vol4.pdf

5/27/2018 vol4.pdf

1/164

5/27/2018 vol4.pdf

2/164

peace educat ion i n i t i a t i ves i n met ro man i l a

5/27/2018 vol4.pdf

3/164

VOLUME 4

in Metro Manila

Learning Experiences Studyon Civil-Society Peace Buildingin the Philippines

Peace Education Initiatives

LORETA CASTROJASMIN NARIO -GALACE

AND KRISTINE LESACA

2005

UP CIDS

5/27/2018 vol4.pdf

4/164

LEARNINGEXPERIENCESSTUDYONCIVIL-SOCIETYPEACEBUILDINGINTHEPHILIPPINES

VOLUME4: PEACEEDUCATIONINITIATIVESINMETROMANILA

Published by the UP Center for Integrative and Development Studies (UP CIDS)in partnership with the United Nations Development Programme (UNDP).

Copyright 2005 the United Nations Development Programme Manila Office.

All rights reserved. No part of this book may be reproduced in any form or by any electronic ormechanical means including information storage and retrieval systems without permission from theUNDP and UP CIDS. Inquiries should be addressed to:

UP Center for Integrative and Development Studies, Bahay ng Alumni,University of the Philippines, Diliman, Quezon City 1101Tel/Fax: (632) 9293540 Email: [email protected]

United Nations Development Programme

30/F Yuchengco Tower RCBC Plaza, 6819 Ayala Ave. cor. Sen Gil J. Puyat Ave.,Makati City 1226 PhilippinesTel: (632) 9010100 Fax (632) 9010200

The National Library of the Philippines CIP Data

Recommended entry:

Learning experiences study on civil-society peacebuilding in the Philippines.- - Diliman, Quezon

City : UP-CIDS, c2005.5v. ; cm.

CONTENTS: v.1. Framework and synthesis oflessons learned in civil-society peace building /Miriam Coronel Ferrer v.2. National peacecoalitions / Josephine C. Dionisio v.3.Psychosocial trauma rehabilitation work /Marco Puzon, Elizabeth Protacio-De Castro v. 4. Peace education initiatives in Metro Manila /Loreta Castro, Jasmin Nario-Galace and KristineLesaca v.5. Peace building experiences ofchurch-based organizations in the Philippines /Jovic Lobrigo and Sonia Imperial.

Published in partnership with the United NationsDevelopment Programme (UNDP).

1. Peace-buildingPhilippines.2. Peace-buildingCase studies.3. Civil societyPhilippines. I. UP Center forIntegrative and Development Studies (UP-CIDS).

JZ5538 303.69 2005 P061000334

ISBN 978-971-742-095-0 (vol. 1)ISBN 978-971-742-096-7 (vol. 2)ISBN 978-971-742-097-4 (vol. 3)ISBN 978-971-742-098-1 (vol. 4)ISBN 978-971-742-099-8 (vol. 5)

cover design Ernesto Enriquebook design and layout East Axis Creative

The opinions expressed herein are those of the writer and do not necessarily reflect the views of the UNDP.

5/27/2018 vol4.pdf

5/164

contents

vii list of acronyms

ix acknowledgments

1 introduction

5 the study7 Peace Education Initiatives of Selected Academic Institutions

and the Peace Education Network

36 The Impact of Selected Peace-focused Courses on Students Attitudes

and Ideas

56 The Impact of Conflict Resolution and Peer Mediation Trainings

on Students Attitudes and Behaviors

60 Summary and Conclusions

65 References

67 toolkit69 The Rationale for Peace Education: What is a Culture of Peace?

73 Educating for Peace: Content and Methodology

82 Some Peace Education Initiatives

96 Sample Modules on Peace

130 Beginning a Peace Education Program

133 Appendices

5/27/2018 vol4.pdf

6/164

vii

AC Assumption College

ACP3 Far Eastern University-Angel C. Palanca Peace Program

ACSPPA Ateneo Center for Social Policy and Public Affairs

ADMU Ateneo de Manila University

AKKAPKA Aksyon para sa Kapayapaan at Katarungan

APCEIU Asia-Pacific Center of Education for International Understanding

APNIEVE Asia-Pacific Network for International Education and Values Education

CCPRD Center for Corporate Plans, Research and Development

CEAP Catholic Educational Association of the Philippines

CHR Commission on Human Rights

CIDS Center for Integrative and Development Studies

COSCA Center for Social Concerns and Action

CPE Center for Peace Education

CRS Catholic Relief Services

DECS Department of Education, Culture and Sports

DepEd Department of Education

DLSU De La Salle University DND Department of National Defense

EGC Educating for Global Citizenship

FDP Freshmen Development Program

FEU Far Eastern University

FEU-ACP3 Far Eastern University-Angel C. Palanca Peace Program

GPPAC Global Partnership for the Prevention of Armed Conflict

GOs Government Organizations

GRP Government of the Republic of the Philippines

GS Grade School

GZO-PI Gaston Z. Ortigas Peace Institute

ICCN Interfaith Center for a Culture of Nonviolence

LGU Local Government Unit

MC Miriam College

MILF Moro Islamic Liberation Front

MNLF Moro National Liberation front

MSN Mindanao Solidarity Network

NGOs Non-Government Organizations

OPAPP Office of the Presidential Adviser on the Peace Process

PCPGE Philippine Council for Peace and Global Education

PCRHR Program on Peace, Conflict Resolution and Human Rights

acronyms

5/27/2018 vol4.pdf

7/164

viii|A C R O N Y M S

L E A R N I N G E X P E R I E N C E S S T U D Y O N C I V I L - S O C I E T Y P E A C E B U I L D I N G

PDHR Peace, Democratization and Human Rights

PEN Peace Education Network

PHILANSA Philippine Action Network against Small Arms

PNPA Philippine National Police Academy

PNU Philippine Normal University

POs Peoples Organizations

PST Psycho-Social Trauma

PWOSU Peace and World Orders Studies Unit

PWU-HS Philippine Womens University-High School

SEACSN Southeast Asian Conflict Studies Network

UN United Nations

UNESCO United Nations Educational Scientific and Cultural Organization

UNESCO-ASP United Nations Educational Scientific and Cultural Organization

Associated Schools Project

UNESCO- PROAP United Nations Educational Scientific and Cultural Organization-Principal

Regional Office for Asia and the Pacific

UP University of the Philippines

UPCIDS University of the Philippines Center for Integrative and Development

Studies

WCCI World Council for Curriculum and Instruction

5/27/2018 vol4.pdf

8/164

ix

We are deeply grateful to our key informants who gave their valuable time and insights that

enabled us to complete this research: Marietta Biliran and Lourdes Yogore of Assumption Col-

lege; Helen Amante, Crstina Montiel, Josephine Perez and Amihan Perez of Ateneo de Manila

University; Marco Gutang of Far Eastern University; Rosemarie Salazar-Clemena, Madelene Sta.

Maria and Lourdes Melegrito of De La Salle University; Rene Romero of Philippine Normal

University; Maria Serena Diokno and Miriam Coronel-Ferrer of the University of the Philippines.

We also thank the members of the Peace Education Network (PEN) who participated in the

meetings/focused group discussions and gave their equally valuable inputs.

acknowledgments

5/27/2018 vol4.pdf

9/164

1

After the Martial Law regimethat ended in 1986, a broad range of initiatives have been undertaken

in support of the peace process in the Philippines and to advance a culture of peace in the

country. These initiatives included peace-constituency building and peace education.

Before 1986, however, it can be said that some forms of educating and acting for peace were

already a feature of Philippine life (Cawagas and Toh, undated paper). These included nonviolent

campaigns to close the US military bases and to protest human rights abuses under the Marcos

dictatorship. Selected facets of peace studies, more oriented toward academic critical analysis,

also started to appear in the issues taken up by a few universities, such as the issues of militarism,

underdevelopment, and the so-called Muslim-Christian conflict.

By the 1990s, a number of academic institutions have started various forms of peace education.

This interest appears to have been influenced by seminars and conferences that were orga-

nized by groups such as the Philippine Council for Peace and Global Education (PCPGE), the

World Council for Curriculum and Instruction (WCCI), and the Catholic Educational Association

of the Philippines (CEAP). Peace education is used here to denote a range of actions: from raising

consciousness and concern through public forums and research and publications, to conducting

peace-focused courses/programs in schools. Depending on the form of peace education, the

goals can range from increasing peoples understanding of the peace-related problems, their

causes and the alternatives, to expressly cultivating peace values and encouraging certain types of

peaceable behavior or action.

