able to:

1. Define a culture of violence and a culture of peace.
2. Differentiate culture of war from culture of peace.
3. Identify the different conceptual frameworks of a culture of peace and discuss them
4. Describe the world conditions they believe would characterize a culture of peace.
5. Express their understanding of a culture of peace either through reflectivr essay or
expressive art.

• It was in 1989 that the concept of Culture of Peace was established at the UNESCO
International Congress on “Peace in the Minds of Men” in Yamoussoukro.
• The Constitution of UNESCO declares that “since wars begin in the minds of men, it
is in the minds of men that the defences of peace must be constructed.”
• The expression “Culture of Peace” includes “a range of values, attitudes, traditions
and ways of life such as: respect for all life, rejection of violence in all its forms,
valuing diversity, sharing with others, listening to understand, preservation of the
planet, and a commitment to solidarity.”
• In other words, peace is not simply the absence of war or violent conflict.
• Rather, peace is considered as a set of values, attitudes and modes of behaviour that
promote peaceful co-existence, pluralism, respect for all forms of life, environmental
preservation, reasoned discourse, healthy communication, and most of all peaceful
settlement of conflict and mutual understanding and recognition.

• “Culture of Peace” defined as a “set of values, attitudes, modes of behaviour and

ways of life that reject violence and prevent conflicts by tackling their root causes to
solve problems through dialogue and negotiation among individuals groups and
nations.”
• A Culture of Peace presupposes that peace is a “way of being, doing and living in
society that can be taught, developed, and best of all, improved upon.”
• That is why peace education is seen as an essential instrument in the promotion and
cultivation of a culture of peace.
• Peace education theories have been developed to give us information about the
devastating impact of violent conflicts and then provide us strategies for peace.
• Peace education includes the teaching about the challenges of achieving peace,
developing nonviolent skills and promoting peaceful attitudes.
 • However, a culture of peace is not an end in itself, rather it is a process.
• As a process, it is therefore a lifelong engagement of envisioning a peaceful society.
• Like other forms of abstractions in the world, a culture of peace is dynamic; hence, it
changes as communities change.

• Within the Culture of Peace framework, peace embraces far more than an absence
of conflict.
• It encompasses tolerance, disarmament, sustainable economic and social
development, democratic participation, gender equality, and respect for human rights.

• When we talk about a culture of peace, it does not mean the absence of conflict.
• We have to recognize that conflict is part and parcel of human existence.
• In a pluralist society like ours, conflict is inevitable, we encounter them constantly.
• The negative connotation attached to conflict is the problem not conflict itself.
• In fact, although conflict creates tension, this tension, if handled critically and
logically, can lead to more creative solutions that may help in improving our lives.
• It is only when conflict is not handled critically that it becomes problematic.

• It is to be noted, however, that there is no single definition of what constitutes a

culture of peace.
• “Culture of Peace” as a concept is multifaceted and contextual.
• That is why, according to Wessels “it would be culturally insensitive to prescribe an
exact meaning of a culture of peace.”
• However, although definitions vary, there is still a common ground or principle that all
of us share as stated in the Culture of Peace Frameworks.

CULTURE OF PEACE FRAMEWORKS

• UNESCO Model defines a culture of peace as ‘all the values, attitudes and forms of
behaviour that reflect respect for life, for human dignity and for human rights, the
rejection of violence in all its forms and commitments to the principles of freedom,
justice, solidarity, tolerance and understanding between people.
• The UNESCO Model is the most universally recognized and incorporates many
aspects of a culture of peace.
• The constitution of UNESCO declares that “since wars begin in the minds of men, it
is the minds of men that the defences of peace must be constructed”.

The United Nations General Assembly declared action in the following areas necessary
to transition to a culture of peace and non-violence:
o A culture of peace through education;

o Democratic Participation;

o Human Rights
 o Sustainable Development;

o Equality between Man and Woman;

o Advancing Understanding Tolerance and Solidarity;

o Supporting Participatory Communication and the Free Flow of information and

Knowledge;
o Promoting International Peace and Security

 Although the UNESCO framework utilizes an international perspective, and therefore

its application is more at the global and international context, it can also be used in
the local level, like, for instance, instead of promoting “international peace and
security” you can make it into “local peace and security.”
 But unlike other models, the UNESCO framework has no conception of personal or
inner peace.

