Course

GE ELECTIVE 3 WEEK/DAY 1-4

Code
Course PEACE AND DEVELOPMENT
Programs BA PoS I / BS Crim i
Description EDUCATION
THEORIES AND PRACTICES
Lesson/Topic IN PEACE, VIOLENCE, AND Lesson No. 1
CONFLICT RESOLUTION
At the end of the week the student can:
Learning 1. Explain and discuss the concept of peace;
Outcome/s 2. Depict a picture of conflict and war.
3. Make a reflection of personal experience about peace building.
PEACE AND DEVELOPMENT EDUCATION:
An introduction to the core concepts in peace and development education for college students
Reference/s -Bienvenido L. Gregorio
C&E publishing, Inc 2009
Chapter 1pp- 1-15
Course RAYMUND T. BELANDRES, LPT
coach PROF. JAIME A. PANTALETA

A. ACTIVATION OF PRIOR KNOWLEDGE

Welcome learners. In order to accomplish the task in this section you have to read and
comprehend what is being ask you to do in every item of this activity. First thing to do is
to read the direction.

Direction: Answer the following question below write your answer in a separate
sheet ANNEX A.

1. Give your own definition of peace.

2. Draw a caricature depicting a war scenes, and discussion on the evils of war. (1
long Bond Paper)

B. ENGAGEMENT TO RELEVANT CONTENT AND ACTIVITIES

Theories and Practices in Peace Violence, and Conflict Resolution

In this chapter, the concepts of peace, violence, and conflict are treated separately but
their discussions are interrelated Since the three concepts are inseparable. Each
concept reinforces the definition of the other. That is to say that one concept cannot be
fully explained without touching on the other two concepts.

The Meaning of Peace as the Absence of Violence

Two definitions of the word peace are discussed in an effort to highlight the dimensions
of the concept. In this way, peace is explained in its holistic meaning.

Let us take the first definition of peace. Peace may be defined as the absence of
physical and structural violence, or peace is the absence or reduction of violence of all
kinds (Galtung, 1996). That is to say the absence of violence brings forth the presence
of peace and vice-versa. It could also be noted that there are two kinds of violence
referred to in the definition, namely, physical violence and structural violence. Therefore
we can understand peace in the light of understanding violence. Also, Violence gives
meaning to the search for peace.

Physical violence refers to the actual, visible, and physical harm done against people
and the ecosystem (environment). This type of violence is reflected in some particular
acts which are usually penalized under existing laws. Because of their physical
character, these acts are easily seen and felt. Infractions of criminal laws, for instance,
are referred to as physical violence.

The commission of physical violence must have at least an object to which the violence
is committed. This object may be a person or a thing in the environment. It is a human
object when the violence in the form of murder, genocide, rape and other crimes 1S
committed against persons or humanity. It is environmental object when violence in the
form of environmental pollution, deforestation, destruction of biodiversity, and similar
acts is directed against the ecosystem or the environment itself. Whether performed
against humanity or the environment, physical violence is simply the effect of structural
violence. The eradication of physical violence becomes possible only it solutions
address causes at its roots. The root causes are usually referred to as structural
violence.

Structural violence refers to that non-physical type of violence perpetuated by society. It

is a "built-in feature of the system itself. Unlike physical violence, structural violence has
no direct object. But its effect is far-reaching, more disturbing, and long-lasting. Unlike
physical violence, structural violence is latent and hidden beneath the very foundation of
society. It is maintained within the system either by those who benefit from it or by the
system s own flaws or weaknesses. Corruption, poverty, uneven distribution of
economic resources, malnutrition, and prostitution are some examples of structural
violence that in turn become the causes of some other violence in their physical form.
Physical violence persists in a spiral form unless thę structural violence that appears as
its root cause is properly addressed.
From the discussion, we notice that the definition of peace is related to violence. To understand peace
we have to understand violence. In this respect, the affirmation of peace is the negation of violence.
Thus, when there is NO violence, there IS peace. Conversely, when there is NO peace, there IS
violence. Peace and violence are opposites. The absence of one is necessary for the existence of the
other. That is why the call for peace is intense in the midst of violence.