Peace education in the Philippines is now generally recognized to have a two-fold responsibility.

First, it seeks to contribute to a better awareness and understanding of the root causes of conflicts

and violence at the global, national, community, and interpersonal levels. At the same time, peace

education cultivates values and attitudes that would encourage all to engage in personal and social

action toward a more just, compassionate, and nonviolent society (see Toh and Cawagas, 1987).

An inquiry into the rationale of peace education reveals that peace education has both an

ethical and practical rationale. It upholds core ethical principles such as the value of life and

human dignity, among others. It also seeks to build a critical mass of people who will reject war

(and the death and destruction that result from it) as a means of conflict resolution and who will

claim their right to true human security (Castro, 2004).

introduction

5/27/2018 vol4.pdf

10/164

2|I N T R O D U C T I O N


research objectives

This study seeks to document the peace education efforts of selected Metro Manila aca-

demic institutions and of a local Peace Education Network (PEN) that meets in Metro Manila. It

seeks further to document the impact of some of these efforts. This work is viewed as a comple-

ment to a similar study that will be undertaken in Mindanao.

This study aims to:

1. Document the peace education initiatives of selected academic institutions in Metro

Manila as well as of the PEN;

2. Draw patterns from these initiatives;

3. Evaluate the impact of some of the initiatives in terms of changes that may have oc-

curred particularly in the attitudes of those in the target groups; and

4. Draw insights and lessons that can be learned from the experiences of these academic

institutions and the PEN.

significance of the study

In the Philippines, peace education has long been identified as an essential means toward

creating a climate that respects and promotes the principles of tolerance, justice, human rights,

and citizens participation, which, in turn, increases the possibility of a durable peace (Garcia,

1989). In a more recent important conference of peace advocates held in December 2002 entitled

Waging Peace in the Philippines: Looking Back, Moving Forward, we are once again reminded of

the need for a strong education component ( Taada, 2003). Among the workshop recommenda-

tions in the conference are the expansion of both formal and informal peace education and

lobbying for the inclusion of peace education modules in the curriculum of the Department of

Education (Garcia, et. al., 2003).

Globally, there is a similar recognition that peace education is a fundamental requirement

toward the achievement of a crucial goal in the twenty-first century: to dismantle the culture of

war and violence and to replace it with a culture of peace (Reardon and Cabezudo, 2002). A

culture of peace is defined by UNESCO and the United Nations (UN) as a set of values, attitudes,

traditions, modes of behavior, and ways of life based on respect for life; the practice of human

rights, including equal rights of women and men; the practice of nonviolence and peaceful

settlement of conflicts; sustainable living; and adherence to the principles of justice, tolerance,cooperation, dialogue, and solidarity, among others. (UN/GA/Res/53/243). One of the global

5/27/2018 vol4.pdf

11/164

I N T R O D U C T I O N |3

V O L U M E 4 : P E A C E E D U C A T I O N I N I T I A T I V E S I N M E T R O M A N I L A

organizations working hard for the establishment of such a culture is The Hague Appeal for

Peace, particularly through its Global Campaign for Peace Education (GCPE).

Against this backdrop of national and global acknowledgment that peace education can

fulfill a fundamental role, it is important that an investigation be made into the current peace

education efforts of academic institutions. This baseline information can be helpful in the formu-

lation of future and better programs. It can help direct our future efforts toward more fruitful

results since the investigation includes experiences and insights in the impact of certain initiatives

as well as on enabling and hindering factors in the development of peace education in the

academic institutions.

data-gathering procedure and instruments

To be able to document the peace education initiatives of the identified academic institu-

tions, namely, Assumption College (AC), Ateneo de Manila University (AdMU), De La Salle Uni-

versity (DLSU), Far Eastern University (FEU), Miriam College (MC), Philippine Normal University

(PNU) and University of the Philippines (UP), interviews were conducted with several key infor-

mants from the foregoing institutions. The list of informants and the interview guide are found in

Annex 1 and Annex 2, respectively, in the CD version of this series. Certain relevant reports,

papers, and brochures were also reviewed.

To document the efforts of the PEN and to assess its impact as a network, two focused group

discussions were held among the PEN members. Available materials and record of meetings were

also reviewed.

To evaluate the impact of certain types of peace-education initiatives particularly in terms of

changes in the attitudes of students, three questionnaires were formulated. The first question-

naire (Q1) sought to find out if there were changes in the attitudes of students after undergoing a

peace-focused subject for one year (in the case of grade school students) or for one semester (in

the case of the college and graduate-school students). The second questionnaire (Q2) sought to

assess a group of students with regard to their attitude after they had undergone a short session

on Conflict Resolution in one of the academic institutions. The third questionnaire (Q3) sought to

assess a group of students with regard to their attitude and the usefulness of the Peer Mediation

Training after they had undergone the said training in the same academic institution. (See An-

nexes 3, 4, and 5 in the CD version for copies of these questionnaires.)

5/27/2018 vol4.pdf

12/164

4|I N T R O D U C T I O N


the sample

The sample for the documentation of peace education initiatives consisted of seven aca-

demic institutions (already named above) whose key informants provided the information.

The sample for Q1 (relating to the impact of the peace-focused courses) consisted of 162

students from the grade school, college, and graduate school levels of MC; 121 grade school

students from the AdMU; and 175 college students from FEUa grand total of 458.

The sample for Q2 consisted of ninety students while Q3 had fifty-six respondents. The

initiatives (Peer Mediation Training and Conflict Resolution session within the Freshmen Devel-

opment Program) were unique to MC, and therefore the respondents all came from this college.

5/27/2018 vol4.pdf

13/164

the study

5/27/2018 vol4.pdf

14/164

7

thestudy

peace education initiativesof selected academic institutionsand the peace education network

The following is a briefdescription of the peace education initia-tives of the seven academic institutions included in this study.The following narration comes mainly from the responses of key informants from the institutions

as well as from reports, papers, and/or brochures that were available.

assumption college (AC)

background

The AC is a private Catholic college located in Makati.

At AC, interest in peace education started in the 1980s because of the leadership of its schoolpresident who also became the president of the PCPGE. The Center for Corporate Plans, Re-

search and Development (CCPRD) was designated as the presidents arm in pursuing peace

education in and outside AC as well.

The College co-organized a number of Peace and Global Education seminar-workshops

until the early 1990s. In the mid-1990s, it initiated its Summer Institute, Educating for Global

Citizenship (EGC) which is held every summer at the AC Graduate School. EGC became the lead

course in a teacher-training program that the AC conducts in partnership with the Bontoc-

Lagawe Vicariate.

The CCPRD Director of AC became involved as a trainor and module-writer on peace

building and conflict management and transformation for the Office of the Presidential Adviser

on the Peace Process (OPAPP) and the Commission on Human Rights (CHR).

Since 2001 Peace Education has been offered as an elective course in the Bachelor of Science

(B.S.) Education undergraduate curriculum. Now it has ceased to be an elective course but is

included in the Integrated Summer Study Program of the Education students. Peace frameworks,

human rights principles and advocacies have been integrated in Psychology particularly in Psych

2, Human Service Agencies, a course that develops students skills in human services delivery.

5/27/2018 vol4.pdf

15/164

8|T H E S T U D Y


peace education initiatives

1. Curricular Initiatives

a. Peace Education was offered as an elective course in the curriculum of those

studying B.S. in Education. It is currently included in the Integrated Summer Study

Program.

b. The EGC is a course offered every summer by the AC Graduate School. It covers

various peace frameworks, human rights, conflict management and interfaith

solidarity.

c. Peace themes are integrated in the Theology courses.

2. Training for/with AC Constituents

In-service training on peace education has been given to AC teachers.

3. Training Conducted for Other Groups

a. The AC Graduate School is a partner of the Schools of Living Tradition of the

Bontoc-Lagawe Vicariate in conducting a teacher-training activity where the EGC is

the lead course.

b. The AC Education Department is in partnership with the Education Department of

St. Anthonys College in San Jose, Antique, in conducting the Integrated Summer

Study Program that includes peace education modules.

4. Research and Publications/Production of Materials

The Education students write peace education modules.

5. Other Forms of Peace Education/Peace Advocacy

The immersion of AC students with cadets of the Philippine National Police Academy

(PNPA) involves the joint study and interaction of the two groups. The themes they study

and discuss together include the peace frameworks, paths to peace, and human rights.

