WELCOME

TOPIC:

The Role of Culture in Peace

Education and Conflict
 Learning Objectives:
1. Understand the importance of culture in Peace
education and conflict management.
2. Know and identify the six dimension and
operative values of culture of peace.
3. Able to craft conflict resolution in obtaining
peace.
4. Value the importance of Culture in peace
education to oneself, society, and across others.
 A Culture of Peace
 The UNESCO preamble tell us that “Since wars begin in the minds of men that
defenses of peace of peace must be constructed”
 what is culture of Peace? The declaration (UN, 1998) states that a” culture of peace
is a set of values, attitude, traditions, modes of behavior and ways of life that reflect
and inspire:
 Respect for life and for all human rights
 Rejection of violence in all its forms and commitment to the
 Prevention of violent conflict by tackling their roots causes through dialogue and negotiation
 Commitment to full participation in the process of equitably meeting the needs of present and future
generation.
 Promotion of the equal rights and opportunities of women and men
 Recognition of the right of everyone to freedom of expression
 Opinion and informationn
A Philippine Framework toward a culture of
Peace
 In the Philippines, a culture of peace framework has been
developed out of the experiences and reflections of peace
advocates in the country. The figure below is graphic representation
of this framework and was culled from the work of active Mindanao
peace advocate. Antonio J. Ledesma, S.J Archbishop of Cagayan de
Oro (Ledesma, 2007)
 In the following figure, six dimension and six values are indicated.
The categories are not meant to be exhaustive, but they represent
the major concerns and the needed values for the building of
culture of peace in the Philippines. To move closer to the goal of
establishing a peace culture, it is important that personal and
family integrity are protected and promoted.
 The values that aptly correspond to these dimensions are
spirituality, justice, compassion, dialogue, active nonviolence, and
stewardship of/ sense of kinship with the earth. These values are
explained in greater detail in succeeding chapters.
 Six dimension and operative values
1. Personal and family integrity (Spirituality)
To move closer to peace education personal and family
integrity are protected and promoted. Keeping the self and the
family whole, in view of the various forms of brokenness that
surround them.
2. Human Rights and Democracy (Justice)
Respect for human dignity and fundamental freedom.
Democratic participation and the beauty of having the privilege
to enjoy and acquire rights of every people in the society. 
Acting with the sense of fairness towards others, upholding the
principle of equality (in dignity and rights) and rejection of all
forms of exploitation and oppression.
3. Poverty Eradication (Compassion)
 The fulfillment of basic needs and access to economic freedom
regardless of economic status are the main concern of this
dimension.
 Virtue of compassion and social concern
4. Intercultural Understanding and Solidarity (Dialogue) 
 Help develop knowledge, skills, behavior, and attitudes that
enable them to appreciate and respect others from different
communities and cultures. 
 Developing respect for cultural diversity and learning
intercultural experiences, challenging stereotyping of cultural
groups, and taking responsibility for other peoples’ choices can
be different from their own because of cultural perspectives.
5. Disarmament and Cessation of Hostilities (Active non-violence) 
 Learners can be introduced to the goal of abolishing war and
global armed forces and armaments.
 The beginning of Disarmament Education. After the bombing
happens in Hiroshima and Nagasaki.
A campaign against war proliferation because it fuels armed
conflicts and draws resources away from the basic needs of
people. 
6. Environmental Protection (Stewardship)
 Protection of our natural habitat; respect for biodiversity
 Versus illegal environmental activities. 
 Stewardship and environmental advocates needed
ANSWER THE FOLLOWING QUESTION
WRITE IT ON ½ SHEET OF PAPER CROSSWISE (5 POINTS
EACH)

1. THE IMPORTANCE OF CULTURE IN PEACE EDUCATION AND CONFLICT

MANAGEMENT.

