MODULE 3

THE GMRC TEACHER AS AN AGENT OF

NATION – BUILDING AND SUSTAINABLE
ENVIRONMENT
LESSON 1: CARING AND SHARING FOR THE
EARTH

LEARNING
OUTCOMES

At the end of the lesson, the students must be able to;

 understand that others do not always understand what we say in the same way
what we mean;
 demonstrate awareness of one’s own ability in good communication through
compassionate living and
 internalize the value of caring for human and the environment.

INTRODUCTION

A. BE COMPASSIONATE AND DO NO HARM

As a mother loves her one and only child, so shall you love the whole humanity.
- The Buddha
Our planet is incredibly gifted with resources that allow humans to survive. All that we
need in order to live are gifts from Mother Earth: the air we breathe, the food we eat, the
water we drink and the homes we run to for cover. Unfortunately, instead of nurturing
the planet that nurtures us humans have damaged the earth’s ability to sustain life.
Numerous ecological concerns now threaten the destruction of earth’s life support
systems. ( Castro& Galace)
 ABSTRACTION

COMPASSION – in simple terms, refers to that quality which encompasses non- violence,
kindness, empathy and equanimity in the highest and purest form. It takes people out of their
pursuit of egoistic interests to open their eyes to the realities of the suffering of others around
them. It is the essence of being human. Every religion teaches us to be compassionate and take
it as the supreme guiding principle in life. It drives man to be kind, helpful and caring towards all.

BASIC FIVE FORMS OF COMPASSION

NON – VIOLENCE

 Is an integral active quality in compassionate living. It means to abstain from all violent
acts and motives.
 In a conflict, to be non- violent does not mean that you submit yourself to unjust causes.
There are many civilized and democratic ways of struggling against unjust causes.
 Mahatma Gandhi demonstrated the power of non – violent action in his struggle for
freedom from the British Empire. He said that only cowards take arms. Non – violent
activists derive their power from truth, justice, inner conviction and compassion.

Principles of Non – violence

1. “ Hatred can not be conquered by hatred. Hatred can only be conquered by
compassion “ – Lord Buddha
2. “ If somebody slaps you on the left cheek turn your right cheek also” - Jesus Christ
3. “ I respond to those who do well to me by goodness “ – Lao Tzu
4. “ If someone lives a life of non – violence, he need not perform other religious acts
because non –violent living itself is the highest form of being religious” – Thirukkural,
The Tamil Instructional Book of Poetry
5. “ There is no such powerful weapon than compassion “ – Mehatma Gandhi

KINDNESS

 This is the state of mind that motivates a person to help and serve those who suffer.
Kindness transcends the ego that seeks reward, profit and benefits in return.
 You can be kind in all your responses to other people by the way you think, talk and
behave. Kindness naturally extends to animals as well.
 Children learn their first lesson of kindness, by being kind to animals. When children learn
not to kill animals, they also learn not to kill human beings.
  Kindness to animals seems to be gradually eroding away from the modern mentality of
man. Consider how cruelly animals are treated in laboratories, farms and slaughter
houses.
 Dr. Bennett Derby, an eminent neurologist, says that 90 percent of animal experiments
are repetitive and inadequate. Every religion teaches kindness to animals.
EMPATHY

 Is an effective response of concern and tenderness to the joys and suffering in others.
With empathy you share the other person’s feelings and experience it as if you have
entered into that person’s inner world.
 In psychology it is used in a technical sense, here, we can use it in a general and practical
sense, to mean being sensitive, friendly, warm and caring. Like compassion empathy
encapsulates feelings not only for the fellow human beings but also for animals and
natural environment. Such qualities are necessary for the survival of the human species.
 The present dehumanizing social forces destroy empathy in man. It is slowly replaced by
egoism, individualism, selfishness and ruthless competitiveness. This important human
response has to be protected and developed as a part of upbringing and education of
children.
 Children inherit empathy intrinsically in abundance. Peace education provides
experiences in empathy so that children can awaken to their own true nature. The
traditional curriculum has very little place for developing empathy.
EQUANIMITY

