DAVAO CENTRAL COLLEGE, INC.

Juan dela Cruz Street, Toril, Davao City

Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Unit 3
Chapter 7: Challenging prejudice and building tolerance

Intended Learning outcome:

● Advocate for social justice, human rights, and sustainable
development on a global scale.
● Takes active roles in initiatives and campaigns that aim to address
systemic violence and injustice

Concept Digest

Humans have grown more and more insensitive to others who are different
from them in terms of socioeconomic status, sex, gender, religion, race,
or ethnicity. We've used "differences" as a justification for
bias and unfair treatment. Disagreements based on race and religion have
escalated into full-fledged wars that have claimed countless lives.
Building tolerance for diversity is therefore essential in a world where
violence is justified by intolerance of differences.

Even when it has no basis, prejudice is an unfavorable attitude or

feeling against a person or group (Allport, 1958). Stereotype: a negative
opinion based on insufficient information about an individual or group.
Negative behaviors toward members of a certain social group are referred
to as discrimination (Franzoi, 1986). These behaviors might take the form
of avoidance, aversion, or even violence. Therefore, prejudices, which
are unfavorable ideas about a group, can serve as the foundation for
prejudicial sentiments, which can then result in discriminatory behavior
or other undesirable actions.

Theories of Prejudice

Many ideas exist about the cause, dissemination, and maintenance of

prejudice. The Social Learning Theory (Altemeyer, 1981) is a potent
theory regarding its cause. Prejudice is merely transmitted, occasionally
lasting centuries, and is strengthened in a number of establishments,
such as the

family, educational institution, and media. It is also argued that

ignorance or a lack of knowledge contributes to prejudice (Betlehem,
1985). It might also be the outcome of a person's propensity to minimize
the qualities of people outside of their group and to think highly of
themselves and the group to which they belong (Social Identity Theory,
Tajfel & Turner, 1979).

Types of Prejudice

Prejudice was initially just associated with racism. But as time went on,
it became clear that bias might take different forms. As a result, the
definition of prejudice has grown to encompass the following main
categories:

Racism — the belief that one’s own cultural or racial heritage is

innately superior to that of others, hence, the lack of respect or
appreciation for those who belong to a “different race”
Sexism — a system of attitudes, actions and institutional
structures that subordinates women on the basis of their sex
(Mcginnis & Oehlberg, 1991)
Heterosexism — negative attitudes toward lesbians and gay men
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Classism — distancing from and perceiving the poor as “the other”

(Lott, 1995)
Linguicism — negative attitudes members of dominant language groups
hold against non-dominant language groups (Chen-Hayes, Chen & Athar,
n.d.)
Ageism — negative attitudes held against the young or the elderly
“Looksism” — prejudice against those who do not measure up to set
standards of beauty. The usual victims are the overweight, the under
sized, and the dark-skinned (Nario-Galace, 2003)
Religious intolerance — prejudice against those who are followers
of religions other than one’s own.
Education for Tolerance

One way to combat prejudice is to educate tolerance. According to UNESCO

(1995), tolerance is the respect, acceptance, and appreciation of the
vast range of human expression and civilizations. It is the basis for
both human rights and democracy. The goal of education for tolerance is
to combat the forces that breed fear, hostility, and exclusion of others.
Accepting others for who they are is a sign of tolerance.

What is the purpose of teaching tolerance? The best way to reduce

intolerance, according to UNESCO, is through education. Citizens who can
prevent or settle problems amicably, appreciate human dignity and
diversity, and are tolerant of various cultures must be taught in
schools.

It is essential to use education to discredit hateful propaganda directed

towards those who look different. Prominent religious traditions exhort
their followers to treat others with the same dignity and respect that
they accord themselves. Furthermore, a number of human rights documents
emphasize the need to combat discrimination. The protection and
advancement of human rights, including the freedom of thought,
conscience, religion, opinion, and expression, has been reaffirmed by
nations through international agreements and treaties. According to
Article 1.2 of the "Declaration on Race and Racial Prejudice"
(http://www.unesco.org), "all individuals and groups have the right to be
different." Furthermore, a useful substitute is to educate for tolerance.
Intolerance has led to the emergence of violence, terrorism, and
prejudice in various civilizations. An absence of respect for differences
has led to conflicts between and among groups, as demonstrated by the
situations involving the Hutus and Tutsis in Rwanda, the Catholics and
Protestants in Northern Ireland, the Israelis and Palestinians in Israel,
the Bosnian Serbs and the ethnic Albanians in Kosovo, and some Christians
and Moros in Mindanao. The World Health Organization (2002) estimated
that one person dies in violent conflicts every

100 seconds. Promoting tolerance via education will help to preserve

human rights and save lives.