ACTIVITY 1.2
Direction: Answer the following activity using separate sheet of paper/ANNEX B
1. Make an ACRONYM out of the word PEACE.
P-
E-
A-
C-
The
E - Meaning of Peace as Creative Conflict Transformation

Let us now take the second definition of peace. Galtung (1996) explains that peace is a
non-violent and creative conflict transformation. Peace is the context for conflicts to
unfold non-violently and creatively. To understand peace, we have to understand
conflict and how the latter may be transformed. The transformation of conflict from its
status quo to its transformed state is crucial in the study of conflict. The concept says
that conflicts are not at all times violent the non-violent aspect of conflict (non-violence)
is the first phase of conflict transformation. It is from this phase that conflict is viewed as
an opportunity to bring about changes in the status quo-a change for the better; a
transformed state. Non-violent conflict transformation refers to how conflict is confronted
and resolved. This is exemplified in the statement, "There is no other way to peace;
peace is the way. The second phase of conflict transformation is called creative conflict
transformation, which refers to the advantages obtained through resolving conflicts.
Conflicts present us with different alternatives for which choices may be selected to
transform the status quo. Taking advantage of the presence of conflict to achieve a
better state of things is creative convict transformation. Conflict creates a situation
whereby a better state of affairs may be achieved. Therefore, one must view conflict in
positive terms and use non-violent means in solving it. Conflict signals that something
has to be done to improve society. Transformation is more than change. It creates a
new and better situation as a result of the conflict. Conflict arises out of divergent
interests. According to Burton (1979), interests generally refer to people s feelings about
what is basically desirable.

Types of Peace
Conflict is amoral. It is neither good nor bad. It should however, be taken in the light of
improving the status quo. The existence of conflicts gives better opportunity to rectify
the errors of society and bring about a transformed state of human affairs. Continuous
improvement is not possible in the absence of signs or clues for change. Establishing
the right culture for peace is essential in dealing with conflicts responsibly. Cooperation
is preferred over individualism; dialogue is preferred over aggression; and the culture of
peace is preferred over the culture of war and violence. In building a culture of peace,
certain fundamental processes have to be undertaken. The process of dialogue is an
essential step in resolving conflict. The absence of dialogue raises the propensity for
violence. Peace-making, peace building, and peace-keeping are essential incremental
steps to continuous dialogue. The process of negotiation, on the other hand, resolves
conflict non-violently. Negotiation puts opposing parties in a win-win state and achieves
voluntary agreement necessary in conflict transformation. From the preceding
discussion, we notice that the second definition of peace is related to conflict. It
suggests that conflict is not synonymous with violence. Transformation takes place only
when a better understanding of peace is achieved and that the means to be used to
achieve peace is in itself peaceful. Both definitions, however, complement each other in
that the ultimate goal is the creation of genuine and lasting peace.

POSITIVE AND NEGATIVE PEACE

Many people have operationally defined the concept of peace to mean the absence of
physical violence such as war, crimes, riots and revolutions, to mention a few. The
absence of this physical violence or its negation means the presence of peace. Viewed
in this fashion, peace is seen in its nugatory form. This is what we refer to as negative
peace. The absence of physical violence gives rise to the presence of negative peace. It
could, therefore, be said that the common understanding of peace among the people is
a negative one -a narrow understanding of the concept.

To understand the concept of negative peace, let us explore some concepts of peace,
violence, and conflict as they intertwine with each other.
Violence may be classified broadly into physical violence and structural violence.
Physical violence refers to the manifest and actual turmoil and disorder brought about
by individual or group acts in clear violation of the existing order. As such, it disrupts the
normal course ot everyday life. This type of Violence may be considered as a mere
effect of certain causes. The causes, which will be pointed out later, are in themselves a
form of violence which we refer here as structural violence.

Structural violence refers to the causes of physical violence that is built in the very
nature of society. It exists in its latent form. Structural violence is built into the system by
deliberate orchestration by those who hold political and economic powers. At first
glance, it looks like no violence actually exists. Its effect is gradual with long-lasting
imprints. It is said that structural violence causes physical violence, therefore, it is the
cause of physical violence Let us illustrate. Consider for example, human rights
violations, poverty, juvenile delinquency, graft and corruption, cronyism, political and
economic monopoly as prevailing ailments of society. Conditions such as these are
examples of structural violence. Each condition results ultimately in some physical
violence such as revolution, crime, riot, etc. Consider this example. The lure of
economic control of wealth causes unequal distribution of economic resources that
leads to poverty (structural violence) that, in turn, causes crimes (crimes against
persons and property are physical violence). To achieve lasting and workable peace,
the nature of violence must be well understood and addressed.