 Maintaining a detached sense of calmness in mind and temper, in face of stressful and
provocative situations in life.
 It also includes being large hearted and forgiving. The most effective way of fostering
compassion in children is to provide opportunities to experience it through action.
 Understanding ( others)
 Feeling ( for)
 Providing support/ helping/ serving
 Tolerating
 Expressing warmth
 Loving
 Caring / consoling/ counselling / comforting
 Listening
 Respecting
 Giving
 Being friendly
 LESSON 1 B : “ CARE FOR THE
PLANET”

LEARNING
OUTCOMES

At the end of the lesson, the students must be able to :

 demonstrate an affectionate attitude towards the Earth and Nature ;
 describe how we contribute to the environmental crises;
 value reusing, repairing and recycling natural resources and
 appreciate peace with nature

INTRODUCTION

“ The earth does not belong to us ; we belong to earth “

-Red Indian Chief Seattle

ABSTRACTION

UNDERSTANDING THE CONCEPT

 This aims at developing the sense of “ touch “ with Nature in us. In fact, we are very
sensitive to Nature. But as we gradually grow into adulthood in this artificial surrounding
of the modern era. The “ touch” diminishes away from our life.
 Peace with nature is blissful, healing and fulfilling. It creates a deep spiritual sense of
communion with Nature, which brings about contentment and peace. The ever –
increasing restlessness in the modern society arises from the loss of touch with Nature.
  In coming into touch with Nature , we develop what is called, the planet consciousness.
Children need to have it to know how the ecosystem operates. Fortunately many
curriculum designers have identified the needs.
 Subjects like science, geography, and social studies area in both primary and secondary
amply provide knowledge about the planet. Peace education helps internalization of such
knowledge, through bringing in the affective learning dimension.
 Our present era is crucially decisive about the future of Mother Earth. Mankind had been
living on earth at least for the last six million years. They built many civilizations on various
parts of the earth.
 The striking fact about the ancient civilizations was that they were never posed threats to
the earth. But within the short existence of the modern civilization for the last twenty-
seven decades, say from 1830 with the beginning of the Industrial Revolution up to the
present , the earth has been threatened with damage, pollution and destruction as never
before. Unless we stop this, the future of the earth is at great risk.
EDUCATING TO CARE FOR THE PLANET

 Children need to understand the consequences of damages we do to the earth because

they are the future citizens. In fact children can be crusaders to save the earth. To quote
only a few problems affecting the earth:
 Global warming
 Epidemics / Pandemics
 Ever increasing poverty
 Population growth
 Famines, cyclones
 Loss of forest
 Soil erosion
 Extinction of species
 Scarcity of drinking water
 Chemical poisoning of fertile soil
 Toxic wastes
OVER FISHING AIR POLLUTION

 People accept the need to stop all this destruction. However when it comes to action they
are indifferent. The damaging is continuing as ever year by year.
 Educationally, raising awareness in children should be reinforced through providing an
opportunity to get into action. Participation in action – oriented projects strengthens
attitudes.
 Schools have to organize environmental projects as co- curricular activities. Here we
should not forget the fact that children are capable of changing the world in their own
ways.
 LESSON 2 : BECOMING AN
INSTRUMENT OF PEACE

LEARNING
OUTCOMES

At the end of the lesson, the students must be able to :

 demonstrate awareness in the practice of discipline ( mind, physical, behavior,
speech);
 develop strategies in classroom mediation and
 practice mindful living and peace of mind

INTRODUCTION

“ The best and most beautiful things in the world cannot be seen or even touched. They must be
felt with the heart.”
-Helen Keller
Patricia Mische ( 2000) explains that the transformation that we should seek should not only
be the transformation of our society but also the transformation of our spirit because the inner
transformation inspires the outer work. She concludes that the “ inner and outer transformations
are inseparable parts of one whole”. This perspective is repeated many times over in both the
secular and faith- based peace literature. There is a growing consensus that, indeed, there is an
intimate connection between our inner state and what we do in our outer spheres. This
consistency is the foundation of being a fully integrated person.
 ABSTRACTION

