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This third chapter deals with the social context and other major reasons which had

altogether induced NDEA schools in general to zealously take up the role of peace building.

After exploring the history of the establishment of educating in peace, this chapter would

proceed on investigating the present social context where peace education still remains very

much decisive. Then, this research component will go on probing peace education in NDU

especially at the collegiate level, particularly the content and strategies or programs such as

workshops employed by the Campus Ministry through which it is conveyed especially to the

students. The definition of peace education, its goals and purpose, issues and concepts would

also be put into consideration as they are deemed to be relevant in exposing the mode of peace

education inherent in the said school.

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The history narrating the emergence of peace education in Notre Dame University had

been a product of various conditions prevalent during those times. Aside from knowing that

initiatives for peace were the result of our country¶s first historical revolution, it would also be

noteworthy to indicate that peace education was first sown in this school by Dr. Toh Swee-Hin in

1987. On September 6 to 8, 1988, the NDEA Silver Jubilee Convention was held in the city of

Cotabato. This convention, attended by numerous participants, had marked a new set of

commitment as an outward call for all who are concerned especially in establishing peace in a

context scarred by continuous

war. During the delivery of his welcome address, Fr. Carino, OMI, blatantly described the

devastating effects of war that had been exploding for almost two decades then, which

nonetheless had also been until now. He gave further details such as that ³we have seen Filipinos

killing Filipinos« their dignity as persons and human rights wantonly violated´ (Carino 1988,

p.1). Such unduly clamor and thirst for peace had but had compelled those who sought it to

preoccupy themselves with the probable means of achieving and realizing it. Yet, in alluding to

Pope Paul VI in his encyclical Populorum Progressio, Fr. Carino, OMI intimidated the

participants regarding the formidable task that they were presently confronted with, peace-

building. Thus, the importance of the convention had only been in a satisfying level of being ³the

first of its kind when«NDEA member school put their heads together to confront the issue of

peace in their education ministry´ (Carino 1988, p.1). This remarkable pursuit in the realm of

education was fully-embodied in the theme for the NDEA Silver Jubilee Convention, namely,

ROLE OF THE NOTRE DAME SCHOOLS IN PEACE BUILDING IN MINDANAO. In line

with this, the focus on strategies in educating for peace would also be a matter of added

significance as it would also be addressing the issue on peace building.

For the sake of putting certainty to the commitment as well as goals of NDEA, Bishop

Orlando B. Quevedo, OMI, who was Archbishop of Nueva Segovia then, keynoted some notable

issues. These major concerns he presented as follows: ³exploring with you the social context of

that commitment; articulating its conceptual framework and; drawing out some of its

implications for the educational enterprise´ (Quevedo 1988, p.4). The upshot of the survey

conducted, oriented towards determining the peace situation in the land of Cotabato as well as in

other neighboring areas such as Sulu was a two-side coin. On the first side, it had been known as

was also obvious during the time that the social aspect was quite unstable in matters concerning
militarization, human rights, ecology, personal values and practices and cultural solidarity. On

the other side of the coin, there also existed an indubitable spark of hope where unity and justice

were in. Nonetheless, the fact that the negative side dominated more than the positive one, was

more than enough to prove that certain steps must already be taken. Drawn from this context was

the awareness of the possible contributions of NDEA schools in smoothing the roughness of the

time. Essential concepts were put into careful deliberations to matters pertaining to the school¶s

commitment. Among these concepts were development and peace, and, justice and solidarity.

This coverage of understanding was so much vital as this would imply far-reaching

consequences to the school itself, composing of students, teachers, administrators, etc. bearing

the responsibility of spearheading the formation of the human person, the school community

ought to promote welfare in the society or to establish the integrity of every culture and race.

Therefore, the schools of Notre Dame were utterly reminded of their mission, a mission of

transforming every Filipino through the embrace of values which at the same time went hand-in-

hand with social awareness, critical thinking, a love of freedom and solidarity, and many others

(Quevedo 1988, p.8).


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Prior to the establishment of a certain school, it must before all else address general

objectives to obtain the validation of the state where it is encompassed. Among these are as

follows: first, to accelerate social progress, and, second, to promote total human liberation and

development (De Leon 1997, p.407). These anticipated ends would imply improvement of the

people¶s quality of life in all aspects. Furthermore, the promotion of the common good as well as
individual welfare will likewise be achieved. Thus, the school must imply the necessary

provisions for the full development of the human personality due to the state¶s belief that if this

would be satisfied, an individual would more likely participate actively in the society¶s life.

More to this, the constitutional policy of the Philippines requires that:


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$%&The State is mandated to maintain and support a complete, adequate, and

integrated system of education relevant to the needs of the people and society.


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 ' %& The State shall take into account regional and sectoral needs and

conditions and shall encourage local planning in the development of educational policies and

programs.

The school is very much supported by the state as it is considered to be very much

significant in promoting a just and human society. Upon underlining the legal foundation of the

school, it must also provide and give access to cultural opportunities (San Mateo & Tangco,

p.102). The educational system should not only be a place for honing the intelligence but that it

should embrace every culture in its scope to serve as a vehicle of unity and peace.