The shared experiences enrich both the students and police cadets. This was started in

April 2004.

goal

To concretize/put to action the schools social responsibility by working for peace and

justice.

helping/enabling factors

1. Support from the AC administration, both financial and moral

2. Inspiration from the schools vision-mission

3. Openness and cooperation of faculty4. Attendance of the faculty in peace research forums in the Philippines and Asia

5/27/2018 vol4.pdf

16/164

P E A C E E D U C A T I O N I N I T I A T I V E S |9

V O L U M E 4 : P E A C E E D U C A T I O N I N I T I A T I V E S

5. Availability of materials on peace education

6. Openness of partner organizations to engage in joint peace education projects, e.g., with

the OPAPP and CHR.

challenges/difficulties

1. Difficulty of connecting with government organizations (GOs), non-government orga-

nizations (NGOs), and peoples organizations (POs)

2. The challenge of making peace research data reach policymakers, educational institu-

tions, business, and government units

3. Competing demands on the time and energies of those who do peace education.

addressing the challenges

There is need for persistent networking/partnerships with GOs, NGOs, POs, etc. to enrich

peace-education work.

impact/evaluation of work

The qualitative evaluation of the training program conducted by AC in partnership with the

Bontoc-Lagawe Vicariate and OPAPP has shown that the participants have appreciated the new

knowledge, skills, and attitudes that they have learned. Among the attitudes mentioned were

acceptance, appreciation of ones own identity and culture, living in harmony with other people

and the environment.

ateneo de manila university (AdMU)

background

The AdMU is a Jesuit-run academic institution located in Quezon City.

Formal peace education initiatives in the grade school and college units of Ateneo started in

the 1990s while the Ateneo Center for Social Policy and Public Affairs (ACSPPA) published its first

peace-focused publication in 1989, with the University of the Philippines Center for Integrative

and Development Studies (UPCIDS) as co-publisher. Since then, the ACSPPA has published a few

other works related to peace, cited on the next page. The ACSPPA was established in April 1986 to

strengthen democracy and peoples participation in governance.

In 1993, the Ateneo Grade Schools Social Studies Department decided to focus its Grade

Seven curriculum content on peace. The departments faculty had an orientation on the basics ofpeace education and on the use of a newly published peace-focused textbook prior to implemen-

5/27/2018 vol4.pdf

17/164

10|T H E S T U D Y


tation of this decision.

A few years later, peace-related courses were also offered in various programs in AdMUs

tertiary level. Said courses were the result of particular faculty members interest in pursuing this

area of studies.



a. The Grade 7 Social Studies curriculum is on peace issues and action. Their current

textbook is entitled Edukasyong Pangkapayapaan.

b. Peace Psychology is a major course offering in both the undergraduate and gradu-

ate programs of Social Psychology.

c. Active NonViolence was a course offering at the Department of Interdisciplinary

Studies.

d. Mediation is a course offering in the Development Studies Program.

2. Research and Publications

a. Research on The Economics of the Mindanao Conflict (Economics Department)

b. Research on Political Psychology of NonViolent Democratic Transitions in South-

east Asia (Psychology Department)

c. Peace-related books published by the ACSPPA are:

Waging Peace in the Philippines(co-published with UPCIDS), edited by Ed

Garcia and Carolina Hernandez

Cry Out for Peace: Social Psychological Notes on Peace Making: Local Governance

Under the Crescent Moon: Rebellion in Mindanao by Marites Vitug and Glenda

Gloria.

3. Other Forms of Peace Education/Peace Advocacy Work

a. Grade 7 Social Studies students have engaged in letter writing on issues of national

concern.

b. As part of the Grade 7 Social Studies peace-oriented class, students undertake an

outreach-interaction activity with students of the Barangka Elementary School.

The objective of the activity, Bahaginan sa Barangka, is to reduce the students

prejudice against their public school counterparts through the activity itself and the

proper processing of the experience.

The AdMU was the site and major host of the 7th International Symposium on

the Contributions of Psychology to Peace in 2001. It was attended by both local and

international peace psychologists and peace workers.c. The ACSPPA has produced videos: Peace Today: A Legacy for Tomorrows Children

5/27/2018 vol4.pdf

18/164



and Citizens as Peacemakers.

goals

1. For the Grade School To integrate peace values into the curriculum.

2. For the Psychology Department To consider the contributions of psychology to peace

building.

3. For ACSPPA To show that peace issues are crucial to social policy.

helping/enabling factors

1. For the Grade School

a. There are supportive teachers.

b. The students taking the subject are enthusiastic.

c. The Social Studies Department is passionate about peace education.

d. There is some institutional support especially for the Bahaginan sa Barangka.

e. Attendance in PEN meetings helps keep the faculty informed and motivated.

2. For the Psychology Department

a. There is growing interest in peace and peace psychology.

b. Scholars collaborate across oceans through cyber space to work on peace psychol-

ogy research related to issues like structural violence, other forms of terrorism, and

democratic transitions.

c. The close contact with peace partners keeps faculty attuned to peace issues and

challenges.

d. There is engagement with government agencies that directly affect peace decisions

such as the OPAPP and the Department of National Defense (DND).

3. For ACSPPA

a. The experts who work with the Center are very committed to their specific projects.

challenges/difficulties


a. Lack of time on the part of the faculty

b. Lack of resource materials on peace education


a. Certain prevailing views in psychology that need to be challenged

Psychology tends to be individualistic and rarely looks at society as a unit of

analysis. In peace, the unit of analysis is social. Western peace psychology tends to look at healing after a conflict rather than

5/27/2018 vol4.pdf

19/164

12|T H E S T U D Y


prevention, e.g., obtaining social fairness.

b. There is need to put resources, both intellectual and material, on conflict prevention.

c. The students reached are only those enrolled in the peace psychology classes.

3. For ACSPPA

a. Lack of sustained funding which has resulted in reduction of staff and projects.



a. Perseverance despite setbacks

b. Participation in conferences and meetings of the Peace Education Network to gather

resource materials and ideas


a. Consciously engaging the younger generation in a conversation regarding social

justice and active nonviolence

b. Continuing the integration of both the social and personal

c. Continuing the tradition of the Peace Psychology class (graduate level) in organizing/

convening a Peace Forum which serves as an advertisement for peace education

and peace psychology.

3. For ACSPPA

a. Continuous efforts in writing and submitting proposals for grants

impact / evaluation of work


a. A survey has been made regarding the students feelings about the peace-focused

Grade 7 subject, their learnings, and suggestions. However, the department has not

yet been able to collate the results and analyze the findings. Some of the answers

though that can be recalled by the informant are Nag-iisip ako ngayon bago

magalit, Hindi ko pala dapat layuan ang taong iba sa akin, Nalaman ko ang

ibat-ibang isyu.


a. Teacher evaluation results are above-average to excellent. Some comments by

students on the course are: the course is very interesting and very relevant; and the

resource persons are credible.

b. International colleagues have recognized the Psychology Departments contribu-

tions as when one symposium in the American Psychological Association usedCristina Montiels article on structural peace building and when colleagues praised

5/27/2018 vol4.pdf

20/164



the 7th International Symposium on the Contribution of Psychology to Peace in

2001. Montiel is chair of Ateneos Psychology Department.

de la salle university (DLSU)

background

The DLSU on Taft Avenue, Manila is the main campus of the De La Salle University system. It

is a private Catholic university run by the Brothers of De La Salle.

The interest in peace education at DLSU started in 1990, the first year of the Decade of

Peace proclaimed by then-President Corazon Aquino. Particular faculty members started to

undertake peace-related researches. One focused on counseling for peace while another studied

indigenous concepts related to peace.

Certain curricular efforts followed, particularly in the Psychology Department and the Col-

lege of Education of DLSU, because of the initiative of the same faculty. They are described below.

The DLSU has a Center for Social Concerns and Action (COSCA) whose underlying mission

is to promote peace based on justice and love. To concretize this mission, COSCA has joined

peace campaign and advocacies beginning in the late 1980s.

peace-education initiatives


a. Culture and Conflict is offered as an elective course once a year in the MS Psy-

chology major in Applied Social and Cultural Psychology program.

b. Peace Education is one of the topics in the course. Seminar on Religious and

Values Education is a required course in the Doctor of Education in Religious and

Values Education program.