UNDERSTANDING THE CONCEPT

 The statement in the preamble of UNESCO’s Constitution, “ Since war begins in the
minds of men, it is in the minds men that the defenses of peace must be created “
provides a guiding principle for this theme.
 Learning to BE means to learn to live peacefully with oneself. Peace can be
experienced within ourselves. Inner peace arises out of intrinsic inner richness such a
compassion, spiritual joy and wisdom. The significance of beingness is the state of
mind where a person experiences the joy of whole some living.
PEACE AS RESOLUTION OF INNER CONFLICT

 At the superficial level of mind, inner peace can be experienced through resolution of
psychological conflict. Conflict can be either external or internal. In fact most of our
conflicts are internal, i.e. within ourselves.
 According to Sigmund Freud, the mind is a battlefield where the life instinct is in conflict
with the death instinct and in the clashes with super consciousness and soon.

Kurt Lewin showed the three basic types of inner conflicts

1. Approach – approach conflict
 In this type of conflict a person is caught in between two equally attractive
objectives out of which he can select only one.
2. Avoidance – avoidance conflict
 Here the person tries to avoid two equally undesirable objectives where he is
forced by circumstances to select one other than selecting one.
3. Approach – negative conflict
 In this type a person is both attracted and repulsed by the same objective.

 Erik Ericks on postulates that man’s psychological growth results from the healthy
resolution of inner conflicts. According to him in each growth stage man is confronted
with a basis psychological conflict. Inability to resolve that inner conflict blocks his further
growth and even leads to pervasive behavior.
SELF KNOWLEDGE

 To resolve one’s inner problems, first of all one has to learn to look within and observe
how the mind works. The problems distressing the mind have to be perceived and
understood. The more you understand yourself the more you mature psychologically.
 Helping children to look within and understand the self is an important life skill the gravity
of this need in education is evident by the kind of immature acts people commit
throughout the world.
 SPIRITUAL NEEDS

 By spirituality we do not mean here being religious in the conventional sense. Peace in
one’s life arises from the deep human spirit that underlies all faiths. Peace education deals
with the depth of the human mind.
 By spirituality we mean that essence rooted in man, which seeks for fulfillment through
expressing and experiencing goodness in the highest degree. It drives us to do good, be
kind, search for the true meaning and values lying deep within us.
 Children ‘s spiritual needs are delicate and strong. They want to experience joy, beauty,
love, warmth , kindness and wonder.
 As a matter of fact all of us know that when the mind calms down a serene feeling of joy
and peace begins to unfold within us. one of the effective ways of realizing the peace
within is meditation as taught in all religions.
 Self image is also a construct of imagination. It is how one imagines one’s own life. Once
a self – image is built, the person tries to live up to it whether it is negative or positive.
Teachers have to help children to build positive self images, not only by right appraisals
but also by encouraging , providing stimulation and opportunities to express themselves.
 Through meditations, soul appealing and meaningful imaginary experiences could be
evoked in children using their natural sense of wonders, curiosity and beauty. Meditation
in the conventional sense is an act of awakening to reality or truth.
PRACTICING AWARENESS

 Meditation in true sense is an act of establishing awareness, i. e. being aware. The

synonyms for awareness are being alert, mindful, attentive, etc. it is basically a survival
life skill. Awareness brings self – control, composure and sharpening of attention.
 The second level of awareness is being mindful of the movement of the body, i.e. how
you walk, sit, eat, etc. it develops one’s sensitiveness towards the body.
 The third level of being mindful of the activity of the mind. That is when you are angry
know that you are angry , when you are confused know that you are confused. Awareness
helps us to overcome an inherent weakness of the human mind.
Varied Ways on How to Meditate:
 Take the class out to an open air or a quiet place. Let them sit quietly and listen to the
sounds in the environment. This helps to develop awareness towards the surroundings.
 Make them sit quietly and repeat in mind “ I am a peaceful soul “
 Watch a tree with a silent mind
 Sit quietly and concentrate on breathing in and out. Look at a flower and concentrate on
it.
 Imagine a beautiful natural scene
 Imagine a trip in a strange land or garden
 Sit quietly and experience the feeling of a noble human quality, such as kindness and job
 B. “ RESOLVE CONFLICT NON-
VIOLENTLY”

LEARING
OUTCOMES

At the end of the lesson, the students must be able to:

 define conflict;
 analyze a conflict in terms of the needs of the parties;
 value constructive conflict resolution and
 explain the steps of effective conflict resolution.