According to Ancis et al. (2000), prejudice has a negative impact on

academic achievement and self-esteem in schools. Victims of prejudice are
more likely to drop out of school (Kistner et al., 1993). Additionally,
it has a detrimental impact on victims' physical and mental health due to
feelings of alienation and isolation (Neville et al., 1997). Sadly,
victims internalize the extremely low opinions that others have of them,
which prevents them from reaching their full potential. According to
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Levine (1997), people who are overweight, have different skin tones or
religions, are economically disadvantaged, or are not as intelligent as
others are the typical targets of discrimination in schools. Those whose
appearance falls short of ideals of beauty; and people with disabilities.
Typically, victims are made fun of, ignored, or hurt physically.
According to B. Harro (1982), preconceptions and stereotypes are
ingrained in people from birth. In the home and in the institutions where
humans are socialized, these prejudices and preconceptions are supported.

Throughout the Philippines, the Center for Peace Education held seminars
were participants mostly teachers and students were asked about their
prejudices against particular groups of people. The instructions required
of the participants were to write down the messages they were taught
about particular social groupings as children. A great deal of these
biases is unexpected, if not downright devastating. Thankfully, education
can stop the indoctrination loop that gave rise to these biases.
Participants in sessions led by CPE disclosed the following list of
prejudices against particular groups:

Groups of People and Biases Against Them

Those who are Bobo (slow), loser,
unable to speak mangmang (igno− rant),
good English indio (stupid), mahirap
(poor), engot (stupid),
aktibista (activist),
taga− probinsiya (from the
province)
Those are o the Baboy (pig), pangit (ugly),
who n masiba (glut− ton) , walang
heavy (no) love life
side
Those who are too Boring, loner, jologs
smart (unfashionable), sipsip
(apple polisher),
teacher’s pet, walang
kaibigan (no friends),
mapang− mata
(condescending) , walang
(no) so− cial life, weird
Those who are very Bading (gay)/lesbian,
good− looking mayabang (proud), maarte
(stagy), slut, social
climber, bilib sa sarili
(conceited), bobo (slow),
suplado (snob), kikay
(flirt), mal− dita (bitch)
Those who are from Baduy (unfashionable),
the ru− ral uncivilized, jo− logs
areas/province (unfashionable), losyang
(unfash− ionable),
katulong (domestic help),
tan− ga (stupid), aswang
(witchy), ignorante
(ignorant)
Those who are Maarte (stagy), feeling
fair−skinned superior, maya− man
(rich), matapobre
(condescend− ing),
mayabang (proud)
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Those ar e dar Pangit (ugly), poor,

who e k− squatter, masamang damo
skinned (black sheep), di
mapagkakatiwa− laan
(cannot be trusted),
magnanakaw (thief),
construction worker
Those who are rich Matapobre (condescending),
may− abang (proud),
nagtatrabaho sa gobyerno
(works for the
government), madamot
(miserly), mapang−api (op−
pressive), maselan
(picky), user, corrupt
Americans Mayabang (proud),
egoistic, manipula− tor,
oportunista (opportunist),
racist, materialistic,
walang galang (rude), aro−
gante (arrogant), feeling
superior

Muslims Kidnapper, violent,

traitor, terrorist,
killer, pala−away (war
freak), bandido (goon),
agresibo (aggressive),
fanatics

Elderly Self−righteous, all

knowing, sensitive,
cranky, istrikto (strict),
useless, narrow− minded,
old school
Children/Youth Sutil (stubborn),
iresponsable (irre−
sponsible), pasaway
(brat), walang alam (knows
nothing), mapusok (bold),
rebellious, bastos (rude),
destructive, egocentric
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Men (boastful), superior,

bolero (phony) ba− baero
(womanizer), sugarol
(gambler), manyak
(maniac), basagulero (war−
freak), batugan (lazy),
agresibo (aggres− sive),
egoistic, power tripper

References:

file:///C:/Users/User/Downloads/Peace_Education_ebook_2010%20(3).pdf

Unit 3
Chapter 8: Promoting Non-violence

Intended Learning outcome:

● Advocate for social justice, human rights, and sustainable
development on a global scale.
● Takes active roles in initiatives and campaigns that aim to address
systemic violence and injustice.