DLSU faculty has undertaken the following peace-related researches and publications

a. Counseling and Values Education: Steps to Peace in the Asian Setting

b. Counseling for Peace (Philippine Journal of Psychology, 28, 30-51)

c. Psychology and a Culture of Peace, Presidential Address, Annual Convention of

the Psychological Association of the Philippines. PSSC, Quezon City, August 1996.

d. The sociocultural dimensions of Philippine conflict, in M. Sta. Maria (ed.).Conflict

and conflict resolution in the Philippines: Proceedings of the 1STNational Workshop

of the Southeast Asian Conflict Studies Network-Philippines.e. Public policy conflict prevention: Discussion paper on public policy conflict reso-

5/27/2018 vol4.pdf

21/164

14|T H E S T U D Y


lution, in S. Laohasiriwong & D. J. Blake (eds.), Public policy conflicts: Proceedings of

the Third Southeast Asian Conflict Studies Network Regional Workshop, Khon Kaen,

Thailand and Vientiane, Lao PDR, May 6-8, 2002.

f. The indigenous psychology of conflict and conflict resolution,Asia-Pacific Social

Science Review,Vol. 3, No. 3 (2002), pp. 43-60.

g. Managing social conflict: The peace zone experience, Philippine Journal of Psy-

chology(Special issue on Philippine political and peace psychology), 33:2 (2002), pp.

48-76.

h. Cultural Constructs Related to Peace: A Comparison across Selected Filipino

Ethnolinguistic Groups, 1998.

i. The Antecedents and Consequences of Philippine Peace, a research report submit-

ted to the University Research Coordinating Office, De La Salle University, 2001.

j. A case study on the Tulunan Peace Zone Area, a report prepared for the Civil

Society and Governance Project, DLSU Social Development and Research Center,

2000.

k. A case study on the Cantomanyog peace zone, a report prepared for the Civil

Society and Governance Project, DLSU Social Development and Research Center,

2000.

The Psychology Department has identified peace and conflict as a topic in its depart-

mental research agenda.


a. The current national coordinator for the Philippines of the Southeast Asian Conflict

Studies Network (SEACSN) is from DLSU. She holds this position in an institutional

capacity. The network organizes workshops in Southeast Asia on different types of

conflict: interpersonal, organizational, social, interstate as well as policy disputes

and community conflicts.

b. The peace process is a topic included in the national situation sessions given to the

students of two integrated community service courses (Christian Morality and

Catholic Social Teachings) under the Theology and Religious Education Department.

c. COSCA has organized symposiums and discussions on human rights, womens

rights and sustainable development, among others. It has also campaigned for the

Peace Agenda in connection with the Peace Talks in the late 1980s and early 1990s.

goals

1. To advance the cause of peace education and counseling for peace.2. To teach the skills of conflict management and resolution and to deepen the under-

5/27/2018 vol4.pdf

22/164



standing of the role played by culture in the dynamics of conflict and its resolution.

3. To advance the social development framework in the DLSU curriculum and activities.

helping / enabling factors

1. Institutional support especially for research and publications

2. Linkages with networks and partners, external and internal An example of the former

is the SEACSN and example for the latter are the students and parents organizations.

3. Students and colleagues interest in the field.

challenges / difficulties

1. Lack of sustained and collaborative efforts in the internal community.

2. Competing demands on the time of the faculty who need to teach and do research but

who are also requested to conduct external workshops.

3. Constant change in the DLSU leadership, hence the need to keep re-introducing the

program of the COSCA.


1. Utilize the research opportunities and incentives within the university to focus on the

subject matter of peace and conflict.

2. Keep the active connection with conflict studies networks.

3. Persevere in the pursuit of goals.


There is no information available with regard to the impact or evaluation of the peace-

related work of DLSU faculty and the COSCA.

far eastern university (FEU)

background

The FEU is a private nonsectarian university located in Manila.

The Peace Education Program at FEU had its roots in 1998 when the family of the late Angel

C. Palanca decided to commemorate his centennial by proposing to FEUs Board of Trustees the

establishment of a peace education course at FEU. Palanca was a member of FEUs Board for a

total of 30 years and was Board chairman for 20 years. The board agreed and his family donatedfunds for the development of the course modules on Peace Education and the training of the

5/27/2018 vol4.pdf

23/164

16|T H E S T U D Y


concerned faculty. The program is known in FEU as the FEU-Angel C. Palanca Peace Program

(ACP3). Indeed it can be said that the program is a partnership between FEU and the Palanca

family. The former pays the salaries of the faculty while the latter funds faculty training and the

reproduction of materials. The peace education course is required for all students in certain

degree programs.



There is only one course that has been developed (Peace Education). It is a three-unit course

taken by all students in the Bachelor of Arts (A.B.) and B.S. degree programs except the following:

Architecture and Fine Arts, Education, Nursing, Business and Accounting.

2. Training Conducted for/with FEU Constituents

a. In-service teacher-training for the faculty of the course is done regularly.

b. A recent training on Values Education and the Valuing Process, involving outside

resource persons, was held for the faculty.


A compilation of peace education modules was produced. This is used in the course.


ACP3has initiated student activities within FEU such as peace-essay writing and painting

for peace.

goals

The overall goal of the ACP3is to enhance the FEU students understanding of peace con-

cerns as a way of promoting a culture of peace in the society.


1. There is joint support from the FEU administration and the Palanca family for the peace

education course.

2. There is receptivity and interest from the students because they find the topics relevant

to the times.

3. The faculty of the peace education course are enthusiastic.

4. The linkages with other peace-oriented groups and centers have helped. These are the

Peace Education Network (PEN), the Asia-Pacific Network for International Education

and Values Education (APNIEVE), and the Miriam College Center for Peace Education.

These linkages have helped in updating them on new materials and in providing affirma-tion and support.

5/27/2018 vol4.pdf

24/164



challenges and difficulties

Lack of support for upgrading opportunities:

1. The Peace Education faculty have a heavy teaching load and thus do not have enough

time to attend meetings and in-house training.

2. A few of the Peace Education faculty need training on peace pedagogy. They are more

used to lecturing than facilitating.

3. Some faculty outside of the Peace Education group are skeptical of the thrust.

4. They lack an evaluation mechanism.

5. Peace education modules currently being used need updating and more variety.

6. There is little publicity for the peace program and thus it is not known to other members

of the FEU community.


The ACP3plans to do the following to respond to the above challenges:

1. Seek resources from within the university and outside foundations.

2. Expand linkages with kindred organizations.

3. Persevere in the efforts despite skepticism and challenges.

4. Consider establishing a formal structure, like a center, with office space and staff, to be

able to do more.

5. Schedule the training during the summer or semestral break to ensure the faculty are

relatively freer.

6. Address the need for peace pedagogy and improvement of the peace modules in the

future trainings.

7. Put up posters re the ACP3around the campus.

The ACP3has recently expanded its steering committee and the members have been as-

signed to various subcommittees to address/respond to the above challenges.

impact / evaluation of the work

There has been no systematic evaluation on FEUs peace education work.

5/27/2018 vol4.pdf

25/164

18|T H E S T U D Y


miriam college (MC)

background

The MC is a private Catholic college located in Quezon City.

Peace education in MC began in the early 1980s when peace and global perspectives were

deliberately infused into the lessons of the faculty who had undergone seminars conducted by a

newly established organization thenthe Philippine Council for Global Education, now the PCPGE.

In 1988, a three-unit college-level course, Introduction to Peace Studies, was included in the

International Studies curriculum. One year later, a Peace Core Group (now called the associates

of the Center for Peace Education or CPE) composed of administrators and faculty from various

units, was convened.

In 1991 the school committed itself to being a Zone of Peace. In its declaration, the commu-

nity pledged to promote caring relationships, cooperation, nonviolent conflict resolution, a simple

lifestyle, and activities of peace and social concern.

The CPE was established in 1997. The objectives of the CPE are: to institutionalize the Colleges

peace-education thrust; to help promote the culture of peace in the larger society, including

those that are underserved; and to develop partnerships with other peace-oriented groups and

with all people of goodwill.


MC undertakes peace education in the following ways:


Peace-focused courses/subjects are offered in the curriculum.

a. The Grade 7 Social Studies curriculum is on peace issues and action. The textbook

used is entitled Tungo sa Isang Mapayapang Mundo.

b. Peace Studies is a major course in the International Studies curriculum of the

college.

c. Education for Peace, Gender Equality, and the Environment is a major course in

the Child Development and Education curriculum of the college.

d. Education for Peace is a major course in the M.A. in Values Education program of

the Graduate School.

e. Peace Psychology is part of a major course called Current Issues in the B.S.

