NSTP-PEACE-ED PDF

PEACE EDUCATION The concept of peace varies according to the people who give meaning to it, based on the The Greatest resource for building a culture of work they do and the cultural context they peace are the people...

PEACE EDUCATION The concept of peace varies according to the people who give meaning to it, based on the The Greatest resource for building a culture of work they do and the cultural context they peace are the people themselves, for it is come from. Some of these concepts are: through them that peaceful relationships and 1. "Peace is not just the absence of war. It is structures are created. the wholeness of life where every person can live with dignity." (Mindanao Church Peace PEACE EDUCATION Congress, 1996)  Education that promotes a culture of peace 2. "The new name of peace is development." and is essentially transformative. (Pope Paul VI, Populorum Progressio)  It seeks this transformation by building awareness and understanding, developing Why educate for peace? concern and finally, challenging personal  Purpose of peace education are the and socio-action that will enable people to following: create conditions and systems that - Eliminate social injustice actualize nonviolence, justice and - Rejection of violence environmental care. - Abolition of war Peace education is the process of acquiring  Peace is not just the absence of war or the values, the knowledge and developing the violence. It is more than just the absence attitudes, skills and behaviors to live in of war because its absence does not harmony with oneself, with others, and with the always mean peace. natural environment.  Peace, as positively defined, means the Ian Harris and John Synott have described presence of harmony, understanding, peace education as a series of "teaching tranquility, social justice, respect, and encounters" that draw from people: tolerance- meaning the enhancement of life. In other words, it is the general well-  their desire for peace, being of the individual.  Non-violent alternatives for managing conflict, and  Peacekeeping - keeping people from  skills for critical analysis of structural attacking each other by putting some kind arrangements that produce and legitimize of a barrier between them. injustice and inequality.  Often barriers is neutral (like UN or Neutral The most significant way of promoting a nations) culture of peace is through peace education.  Peacemaking - process of forging settlement between disputing parties  Peace education needs to be accepted in  “peaceful, diplomatic and judicial” all parts of the world, in all societies and  Might be direct negotiations between 2 countries as an essential element in parties or might use third-party mediator creating culture of peace. like (UN)  To meet effectively the challenges posed  Peace Building- refers generally to the by the present complexity of our time, the long-term project of building peaceful young of today deserves a radically communities. different education- "one that does not  Improving respect for human rights glorify war but educates for peace (monitoring, education, investigation of nonviolence and international cooperation." abuses, assistance for elections, free  They need the skills and knowledge to media etc.) create and nurture peace for their  Must promote conflict resolution and individual selves as well as for the world reconciliation techniques. they belong to. In the Philippines and the whole world as well individual with one another. The interpersonal have many problems that arise from many level peace can be shown in terms of: forms of violence. An education that responds to these challenges should be encouraged and a. Assertiveness. The capacity of an supported Individual to express one's views or exercises one's rights without being aggressive (injuring Johan Galtung- explains that peace is the or violating the rights of others) or submissive source of violence, not only personal or direct (denying one's own views or rights). but also structural or in direct. b. Respect. To recognize the worth of others Negative Peace- refers to the absence of war regardless of differences in social position, or physical/direct violence. culture, origin, ethnic grouping or gender. Positive Peace- refers to the presence c. Concern for others. An awareness and ecological well- being, such that the root understanding of their needs, feelings, and causes of conflict are diminished. condition and extending appropriate consideration for such. d. Cooperation. The capacity and willingness to work with others to achieve a common goal. e. Open-Mindedness. The willingness to approach difficult sources of information, people, and events with a critical but open mind. f. Humility. The virtue to accept and recognize that others may have the ability similar or maybe more than you have and that recognition enables you to accept your own limitations Intergroup / Social Peace -is a addressing issues that affect society and it's social, political, and economic components. For example, addressing the issue of social injustice such as land grabbing, forest degradation, water pollution, and others that have a societal impact. a. Social Responsibility. An awareness of one's responsibility for the common welfare and the willingness as well as the readiness to LEVELS OF PEACE work for it. Personal Peace b. Interdependence. An awareness of the - refers to the development of inner harmony or impact of the decisions and actions of integration characterized by such qualities as individuals and groups on one another. self-respect, self-confidence, ability to cope with negative feelings (fear, anger, insecurity, c. Social justice. Requires an awareness and and shame), and developing positive attitudes recognition of the civil, political, economic, such as cheerfulness and optimism. social, and cultural rights, especially of the more marginalized sectors of society and the Interpersonal Peace willingness to promote and defend them. - is manifested by the relationship of an  Global Peace exclusively on his/her affiliation with social group. is similar to the social and national level In fact, the word "prejudice" has its roots in peace is concerned with attaining related Latin words "prae" (in advance) and "judicum" issues that have global impact or racial (judgement), which literally translate to "judge discrimination, terrorism, militarization, before" environmental degradation, xenophobia, and others. environmental Types of Prejudice Racism- the belief that one's own cultural or a. Respect for the environment. The value of racial heritage is innately superior to that of recognizing the importance of the resources in others, hence, the lack of respect or the environment as indicated by the act of appreciation for those who belong to a preserving and conserving them. Also, the "different race". efforts initiated to protect the resources of the environment. Sexism- a system of attitudes, actions and structures that subordinates others on the b. Unity in the oneness of Humankind. The basis of their sex where the usual victims are value of recognizing the importance of being women. one with other humans as the semblance of God's power and love. It is recognition that Heterosexism- Negative attitudes toward everyone is as important as the other. lesbian and gay men c. Religious Appreciation. The ability to Classism- distancing from and perceiving the respect and appreciate the presence of people poor as "the other" with the religious beliefs other than his own. This recognition brings us into realization that Linguicism- negative attitudes which we have different ways of expressing our faith members of dominant language groups hold but we have common aspiration to be pleasing against non-dominant language groups to the Creator. Ageism- negative attitudes held against the d. Cultural Appreciation. A recognition of the young or the elderly presence of different cultures and such differences give us the opportunity to learn "Looksism"- prejudice against those who do from one another. not measure up to set standard of beauty. Peace between Humans and the Earth and Religious intolerance- prejudice against Beyond those who are followers of religious other than refers to a higher level of peace that is one's own Education for Tolerance and characterized by the harmony of man with Respect there is a need for schools to nature and to a Supreme Being. educate citizens not to accept hateful propaganda about the "different other" and PREJUDICE instead appreciate other cultures and respect cultural differences "No one is born hating another person because of the color of his skin, or his Few solutions for overcoming any form of background, or his religion. People must learn prejudice: to hate, and if they can learn to hate, they can be taught to love, for love comes more Become aware of your prejudice. The first naturally to the human heart than its opposite." step to combat your own biases is to find out - Nelson Mandela what they are. Stay mindful and be accountable. PREJUDICE Eliminate or spend less time with prejudiced Is defined as unjustified or incorrect belief people and media. system or attitude (usually negative) that one Broaden your horizon. has towards an individual based on Become a spokeperson to them.  VIOLENCE Conflicts can also be caused by competition for resources, extreme abuse of human rights, desire of leaders to stay in power, narrow or Types of Violence extreme nationalism, and sympathy for kin across borders. Betty Reardon, a peace educator who has made significant contributions to the field, The Effect of War defines violence as humanly inflicted harm The most horrible effect of war is death. WHO Conceptual map of violence done by Toh (2002) reports that one person die every 100 Swee-Hin and Virginia Cawagas (1987). seconds each day as a result of armed -is a typology that indicates the various types/ violence. forms of violence and some The Penguin Atlas of War and Peace (2003) examples/illustrations of each type in the Indicates that approximately 75% of those global levels. killed in wars today are civilians or non- combatants. Other sources estimate civilian deaths to even be higher, as many as 90% casualties. Wars also result in the commitment of atrocities which are acts that go beyond what is tolerable because of the commonly held notion that in war, anything goes. Massacres, tortures, disappearances, sexual violence including rape, executions, assassinations, bombing, burning and kidnapping, are examples of atrocious acts. Wars cause people to flee their homes. Structural violence- also led to death and suffering because of the conditions that Peace Education and the War System resulted from it: extreme poverty, starvation, avoidable diseases, discrimination against The UNESCO Preamble states that "if wars minority groups and denial human rights. begin in the minds of men, then it is in the minds of men that the defenses of peace WAR must be constructed. The word “war” is from the Frankish- Peace education is one concrete pathway to German word “werra,” which means challenge war. Peace education can help confusion, discord, or strife. challenge thoughts that the world is divided into "good guys and bad guys" and that Possible Causes of War winning over the "bad guys" is the way to go. Peace education seeks to teach the concept A lack of tolerance for differences is an of oneness of the human race. emerging source of conflicts. Differences may be in nationality, clan membership, ethnicity Education should also help alter thoughts or religious affiliation. Oftentimes, though, with regard to the inevitability of war. differences only aggravate an ongoing conflict which is normally caused by other factors Humans should understand that waging war such as land disputes and political or is a choice, not a manifest destiny. economic repression. Teaching students peaceful conflict resolution Ideological or power struggles are sources of skills will also help learners understand that war in various countries. An ideology is a set conflicts may be approached constructively of beliefs which serves as guide on how and that there are better workable power should be allocated or how a society alternatives to aggression. should function.  