Let us say that our intention is to eliminate physical Violence such as crimes. Assuming
that it 1S achieved, then peace is ensured. What kind of peace is ensured? This
condition merely brings about negative peace. Is negative peace the same as positive
peace? Negative peace is achieved when physical violence is eliminated without
eradicating structural violence. Positive peace is attained when structural violence is
eliminated. Therefore, elimination of structural violence prevents the occurrence of the
physical form since there is no longer the presence of a cause sufficient enough to
generate physical violence. Elimination of physical violence per se does not solve the
root causes of the problem. For example, doing charity work like housing the street
children and feeding them does not solve the cause of abandonment. In fact, we are
forewarned that too much charity creates a state of dependency and parasitism.

Elimination of structural violence is eliminating the cause of social problems. For

example, getting rid of the unequal distribution of income equalizes wealth distribution
that reduces disparity between the "haves and the have-nots." This type of solution is
far-reaching yet more difficult (if at all possible) than simply eliminating crimes. For
instance, to eliminate or at least reduce unequal distribution of wealth, the rich must be
willing to give up some of their incomes to the poor Poverty is caused by unequal
distribution of wealth purportedly created by the lack of opportunity in getting a fair
share in income distribution. Since causes such as the ones aforementioned are
engulfed in the system, poverty can only be radicated through a thorough overhaul ot
the system. Therefore, positive peace, that is the absence of structural violence, has
far-fetched solution. A peaceful society that is characterized by the absence of both
physical and structural violence, is utopian. Therefore, total peace is elusive.

Effective government policies may be arrived at by considering the nature to the

problems involved. As explained, there is a relation between positive and negative
peace Likewise, there is a relation between structural and physical Violence. It is
noteworthy to say that at least, theoretically, the absence of structural violence leads to
positive peace whereas the eradication of physical violence leads to negative peace.
Peace Process.

ACTIVITY 1.3
Direction: Answer the following activity using separate sheet of paper/ ANNEX C

1. What is the meaning of peace, violence, and conflict? What are the perspectives
under which the concepts are best explained?
2. Why do we have to understand violence when we like to know peace?

RUBRIC/CRITERIA FOR EVALUATION OF ESSAY TESTS

YARDSTICKS QUESTIONS
1 2 3
CONVENTIONS
(Correct sentence structure, grammar, punctuations and spelling)
25%
CORRECT

ORGANIZATION
(Well- constructed, complete, and appropriate paragraph format)
25%
ORGANIZE

PRECISION
(Relevant and accurate answers)
50%
PRECISE

TOTAL POINTS

Figure no. 3
PEACEFUL THOUTHS

Realism of the Head

CULTURAL SENSITIVITY

Idealism of the heart

ACTIONS FOR PEACE

Pragmatism of the hand

THREE ASPECTS IN PEACE-MAKING

Peace-making is the first step in confronting conflict. Both parties in conflict and
peacemakers can exercise peace making. In this situation, the three components of the
human self become decisively important. These aspects are adopted from the lecture of
Fr. Eliseo R. Mercado, Jr., OMI.

PEACEFUL THOUGHTS – (Realism of the Head)

Peace must be conceived by the mind. Peaceful thoughts generate peaceful deeds.
This Concept suggests that what the mind conceives, the body can achieve. In an
actual conflict situation, parties inevitably perceive each other as enemies. This is what
is referred to as the enemy image. Parties tend to view each other as adversaries apart
from the issues that have given use to the conflict. This enemy image obscures the
chances for possible dialogue, makes parties suspicious of each other, and renders
peace-making and peace-building even more difficult. Peaceful thoughts about the
adversaries reduce this tendency.

On the one hand, when reacting to pressures and Conflicts, active non-violence or ANV
makes resolution of conflicts more possible. Active participation through the use of
peaceful means is encouraged as the only way to achieve a "win-win situation. On the
other hand, passiveness does not contribute to peace-building but rather creates a
condition where conflict recurs, a condition known as the "spiral effect. But activeness
should not be mere radicalism because it spoils dialogue and enlarges the gap between
parties. Activeness is "enlightened move through peaceful means, persuaded by good judgment and
right reason.

