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UNESCO’S 5 PILLARS OF EDUCATION ** Education “must contribute to the all-

1. Learning to Know - that is acquiring the around development of each individual.”

instruments of understanding > Mind > Aesthetic sense

—> Implies learning how to learn by > Body Intelligence > Spiritual Values

developing one’s concentration, memory skills, > Sensitivity > Personal Responsibilities

and ability to think. —> The ability to establish stable, effective

—> Concerned less with the acquisition of relationships between individuals requiring

structured knowledge but more with the new types of skills, more behavioral than

mastery of learning tools intellectual…intuition, flair, judgement, & the

—> May be regarded as a mean and an end of ability to hold a team together.

human existence.

** To learn to know, students need to develop 3. Learning to Live Together - most

learn-to-learn skills such as: difficult; so as to participate in and

> Learning to read w/ comprehension cooperate w/ other people in all human

> Listening activities

> Observing —> The most vocal to building a genuine &

> Asking questions lasting culture of peace in both the Asia-

> Data Gathering Pacific region throughout the world

> Note taking & accessing —> This can be achieved by developing an

> Processing understanding of others & their history,

> Selecting & using information traditions, & spiritual values

—> Involves developing, broadening or

2. Learning to Do - so as to be able to act changing perceptions of an attitude towards

creative in one’s environment ourselves & others & consequently the way we

—> Entails the acquisition of a competence behave in our daily encounters and

that enables people to deal with a variety of interactions w/ others.

situations, often unforeseeable, and to work —> Involve the teaching of a wide range of

with teams - a feature to which educational knowledge, skills, attitudes, and behaviors to

methods do not at present pay enough enable us to interact with others in a just,

attention. equitable, & empathetic manner.

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** Role of the Teacher: 5. Learning to Transform Oneself & Society

> Should help students to develop an —> When individuals & groups gain knowledge,

understanding of other people & appreciation develop skills, and acquire new values as a

of interdependence since we lice in a closely result of learning, they are equipped with

connected world. tools & mindsets for creating lasting change

> Helps students to realize the value of being in organizations, communities, & societies.

able to live together in their gradually

enlarging world: home, school, community, PEACE EDUCATION: A Transformative

town, city, province, country, & the world as a Response to Major Societal Changes

global village. * Peace Education - the process of acquiring

the values, the knowledge and developing the

4. Learning to Be - so as to better develop attitudes, skills, and behaviors to live in

one’s personality & to act w/ ever greater harmony with oneself, with others, and with

autonomy, judgement, & personal the natural environment

responsibility —> The greatest resource for building a

—> Refers to the role of education in culture of peace are the people themselves,

developing all the dimensions of the complete for it is through them that peaceful

person: the physical, intellectual, emotional, relationships are created

and ethical integration of the individual into a —> Educating people towards becoming peace

complete man, which is a broad definition of agents is central to the task of peace building

the fundamental aims to education.

—> According to Paul's Freire, “humanization * Peace Building - refers generally to the

is man’s ultimate vocation & destiny,” and this long-term period of building peaceful

can be accomplished through conscientization. communities, a desirable goal.

> Conscientization - the process of becoming > The Philippines & the whole world as well

aware of the contradictions existing within have many problems that arise from many

oneself & in society & of the gradually being forms of violence. An education that responds

able to bring about personal & social to these challenges should be encouraged &

transformation. supported.
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* Holistic Understanding of Peace - our discrimination against minority groups &

ideas shape our feelings & our actions, as denial of human rights.

well as how we live, and how we relate to —> It was further realized that a world

each other confidentially. marked by said conditions is a world devoid of

> Fritjof Capra - argued for a change in peace & human security: it breeds anger &

thinking about both concepts & values as a generates tension leading to armed conflict

necessary first step to solve our many and war.

problems today (Capra, 2012).

