Chapter 1: A Holistic Understanding of Peace PDF

Chapter 1 A Holistic Understanding of Peace Intended Learning Outcomes: At the end of this chapter, the students are expected to: 1. Determine the basic concepts of peace, conflict, violence, and development; 2. Differentiate between different types of peace, violence, and levels...

Chapter 1 A Holistic Understanding of Peace Intended Learning Outcomes: At the end of this chapter, the students are expected to: 1. Determine the basic concepts of peace, conflict, violence, and development; 2. Differentiate between different types of peace, violence, and levels of peace; and 3. Identify knowledge, skills, and attitudes/values in Peace. 1.1 Defining Peace, Violence, Conflict, and Development Peace Early writings suggest that peace is defined as merely the absence of war or direct violence. Suspension of violent modes of rivalry between political units. A world free from poverty, starvation, discrimination and denial of human rights. Eradication of all facets of injustice. Violence Is a humanly inflicted harm as stated by Betty Reardon. Organized violence, refers to war (an organized and collective violence e.g., Warring states). Unorganized violence, refers experiences of an individual that results to shortening of life span, reduction in the quality of life and harm. Conflict Is a clash of interest; a disagreement. Conflict may be personal, racial, class, caste, political and international Development Basically, refers to growth, progress or improvement Is a process that creates growth, progress, positive change or the addition of physical, economic, environmental, social and demographic components. The purpose of development is a rise in the level and quality of life of the population, and the creation or expansion of local regional income and employment opportunities, without damaging the resources of the environment. Amartya Sen, for example, developed the “capability approach,” which defined development as a tool enabling people to reach the highest level of their ability, through granting freedom of action, i.e., freedom of economic, social and family actions, etc. This approach became a basis for the measurement of development by the HDI 1.2 Positive and Negative Peace Negative Peace 1. According to Hugo Grotius, peace is the absence of direct/physical violence both macro/micro level 2. E.g., a ceasefire is enacted (direct violence and harm is put into halt) 3. In a negative peace situation, you may not see conflict out in the open, but the tension is boiling just beneath the surface because the conflict was never reconciled. Positive Peace 1. It refers to the presence of just and non-exploitative relationships, as well as human and ecological well-being, such that the root causes of conflict are diminished. 2. Peace with nature is considered the foundation of positive peace. 3. It is also defined as peace with justice for all. 4. It is defined as the attitudes, institutions and structures that create and sustain peaceful societies. 5. Positive peace is filled with positive content such as restorations of relationships, the creation of social systems that serve the needs of the whole population and the constructive resolution of conflicts. Peace and Development Module Page 2 of 12 USMKCC-COL-F-050 1.3 Levels of Peace 1. Personal Peace Self-respect and inner resources: love and hope Respect means valuing yourself Love means caring for your self Hope means being and keeping the humanness of oneself It is possessing enough knowledge and understanding to keep oneself strong in the face of discord or stress. Considered to be the opposite of stressed or anxious. Harmony with the self Self-respect and inner resources: love and hope 2. Interpersonal Peace It refers to peace towards other person/people To promote interpersonal peace the following are needed: - Respect for other persons means recognizing the others as co- equal human being in spite of differences in characters, culture and traits. - Justice means giving others what is due. - Tolerance means giving others the freedom to practice their legal belief and traditions without ridicule or threat. - Cooperation means working together through compromise to address each other’s need or problem. 3. Intergroup/Social Peace This level of peace refers to peace between groups within the nation. To promote intergroup/social peace, similar to interpersonal peace, the following are needed: Respect, Justice, Tolerance, Cooperation E.g., peace towards a fellow Filipino that may have different culture. 4. Global Peace This level of peace refers to peace between nations. To promote global peace, similar to interpersonal peace, the following are needed: Respect, Justice, Tolerance, Cooperation E.g., peace towards other countries. Peace and Development Module Page 3 of 12 USMKCC-COL-F-050  5. Peace between Humans and the Earth/Beyond This level of peace refers to the mutual biodynamic relationship of man and nature. Respect for the environment entails caring for the environment. It basically demands from us to: lessen if not eliminate our carbon footprint, rebuild/restore destroyed/damage parts of the ecosystem (forest, coral reefs etc.). Sustainable living is needed. Improving man’s quality of life does not mean sacrificing nature in return. Sustainable development is possible. (e.g., solar power source of electricity, water treatment