CULTURAL SENSITIVITY- (idealism of the Heart)

Divergence of cultures and beliefs is predominant in a pluralistic society where people
come from various ethnicities and cultures. Multi-ethnic society is thus formed giving
rise to the need for "cultural sensitivity. The concept means that conflicts in society do
not result from the difference in culture but from the lack of understanding of it. Cultural
sensitivity is the ability of society to understand and appreciate these differences. It
further means that cultural differences are not intended to be the causes of conflict but
the strengths in resolving it. This type of idealism discourages people from viewing
cultural differences in an ethnocentric way. Ethnocentrism or egocentrism blinds cultural
appreciation and tends to proceed to the judgment that other cultures are inferior from
one’s Own. Instead, understanding cultural differences comes from appreciating other
people’s culture from the point of view of that culture. This is also known as the process
of ethno-relativism.

ACTIONS FOR PEACE – (Pragmatism of the Hand)

Talking peace must be complemented by actions for peace. The hand symbolizes the
actual work for peace. Talking peace by doing peace is known as praxis. To acquire
peace, people must act according to what they preach. Talking by doing is the ultimate
process of obtaining peace and avoiding violence. In the same manner that the three
aspects of peace-making contribute to peace, their absence may encourage violence.
Violence may be planned, that is, it is a product of the mind. Deliberate crimes are
planned, their consequences calculated. As such, crimes become pervasive and
repetitive. Organized syndicates tall under this category. It is a lot easier to dislike
cultural differences than to appreciate them. The lack of cultural understanding of
peoples in society tends to support conflicts. The lack of this understanding is a potent force for
social divisiveness and prevention from achieving social cohesiveness. In this condition, society
loses the needed social force that is capable of building and maintaining one social bond. Thus, such
society is prone to conflict, and even violence. Like working for peace, violence is perfected by the
hand. Unless and until violence is manifested, it remains simply an idea. Once violence is manifest, it
becomes difficult to apprehend, and it may likely be off-hand. Violence rests in the actions of men.

OTHER ATTRIBUTES OF PEACEMAKERS: THE 7 Cs IN PEACE-

BUILDING
Peacemakers must also acquiesce with certain basic threads in confronting conflicts.
They must avoid fertilizing conditions where rancour culminates in violence.
Peacemakers must possess positive attitude to see in conflicts, the opportunity for
reform and the attainment of lasting and genuine peace. Below are some of the
attributes recommended for peacemakers to remember in the course of dealing with
conflicts?

Compassion - The basic thread means that a peacemaker must have sincere devotion
and empathy for the less fortunate sector of the society. Peace-building is confidence.
Without it, no sincere observance of terms for lasting peace may be achieved. But in
doing so, peacemakers must not be misled by the notion that compassion for the
people, especially those involved in the conflict, must be one based on a purely
emotional state of pity or a sheer show of concern or the desire and capability to give.
Rather, it must be based on workable strategies that make people the subject of
empowerment. It must be based on the concept of helping people with an end view of
making them productive components of society. Compassion must be rational rather
than emotional.
Conscientization - This refers to the attitude that one should not simply describe the
symptoms of conflict and violence. It requires going to the bounds of education and
critical awareness of the root causes of the conflict. This critical awareness should be a
force enough to induce cognition of the root causes of conflict into action in resolving
Conflict peacefully. Conscientization is more than cognition. It is a force of action based
on rational and peaceful pursuit.

Constructiveness - This refers to the ability of peacemakers or peace advocates to go

beyond the act of theorizing, hence the willingness to act and commit themselves to
some constructive movements whose purpose is tO Create steps or actions toward the
achievement of peace. Alternatives must be made readily available as possible choices
of action in achieving peace. Talking peace must be complemented by doing peace.

Conciliation - This refers to the use of non-violent resolution of conflict. The use of non-
peaceful means in the attempt to win peace creates a vicious cycle of violence. Is
success in achieving peace, it at all, is temporary. Conciliatory gestures are vital in
laying the foundation for peace. Peace cannot be achieved only by working for it but
also by believing in it

Communion - This refers to the need to act towards peace in a consortium or joint
venture, as peace is less achievable when individually acted. The achievement of peace
among parties is not the responsibility of one alone but the concerted effort of all
concerned. Peace is achievable under a consensus, built upon common aspiration and
mutual advantage. The absence of this mutual aspiration and advantage makes peace
unattainable.