Psychology program of the College.

f. International Peace and Security and Nonviolent Social Change are major courses

in the M.A. in International Studies program, also of the Graduate School.g. Peace, Gender Equality, and Earth Stewardship has been proposed as a core

5/27/2018 vol4.pdf

26/164



course for all students of the college unit.

h. Furthermore, the faculty are encouraged to integrate peace ideas, themes, and

perspectives in their lessons, particularly in the Social Studies subjects.

2. Training Conducted for/with MC Constituents

a. The faculty of the various units had a peace education orientation-training in April

1999. Thereafter, new faculty members undergo the same training before the be-

ginning of each school year, i.e., in the last week of May.

b. All high school students and college freshmen undergo Conflict Resolution educa-

tion sessions each year through the High School Homeroom Program and the

College Freshmen Development Program.

c. Selected student leaders from the various units undergo Peer Mediation Training

every year.

d. Selected nonacademic personnel and administrators have gone through Conflict

Resolution Sessions.


a. The CPE has conducted many training workshops on peace education in different

parts of the country for teacher-trainers of CEAP member-schools.

Also, three big groups of public school teachers and administrators from the

Department of Education were given training. The workshops were held in Laguna,

Cebu, and Zamboanga.

In all these activities the co-organizer was the OPAPP, the government agency

that has provided both leadership and practical support for some peace education

initiatives in both the private and public sectors.

b. Training activities or short orientation talks were also conducted for many indi-

vidual schools, such as the Ateneo de Manila Grade School and Holy Family School,

and groups of schools such as the Don Bosco Educational Association, Canossian

Educational Association and the Benedictine Educational Association.

c. The CPE organized two important workshops in 2001 and 2004 for teachers and

teacher-educators, respectively. The first was on Educating for a Culture of Peace

that was attended by fifty teachers including a staff member of the Asia-Pacific

Center of Education for International Understanding (APCEIU). The second was on

The Spiritual and Ethical Foundations of Peace Education that was attended by

twenty-nine Christian and Muslim faculty members from Colleges of Education in

Luzon, Visayas, and Mindanao. The workshops were held in cooperation with the

UNESCO Peace Education Laureate for 2000 and the Peace Education CentersNetwork, respectively.

5/27/2018 vol4.pdf

27/164

20|T H E S T U D Y


d. Conflict resolution training seminars were conducted for urban poor women, com-

munity leaders, out-of-school youth, and police officers.


The following were produced:

a. Tungo sa Isang Mapayapang Mundo, 1993 and 2000

b. Peer Mediation Sourcebook, 1999

c. Kapayapaan ang Hangad Ko, 2000

d. Peace Education Teacher-Training Manual, 2001

e. Weaving Solidarity Toward a Culture of Peace, 2003

f. Reducing Prejudice Through Peace Education: Training Modules, 2004

g. Various articles on peace education published in local and international journals.


a. The CPE organized youth conferences that brought together hundreds of youth

and student leaders from many parts of the country, including Christian, Muslim

and indigenous youth. These were the Asia-Pacific Youth Conference on the Culture

of Peace in 2000 and the National Youth Leaders Conference on the Culture of

Peace in 2003. The Conference themes were Celebrating the Youths Potential toward

Peace and Building Bridges of Tolerance and Solidarity, respectively.

b. It hosted and co-organized the 2002 International Institute on Peace Education that

was attended by peace educators from various countries and Philippine regions. It

also helped as a member of the local organizing committee of the International

Symposium on the Contributions of Psychology to Peace held in AdMU and of the

Asia-Pacific Peace Research Conference. Both were held in 2001.

c. It has advocated against war both in the home and global fronts and for the re-

sumption of peace negotiations between the government and rebel forces, through

statements and participation in forums and rallies, as well as by being active in the

Mindanao Solidarity Network (MSN).

d. It has shown solidarity with the Mindanao war victims/refugees by raising funds to

help cover some of their material needs (February and September 2003).

e. It launched a twinning project with the Rajah Muda High School of Pikit, Cotabato

to advance a people to people peace process.

f. It has participated in political activities, through statements, letter-writing, lobbying

and participation in forums and rallies on important national issues.

g. It mounts a Peace Exhibit annually as well as other consciousness raising activities

like holding forums, poster making, quilt making, etc.h. It initiated the PEN in March 1999 to bring together representatives of schools and

5/27/2018 vol4.pdf

28/164



organizations with a keen interest in informal and formal peace education.

goals

The overarching goal of MCs peace education efforts is to advance a culture of peace within

the school and in the larger society, including the national and global levels. The school sees this

goal as consistent with its vision-mission and its avowed core values.


The following factors helped/enabled MC in its peace-education efforts:

1. There is a core team of administrators and faculty volunteers (called CPE Associates)

who assists the CPE in some of its activities and projects. This core team started by

studying together topics like concepts of peace, peace problems and issues as well as

possible alternatives.

2. There is support from the institution, e.g., of provision of physical space/a room for the

center and salaries for three part-time staff.

3. It enjoys the acceptance and receptivity of the various school sectors.

4. It enjoys linkages and partnerships with other organizations and groups including the

local PEN and the Global Campaign for Peace Education. These linkages facilitate projects/

activities and enrich the centers work. The said organizations and groups do not only

provide practical assistance but also inspiration, because of their commitment.


The following were the challenges faced in relation to the peace-education efforts:

1. It is constantly searching for financial support for projects in the absence of readily

available funding sources for peace-focused projects

2. The CPE staff and core team are faced with competing demands for their time.


1. It has shown persistence and creativity in sourcing funds, and has been frugal to realize

savings.

2. It attempts at good time management.


1. An evaluation/feedback form is ordinarily given to training participants within MC but

it is qualitative in nature. The two questions asked are on general items: what partici-pants have found helpful and their suggestions for the improvement of the training. All

5/27/2018 vol4.pdf

29/164

22|T H E S T U D Y


participants who have accomplished the forms have unanimously expressed that they

believe the training would be useful to them.

2. The training with teacher-trainers from CEAP schools uses a rating scale and the trainings

have yielded average ratings of between very good and excellent. Furthermore, in

the monitoring workshops held one year after the training, the participants reported on

how they have disseminated their learnings in their own school community and even

beyond such as nearby schools and barangays. They have also reported the infusion of

peace themes and perspectives into the various subject areas such as Social Studies,

Philosophy, and Religious Education. One of the schools declared itself a Peace Zone,

while another started to offer a separate peace-focused subject in its high school cur-

riculum.

philippine normal university (PNU)

background

PNU is a state university in Manila that is focused on teacher-education programs.

The institutionalization of peace education at PNU began in 1990 with the creation of the

Peace and World Order Studies Unit (PWOSU). As a unit in the School of Social Sciences, it was

tasked to upgrade PNUs political and citizenship education and to define the content and specific

approaches for teaching peace, human rights and global values in the university (Nava, 2003).

This commitment to peace education is deemed to have started in the early 1980s. It was at

this time that PNU became an active member of the Philippine Council for Global Education

(now the PCPGE) and the WCCI. These two organizations were then introducing peace and global

education to the country. In 2002, PWOSU was restructured, which resulted in two new centers,

namely, the Center for Peace and Human Rights Education and the Center for Gender Education

and Development.



a. Peace, Human Rights, and Gender Education is a required course in the B.S.E.

major in Social Sciences program.

b. Peace and Global Education is offered as an elective course in the M.A. in Values

Education program.

c. Peace and Gender Issues is one of the subjects in the specialization on WomensStudies (undergraduate level).

5/27/2018 vol4.pdf

30/164



d. Peace and human rights concepts are integrated in two required subjects, Social

and Political Movements and Philippine Government and Politics.