INTRODUCTION

“Being willing to resolve a problem does not mean you aren’t right. It means you give up
making the other person wrong, by wiping the slate clean and make a fresh start with each other.”
-Helena Cornelius and Shoshana Faire

ABSTRACTION

 Conflict is everywhere. It is a part of life. In fact, it is on the increase in our time. This is
because of the increasing individual differences and diversification of the society.
 With the increasing population, physical space and resources are getting restricted. In
such a background, we have to learn how to live amidst conflict, handle and resolve them
constructively .
 It is true that conflict arises from a difference of opinion. Inability to resolve conflict at
the beginning leads to complication and intensification. In the process of escalation of
conflict your friend, colleague or neighbor with whom you have the disagreement, turns
gradually to be your rival, opponent, antagonist and finally the enemy. The initial open
 and friendly situation that was there, at the beginning, becomes gradually tense and
hostile.
DEFINITION
How do you respond to the question “ What is a conflict?” You might say it is:
 a difference of opinion,
 a clash of wants,
 a situation that arises from a disagreement,
 between two persons or several persons,
 a broken relationship and
 a vicious competition against one another.
CAUSES
Why do people get into conflicts?
 It is because of the other person’s way of behavior. When two or more people are at
conflict their interests may be concerned with:
 Commodities at stake, e.g. object land , money;
 Opportunities at stake, e.g. opportunity for gain, privileges;
 Principles and values at stake, e.g. religious beliefs, ideologies, cultural values;
 Territory at stake, e.g. house, land physical space, road, status and
 Relationship at stake, e.g. trust, promise, personality clashes.
 Ross Stinger ( 1967) defines conflict as “ a situation in which two or more human beings
desire goals, to which they perceive as being obtainable by one or the other but not
both.”
 According to the definition, a conflict is made of three components. They are :
 Situation – where the conflicting parties view each other as competitors, or
having mutually competitive interest or wants.
 Attitudes – e.g. leading to hostility and frustration and
 Behavior – e.g. threatening, descriptive, egoistic, opposing ,withdrawing acts.

Can conflicts be constructive?

 Intensive conflicts are associated with a flood of anxiety, confusion, suffering and
negative emotions. However, this state of mind can be transformed into a positive state
with a sense of challenge, efficiency and strength.
 To have a positive attitude towards a conflict is to take it as a challenge and opportunity
for development and self correction. Ask yourself. What are the opportunities it can bring
for me? How can I develop myself through this situation? What is the learning it brings
for me?
  Conflict become destructive simply because of the lack of skills in handling them. If they
are handled properly towards positive results it will bring growth and renewed
relationship, sense of fun and confidence.
 Recall a conflict you have resolved constructively. Destructive conflict occurs when the
value of the conflict is not understood and when you react with negative emotion to it.
In a constructive approach to conflict resolution:
 Control your negative emotions
 Listen actively
 Speak efficiently
 Deal with the other, as a person with a problem, need and human reaction.
 Face the issue directly and precisely
 Separate the problem from the person and adopt a problem solving approach
 Show understanding and be understood
 Be willing to change your position in face of facts and reason
 Use a sense of humor
 Generate alternatives, acceptable to both you and the other person
 Speak to the point
 Use interpersonal skills
 Be persistent
Steps in Conflict Resolution

 There are four possible solutions to any conflict. Let’s name the two parties in a
conflict as A and B. The possibilities are:
A B
1 WIN DEFEAT
2 DEFEAT WIN
3 DEFEAT DEFEAT
4 WIN WIN