facility, etc. Peace and Development Module Page 4 of 12 USMKCC-COL-F-050 1.4 A Typology of Violence There are various forms of violence two of which are mentioned in the earlier discussion: physical or direct violence and structural violence. Other forms of violence are described in the conceptual map of violence that was done by Toh Swee-Hin and Virginia Cawagas (1987). Peace and Development Module Page 5 of 12 USMKCC-COL-F-050 1.5 Knowledge, Skills and Attitudes/Values in Peace 1.6 Knowledge/Content Areas Integral to Peace Education Some of the knowledge or content areas that are integral to peace education are: 1. Holistic Concept of Peace It is important that students understand that peace is not just the absence of direct/physical violence but also the presence of conditions of well-being, cooperation and just relationships in the human and eco- logical spheres. This perspective will help them analyze peace issues in an integrated way. 2. Conflict and Violence Conflicts are a natural part of person’s social life, but they become problems of violence depending on the methods of conflict resolution used. Students can study the Peace and Development Module Page 6 of 12 USMKCC-COL-F-050 problems of violence in various levels from the personal to the global and including direct, structural, socio-cultural and ecological violence. They can also examine the roots and consequences of violence. 3. Some Peaceful Alternatives A. Disarmament — Learners can be introduced to the goal of abolishing war and reducing global armed forces and armaments. It is good for them to see the folly of excessive arms and military expenditures and the logic of re-allocating resources toward the fulfillment of people’s basic needs (e.g., food, housing, health care and education). This a springboard for the exploration of the meaning of true human security which springs from the fulfillment of both basic needs and higher needs of humans (e.g., the exercise of fundamental freedoms). B. Nonviolence — Learners can study the philosophical and spiritual underpinnings of nonviolence as well as its efficacy as a method to effect change. Cases of individuals and groups who have advocated nonviolence as a philosophy and method can be examined. Some of these are Mahatma Gandhi, Martin Luther King, Jr., Aung San Suu Kyi, Thich Nhat Hanh, Desmond Tutu and Wangari Maathai. C. Conflict Resolution, Transformation and Prevention — Stu- dents can study effective ways of resolving conflicts nonviolently (e.g., collaborative problem-solving) and how these can be ap- plied into their lives. They can move on to examine how a conflict that has been resolved can be transformed into a situation that is more desirable. Ways to prevent conflict can also be explored because as Johan Galtung has said, like in the medical field itis better to prevent than “remedy a situation that has gone wrong.” C. Conflict Resolution, Transformation and Prevention — Stu- dents can study effective ways of resolving conflicts nonviolently (e.g., collaborative problem- solving) and how these can be ap- plied into their lives. They can move on to examine how a conflict that has been resolved can be transformed into a situation that is more desirable. Ways to prevent conflict can also be explored because as Johan Galtung has said, like in the medical field itis better to prevent than “remedy a situation that has gone wrong.” D. Human Rights — It is important for learners to have an integral understanding of human rights and to reject all forms of repression and discrimination based on beliefs, race, ethnicity, gender and social class. They should be encouraged to respect the dignity of all especially the weak and powerless. E. Human Solidarity — Many commonalities bind together divergent religious, cultural, local and national groups. All humans have common basic needs and aspirations and a shared member-ship in an interdependent human/global Peace and Development Module Page 7 of 12 USMKCC-COL-F-050  community. We have only one home (planet earth) and a common future. The major world religions also have shared values and principles. Students can look at how to increase interreligious, inter-cultural and inter-group trust, empathy, respect and cooperation, as well as dis- courage stereotyping and prejudice. F. Development Based on Justice— Learners can be made critically aware of the realities and tragic consequences of structural violence anyhow philosophy of development based on justice is a preferred alternative. They need to understand that development is not economic growth alone but also the equitable sharing of its fruits. G. Democratization — It is important for learners to understand that democracy provides the environment within which people’s fundamental rights, interests and wishes are respected. H. Sustainable Development — Learners need to understand the interdependent relationship between humans and the natural environment and understand the changes that are necessary to ensure the well- being of the earth’s ecosystems such that it can continue to meet future and present needs. They need to rediscover the wisdom of our indigenous peoples who have always respected nature. 1.7 Attitudes/Values to be Cultivated It is suggested that the following attitudes and values be cultivated: 1. Self-respect Having a sense of their own worth and a sense of pride in their own particular social, cultural and family background as well as a sense of their own power and goodness which will enable them to contribute toward positive change. 