Concept Digest

A total of 29 armed wars in 25 different nations in 2006, which increased

military spending to over 1.2 trillion US dollars. 41.5% of these wars
took place in Afghanistan.
38% in Asia and 38% in Puerto Rico (Project Ploughshares, 2007). Gun
violence alone claims the lives of up to 1,000 individuals every day
(IANSA, 2008).
According to the UN Millennium Project (2002–2006), 800 million people
worldwide go to bed hungry every day, and one person dies from starvation
every 3.6 seconds. Children under the age of five make up the bulk of
those who sleep hungry every day.

Option in the Face of Violence

Humans often have three options when confronted with direct or

institutional violence: either do nothing about it, respond violently, or
respond nonviolently.
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Repression and oppression are encouraged to continue if nothing is done

about them. Fear, helplessness, or apathy could be the cause of the
inaction. Reacting violently feeds the vicious circle of hatred and
bloodshed. Counter violent individuals claim that their motivations come
from a desire for justice or from defending their own lives or dignity.
Unfortunately, violence results in victims feeling angry and resentful,
which starts a vicious cycle. Conversely, nonviolence "seeks to create a
situation that would liberate victims from silence and helplessness to
understanding and solidarity." It aims to generate a crisis that would
compel the opponent to grant access for talks (ML. King, Jr., 1963,
Holmes & Gan, 2005).

What is Nonviolence?

The reluctance to injure other people because life is precious and has no
lower worth is known as nonviolence, or ahimsa. Its foundation is the
idea that people can change.

“A principle, a way of life or tool for change that considers the human
person as the highest created value which must not be destroyed” is how
AKKAPKA, or Aksyon para sa Kapayapaan at Katarungan/Action for Peace and
Justice, defined it in 1987. Seeking the truth, bringing about justice,
and creating the potential for unity and reconciliation are its goals. By
moral persuasion, coercion, and nonviolent direct action, its goal is to
free both the oppressed and the oppressor.

What are some Principles of Nonviolence?

The leader of the Indian people who freed them from British domination,
Mohandas Gandhi, believed in the following principles of nonviolence:

● Those who consent to exploitation will always be involved in

injustice, both the exploiter and the exploited; nevertheless, as
soon as the exploited reject the relationship and refuse to work
with it, they are set free.
● Cowardice and nonviolence are incompatible. Carrying weaponry
suggests a certain level of fear, if not outright cowardice.
● A person is not the same as his or her actions. Hate the sin, but
spare the sinner.
● If we retaliate, the oppressors will become the law and we will turn
into the vandals.
● The world will go blind if everyone takes an eye for an eye.
● When it comes to persuading an opponent and helping him hear reason
speak, nonviolence is more effective than violence.
● The employment of nonviolent measures must be as pure as the goals
pursued. One right out of two wrongs cannot be made.

Gandhi adhered to the same ideals that Martin Luther King Jr. did.
Additional views that MLK, Jr. had regarding nonviolence are listed
below:

● The goal of nonviolence is to gain the friendliness and

understanding of the other party, not to subdue or degrade them.
● Injustice, not persons, is the target of nonviolence.
● Love, not hatred, is the fuel that nonviolence feeds on.
● To be nonviolent means to have extraordinary self-control when faced
with provocation and to be willing to suffer.
● Suffering has the power to transform and educate, according to
nonviolence.
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

It is difficult to persuade people to believe in nonviolence in the face

of extremely oppressive circumstances such great poverty, economic
inequality, oppression, and breaches of human rights. Conditions like
this incite resentment and rage in the hearts of victims, supporters, and
social change activists, leading many of them to support armed resistance
against those in positions of authority. At the height of his annoyance
with South Africa's apartheid regime, Nelson Mandela even declared that
"force is the only language that imperialists can hear."

Why Nonviolence?