Commitment - This refers to the continuous effort at instilling peace among people who
have a direct stake in any peace movement. This eventually leads to the creation of a
culture of peace among people. In instilling a culture of peace, continuous efforts have
to be expended especially to people with violence experiences. This is letting people
realize the atrocities of violence or war and the irreparable damage it usually does to
civilized society. In instilling a culture of peace, the means is as important as the end,
that is, peace is the means to achieve a peaceful end.

Contemplation - This is also called introspection. 1his refers to the inner insights that
an individual must not only build personal peace in himself/herself, but must also be
willing to sustain it. The preacher must actually do what he/ she preaches. in this
respect, peacemakers must be aware not only of the stages of conflict formation but
also the necessary ingredients peacemakers must possess to bring about the needed
reforms. Peacemakers must be one step ahead of the actual situations and of the
parties involved in the conflict. While the concepts just explained proved useful in
conflict transformation, the success of such transformation relies largely on the
personality of the peacemakers and their expertise in bridging theory with actual
practice.
CONSCIENTIZATION
FIGURE NO. 4

COMPASSION
CONSTRUCTIVENES

PEACE
BUILDING
CONTEMPLATION CONCILIATION

COMMITMENT COMMUNIOM

CLEMENA'S SPHERES OF PEACE

The spheres of peace are adopted from Clemeña s prologue entitled Psychology and a
Culture of Peace: Enriching Relationship and Establishing Balance (2000) in which the
different types of peace a person may experience or acquire in a lifetime are explained.
Each type of peace is essential in the acquisition of a higher type of peace. Failure to
achieve personal peace bars one from experiencing higher peace. In the Philippines,
the culture of the Filipinos partly determines the role and extent to which conflict serves
society’s purpose. Clemeña (2000) emphasizes the role of the 'culture of peace in the
settlement of conflict. For Filipinos, peace is the absence of violence, trouble, quarrel,
conflict, and turbulence as well as of hurt or inner disturbance. Accordingly, the Filipino
culture of peace reconciles with the principles that conflict need not produce violence
and that disputes are settled in ways that unite and strengthen Communities.
Accordingly, there are certain spheres of peace for the Filipinos, namely:

Egocentric Peace - Peace is achieved at the personal level upon the satisfaction of
one’s needs. This is the first level of obtaining peace. It is said that satisfaction of the
most basic needs of man will give tranquillity, at least for a moment, and peace with
himself/herself without him/her worrying about these basic needs in the days to come. It
is also believed that no person can be at peace with another unless and until he/she
has peace within himself/herself. This sphere is so important that it is this peace that will
be thwarted out from the self.

Acquiescent Peace - Peace is achieved through Conformity with group rules. As the
person goes out to meet others, he/ she gets to be in the company of others who he/she
believes Shares similar ideals and aspirations. Oftentimes, it is this group that imposes
its ideals and aspirations on the newcomer. Conformity to these group rules gives each
member a sense of belongingness and security. Having been accepted under this
circumstance gives the members a sense of peacefulness as group relation is defined
by acquiescing with the groups existing rules.
Responsive Peace - Peace is achieved through an authentic and helpful relationship
with another. This is the gesture of helping others in ways that make the person happy
and fulfilled. The person feels responsible for the state of others. The person s ability to
extend his/her services for the sake of others gives him/her a sense of fulfilment. This
sense of fulfilment generates peace that he/she could only beget by being helpful to
others.

Integrative Peace - Peace results from a communion with all things, and
transcendence over self-concerns. Peace in this sphere transcends personal peace and
climbs to a higher level of peace through selfless efforts for others. It is in this higher
level of peace that self-sacrifice is a must. Integrative peace also suggests harmony
with the world and everything that exists in it.

