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