 It is easy to understand possibilities of ( 1) and (2) when one person wins, by defeating
the other. In the third possibility both parties are defeated.
 In the course of negotiation for solving the problem each party has to give up certain
things in order to gain other things. Only then can they arrive at a common ground.
The conflicting parties should co-operate with each other by adjusting their positions
to reach a solution, satisfactory for both of them.
 In a conflict, the solution is reached by undergoing three basic stages:
1. Confrontation
2. Negotiation
3. Implementation
Confrontation
 is the stage when the difference surfaces. As a consequence, the parties feel disturbed
and are even threatened in their position. However it is easy to discuss the problem
openly at this initial stage.
1. Define the problem in terms of needs of the people involved
 It is important to know the meaning of the word “ need”. At the core of any conflict
lie the needs of conflicting parties. In fact a conflict is a two or more sets of needs
pulling in different directions.
 To understand a conflict, you have to identify the underlying needs and fears of
the others as well as your own. However, people’s needs are mostly covered up
by their wants.
 The implication for conflict resolution here is not to get upset by people’s
demands or their wants. Each person in conflict has to identify one’s own needs
as well as the other’s needs.
2. Agree with the definition of the problem with the other party
 A conflict cannot be resolved unless the parties come to a common definition of
their problem. For instance they should agree to what the exact problem is.
 Negotiation is the process of reaching a common and fair agreement on a solution
to a problem affecting two or more parties.
 In negotiating you ask questions for getting to know the problem from the other’s
side and trying to explain your side and to steer the negotiation on the right track.
You may seek specific clarifications on the issues and the needs of the other
person.
 Active listening is an important skill in negotiation that involves giving your full
attention to what the other person is saying, feeding back, encouraging deeper
probing, supporting the other person’s attempt to find solutions and summarizing
what is said.
3. Brain storm possible solutions for both
 Find with the other, the alternative solutions extensively to the problem. Don’t
get fixed to your position demanding the only way you want to solve the conflict.
 Take away the other person also from his fixed position by exploration of
alternatives solutions, which are agreeable to both parties.
4. Select the best solution for both
 Taking the alternative solutions one by one which the parties can evaluate them
eliminating those that they consider unacceptable.
 The evaluation of alternatives goes until they come to one alternative most
agreeable to both. Implementation is the final stage.
5. Implement solution
 This means planning , setting agreed time target and acting according to the
agreed term of solution.
 6. Evaluate implementation
 Find out how it works in practice and how people feel about the solution. Perhaps
the parties may need some adjustments as the implementation takes place and
the original problem might change.
 In the procedure of conflict resolution you need skills in active listening
assertiveness, conflict analysis and negotiation. They must be willing to arrive at a
consensus and co- operate with each other in finding a satisfactory solution.
CHILDREN’S WORLD OF CONFLICT

 Children are not free from conflict. A teacher needs to know the nature and types of
conflicts that children have. In helping them to learn conflict resolution the teacher can
take examples and cases from their conflicts.
CONFLICTS AT HOMES

 Jealousies among the brothers and sisters. By:

 Comparing with each other on what they get from parents
 Problems of equal treatment, privileges and personal rights
 Problems arising from carrying out their responsibilities
 Inability to deal with anger, negative comments violence
 Deprivation of parents, love
 Deprivation of physiological needs, e.g. food, proper shelter, owing to low income
 Problems with elder brothers or bigger kids in the neighborhood
 Drunkenness of father disturbing peace at home
 Instance of child abuse, e.g. severe punishment
 Separation of parents
 False accusations
CONFLICT IN SCHOOL

 Name calling
 Being snubbed / teased
 False accusations
 Fear of being unprepared, e.g. not having a pencil, not ready with homework not having
read the lesson
 Misunderstanding by teachers negative remarks by teachers, being cheated by a pair
 Being deprived of opportunity to participate in activities that the child likes
 Inability to buy things that the school requests
 Physiological problems , e.g. hunger, low energy, exclusion by peers
 LESSON 3-A : CALL FOR FILIPINO
PATRIOTISM

LEARNING
OUTCOMES

At the end of the lesson , the students must be able to :

 show concern for the rights of others;
 practice tolerant behavior towards diversity of views, culture and beliefs and
 translate human rights into social reality