FIGURE NO. 5

Integrative Egocentric
Peace Peace

Responsive Acquiescent
Peace Peace

GOVERNMENT FRAMEWORK IN THE PEACE PROCESS

The administration of President Fidel V. Ramos showed government commitment to

foster peace agreements with all rebel groups. This was believed to be the backbone of
sustainable and lasting development. As such, the government adopted a peace
framework that guided the government in its dealings with each rebel group. Fr. Eliseo
R. Mercado, Jr., OMI was instrumental not only in explaining the Framework of Peace
Process in the Philippines but also of taking part in the negotiation with the Moro Islamic
Liberation Front as lead negotiator of the Office of the Presidential Adviser on the Peace
Process. He maintains that to gain grounds for peace, the three torsions (distortions)
must first be addressed, namely:

Political and Economic Realities- The government must address the current political
and economic conditions of the country in a genuine plan for change. These are the
stumbling block in laying the foundation for peace. A corrupt government along with
unrealized prospect for genuine autonomy is also a major obstacle. The lack 'of
opportunities economic possibilities where people can make a decent living will remain
a major issue in a sustained conflict.
Non-Muslim Separatist Movement - Unless the government addresses the issue of
separatism comprehensively, there will be no genuine and lasting peace in the
Philippines especially in the island of Mindanao. This entails a comprehensive overhaul
of the political system from its current nationally controlled government to a genuine
local autonomy, perhaps throughout the Philippines. The quest for genuine autonomy
by the BangsaMoro means continuous struggle until and unless this genuine autonomy
is finally granted.

Military Rebellion - The disenchanted sectors of the Armed Forces of the Philippines
continue to pose a right-wing threat to the government at the center. Right-wing
rebellion is partly the result of military involvement in politics-an arena where the armed
forces must be restricted from participating in the first place. But due to the fragile
Philippine political condition and the dependency of civilian leaders on the armed forces
for firm grip of power, the armed forces have been dragged into the forbidden realm of
politics. Armed struggle from the right will continue to haunt the centrist-government for
as long as the latter fails to quell the root causes of rebellion.

SIX STRATEGIES OR PATHS FOR PEACE

One of the envisioned strategies for the attainment of a favourable ground for peace is
the institution of Social Reform Agenda or SRA. The SRA is a comprehensive action
program based on the Philippine Medium Term Development Plan, commonly called the
"Philippines 2000, that addresses social 1SSues from the grass-roots. The SRA enlists
the following framework:

Community-based Peace Process - In simple terms, this means the involvement of

local leaders of the communities affected by the lack or absence of law and order as
well as those communities that have enlisted participation in the rebellion. Local people
must contribute their ideas in achieving genuine plan for comprehensive peace efforts.
These people must be given the sense of ownership over the programs designed to
achieve the right conditions for peace.

Social Compact or Contract - The peace process must result in a new social compact
or contract if the negotiation is to be fruitful. The envisioned compact is a complex whole
that embodies the aspirations of all concerned. This is the portion where political
questions with social impact are addressed.

Peaceful Solution of the Issues - whatever negotiations the government engages with
rebel groups, peaceful ways and means must be applied. This means cessation of
hostilities

Following the above framework, Fr. Mercado maintains the establishment of the six
strategies or paths for the realization of the peace process, namely:

1. Implement political, economic, and social reforms.

2. Build consensus, empower people, and ensure participation of people at all levels.
3. Pursue peaceful negotiations with all rebel groups.
4. Implement programs for reconciliation, reintegration to mainstream society, and
rehabilitation.
5. Ensure the welfare and protection of civilians; reduce the impact of the armed conflict
on them.
6. Build, nurture, and enhance a positive climate for peace.

The six paths to peace are complementary and mutually reinforcing and must be
preserved simultaneously in order to achieve just, comprehensive, and lasting peace.

FIVE COMPONENTS OF THE PEACE PROCESS

1.Government and Empowerment –

Establishment of a political system that encourages enduring peace, such as
decentralization of government bureaucracy, empowerment of the barangays, and
involvement of the people.

2. Economic Development –
Development must be equitable and sustainable. It must be environment friendly.
Healing and Reconciliation the peace process must include strategies for psychological
and spiritual values formation.

3. Enculturation for Peace-

The culture of peace must stem from the country's experience. The culture of peace as
distinguished from the culture of violation must be inculcated in major social institutions
such as in the school, church, and home. 4. 5. Humanization of Conflict the non-
combatant civilians must be spared from the atrocities of war. Any armed struggle must
be coupled by humanitarian aid. There should be development measures after the war.
This entails rehabilitation of the socioeconomic and physical aspects of the affected
community.

5. Humanization of conflict –
The non-combatant civilians must be spared from the atrocities of war. Any armed
struggle must be couples by humanitarian aid. There should be development measures
after the war. This entails rehabilitation of the socioeconomic and physical aspect of the
affected community.

ACTIVITY 2.4 – Write your answer in Separate Sheet/Annex D.