2. Respect for Others Having a sense of the worth and inherent dignity of other people, including those with social, religious, cultural and family backgrounds different from their own. 3. Respect for Life/Nonviolence Valuing of human life and refusal to respond to an adversary or conflict situation with violence; preference for nonviolent processes such as collaborative problem- solving and other positive techniques as against the use of physical force and weapons. 4. Gender Equality Valuing the rights of women to enjoy equal opportunities with men and to be free from abuse, exploitation and violence. Peace and Development Module Page 8 of 12 USMKCC-COL-F-050 5. Compassion Sensitivity to the difficult conditions and suffering of other people and acting with deep empathy and kindness toward those who are marginalized/excluded. 6. Global Concern Caring for the whole human community transcending or going beyond the concern which they have for their nation or local/ethnic community. 7. Ecological Concern Caring for the natural environment, preference for sustainable living and a simple lifestyle 8. Cooperation Valuing of cooperative processes and the principle of working together toward the pursuit of common goals 9. Openness/Tolerance Openness to the processes of growth and change as well as willing- ness to approach and receive other people’s ideas, beliefs and experiences with a critical but open mind; respecting the rich diversity of our world’s spiritual traditions, cultures and forms of expression. 10.Justice Acting with a sense of fairness towards others, upholding the principle of equality (in dignity and rights) and rejection of all forms of exploitation and oppression. 11.Social Responsibility Willingness to take action to contribute to the shaping of a society characterized by justice, nonviolence and well-being; sense of responsibility toward present and future generations. 12.Positive Vision Imaging the kind of future, they prefer with a sense of hope and pursuing its realization in ways that they can. 1.8 Skills to be Cultivated Some of the skills that need to be developed are: 1. Reflection The use of reflective thinking or reasoning, through which they deepen their understanding of themselves and their connectedness to others and to the living earth 2. Critical Thinking and Analysis Ability to approach issues with an open but critical mind; knowing how to research, question, evaluate and interpret evidence; ability to recognize and challenge prejudices and unwarranted claims as well as change opinions in the face of evidence and rational arguments. Peace and Development Module Page 9 of 12 USMKCC-COL-F-050 3. Decision-making Ability to analyze problems, develop alternative solutions, analyze alternative solutions considering advantages and disadvantages, and having arrived at the preferred decision, ability to prepare a plan for implementation of the decision. 4. Imagination Creating and imagining new paradigms and new preferred ways of living and relating 5. Communication Listening attentively and with empathy, as well as the ability to ex- press ideas and needs clearly and in a non-aggressive way 6. Conflict Resolution Ability to analyze conflicts in an objective and systematic way and to suggest a range of nonviolent solutions. Conflict resolution skills include appropriate assertiveness, dialogue, active listening and collaborative problem-solving. Communication skills are important foundational skills in conflict resolution 7. Empathy The ability to see the perspective of another person or group and to feel what that person or group feels. It is a skill that helps in broadening the learners’ own perspectives especially in the search of fair and constructive alternatives 8. Group Building Working cooperatively with one another in order to achieve com-mon goals. Cooperation and group-building are facilitated by mutual affirmation and encouragement by the members. The assumption is that everyone has something to contribute, everyone is part of the solution. Peace and Development Module Page 10 of 12 USMKCC-COL-F-050  Peace and Development Module Page 11 of 12 USMKCC-COL-F-050  1. 3 things you didn't know before. Describe what they are based on what they really are according to the authors and experts in the field. - ____________________________________________________________ 𝑐𝑢𝑡 ℎ𝑒𝑟𝑒 __________________________________________________________________ __________________________________________________________________ ___________________________________________________________ 2. 2 things that you realized as meaningful about this topic (briefly explain). ____________________________________________________________ __________________________________________________________________ __________________________________________________________________ ___________________________________________________________ 3. 1 thing you want to start doing with what you've learned. ____________________________________________________________ __________________________________________________________________ __________________________________________________________________ ___________________________________________________________ Peace and Development Module Page 12 of 12 USMKCC-COL-F-050