INTRODUCTION

A. RESPECT FOR HUMAN DIGNITY”

A landmark papal encyclical, Pacem in Terris, has also declared that peace would be built if
citizens “apply themselves seriously to respecting the rights of others and discharging their own
duties” (Pope John XXIII, 1963). In Islam, it is believed that all human beings have the right to life
at conception, and after birth, a right to full opportunities to lead a rewarding and satisfying life
(Mahmood-Abedin, in Mische and Merkling (eds.), 2001).
 ABSTRACTION

UNDERSTANDING THE CONCEPT

 The tradition of human rights concepts is as old as human civilization. Every

society has varying norms to protect human life and dignity. Great religion
strengthens the traditions.
 Human rights can be broadly defined as those rights which human beings are
entitled to which no one can deprive them of. They are designed to protect
individuals from the threat to life and human dignity with the growth of the power
of states, complexity and stratification of the society, such a set of guarantees was
necessary.
 The Declaration of the Universal Human Rights by the United Nations Organization
is a moral victory of mankind as a whole in recent times. It is the culmination of
the moral values that all religions advocated from the beginning of history.
 The declaration begins with the article:
“All human beings are born free and equal indignity and rights. They are endowed with
reason and conscience and should act towards one another in a spirit of brotherhood.”

 The purpose of the declaration is obviously to provide a global foundation to

protect human dignity. It subsequently initiated various State to adopt and
enlarge the principles of human rights in their Constitutions. Many codes of rights,
like African Charteron Human and People’s Rights, European Convention on
Human Rights and Duties of Man sprang up following it.
EDUCATION OF HUMAN RIGHTS

 Schools have the responsibility to educate the next generation on human rights
and inculcate the basic values embedded in there. Although many curricula have
it as a unit generally it is taught only at the cognitive level. What is necessary is to
help learning them in a matter that the respect for human dignity is internalized
and be a part of one’s character.
 There is an interesting Buddhist discourse called Sigalowada Sutta, which reflects
the Oriental attitude to rights. Therein the Buddha explains that parents are
bound to do their rightful to children when children perform their duties to
parents. Masters are bound to do their rightful to workers when they perform
their duties to masters.
 Children, especially in primary grades, may find it difficult to grasp the concepts
involved in human rights. Their ability to understand abstract concepts like rights,
freedom is yet to develop. Learning human rights should begin with understanding
them in daily experiences of the personal life of children. For instance:
 standing in a queue for one’s turn
  keeping promises
 returning a debt in time
 helping the injured and sick
 keeping the public places clean
 not encroaching on others’ property
 Sharing experiences of such familiar situations are helpful. (Balasooriya, 2001).

B. “ BUILDING
PATRIOTIC COMMUNITY”

LEARNING
OUTCOMES

At the end of the lesson, the students must be able to:

 discuss contemporary social issues;
 demonstrate healthy patriotism and
 adopt democratic principles.

INTRODUCTION

We can make the new world if we want

We can make the new world if we all try
What we do is to make it show
And the old worlds got to go
We can make the new world and we will
-From a song by P.J Hoffman
 ABSTRACTION

 This theme aims at developing knowledge, attitudes and skills for active and responsible
citizens for both the country and the world. Schools can easily forget this obligation in
their competition for examination results or daily organizational maintenance efforts.
 Are schools genuinely concerned for developing student’s citizenship? Does that concern
reflect in the behavior of our youth?
 In some country’s terrorism thrives on this lack of informed citizenship of the youth.
School has a heavy responsibility to develop their students’ civic attitudes. For this, first
of all school should set examples in being interested in contemporary social issues, in
preference to keeping up with long prevailing tradition distancing themselves from the
social reality. Schools teach children the past as history but are somewhat blind the
present.
CITIZENSHIP ATTITUDE BUILDING