1. Write a short narrative of your personal experience in connection to

the 7 Cs of the Peace of Peace Building.
C. REFLECTION RESPONSE AND ACTION

Write your answer in separate sheet/Annex E

A. A thing you know about the lesson.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B. 3 things you learned from the lesson.

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

C. Questions I have about the lesson.

_____________________________________________________________________

D. Summative Assessment

ACTIVITY 2.6
DIRECTION: Read and answer do the task being asked in every item below.
Write your answer in a separate sheet of Paper/ Annex F.

A. Write “EP” if a statement is under Egocentric Peace, “AP” if the

statement is under Acquiescent Peace, “RP” if the statement is under
Responsive Peace and “IP” if the statement is under Integrative Peace.

1. Ms. Gonzaga buys new clothes to be used in her daily activities.

2. Dialogue with self.
3. All things bright and beautiful, all creatures great and small.
4. Mrs. Cheng loves to join with different religious organization because she
loves to be acquainted with others who have the same interest as her.
5. Dialogue with creature.
6. They say love yourself first before loving others.
7. We might belong to a different group but we have the same goals and
objectives.
8. Dialogue with others.
9. We should live in harmony with other living creatures.
10. Human’s basic needs are clothing, food, and shelter.
B. IDENTIFICATION

_____________ 1. What the mind conceives, the body can achieve.

_____________2. Manifest and actual turmoil and disorder brought about by

individual or group.

_____________ 3. Built in to the system by deliberate orchestration by those

who hold political position.

_____________ 4. A sincere devotion and empathy to the less fortunate.

_____________ 5. A personal level of achieving peace.

_____________ 6. An inner insights that an individual must not only build

personal peace, but must also willing to sustain it.

_____________ 7. Peace is achieve through an authentic and helpful

relationship with others.

_____________ 8. Peace is achieve from a communion with all things.

_____________ 9. Refers to the use of non-violent resolution of conflict.

_____________ 10. The ability of the peace makers/advocates to go beyond the

act theorizing, hence the willingness to act and commit

themselves to some constructive movements for peace.

E. Feedback

Take note of the difficulties that you have encountered in accomplishing the lesson if
there are any, write them in the space provided for. (Note: Write your feedback in
ANNEX D.)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Thank you for your cooperation!

RUBRIC/CRITERIA FOR EVALUATION OF ESSAY TESTS
YARDSTICKS QUESTIONS
1 2 3
CONVENTIONS
(Correct sentence structure, grammar, punctuations and spelling)
25%
CORRECT

ORGANIZATION
(Well- constructed, complete, and appropriate paragraph format)
25%
ORGANIZE

PRECISION
(Relevant and accurate answers)
50%
PRECISE

TOTAL POINTS
Basilan State College
________________________SOCIAL SCIENCE DEPARTMENT_____________________

PEACE AND DEVELOPMENT EDUCATION

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

ANNEX A

Activity 1.1

1. Give your own definition of peace.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. 2. Draw a caricature depicting war scenes, and discussion on the evils of war. (1
long Bond Paper)
Basilan State College
________________________SOCIAL SCIENCE DEPARTMENT_____________________

PEACE AND DEVELOPMENT EDUCATION

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

ANNEX B

Activity 1.2

P–

E–

A–

C–

E–
Basilan State College
________________________SOCIAL SCIENCE DEPARTMENT_____________________
PEACE AND DEVELOPMENT EDUCATION

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

ANNEX C

ACTIVITY 1.3

1. What is the meaning of peace, violence, and conflict? What are the
perspectives under which the concepts are best explained?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Why do we have to understand violence when we like to know peace?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Basilan State College
________________________SOCIAL SCIENCE DEPARTMENT_____________________

PEACE AND DEVELOPMENT EDUCATION

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

ANNEX D

ACTIVITY 2.4

1. Write a short narrative of your personal experience in connection to the 7 Cs of

the Peace of Peace Building.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Basilan State College
________________________SOCIAL SCIENCE DEPARTMENT_____________________
PEACE AND DEVELOPMENT EDUCATION

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

ANNEX E

Activity 2.5

Write your answer in separate sheet/Annex E

A. A thing you know about the lesson.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

B. 3 things you learned from the lesson.

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

C. Questions I have about the lesson.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Basilan State College
________________________SOCIAL SCIENCE DEPARTMENT_____________________
PEACE AND DEVELOPMENT EDUCATION

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

ANNEX F

ACTIVITY 2.6
A. Write “EP” if a statement is under Egocentric Peace, “AP” if the statement is
under Acquiescent Peace, “RP” if the statement is under Responsive Peace and
“IP” if the statement is under Integrative Peace.