It's a morally right and ethical decision. Respect for life is something
that most major religious and philosophical systems teach. A wise person
"does not kill, nor cause others to kill, nor consent to the killings by
others," according to Jain teachings. According to Taoism's founder Lao
Tzu, "weapons are instruments of evil and not of a good ruler." The "not
to kill" precept serves as the cornerstone of all Buddhist behavior.
Since "no one has the right to take the life of another," it is said that
everyone possesses a Buddha nature from birth.

Humanity does not follow the rule of destruction (Gandhi, 1931). In order
to preserve our intrapsychic equilibrium, Sigmund Freud stated in 1920
that hostility is an intrinsic instinct that should be directed away from
other people. Konrad Lorenz proposed in 1966 that hostility has an
adaptive role in the survival of the fittest during evolutionary
progress. However, in 1986, scientists and academics from all over the
world gathered in Seville, Spain, and produced a statement refuting the
idea that violence is innate to human nature.

Below are some key points from the Seville Statement:

The idea that aggressiveness is learnt through socialization and can thus
be unlearned, as proposed by Bandura, Ross & Ross in 1963, is supported
by the Seville Statement. Humans are not born killers. Cooperation is
preferred by humans over aggression in most situations (SIPRI-UNESCO,
1997).

The practical option is nonviolence. Victimization has expensive tools

and consequences. Global military spending on programs is expected to
have exceeded 1.5 trillion dollars in 2008. This information comes from
the Stockholm International Peace Research Institute (2009). US
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

government expenditures accounted for 42 percent of this total. The World

Game Institute reported that in 2000, when global military spending was
estimated to be US$800 billion annually, the world only needed US$21
billion to provide shelter, US$19 billion to end starvation and
malnutrition, US$10 billion to provide safe and clean water, and US$5
billion to end illiteracy: amounts that pale in comparison to the annual
global military spending required to address the world's most pressing
issues (World Game Institute).

Nonviolence is effective. The classic success stories of nonviolent

direct action are those of Mohandas Gandhi in India, which led to the
Hindu people's liberation from British occupation, and Martin Luther King
Jr. in the United States, which produced the Voting Rights Act of 1965,
which allowed Black people to vote, and the Civil Rights Act of 1964,
which desegregated public accommodations nationwide.

What is Nonviolent Direct Action?

Gene Sharp (2005) found 198 different nonviolent action strategies. The
term "nonviolent action" describes attempts to influence others using
nonviolent means, such as protest, noncooperation, and intervention,
without resorting to physical force.
Below are some examples of Sharp on these methods, many of which were
used time and again in various nonviolent struggles around the world:
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

What are the Goals of Nonviolent Action?

In his 1963 "Letter from Birmingham Jail" to eight other pastors in

Alabama, MLK Jr. stated that the goal of nonviolent action is to
emphasize the problem (of injustice) in order to put pressure on the
other side to address it. In addition, he stated that the goal of
nonviolent direct action is to incite a conflict or crisis that would
compel the other party to agree to a negotiation.

Nonviolent direct action additionally aims to establish an environment

that would free victims from powerlessness and silence. This was seen,
for instance, in Chile, where people suffered in silence for many years.
Men, women, and children might all take part in the movement to topple an
oppressive government by using nonviolent direct action.

Nonviolent direct action additionally aims to attract the community's

notice and, as a result, garner support. For example, the sight of Hindus
being beaten to the ground by the soldiers working for the British
government alarmed people all around the world without the latter
retaliating. The international community's protests accelerated India's
grant of independence by the British government.

What are the Steps in Doing Nonviolent Direct Action?

The process of engaging in nonviolent direct action varies throughout

groups. Dr. Martin Luther King Jr. The "Letter from Birmingham Jail" by
MLK Jr. served as the inspiration for the Center for Nonviolent Social
Change's list of recommended actions for nonviolent direct action. To
determine if injustice occurs, gathering data is the first step. Any
peaceful struggle must begin with research or information collecting. For
instance, the Philippine Center for Investigative Journalism's exposé of
former President Estrada's houses, lovers, and amassed money contributed
significantly to his overthrow.

Educating people about the problem is the second stage. Formal or

informal education ought to focus on helping victims comprehend their
situation and have hope that they can escape it. Educating "adversaries"
about injustice might also assist in garnering support from their fellow
members or could facilitate their conversion process.