—> Early secular writings on the subject of UPHOLDING RIGHTS

peace indicate that peace was defined as 1. Civil Rights - deal with standards of

merely as the absence of war or direct judiciary & penal systems

violence. This negative formulation was first * Examples:

given by Hugo Grotius in 1625 (Dobrosielski, > Article 3: Right to Life, Liberty, & Personal

1987). Security

—> The simplest & most widespread > Article 4: Freedom from slavery

understanding of peace was that of absence > Article 5: Freedom from torture &

of death and destruction as a result of war & degrading treatment

physical/direct violence. > Article 9: Freedom from arbitrary arrest &

> Johann Galtung - explains that peace is the exile

absence of violence, not only personal or > Article 10: Right to a fair public hearing

direct, but also structural or indirect. The > Article 11: Right to be considered innocent

manifestations of structural violence are the until proven guilty

highly uneven distribution of wealth & > Article 12: Freedom from interference w/

resources as well as the uneven distribution privacy, family, home, & correspondence

of power to decide over the distribution of > Article 13: Right to free movement in & out

said resources. of the country

* Structural Violence - also lead to death & > Article 16: Right to marriage & family

suffering because of the conditions that > Article 19: Freedom of opinion & information

resulted from it: extreme poverty,

starvation, avoidable diseases,

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2. Political Rights - deal with specific 5. Cultural Rights - deal w/ the cultural

components of participation in political power. sphere of life including ethnic culture,

These rights are often focused on when one subcultures, arts & science.

talks about human rights. * Examples:

* Examples: > Article 18: Right to Belief & Religion

> Article 14: Right to asylum in other > Article 27: Right to participate in the

countries from persecution cultural life of community

> Article 20: Right to peaceful assembly &

association Human Rights Principles - rights that

> Article 21: Right to participate in someone has simply because he or she is a

government & in free elections human being & born into this world.

* Core Principles:
ESCR - neglected half of Human Rights > Human Dignity > Interdependancy

3. Economic Rights - deal with the sphere of > Equality > Indivisibility

human beings working, producing, & servicing. > Non-discrimination > Inalienability

* Examples: > Universality > Responsibilities

> Article 17: Right to own property

> Article 23: Right to desirable work & to join Universal Declaration of Human Rights

trade unions (UDHR) - was drafted by the UN commission

on Human Rights chaired by, then first lady,

4. Social Rights - deal w/ standard of living & Eleanor Roosevelt. The UDHR was adopted by

quality of life for all persons, including those the 56th member nations of the UN General

not participating in economic activities Assembly on December 10, 1948.

* Examples:
> Article 22: Right to Social Security The Convention on the Elimination of All

> Article 24: Right to rest & leisure Forms of Discrimination Against Women

> Article 25: Right to adequate living standard (CEDAW) - is also known as the International

> Article 26: Right to education Bill of Rights for Women & is the only

international treaty that comprehensively

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address women’s rights. It came into force on —> We made “differences” an excuse for

September 1981. prejudice & exclusion

* Republic Acts for CEDAW:

> RA 7877: Anti-Sexual Harassment Act * Prejudice - is the negative feeling or

> RA 8353: Anti-Rape Law attitude towards a person or a group even if

> RA 8505: Rape Victim Assistance & it lacks basis.

Protection Act * Stereotype - refers to the negative about a

> RA 9208: Anti-Trafficking in Persons Act person or a group based on incomplete

> RA 9262: Anti-Violence Against Women & knowledge

Children Act * Discrimination - refers to negative actions

toward members of specific social groups

Convention of the Rights of the Child - was that may be manifested in avoidance,

adopted by the UN General Assembly in 1989 aversion, or even violence.

& entered into force on September 1990. It

is a significant document because it TYPES OF PREJUDICE:

recognizes for the first time the children’s * Racism - the belief that one’s own cultural
rights as distinct human rights category that or racial heritage is innately superior to

should be protected and promoted. that of others ,hence, the lack of respect

or appreciation for those who belong to a

Challenging Prejudice & Building different race.

Tolerance * Sexism - is a system of attitudes, actions,

* According to Gordon Allport, humans have and structures that subordinates others on

propensity toward prejudice because of the basis of their sex where the visual

their generalizations & categories they victims are women

experience into this world. * Heterosexism - negative attitude towards

* People are being unkind toward those who lesbians and gays

differ from them in terms of skin color & * Classism - distancing from & perceiving the
other physical attributes, ethnicity, poor as “the other”

religion, sex, gender, or socio-economic

class.
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* Linguicism - negative attitude which * Victims are normally excluded, taunted, or

members of a dominant language group hold physically harmed.

against non-dominant language groups

* Ageism - hold against the young or elderly

* Lookism - prejudice against those who do PROMOTING NON-VIOLENCE

not measure up to standards of beauty Non-violence - refusal to do harm to other

(overweight, undersized, dark skin, etc.) humans as life is sacred & is an absolute

* Religious Intolerance - prejudice against value. It is anchored on the belief that

those who are followers of religions other humans have potential to change.

than one’s own

Different Beliefs about Non-Violence:

EDUCATION FOR TOLERANCE & RESPECT: * Mohandas Gandhi - led the people of India
—> Aims to counter influences that lead to out of British subjugation; held the ff.

fear, discrimination, and exclusion of others. beliefs about non-violence:

Tolerance recognizes that others have the 1. As long as people accept exploitation,

right to be who they are. both exploiter and exploited will be

> Educating for tolerance is a practical entangled in injustice, but once the

alternative exploited refuse to accept the

relationship - refuse to cooperate w/ it,

EFFECTS OF PREJUDICE IN SCHOOL: they are already free.