2. Training Conducted for/with PNU Constituents

Some examples are as follows:

a. Training of teachers on peace, democracy, and international understanding

b. Training of students, particularly a human rights-focused student group called

Kahilwayan and the Social Science Club on Human Rights and Peace Concepts/

Values

c. Training of Human Rights Education facilitators


a. Training on Peace and Human Rights for Sangguniang Kabataan Leaders in various

parts of the country in partnership with UNESCO, the Department of the Interior

and Local Government, and PNU

b. Training on Peace and Human Rights in different PNU campuses (faculty, staff and

students)

c. Peace and Human Rights Trainings for Public Safety Officers (police, jail officers/

guards) sponsored by the Hans Seidel Foundation, Benigno Aquino Foundation

and PNUs Peace and Human Rights Center

d. Gender-Sensitivity Training for local government units (LGUs) in Prosperidad, Agusan

e. Peace and Human Rights Workshop conducted by PNU faculty in Surigao State

College of Technology

f. Modules and Questions for Licensure Examinations prepared for teachers in the

areas of peace and human rights.


a. Modules for Intercultural Awareness, Gender Sensitivity, and International Education

b. Modules on Peace and Human Rights for use with local government executives, in

partnership with OPAPP and the Commission on Human Rights (CHR)

c. A Shopping List in Teaching Human Rights, a book produced by students

d. Research on the involvement of selected teacher-training institutions in the

UNESCO-ASPnet program

e. Various papers presented by PNU faculty in conferences and several professional

articles on peace written by PNU faculty in journals here and abroad, e.g., HURIGHTS

Journal.


a. PNU mobilized the school community and other SCUs to support the UNESCO PeaceManifesto 2000.

5/27/2018 vol4.pdf

31/164

24|T H E S T U D Y


b. It pioneered in conducting National Peace Youth Camps e.g., the Tagaytay and

Regional Peace Camps in Davao, Legazpi, and Baguio. Later on these were expanded

to the Asia-Pacific Youth Peace Camp with UNESCO-PROAP funding support.

c. Since 2001 PNU has been the convener of an international youth conference to

mark International Youth Day on August 12. The themes of the conference have

been related to peace.

d. PNU has occasionally organized peace education conferences, for example, the

National Conference on Peace Education in 1997.

e. It has an active UNESCO Club, which leads in student activities related to peace and

other UNESCO priorities.

f. PNU conducts demo-teaching in peace concepts and approaches at the PNU Labo-

ratory elementary and high schools as part of its peace-demo festival.

goal

PNU wants to actualize its philosophy through peace education among other features of the

school. Its school philosophy involves the development of leaders and agents of transformation.


1. There is a committed core of faculty leading the peace education efforts.

2. There is support from the administration, e.g., provision of physical space and the salary

of a part-time director for the Center for Peace and Human Rights Education. There is

also support for the peace-building efforts and outreach of the Center for Linkages and

Extension Services.

3. Openness of the faculty and students to the program is evident. Peace is a unifying issue

among the faculty in the PNU system.

4. There are university-wide activities mobilizing the community in the campaign for

peace on national and global levels, e.g., the celebration of Peace Consciousness Month

every September, exhibit and lecture-forum on understanding Islam.

5. There are linkages with UNESCO, OPAPP, and CHR, international institutional consor-

tiums, and professional international organizations involved in peace education.


Creativity in generating income is employed. The core team conducts seminars/conferences

to generate income to finance its activities.

5/27/2018 vol4.pdf

32/164




While periodic evaluation among peers and students is conducted, there has been no sys-

tematic evaluation done on PNUs peace education work.

university of the philippines (UP)

background

UP Diliman, Quezon City is the main campus of UP, a state university system with campuses

in other parts of the country. The UPCIDS is one of the centers located in the Diliman campus.

The UPCIDS Program on Peace, Conflict Resolution and Human Rights now called the

Program on Peace Democratization and Human RIghts (PPDHR), began in the second half of the

1990s as part of the new thrusts identified by CIDS in the post-Marcos period. The Program is the

contribution of UPCIDS to the universitys efforts to help grapple with the countrys critical

problems regarding peace. It had a sub-program, Psychosocial Trauma (PST), which conducted

research on trauma brought about by political violence at the level of victims, survivors, and

caregivers. The PST is currently a separate program within the CIDS.

The activities and projects of the CIDS are focused on researches and publications and

these take on an educational role when they are disseminated, and especially when the said

researches and publications affect the discourse, thinking, and attitudes of people.

In the late 1990s, an elective course on Philippine Peace Processes was offered at the

Department of Political Science. Although not a regular course, it was offered through the

special-topics course in the Political Science curriculum under Philippine Politics. It is thus

a course that is not institutionalized but is the result of a faculty members initiative and

interest.



An elective special topic course on Philippine Peace Processes was taught in the De-

partment of Political Science in the late 1990s.


Among the research projects undertaken by the UPCIDS are:

a. The Peace Process in Mindanao: an Assessment of the GRP-MNLF Peace Agreement

b. Peoples Diplomacy, Nonviolence and the Reconstruction of Postwar Societies

c. Impact of Armed Conflict on Filipino Muslim Children: the Child Soldiersd. Bangsa Moro Peace Process: Documentation and Classification of Documents

5/27/2018 vol4.pdf

33/164

26|T H E S T U D Y


e. Torture Experiences within the Revolutionary Movement

f. Children Victims of Torture: Effects, Coping and Intervention

g. The Impact of Armed Conflict on Children: Community Participation in the Psy-

chosocial Recovery and Reintegration of Children

h. Matrix of the Interim Agreements between the GRP and MNLF

i. Documentation on Peace Zones.

Among the peace-related publications are:

a. Waging Peace in the Philippines(co-published with ACSPPA)

b. Reflections on the Peace Process

c. The View Toward Peace of Filipinos

d. Peace Building and Mediation in the Philippines

e. Peace Zones in the Philippines

f. The 1986-1987 Peace Talks

g. Peace Matters: A Philippine Peace Compendium

h. Torture of Children in Situations of Armed Conflict

i. The Southern Philippines Council for Peace and Development

j. Teaching Manual: Peace, Human Rights, and Conflict Resolution.


In 2002 the PPDHR led an important campaign on Third-Party Peace Constituency

Building. Its objective was to strengthen the voice of a third-party constituency that can

influence and pressure negotiating parties (government and rebel groups) to arrive at

workable and just agreements that will redound to the benefit of the whole country. The

need for third-party constituency building was heightened because of the negative

implications of the US-led war on terrorism and the US-AFP Balikatan Exercises on the

national peace process (Ferrer, Concept Paper, 2002).

The PPDHR convened several meetings to bring together groups and individu-

als interested in finding peaceful and lasting solutions to the countrys internal armed

conflicts. The meetings resulted in the formation of a loose network, the All-Out Peace

Groups. It held a press conference and issued a powerful statement, and held a march

to draw attention to the call to resume political negotiations and to put an end to military

operations by all sides (Ferrer, Year-End Report, 2002).

The program also co-organized the following activities to increase the partici-

pants understanding of the relevant issues:

a. Forum on War Exercises and Peace Processes

b. Panel discussion on Internal Conflicts and Peace Processesc. Conference on Waging Peace in the Philippines Looking Back, Moving Forward.

5/27/2018 vol4.pdf

34/164



goal

Through its researches and publications as well as advocacy campaigns, the UPCIDS seeks to

contribute to the discourse on peace issues, which covers not only conflict resolution but also

questions of social justice and development. It also seeks to address policy recommendations

relating to peace.


1. Institutional support the university has provided funds and personnel, as well as

physical space with communication facilities, to the UPCIDS.

2. The university has diverse professional expertise available, e.g., experts on psychosocial

trauma, political analysis, law, Islamic studies, etc. This enables the UPCIDS to address

the different components of the peace agenda.

challenge / difficulties

1. Institutionalizing peace education in the form of a new course or degree program in UP,

is a long and arduous process. There must be an adequate number of people who can

teach and advocate the introduction of new courses/degree program.

2. There is need to develop a core of faculty working on the subject.

3. There is no full-time personnel doing peace education/peace studies work. The CIDS

Program Convener is a part-time faculty member who is provided a minimal hono-

rarium to manage the whole program, including supervising projects and undertaking

his/her own projects.


1. Encourage students and faculty to go into peace and conflict resolution studies.

2. Write project proposals and get external funding.

3. Nurture the networks within and outside UP that have been built over time.


An external review of UPCIDS was conducted several years ago, though not of the peace

program in particular. That review, however, is an internal document.