Constituent organizing and coalition building is the third step. If

groups are established and ready for nonviolent resistance, awareness of
injustice will lead to change. Making positions, determining responses,
and analyzing the unfair situation are all parts of organizing. Diverse
groups with a range of names, from serious to amusing, were formed in the
Philippines as a result of peaceful struggles. TSE (Tsugiin si Erap),
PARE (Peoples’ Action to Remove Erap), and CODE RED (Resign Erap Dali)
were among the organizations that were established, for instance, in
order to get rid of Joseph Estrada.

The use of the various nonviolent action techniques is typically the last
phase in nonviolent struggles. Here's where organizers let their
imaginations run wild. The burning of passes and cloth as symbols,
boycotts, marches, and public gatherings were a few of Gandhi's most
well-known tactics. Lunch counter sit-ins helped the Civil Rights
Movement gain notoriety in the segregated United States at the time.
Speaks like the well-known "I Have a Dream" speech were delivered in
public by the movement's leader, MLK Jr. Infomercials were produced by
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

civil society organizations in Chile to advocate against Pinochet's

planned plebiscite, utilizing the influence of television.

Change is the ultimate aim of a nonviolent effort. Gene Sharp (2005)

distinguished four change mechanisms:

1. Conversion: The adversary adopts a new perspective that acknowledges

the failure of the nonviolent activists

2. Accommodation: The other side has decided that it is best to accept

part or all of the demands even though they are not yet converted.

3. Nonviolent coercion: the opponent wishes to carry on the fight but is

unable to do so as his power bases have been destroyed.

4. Disintegration: The adversary's power has been eliminated.

References:

file:///C:/Users/User/Downloads/Peace_Education_ebook_2010%20(3).pdf

Unit 3
Chapter 9: Challenging the War System

Intended Learning outcome:

● Advocate for social justice, human rights, and sustainable
development on a global scale.
● Takes active roles in initiatives and campaigns that aim to address
systemic violence and injustice.

Concept Digest

The term "war" originates from the Frankish-German word "werra,"

signifying disarray, conflict, or confusion. War is defined as an actual,
deliberate, and widespread military confrontation between political
communities in the Stanford Encyclopedia of Philosophy (SEP) published in
2005. Political communities are organizations that are states or aspire
to be states. If a war breaks out between states, it is classified as
classical or international; if it breaks out between competing
communities or factions within a state, it is classified as civil or
internal. According to SEP, non-state actors could be categorized as
"political
communities," since they serve a political function.

The terms "war" and "aggression" are interchangeable in military

engagements. The United Nations defines aggression as the use of armed
force by one state against the political independence, territorial
integrity, or sovereignty of another state, or in any other way
(www.un-documents.net). Conversely, Project Ploughshares (2006) defines a
major armed conflict as a political struggle in which 1,000 people have
been killed in combat and the armed forces of at least one state (or one
or more-armed factions vying for control of all or part of the state)
have engaged in armed combat.
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

There were 28 armed conflicts fought in 24 countries in 2008; 39.3% of

these conflicts took place in Africa, and another 39.3% in Asia (Project
Plough- shares, 2009). SIPRI-UNESCO (1996) notes that internal conflicts
are replacing traditional interstate conflicts, which are progressively
vanishing.
rule the combat area.

What Causes War?

Aggression is an innate trait, according to some, and they feel that

human nature is what leads to conflict. Both Konrad Lorenz and Sigmund
Freud argue that aggressiveness is an inescapable aspect of human nature
(Krahe, in Semin and Fiedler, 1996).

The UNESCO-endorsed "Seville Statement on Violence"

(www.portal.unesco.org) refuted this claim, nevertheless. According to
this assertion, our human nature is not genetically predisposed to
violence or any other form of conflict. As to the assertion, our behavior
is influenced by our upbringing and socialization, and aggression is not
innate in our DNA or evolutionary heritage.

Possible Causes of War

Territorial disputes have been regarded as the more common causes of war.
Huth (1998) defines territorial disputes as the disagreement bet- ween
states or groups within a state over where their homeland or bor- ders
should be fixed. It also pertains to the challenge a country poses over
the right of another to exercise sovereignty over some or its entire
homeland. The most notable territorial dispute in history would be that
between Israel and Palestine.

A lack of tolerance for differences is an emerging source of conflicts.