 Being a citizen involves understanding one’s role as member of community or nation

acting with responsibility. In promoting citizenship, a school needs a clear model of it both
in terms of local and global needs. With that picture in mind, they have to draw education
programs within the curriculum.
Good citizenship is built upon the following attitudes anywhere in the world.
1. Patriotism
is the ground on which citizenship and democracy are based. A person is obliged
to perform his duties because of his love for the community and country.
2. Productivity
is the degree of contribution a citizen makes towards the development of one’s
society. A good citizen does not want to be a burden on his people.
3. Civic responsibility
is the consciousness of one’s duties towards the society in day-today life as well
in long-term perspective, e.g being informed about the current political issues, abstaining
from disturbing the peace of the neighborhood, protection of public property,
participation in community building activities.
4. Interest in contemporary community, national and global issues
A citizen takes interest to seek information on the issues affecting his or her
society at every level.
5. Active participation in community building
a citizen is bound by duty to participate actively in community building according
to his or her best capacities.
6. Cultural enrichment
A good citizen is a cultured person in that he is disciplined by the rich qualities of
his culture as well as the global culture.
 7. Obedience to law
a citizen is necessarily one who abides by the law of his country. Justice is the
source of rightful law. Schools need to develop law consciousness in children.
8. National coherence
a citizen living in a multicultural society preserves the national unity by respecting
and giving due recognition and rights to all sectors of people in spite of their differences
of ethnicity, language, religion and class. Education is considered an effective means of
promoting national harmony. The curriculum has to be reconsidered in the light of
multicultural needs.
9. Simple living.
the need for simple living has never been felt in such a degree before as it is now.
Thus, simple living is nature-friendly in every way. To live simply is to lead a life,
outwardly, poor but inwardly rich.
10. Democracy
is interpreted in different forms in different countries. However, the basic features
in democracy are freedom of speech, public participation in governance through
representatives, tolerance of differences and respect for human rights. For instance,
children learn democracy by the way home, school and classroom are managed.
(Balasooriya, 2001

ASSESSMENT

Activity 1.
Write at least 3 to 5 sentences on how do you express your affection for nature?
Activity 2.
Read the following questions: What would you do if
1. somebody gets angry at you?
______________________________________________________________________________
______________________________________________________________________________
2. your friends got jealous of you?
________________________________________________________________________
________________________________________________________________________
3. somebody always notices your shortcomings or mistakes?
________________________________________________________________________
________________________________________________________________________
4. your classmates laughed at you when you gave a wrong answer?
________________________________________________________________________
________________________________________________________________________
5. your parents reprimanded you for doing something which they did not like?
________________________________________________________________________
________________________________________________________________________

Activity 3.
Direction: Choose the correct answer.
1. It means to abstain from all violent acts and motives.
a. Kindness
b. Non – violence
c. Empathy
d. Equanimity
2. According to her the transformation that we should seek should not only be the
transformation of our spirit because the inner transformation inspires the outer work.
a. Lau Tzu (2000)
b. Helen Keller (2000)
c. Patricia Mische ( 2000)
d. Helena Cornelius ( 2000)
3. In this type a person is both attracted and repulsed by the same objectives.
a. Avoidance – avoidance conflict
b. Approach – negative conflict
c. Approach – approach conflict
d. Avoidance – negative conflict
4. What are the three components of conflict?
 a. Situation, Attitudes, Behavior
b. Situation , Behavior, Looks
c. Attitudes , Behavior , Willingness
d. Attitudes , Situation, Persistent
5. It is the degree of contribution a citizen makes towards the development of one’s society.
a. Patriotism
b. Productivity
c. Civic responsibility
d. Obedience to law
6. It is the ground on which citizenship and democracy are based.
a. Obedience to law
b. Simple living
c. Patriotism
d. Civic responsibility
7. A citizen is necessarily one who abides by the law of his country.
a. Patriotism
b. Civic responsibility
c. Obedience to law
d. Productivity
8. A citizen living in a multicultural society preserves the national unity by respecting and
giving due recognition and rights to all sectors of people in spite of their differences of
ethnicity, language , religion , and class.
a. National Coherence
b. Patriotism
c. Cultural enrichment
d. Obedience to law
9. What are the three basic stages in conflict to reach the solution.
a. Negotiation , Implementation, Intention
b. Confrontation, Negotiation , Resolution
c. Negotiation , Implementation, Implication
d. Confrontation , Negotiation, Implementation
10. According to him in each growth stage man is confronted with a basic psychological
conflict.
a. Erik Ericks
b. Kurt Lewin
c. The Buddha
d. Thich Nhat Hang