ROLE OF YOUTH IN PROMOTING UNIVERSAL DECLARATION OF AND MAINTAINING PEACE IN THE HUMAN RIGHTS COMMUNITY Article 1- Right to Equality Every student who has completed the Article 2- Freedom from Discrimination National Service Training Program which is Article 3- Right to Life, Liberty, Personal a requisite for graduation as stipulated for Security graduation as stipulated under republic Act Article 4- Freedom from Slavery no. 9163 known as the "National training Article 5- Freedom from Torture and Service Program (NSTP) Act of 2001," Degrading Treatment expectedly known the provision which states Article 6- Rights to recognition as a Person as: before the Law Sec. 11. Creation of the National Service Article 7- Right to Equality before the Law Reserve Corps - There is hereby created a Article 8- Right to Remedy by Competent National Service Reserve Corps, to be Tribunal composed of the graduates of the non- Article 9- Freedom from Arbitrary Arrest and ROTC components. Members of this Corps Exile may be tapped by the State for literacy and Article 10- Right to Fair Public Hearing civic welfare activities through the joint effort Article 11- Right to be Considered Innocent of the DND, CHED and TESDA. until Proven Guilty As one becomes a part of the NSCR, the Article 12- Freedom Interference with privacy, responsibility to keep abreast of significant Family, Home and Correspondence trends, events, issues and information that Article 13- Right to be Free Movement in and effect his duty as reservist becomes more out of the Country urgent. Article 14- Right to Asylum in other countries Related to the earlier provision, the member from Persecution knows that the Commission on Higher Article 15- Right to a Nationality and the Education (CHED)- the Supervisory lead Freedom to Change it agency in the implementation of the Act; the Article 16- Right to Marriage and Family Department of National Defense (DND); and Article 17- Right to own Property technical Education and Skills Development Article 18- Freedom of Belief and Religion Authority(TESDA), have formulated the Article 19- Freedom of Opinion and Guidelines for the Establishment of the Information National Service Reserve Corps that took Article 20- Right of Peaceful Assembly and effect on the Summer of 2003. Association Article 21- Right to Participate in Government and in Free Elections MISSION Article 22- Right to Social Security Article 23- Right to Desirable Work and to "To provide a trained and motivated Join Trade Unions manpower pool that can be tapped by the Article 24- Right to Rest and Leisure State for civic welfare, literacy and other Article 25- Right to Adequate Living Standard similar endeavors in the service of the Article 26- Right to Education nation." Article 27- Right to Participate in the Cultural Life of Community FUNCTIONS Article 28- Right to a Social Order that Articulates this Document to assist in the disaster preparedness, Article 29- Community Duties to free Full mitigation, response and rehabilitation Development programs Article 30- Freedom from State or Personal to serve as an auxiliary to the Disaster Interference in the above Rights Coordinating Council (DCC) response units; to assist in the promotion of civic welfare activities;  to assist in the implementation of literacy services to communities in need of program assistance and support during disasters and to assist in socio-economic development; calamities, or other activities and programs to assist in environmental protection; and that are contributory to general welfare, to perform other similar endeavors. through DND, CHED, and TESDA, in coordination with the DILG which has COMPOSITION jurisdiction to all localities; the DSWD which has the function in looking into the welfare The NSRC shall be composed of the and development of social needs; and other graduates of the CWTS and LTS concerned agencies or associations, in order components of NSTP. to facilitate the extending of immediate In accordance with the Memorandum From needs and services. the Chairperson, Commission on Higher education being issued on March 18,2003, DUTIES AND RESPONSIBILITIES OF the NSRC has been established effective NSRC MEMBERS Summer of 2003. Graduates of the CWTS and LTS for SY 1. Report to the call of NSRC for training and 2002-2003 are the pioneering members of respond immediately for utilization in cases the NSRC. of disasters/calamities and other relevant To sum up, students who will be completing socio-economic service concerns as the the NSTP requirements during the school needs arise, through its centers year 2007-2008, shall belong to the 6th (RDCC/PDCC/CDCC/MDCC/BDCC) nearest batch of graduates since the implementation the member's residence and/or workplace at of republic Act No. 9163 known as the the time of the call. "National Service Training Program (NSTP) Act 2001" in the academic year 2002-2003. 2. Register at the said Center and get instructions/briefing for specific duties and ORGANIZATION responsibilities. The NSRC is organized under the umbrella of The members of the NSRC have the duty and the National Disaster Coordinating Council responsibility to report and respond (NDCC). immediately for utilization in cases of It shall have a national, regional, provincial disasters/ calamities and other relevant and city/municipal level of organization socioeconomic service concerns as the needs parallel to the DCC structures at all levels. arise, through it's Centers nearest the National Center- based at NDCC Disaster member's residence and/or workplace at the Preparedness Center, Camp General Emilio time of the call of the NSRC. Aguinaldo, Quezon City. Secretariat shall be organized and composed of representatives WATCH: Educating for Peace and Human from CHED and TESDA Rights: Monisha Bajaj at TeDx Teachers College https://www.youtube.com/watch?v=EOAUPyt RULE V. SECTION 11.Organization of TPmw&t=629s NSTP Graduates Reference: Paragraph a. "Graduates of the non-ROTC Labuguen, et al (2012). Understanding the components of the NSTP shall belong to the National Service Training Program. Malabon NSRC and could be tapped by the State for City: Mutya Publishing House, Inc. literacy and civic welfare activities, through Navarro-Castro, L., & Nario-Galace, J (2010). the joint efforts of DND, CHED and TESDA, Peace Education: A pathway to a culture of in coordination with DILG, DSWD, and other peace. Quezon City: Miriam College. concerned agencies/association." Labuguen, et al (2008). Towards a Responsive Community Action. Malabon City: As quoted above, it is clear that members of Mutya Publishing House, Inc. the NSRC could be tapped to render Universal Declaration of Human Rights.