Differences may be in nationality, clan membership, ethnicity or
religious affiliation. Oftentimes, though, differences only aggravate an
ongoing conflict which is normally caused by other factors such as land
disputes and political or economic repression.

In many countries, wars stem from power disputes or ideologies. An

ideology is a system of ideas that directs the distribution of power and
the operations of a society. Numerous factions are opposing the present
quo; non-state armed groups and POE holders, for example, think that
their own political ideologies would benefit the populace more.

Another reason for violent conflicts is the legacy of colonialism and the
ongoing process of decolonization. Power transfers frequently become
complicated when factions inside the nation vie for dominance and
control. Widespread conflict in Africa suggests that the people there
have
not entirely healed from the ordeal. There are internal or civil
conflicts in several of the continent's nations. Among the African
nations enduring protracted conflicts are Sudan and the Democratic
Republic of the Congo.

Competition for resources, grave violations of human rights, the ambition

of leaders to hold onto power, narrow or extreme nationalism, and
cross-border kinship can also be the basis of conflicts. Violence may
also be exacerbated by the competition to fill power voids, the political
and economic fallout from the Cold War, and the easy access to weapons
(Carnegie Commission on Preventing Deadly Conflict, 1997).

The Effects of War

 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Death is the most terrible result of conflict. According to WHO (2002),

armed conflict claims one life every 100 seconds on a daily basis.
According to the Penguin Atlas of War and Peace (2003), civilians and
non-combatants account for about 75% of the deaths that occur in wars
nowadays. Up to 90% of casualties are estimated to have been civilians
according to some reports. "Civic deaths in wartime have climbed from 5%
at the turn of the century...to more than 90% in the wars of the 1990s,"
states UNICEF.

Atrocities, or acts that surpass what is acceptable, are also committed

as a result of war, due to the widely held belief that anything goes
during a conflict. Examples of horrible deeds include murders, blasts,
burning, kidnapping, torture, massacres, disappearances, and sexual
violence, including rape. A large number of women who survived the 1994
genocide in Rwanda were raped, and 800,000 people were killed in six
weeks (Penguin Atlas, 2003).

Homelessness is another effect of war. Fearing conflict and persecution,

around 40 million people fled their homes at the close of the 20th
century to seek safety abroad or within their own nations (Penguin Atlas,
2003). The Norwegian Refugee Council estimated that there would be 27
million internally displaced people by the end of 2009, according to the
International Organization for Migration, whereas the UN High
Commissioner for Refugees put the number of refugees at 15.2 million.

Weapons spread as a result of wars. Nine countries are known to possess

nuclear weapons, out of the 26,000total identified worldwide, 12,000 of
which are currently in use (NGO Committee on Disarmament, 2007). In
recent years, there has been an increase in the threat of using nuclear
weapons. Another thing to be concerned about is landmines. Long after the

conflict is ended, landmines can still be active.

Development is impeded by wars because vast sums of public funds are set
aside for defense. Because money is diverted by war or its preparations,
vast portions of the population are thus denied access to fundamental
services like health and education. According to SIPRI (2009), the global
military budget is around US$1.5 trillion annually, and for every $1
allocated to development assistance, $10 is spent on military expenses
(Control Arms, 2007). The United States spent $607 billion on defense in
2008, which was higher than the combined amount spent by the other 14
nations combined. This accounted for 41.5% of the total amount spent
worldwide (SIPRI, 2009).
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Instead of playing grounds, children cross battle zones during wars. In

2003, The Penguin Atlas revealed that more than 300,000 minors, who are
classified as those under the age of 18, are engaged in combat worldwide.
Recruiting is frequently done by coercion. According to the PHDR (2005),
children are employed as soldiers, couriers, and liquidation squad
members. In addition, they carry out duties including cleaning, cooking,
and patrols.

Numerous more effects follow wars. Individuals lose their sources of

income and food. Investments are lost during wars, which also destroy
wildlife and property and eliminate travel opportunities. Furthermore,
wars cause trauma and terror in the populace as well as disruptions to
children's schooling.

Mitigating the Effect of War

According to the United Nations Peacekeeping Operations website, there

were fifteen UN peacekeeping deployments in operation as of July 2010.
Peacekeepers keep an eye on truces. Among their various responsibilities
include aiding in the rehabilitation of former combatants into society
and aiding in election preparation. Special courts of the UN also hear
cases involving crimes of aggression. These are the War Crimes Tribunals,
the International Criminal Court, and the International Court of Justice.