* Victims are more likely to drop out of 2. Non-violence & cowardice do not go

school (Kristner, et al., 1993) together. Possession of arms implies an

* Negatively influences the psychological element of fear, if not cowardice.

heath of the victims because of feelings of 3. A person & his/her deeds are two distinct

isolation & alienation (Neville, et al, 1997) things. Hate the sin but not the sinner.

* Negative effects on physical health 4. If we fight back (in a violent way), we’ll

* Victims internalize the very negative views become the vandal & they (oppressors)

on their abilities that others hold of them will become the law.

and do not live up to their potentials 5. An eye for an eye makes the whole world

blind.
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6. Non-violence is more powerful for > Lao Tzu - founder of Taoism taught that

converting the opponent & opening his “weapons are instrument of evil & not of good

ears which are otherwise shut to the ruler.”

voice of reason. > In Buddhism, the precept “not to kill” is the

7. Non-violence demand that the means used foundation for all Buddhist action. Everyone

should be as pure as the ends sought. Two is believed to have been born with a Buddha

wrongs will not make one rights. “If the nature so “no one has the right to take the

end is good, the means must also be good.” life of another.”

* Martin Luther King Jr. - believe in the 2. Destruction is not the law of humans

same principles of Gandhi; below are * Theory of Bandura & Ross - aggression is

additional beliefs of MLK, Jr.: not inherent but it is learned in the process

1. Non-violence doesn’t seek to defeat or of socialization and thus, may be unlearned.

humiliate the opponent but to win

friendship & understanding. 3. Non-violence is a practical choice. Tools &

2. Non-violence seeks to defeat injustice, effects of violence are costly.

not people. * Ex: Large amount of money buying war

3. Thrives on love rather than hatred crafts & different fire arms

4. Requires willingness to suffer and amazing

discipline in the midst of provocation 4. Non-violence works

5. Holds that suffering can educate & * Ex: EDSA People Power & the Speech of

transform Martin Luther King Jr. about equality

between white & black Americans

WHY NON-VIOLENCE?

1. It is both an ethical & moral choice. NON-VIOLENT DIRECT ACTION

* Major religions & philosophical traditions * Gene Sharp (2005) - identified 198
teach about respect for life methods of nonviolent action

> Jainism - taught that a wise person “does —> refers to efforts to persuade with action

not kill, nor cause others to kill, nor consent via methods of protests, non-cooperation and

to the intervention w/o using physical violence

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NON-VIOLENT STRUGGLES: —> systems, institutions, and policies that

1. Non-violent Protest & Persuasion - seeks meet some people’s needs, rights, or wants at

to produce awareness of the dissent. (Ex: the expense of others.

petitions, banners, posters, lobbying, —> War and armed conflicts disrupt the

singing, marches, prayer rallies, mock people’s livelihood and all the productive

funerals & vigils) activities.

2. Non-violent noncooperation - prevents the —> Political systems created by local political

opponent w/ difficulties in maintaining the elite that have combined with profit-

normal operation of a system. (Ex: motivated economic systems that reduce

consumer’s boy cost, general strike, civil opportunities for most people to earn enough

disobedience) to meet their basic needs.

3. Non-violent intervention - challenges the —> Unequal distribution. of wealth resources

opponent more directly (Ex: sit-ins) much of which has begun in colonial history.

STEPS IN DOING NONVIOLENT DIRECT > Environmental conditions

ACTIONS: > Lack of opportunities

1. Collect data to ascertain that injustice > Lack of education

exists. > Corruption

2. Raise the consciousness of the people > Overconsumption

about the issue of injustice > Greed

3. Organize constituents & build coalitions

4. Non-violent struggles that would be the

employment of the various methods of

non-violent actions

CHALLENGING THE WAR SYSTEM

Structural Violence - situation of violence

which has the uneven distribution of wealth &

resources