2. WHAT IS THE ROLE OF CULTURE IN PEACE EDUCATION.

3. WHAT IS A CULTURE OF PEACE

ASSIGNMENT: 10-26-22
MUST BE
HANDWRITTEN
Facets of Peace Education Practices:
Disarmament education
Students can be introducing to the goal of
abolishing war and reducing global armed forces
and armaments. 
Human rights education
To have integral understanding of human rights
and to reject all forms of repression and
discrimination based on beliefs, race, ethnicity,
gender, and social class.
 Global education
Develop skills to engage with their global peers and
highlights actions students can take as citizens of the
world.
Knowledge about cultures, geographies, histories, and
current issues of all the world’s regions.
Conflict resolution education 
Is the explicit instruction of skills and strategies for
resolving a conflict, managing emotional expressions,
and having peaceful, productive interactions with
others?
 Multicultural education 
 Seek to create equal educational opportunities for all
including those from different racial, ethnic, and social-
class groups.
 Which incorporate the histories, tests, values, beliefs, and
perspectives of people from different cultural backgrounds.
Education for international understanding
 Isessentially for peace, love, co-operative living. This is an
education based on the idea of mankind. Promotes
understanding, tolerance, and friendship among all nations,
racial or religious groups.
 Interfaith education
 Examine the multiple dimensions of how individuals and groups
who orient around religion differently interact with one
another, along with the implications of this interactions for
communities, civil society, and global politics.
 Actively shape the relations between people from different
religions.
Development education
 Aims at increasing awareness and understanding of the rapidly
changing, interdependent and unequal world in which we live.
It seeks to engage people in analysis, reflection and action for
local and global citizenship.
 Gender-Fair/ Non-sexist Education 
 Involves the experiences, perceptions, and perspectives of girls and
women as well as boys and men.
 It aims to promote the teaching and learning of gender equity.
 Aims at reducing gender stereotyping and discrimination.
 It is very important nowadays. It is because women must deserve an
equal thing as same as the men.
Environmental Education
 Is a process that allows individuals to explore environmental issues,
engage in problem solving, and take action to improve the
environment.
 As a result, individuals may develop a deeper understanding of
environmental issues and have the skills to make informed and make
 Conflict
 Isfrom the latin word conflictus which means striking together with
force.
 Means fight or to struggle for something
 Conflict is not only inevitable, it is essential.
 Conflictis the expression of big fault lines and the seed of big changes in
our world. Main options in
dealing with conflicts:
 Avoidance of withdrawal
 Aggression
 Accommodation
 Compromise
 Collaboration
What is mediation:
 Anattempt to bring about peaceful settlement or
compromise between disputants through the objective
intervention of neutral party.
 Mediator – a person who attempts to make people involved
in a conflict come to agreement.
 The Facets of peace education is a good leverage to avoid
conflict or to eliminate conflict and for the attainment of
peace. Developing sensitivity to every culture, tolerate
difference, and expanding our horizon of diversified
nature, these enables us to attain understanding and
peace.
Two (2) types of conflict
 Internal
– when character struggles with their own opposing desires or beliefs. It
happens within them, and it drives their development as a character.
 External – sets as character against something or someone beyond their control.
 Person vs. person
 Person vs. society
 Person vs. technology
 Person vs. supernatural
 Person vs. identity (fate/luck/God)
Basic form of conflict:
 Conflict with the self
 Conflict with others
 Conflict with environment
 Conflict with supernatural
Let Us Test Your Understanding!
Activity 3: TRUE or FALSE
Directions: Write TRUE if the statement is correct and if FALSE give the correct
answer and write it in the space provided. NO ERASURES.
___________1. The main goal of the Six Dimension of operative values is to
eliminate NON-VIOLENCE acts and promote optimum peace holistically.
___________2. To resolve conflict within community, tribes and ethnicity
COOPERATION should be instilled in the minds of every member of the sectors
according to intercultural understanding and solidarity.
___________3. Disarmament Education mainly concern on eliminating and
promoting absence or armed conflict and across global.
___________4. The UNESCO preamble tells as to cultivate peace within the minds
of people and eradicating thoughts of conflict.
___________5. Understanding the historical backgrounds of world’s regions is the
main concern of Multicultural Education.
___________6. Enjoying the rights and privileges given to a person
guided with fundamental principles and freedom is basically refer
to Human Rights and Democracy.
___________7. The main concern of Poverty Eradication is to meet
the basic economic needs of people like food and shelter
regardless of their economic statuesque.
___________8. Interfaith Education is an interaction towards
peace and conflict resolution of diversified religions working as
one.
___________9. Promotion of equal rights and opportunities of men
and women are the main concern of CULTURE OF PEACE.
__________10.the biggest enemy of people to attain optimum
peace is VIOLENCE.