During that momentous summit in The Hague, a number of projects were

born, including the Global Campaign for Peace Education (GCPE). Aiming to
change attitudes, values, and behaviors toward a culture of peace that
rejects all forms of violence and defends human dignity, fairness, and
other peace ideals, the GCPE is made up of individual educators as well
as education NGOs.

Stopping the spread and misuse of small arms and light weapons is the
goal of the International Action Network on Small Arms (IANSA), a global
campaign against gun violence that has organizations operating in 120
countries. An international network of organizations called the
International Campaign to Ban Landmines is dedicated to the eradication
of antipersonnel landmines. Amnesty International is a global movement of
people who advocate for the respect and protection of universally
acknowledged human rights.

A global network of groups operating on every continent is known as the

Global Partnership for the Prevention of Armed Conflict (GPPAC). It aims
to make prevention the primary objective of collective security
arrangements, promote human security, and deal with the underlying causes
of conflict.

They offer a broad range of treatments, including psychosocial trauma and

healing as well as rehabilitation work. This work is carried out in the
Philippines by organizations like the Balay Rehabilitation Center.
Conflicts and agreements between rival factions are observed by other
organizations. The ceasefire agreement between the government and the
MILF is enforced by the "Bantay Ceasefire" in Mindanao, Philippines. A
third-party network called Sulong CARHRIHL keeps an eye on how well the
National Democratic Front and the Philippine government are adhering to
their commitment to upholding international humanitarian law and human
rights.

Various treaties, agreements, resolutions and conventions were also

drafted to mitigate the effects of war. Some of these are as follows:

• The International Humanitarian Law or the Law of Armed Con-

flict comprises the rules which seek to protect civilians in
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

times of armed conflict and restrict methods and means of

warfare.
• UN Security Council Resolution 1325 calls upon all parties to
armed conflict to take special measures to protect women and
girls in situations of armed conflict and to increase women’s
par- ticipation in conflict resolution and peace processes.
• UN Security Council Resolution 1820 deals with sexual violence
in conflict and post-conflict situations. Rape has become an in-
strument of war, hence, the resolution calls on parties to armed
conflicts to take appropriate steps to end sexual violence in
situa- tions of armed conflict. It commits to punishing
perpetrators of sexual violence.
• The UN Programme of Action (UNPoA) on Small Arms is an agreement
to control supply, reduce demand, remove existing weapons from
circulation, and stop diversion of weapons from legal to illegal
users.
• The Ottawa Treaty prohibits the use, stockpile, production and
transfer of anti-personnel landmines.
• The Convention on Cluster Munitions is an agreement to ban the
production, stockpile, use and transfer of cluster bombs. It was
drafted in early 2008 and is open for signatures in December of
the same year.

Peace Education and the War System

Peace education is one practical strategy to oppose war, as stated in

the UNESCO Preamble, "if wars begin in the minds of men, then it is in
the minds of men that the defenses of peace must be constructed."
According to Reardon and Cabezudo (2002), "peace education seeks to
develop a global perspective on the problems and an understanding that
humans are a single species." The idea that there are "good guys and bad
guys" in the world and that it is best to defeat the "bad guys" can be
challenged with the aid of peace education. The goal of peace education
is to impart the idea that all people are related. The majority of
divisions are created by society and culture.

Variations should unite us rather than break us. People's social

identities can be expanded beyond local ones through education, which is
a factor that can assist lessen intergroup conflicts. One way to achieve
this is by broadening students' perceptions of security beyond the usual
national framework and toward a more holistic and humane one.
Carnegie Council, 1997).

Education ought to assist in changing perceptions of how inevitable war

is. It is important for people to realize that going to war is a
decision, not an inevitable fate. Propaganda would not easily influence
people who have considered their options and recognized the negative
effects of violence.

The ability to resolve problems peacefully will also help pupils realize
that there are more practical solutions to hostility and that
confrontations can be treated in a different way. Training in nonviolent
direct action and nonviolent theory are both included in peace education
programs. There are, in fact, alternatives to violence, as students
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

should learn from case studies of how nonviolent direct action was
implemented throughout the world.

References:

file:///C:/Users/User/Downloads/Peace_Education_ebook_2010%20(3).pdf