__1. Ms. Gonzaga buys new clothes to be used in her daily activities.
__2. Dialogue with self.
__3. All things bright and beautiful, all creatures great and small.
__4. Mrs. Cheng loves to join with different religious organization because she loves to
be acquainted with others who have the same interest as her.
__5. Dialogue with creature.
__6. They say love yourself first before loving others.
__7. We might belong to a different group but we have the same goals and objectives.
__8. Dialogue with others.
__9. We should live in harmony with other living creatures.
__10. Human’s basic needs are clothing, food, and shelter.

B. IDENTIFICATION- IDENTIFY AND WRITE THE CORRECT ANSWER BEFORE

THE NUMBER.
_____________ 1. What the mind conceives, the body can achieve.
_____________2. Manifest and actual turmoil and disorder brought about by
individual or group.
_____________ 3. Built in to the system by deliberate orchestration by those
who hold political position.
_____________ 4. A sincere devotion and empathy to the less fortunate.
_____________ 5. A personal level of achieving peace.
_____________ 6. An inner insights that an individual must not only build
personal peace, but must also willing to sustain it.
_____________ 7. Peace is achieve through an authentic and helpful
relationship with others.
_____________ 8. Peace is achieve from a communion with all things.
_____________ 9. Refers to the use of non-violent resolution of conflict.
_____________ 10. The ability of the peace makers/advocates to go beyond the
act theorizing, hence the willingness to act and commit
themselves to some constructive movements for peace.
Basilan State College
________________________SOCIAL SCIENCE DEPARTMENT_____________________
PEACE AND DEVELOPMENT EDUCATION

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

ANNEX F
Activity 2.7
Direction: Did you read the Part B of your Module? Now identify those unfamiliar or new
words or terminologies that you encounter in the part B of this module then look for the
definition of these terms using your dictionary then write it in the space provided below.
1.________ 11. ________

2.________ 12. ________

3.________ 13. ________

4. ________ 14. ________

5. ________ 15. ________

6. ________ 16. ________

7. ________ 17. ________

8. ________ 18. ________

9. ________ 19. ________

10. ________ 20. ________

FEEDBACK:
Direction/s: Your responses to the following statements are essential towards improving the content of
this module so that we can serve your needs better. Kindly answer the following statements with honesty
by putting a check. Rest assured that your responses will be treated with strict confidentiality.
Strongly Strongly
CRITERIA Agree Disagree
Agree Disagree
1. CONTENT
1.1 The module provides succinct information about the topics
covered and clear instruction on its assessment details.
1.2 The module content helps me to understand the subject
better.
1.3 The module enhances my skills necessary for my future
career undertakings.
1.4 The module content is up to date.
1.5 The topics discussed are relevant to my course.
2. TEACHING AND LEARNING
2.1 The subject matter covered on the module is interesting.
2.2 Lessons are explicitly explained in the module.
2.3 The module is intellectually stimulating.
2.4 The teaching methods used in the module facilitate better
understanding of the lessons discussed.
2.5 The quality of teaching reflected in this module is good.
3. MODULE SUPPORT
3.1 The module is well-organized.
3. The learning resources as suggested in the module are
helpful to my learning.
3.3 The reading list is helpful.
3.4 The course coach is accessible and available anytime
through any available means of communication.
3.5 The course coach is approachable and helpful to all my
module related concerns.
4. MODULE ASSESSMENT AND FEEDBACK
4.1 The assessment requirements and marking criteria are
clear.
4.2 The assessment task and associated marking criteria are
bearable and manageable.
4.3 The balance between teaching (e.g. lectures, seminars,
online) and independent learning is appropriate.
4.4 The module prepares me thoroughly for the assessment
tasks.
4.5 Feedback throughout the module helps me to develop and
improve all facets of my learning process (this may include
feedback on formative/summative assessments, Q&A sessions,
tutorials, email communications).
5. OVERALL SATISFACTION
5.1 In general, I am satisfied with the quality of this module.
The What do you like most about this module?

What are your suggestions to improve this module?