• Flower Model. This is developed by Virginia Cawagas and Swee Hin Toh. The
flower model has “educating for a culture of peace” at the center, and six petals for:
• The model of petal flowers aims to fooster a culture of peace among students,
characterized by harmony with nature, human rights and responsibility, respect for
cultural differences and solidarity, justice in society, the awareness in each individual
to create a culture of peace.
• Flower Model.
o Dismantling the culture of war

o Promoting human rights and responsibilities

o Living with justice and compassion

o Building cultural respect, reconciliation and solidarity

o Living in harmony with the earth

o Cultivating inner peace

 What is peculiar about this model is its inclusion of inner peace as a component to a
culture of peace.
 Such component is lacking in the UNESCO model as stated earlier.

Figure-2. Flower-petal Model of Peace Education

 Integral Model. This is developed by the University for Peace and Central American
Government.
 The integral model is a mandala-shaped, person centered framework, which
incorporates the context of peace with oneself, with others, and with nature, at ethic,
mental, emotional and action levels.

Activity
Step 1: Distribute the text “Vision for Women in the 21 st Century.” Read and respond
to the questions embedded in the text. (NOTE: Other texts as meaningful, engaging,
and appealing, such as Martin Luther King’s “I have a Dream” may be used.)

Step 2: Explain the potential consequences of the numbered questions.

Step 3: Describe your own dreams of a culture of peace and how to achieve them.

Vision for Women in the 21st Century

I dream
Not day dreams
Not nightmare dreams
Not impossible dreams
I dream, “what if” dreams
What if AIDS were only a verb? as “She aids her aging parents.”
What if the people fighting pharmaceutical companies and people for peace and
justice would support each other? It would multiply our number and our strength.
What if the nearly one billion guns and small arms that are in uncontrolled circulation
used to kill nearly 6 million people a year – more than die from malaria and HIV –
What is they were all destroyed?

What if the arms trade were taxed, or stopped? (Q1)

What if children went to school and learned a new skill? Reading, writing, arithmetic,
 and reconciliation?

What if peace were learned? I dream that peace education is integrated into all
school curricula. What if we all learned nonviolent approaches to conflict? What if
nuclear weapons will be abolished? (Q2)

What if half the candidate running for office at every level in every country were
women? (Q3)

I dream that women of East Timor are half the members of parliament, half the new
government.

What if women were at every negotiating table? (Q4) Women, my friends, are the
glues that hold societies together.
I dream that human rights are never separate from peace and justice.
I dream – what if everyone understood the 50 points Hague Agenda for Peace and
justice for the 21st century? It’s a way to get from a culture of violence to a culture of
peace.

I dream the every child reads and understands the Universal Declaration of Human
Rights and the convention on the Rights of the Child.

I dream the results of the Tokyo Women’s Tribunal for the Trial of Japanese Sexual
Slavery is known to all people.

I dream that no country is allowed to have a military budget that is larger than its
health and education budgets combined.

I dream that women never settle for token numbers anywhere, anymore.
Men have run the world since the beginning of time, and from the point of view of
violence, illiteracy, poverty, racism, and gender inequality – they have failed.

So I dream that one day women and men will share power, and both will run the
show.

I dream that the resolution that women wrote and was unanimously adopted by the
Security Council, #1325, is fully implemented, and that we see, as a result, women
involved fully and equally in all peace processes.
What if, just as slavery, colonialism, and apartheid have been abolished, so, too, war
is abolished?

Our laws and our taxes would no longer support men to make weapons and train
young people to go to war to kill and destroy.
I dream of peace and justice. I dream women will make it happen.
 Journal Writing
1. How did you feel about this poem?
2. How can you be of help to achieve this dream?
(Compose 300 words in each number)

Assignment
What is your personal vision of the future? For yourself? For your local community?
For the world?

(Compose 300 words in each number)

Note to the Student

1. Write in a long band paper.

2. Font size 12, paragraph 1.5 inches space, Arial, 1 inch marginon left, right, top and
bottom. (Encoded)
3. No copy pastes to your classmates work (activities or assignments, etc.) it should be your
own work or originality. – Automatic 1/4 points if copy paste depends upon the score.
4. To be passed on October 16, 2020.
5. Drop your answers in designated drop boxes located at on your nearest located or contact
your instructor:

 (Instructor: Ms. Thuwaiba D. Dimaporo)

email @: [email protected] or Facebook Miss-t Dimaporo

 (I Instructor: Mrs. Angela Q. Sacare)

Contact #: 0975 – 362 – 0442

6. If you passed your work (activities or assignments, etc.) at online (Like Facebook or
Google account of your instructor):

o It should be attachment (Microsoft Word); Go to Attach Files

Facebook Messenger Google Account

 o Screen shot is not allowed – Automatic Invalid
o Or Copy Paste – Automatic Invalid

7. Reminder: Submit on time. (Late submission automatic ½ of points depends upon the
score.)

Let’s make this new normal learning environment an effective and enjoyable one!