5/27/2018 vol4.pdf

35/164

28|T H E S T U D Y


P

E

onaveoSee

micnuo

AssumptionCollege

AteneodeManila

Un

iversity

DeLaSalleUniversity

FarEasternUniversity

MiriamColle

ge

PhilippineNormal

University

Uni

versityofthe

P

hilippines

Wha

Hw Ineen

P E

o

1980s:involvement

inPCPGE;CCPRD

designatedtopursue

peaceeducation

Untiltheearly90s:

co-organizedpeace

&globaleducation

workshops

1990s:initiated

SummerInstitute,

EducatingforGlobal

Citizenship

CCPRDDirectorbe-

cameinvolvedas

trainorandmodule-

writerforOPAPPand

CHR

2001:Peace

Educationofferedas

anelectivecoursein

theEducationDept.

1989:publicationby

ACSPPA

(with

UPCIDS)ofapeace-

focused

material

1993:a

peace-

focused

subjectwas

offeredinGrade7

andlate

ron,

peace-

relatedcourses

werealsoofferedin

thetertiarylevel

1980s:DLSUs

COSCAjoined

peacecampaigns

andadvocacies

1990s:peace-

relatedresearches

wereundertaken

followedby

curriculareffortsin

thePsychology

Departmentand

CollegeofEducation

1998:establishment

oftheAngelC.

PalancaPeace

Program

1980s:peace

perspectivesw

ere

infusedinlesso

nsas

aresultof

involvementin

PCPGE

1988:apeace

studiescourse

was

introduced

1991:school

becameZoneof

Peace

1997:theCent

erfor

PeaceEducatio

n

wasestablishe

d

1980s:membership

inPCPGEandWCCI

1990:Peaceand

WorldOrderStudies

Unitwascreated

2002:Centerfor

PeaceandHuman

Rightsandthe

CenterforGender

Educationand

Developmentwere

created

1990s

:Programon

Peace

,Conflict

Resolutionand

Huma

nRightsatUP-

CIDSbegan

PSTProgramofCIDS

began

toconduct

researchontrauma

frompolitical

violen

ce

Philip

pinePeace

Processescourse

waso

fferedatthe

Depar

tmentof

Politic

alScience

Gs

Raeo

P E

o

Toputtoactionthe

schoolssocial

responsibilityby

workingforpeace

andjustice

Tointeg

ratepeace

valuesinthe

curriculumforGS

Tocons

iderthe

contribu

tionsof

Toadvancethe

causeofpeace

educationand

counselingforpeace

Toteachtheskillsof

Toenhancethe

students

understandingof

peaceconcernsasa

wayofpromotinga

Toadvanceac

ulture

ofpeaceinthe

schoolandins

ociety

Todevelopleaders

andagentsofsocial

transformation

Tocontributetothe

discourseonpeace

issuesandto

addresspolicy

recom

mendations

5/27/2018 vol4.pdf

36/164



AssumptionCollege

AteneodeManila

University

DeLaSalleUniversity


MiriamColle

ge

PhilippineNormal

University

Universityofthe

Philippines

Gos

Reaeo

P E

o

psychologytopeace

Toshow

thatpeace

issuesarecrucialto

socialp

olicy

conflictmanagement

Toadvancethe

socialdevelopment

frameworkinthe

DLSUcurriculuma

nd

activities

cultureofpeacein

society

relatingtopeace

Helpn

E

n

Fos

Supportfrom

administration

Inspirationfromt

he

schoolsvision-

mission

Cooperationof

faculty

Attendanceinpeace

forums

Availabilityof

materials

Engagementin

peaceeducation

projectswithGOs

liketheOPAPP

GradeSc

hool

Supportiveteachers

andent

husiastic

student

s

Institutionalsupport

Linkage

withPEN

Departmentof

Psycholo

gy

Growinginterestin

peacep

sychology

Cybersp

ace

collaborationand

otherlin

kages

Engagementwith

governm

ent

agencie

sworkingfor

peace

ACCSPPA

Commitmentofstaff


Internalandexternal

linkages

Studentsand

colleaguesinterest

inthefield

Supportfrom

administrationand

thePalancafamily

Studentsreceptivity

andinterest

Enthusiasmo

f

faculty

Linkageswith

groupslikePEN,

APNIEVE,

CPE

Coreteamt

hat

assistsinproje

cts

Institutionalsu

pport

Receptivityofschool

community

Linkagesand

partnershipsw

ith

localandgloba

l

organizations

Committedcoreof

faculty

Supportfrom

administration

Opennessofthe

schooltothe

program

University-w

ide

peacecampaigns

Linkages


Diverseprofessional

exper

tise

5/27/2018 vol4.pdf

37/164

30|T H E S T U D Y


P

E

onaveoSeeA

micnuoc

n

AssumptionCollege

Atene

odeManila

University

DeLaSalleUniversity


MiriamColle

ge

PhilippineNormal

University

Universityofthe

Philippines

Ce

Dicte

Difficultyin

connectingwith

GOs,NGOsandPOs

Makingpeace

researchdatareach

policy-makers

Competingdemands

ontime

GradeSc

hool

Lackof

time

Lackof

resources

Departmentof

Psycholo

gy

Prevailingviewsin

psychologythat

needto

be

challenged

Limited

student

reach

ACCSPPA

Lackof

sustained

funding

for

ACCSPPA

Lackofsustained,

collaborativeefforts

Competingdemands

ontime

Constantchangein

schoolleadership

Lackofsupportfor

upgrading

opportunities

Heavyteachingload

thatdetersfaculty

fromattending

trainings

Lackoftrainingof

facultyonthepeace

pedagogy

Lackofanevaluation

mechanism

Needtoupgrade

peacemodules

Lackofpublicityfor

peaceprogram

Fundingsource

s

Competingdemands

fortime

Incomegeneration

Institutionalizing

peace

educationin

thefo

rmofanew

courseordegree

Need

todevelopa

coreoffaculty

workingonthe

subject

Nofull-time

perso

nneldoing

peace

education

work

Aden

th Ce

Persistent

networkingwith

GOs,NGOs,POs

GradeSc

hool

Perseve

ranceto

continuedespite

setback

s

Participationin

peacec

onferences

andlink

agewithPEN

Departmentof

Psycholo

gy

Integrationofboth

thepersonalandthe

Utilizeresearch

opportunities

Keepactive

connectionwith

conflictstudies

networks

Persevereinthe

pursuitofgoals

Seekresources

Expandlinkages

Persevereinefforts

Consider

establishingaCenter

Scheduleafaculty

training

Addresstheneedfor

peacepedagogyand

improvementof

peacemodules

Persistencein

sourcingfunds/

frugalityinusin

g

them

Attemptsatgo

od

timemanagem

ent

Creativityin

generatingincome

Encou

ragestudents

andfacultytogo

intop

eaceand

conflictresolution

studie

s

Write

project

propo

salstoget

fundin

g

Nurtu

renetworks

5/27/2018 vol4.pdf

38/164



AssumptionCollege

Atene

odeManila

University

DeLaSalleUniversity


MiriamColle

ge

PhilippineNormal

University

Universityofthe

Philippines

en

th Ce

social

Conversationson

socialju

sticewith

theyou

nger

generat

ion

Conduc

tpeace

forum

ACCSPPA

Continu

ouseffortsin

submitt

ingproposals

forgran

ts

Publicizeprogram

withincampus

*SteeringCommittee

enlargedand

membersgiven

subcommittee

assignmentsto

respondtotheabove

challenges

Imp

me

Positiveevaluation

resultsoftraining

programw

iththe

Bontoc-Lagawe

Vicariate

Grade7

Positive

course

evaluation

Psycholo

gy

Department

Positive

teacher

evaluation

Externa

lrecognition

ofcontributionson

structuralpeace-

building

Noinformation

available

Nosystemic

evaluationdoneyet

Verypositive

seminarandtraining

evaluationresu

lts

Teacherstrained

havereported

own

peaceeducation

workintheirown

schools,

nearb

y

schoolsand

barangays

Periodicassessment

butnosystematic

evaluationdoneyet

Noinfo

rmation

availab

le

5/27/2018 vol4.pdf

39/164

32|T H E S T U D Y


peace education network (PEN)

background

The first meeting of the PEN was convened on March 26, 1999, by Miriam Colleges CPE. The

schools and organizations that were represented in this meeting were MC, AC, Philippine Womens

University High School (PWU-HS), AdMU, Aksyon para sa Kapayapaan at Katarungan (AKKAPKA),

Gaston Z. Ortigas Peace Institute (GZO-PI), Children and Peace Philippines, the PCPGE, and the

OPAPP.

During the initial meeting, the group determined that it would be a loose network of organi-

zations and educational institutions that undertake peace education or are keenly interested in

promoting education for peace and nonviolence both in formal and informal ways. The group

also decided to try to meet twice a year.

In March 2002, the PEN set up an e-group enabling its members to exchange information on

activities and other items of mutual interest as well as to coordinate certain efforts in-between the

meetings. Although not able to attend the meetings because of the geographic distance, repre-

sentatives from the following organizations are members of the PEN e-group: Catholic Relief

Services (CRS)-Mindanao Peace-building Institute (based in Davao City), Niall OBrien Peace

Center (Bacolod City), Ateneo de Zamboanga (Zamboanga City), Notre Dame University (Cotabato

City), and Kaakbay Tri-People Youth Dialogue (General Santos City).

Besides the initial nine institutions and organizations, the following have joined the PEN:

PNU, FEU, Pax Christi Pilipinas, UNESCO-ASP, Theosophical Society, Don Bosco School, Ateneo

Grade School, St. Benedict College, Assumption High School of San Lorenzo, Assumption Antipolo,

De La Salle Lipa, Canossa Academy, Interfaith Center for a Culture of Nonviolence (ICCN),

Philippine Action Network Against Small Arms (Philansa), BALAY and the Peacemakers Circle.

Hence, PEN now has more than twenty member-schools and organizations.

initiatives as PEN

1. During the meetings and using the e-group, PEN members exchange information on

activities, conferences and training opportunities; coordinate certain efforts; and seek

and volunteer assistance to one another. Materials are also shared during meetings.

2. Last October 1999, PEN wrote a letter to then-Education Secretary Bro. Andrew Gonzales

urging the Department of Education to undertake a more systematic teacher orienta-

tion and human resource development for peace education and a more systematic

utilization of peace education materials such as the modules co-produced by OPAPP

and DECS. From November to December 2003, the nationwide launching of the revisedmodules was held. It was accompanied by a basic orientation training that involved

5/27/2018 vol4.pdf

40/164



about 300 public school administrators and teachers. A PEN member organization, the

CPE , provided the orientation to peace education component while another PEN mem-

ber, OPAPP, was one of the co-organizers.

3. The PEN sent appeals in connection with the internal conflicts, for example, to President

Gloria M. Arroyo in December 2002 to declare a unilateral cease-fire during the Christ-

mas season. Several other groups made the same appeal. The President responded with

a cease-fire declaration although it was a very brief one, lasting only from Christmas eve

to January 1, 2003.

4. During the resurgence of war between the government forces and the MILF in February

2003 that resulted in hundreds of thousands of evacuees, the PEN members engaged in

fund raising for the displaced war victims. The PEN raised more than PhP 200,000 which

was turned over to Tabang Mindanaw.

5. PEN joined the MSN soon after, represented by the PEN Coordinator. The MSN is

composed of Metro Manila-based groups working in solidarity with the Mindanao peace

advocates. A highlight of MSNs activities was a forum followed by a march and rally at

the Mendiola Bridge in June 2003 calling for a cease-fire between the GRP and the MILF

and the two parties return to the peace table.

6. PEN members coordinate and initiate activities during the Peace Consciousness Month

(now in the month of September, as per Proclamation 675).

7. PEN members have also cooperated among themselves in the conduct of multilateral

and bilateral peace education efforts. Some examples follow.

a. Multilateral cooperation within PEN

1) Conduct of the Asia-Pacific Youth Conference on the Culture of Peace held in

August 2000. The PEN members that were involved as co-organizers, resource

persons and facilitators were: CPE, OPAPP, Pax Christi, PCPGE, Theosophical

Society, AKKAPKA, GZOPI, PNU, UNESCO-ASP, and Children and Peace Phil-

ippines. The rest of the PEN members sent their youth representatives as

participants.

2) Conduct of the National Youth Leaders Conference on the Culture of Peace

held in November 2003. The PEN members that were involved as co-organiz-

ers, resource persons and facilitators were: CPE, OPAPP, Pax Christi, AKKAPKA,

BALAY, Children and Peace Philippines, Peacemakers Circle and Philansa.

3) Conduct of the Youth Empowerment Summit for Peace or YES Peace held in

February 2003. The PEN members involved were UNESCO-ASP, PNU, and AC.

4) Conduct of Culture of Peace Training for government trainers handling theKabataan sa Mindanao Natin interagency project led by the National Youth

5/27/2018 vol4.pdf

41/164

34|T H E S T U D Y


Commission. The PEN members involved were the CPE of Miriam College,

PNU, and OPAPP.

5) Support of PEN members (OPAPP, Pax Christi, and Peacemakers Circle) for

the establishment of the ICCN.

6) Support of PEN members (GZO-PI, BALAY, ICCN, and CPE) for the national

initiative led by GZOPI for the Global Partnership for the Prevention of Armed

Conflict (GPPAC).

b. Bilateral cooperation within PEN

1) Between AC and OPAPP in the conduct of Trainings on Peace and Global

Citizenship for the Bontoc-Lagawe Vicariate.

2) Between Children & Peace Philippines and AC in the conduct of youth work-

shops on peace.

3) Between BALAY and individual schools/organization: MC, St. Benedicts Col-

lege, Don Bosco School, PWU-HS, and Children and Peace Philippines, in the

conduct of presentations by Muslim Youth for the latters students. Donations

in cash and in kind for school children in Pikit, Cotabato were contributed by

the said schools/organizations.

4) Between MC and OPAPP, in the conduct of Trainings on Peace Education for

CEAP schools and the Department of Education, held in various parts of the

country.

5) Between MC and the Peacemakers Circle, in the conduct of a half-day work-

shop on Visions of Peace Among Religions.

6) Between MC and BALAY, in the planning and launching of a twinning project

between MC and the Rajah Muda High School in Pikit, Cotabato.

7) Between MC and Ateneo Grade School/Don Bosco School/De La Salle Lipa/

St. Benedict College/ Canossa Educational Association in the conduct of

trainings on Peace Education for the latters faculty.

8) Between BALAY and Don Bosco School in the provision of scholarships by the

latter to Rajah Muda High School, a school also served by the former.

goal

PEN seeks to provide or facilitate linkages for kindred organizations and institutions that

either undertake or are keenly interested in promoting education for peace and nonviolence. The

PEN is a venue for exchange of information and materials as well as for the exploration and

coordination of cooperative efforts that may be multilateral or bilateral.

5/27/2018 vol4.pdf

42/164




1. PEN members/representatives exhibit enthusiasm and commitment.

2. The existence of the PEN e-group and a peace education website facilitate communica-

tion and promotion. The latter features news, events, and training opportunities.

3. The diversity of the membership enriches the groups interaction and efforts.

4. The nature of PEN as a pioneering network in peace education attracts kindred groups.


1. Members are busy with their work and lack time for more frequent meetings.

2. Those with a Peace Library/collection need to catalogue their peace education materi-

als for easy access by PEN members.

3. There is need to document what each PEN member organization/school is doing.

4. The PEN has to become a voice for policy advocacy, particularly for the mainstreaming

of peace education in the educational system.


1. Optimize the use of the PEN e-group and the Peace Education website.

2. Encourage those with Peace/Peace Ed Library to do their catalogues.

3. Make the documentation on PEN organizations/institutions a PEN project for 2005.

4. Add policy advocacy as a goal of PEN.


1. The exchange on peace initiatives and efforts gives hope, inspires and stimulates the

member schools and organizations to carry on the work.

2. The PEN enables the group to cooperate and collaborate toward reaching target sec-

tors, for example, the students and youth. An example was the National Youth Leaders

Conference of November 2003 where many PEN members served as resource persons

and workshop facilitators and/or facilitated the participation of their students/youth.

3. The PEN has actually facilitated the sharing of resources, both human and material.

4. The PEN has enriched the members because of its composition. It is not only school-

based but also community-based because of the member-NGOs, including one that

focuses on Mindanao communities. Hence, the PEN exposes members to a good range

of ideas and opportunities.

5/27/2018 vol4.pdf

43/164

36

the impact of

To find out students ideas and changes in their attitudes af-ter taking peace-focused courses, a questionnaire was given toa sample of students from three of the academic institutions included in this study. The institu-

tions are MC, Ateneo de Manila Grade School, and FEU. Because a Pre-test, Post-Test design

could not be done, the instrument is essentially a qualitative self-evaluation. (See Annex 3 in the

cd version for the first questionnair