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NSTP > Peace > Flashcards

Peace Flashcards

1
Q

What is Peace?

“as a state of quiet or tranquility, freedom from disturbance or agitation, calm repose”.

A

Webster defines Peace

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2
Q

What is Peace?“Peace is not merely the absence of war but eh presence of justice, of law, of order – in short of government.

A

From Albert Einstein

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3
Q

A holistic understanding of peace is that Peace is both the absence of blank and the presence of blank

A

personal/direct violence

social justice.

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4
Q

What is Peace Education?
Peace Education as the process of acquiring the values, the knowledge and developing the attitudes, skills and behaviors to live in harmony with oneself, with others, and with the natural environment.

A

Wikipedia defines

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5
Q

What is Peace Education?
“Peace Education is grounded in active citizenship, preparing learners for assiduous participation in a democracy, through problem – posing and problem-solving education and a commitment to transformative action in our societies

A

For John Dewey

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6
Q

What is Peace Education?
Peace Education as the process of promoting the knowledge, skills, attitudes and values needed to bring about behavior change that will enable children, youth and adults to prevent conflict and violence, both over and structural: to resolve conflict peacefully; and to create the conditions conducive to peace whether at an interpersonal, intergroup, national or international level.

A

UNICEF (2009) defines

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7
Q

refers to the presence of just and non exploitative relationships, as well as human and ecological well-being such that the root causes of conflict are diminished. It emphasizes the promotions the promotion of human rights.
• Absence of Structural Violence + Absence of Personal Violence = Positive Peace

A

POSITIVE PEACE

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8
Q

refers to the absence of war or physical/direct violence; efforts to promote negative peace include disarmament and peacekeeping initiatives
• Peace = Absence of war and violence

A

NEGATIVE PEACE

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9
Q

is concerned with helping students to develop an awareness of the processes and skills that are necessary for achieving understanding tolerance and goodwill in the world today. Peace education brings together multiple traditions of pedagogy, theories of education and international initiatives for the advancement of human development through learning. The practice of peace education is an opportunity to promote the total welfare of everyone especially students, advocate for their justice and equitable treatment of youth and promote individual and social responsibility for mankind

A

Peace education

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10
Q

Scope of Peace Education

A
  • Disarmament Education
  • Education About Peace
  • Critical Peace Education
  • Human Rights Education
  • Multicultural Education
  • Gender & Peace Education
  • Global Citizenship Education
  • Conflict Resolution Education
  • Environmental Education
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11
Q

Levels of Peace

A

Peace Between Human and the Earth and Beyond
GLOBAL PEACE
Respect for other nations, Justice, Tolerance
INTERPERSONAL/SOCIAL PEACE
Respect for other groups within nation, Justice, Tolerance, Cooperation
INTERPESONAL PEACE
Respect for other persons, Justice, Tolerant, Cooperation
PERSONAL PEACE
Self-respect, Inner resources: love, hope

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12
Q

Different Approaches of Peace

A

Power Politics: Peace through coercive power
Word order : Peace through the power of law
Conflict Resolution : Peace through the power of communication
Nonviolence : Peace through will power
Transformation : Peace through the power of love

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13
Q

The first peace paradigm, power politics is the traditionally dominant framework in the field of international relations. Advocates of this paradigm who refer to it as “political realism”, contend that there are no universal values that can be held by all actors in the international system.
There are different approaches to peace and perceived by the different eminent personalities. The most of the researchers and educators suggested the ways and means for attaining peace spin around five approaches. They are:

A

Power Politics: Peace through coercive power

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14
Q

The second approach to peace explored by the class is the BLANK paradigm. This paradigm which views the “order” created by practices that sustained cooperation among states and other significant actors, such as non-governmental (activist) organizations and intergovernmental organizations, is both possible necessary. Peace can be actively sough through policies and efforts that build consensus, reduce injustice, create opportunity and provide multilateral frameworks for responding to common challenges,

A

Word order : Peace through the power of law

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15
Q

The third paradigm offers a highly pragmatic approach to peace through the development and refinement of skills for analyzing conflicts and responding to them with effective strategies of communication and negotiation. According to this paradigm, conflict is natural at all levels of human interaction and organization, from the interpersonal to the international.
To manage and resolve conflicts effectively, we must become aware of our attitudes towards conflict and our attitudes towards conflict and our habitual conflict management styles (competitive, collaborative, avoidant, submissive, etc

A

Conflict Resolution : Peace through the power of communication

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16
Q

One of the most common misconceptions about the fourth approach to peace and BLANK is that it is a paradigm that enjoins passivity. As Gandhi, Martin Luther King and many others have underscored, nonviolence is action animated by principle and informed by the proposition that means and ends are inseparable. According to the BLANK paradigm, genuine power derives from will power and human solidarity rather than from violence, which undermines community and sows the seeds of its own destruction.

A

Nonviolence : Peace through will power

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17
Q

The final approach to peace making focuses on the centrality of education., cultural change, and spirituality in all genuine attempts to make peace a reality in daily life. From the standpoint of the transformation paradigm, peace making is not only an effort to end war, remove structural violence, or establish the presence of external value conditions. It is also profoundly internal process, in which the transformation of the individual becomes a metaphor for an instrument of broader changes.
Taken together, these five paradigms suggest that the path to peace is many and that traveled not only by diplomats and leaders, but also by individuals with all walks of life.

A

Transformation : Peace through the power of love

18
Q

Peace education or an education that promotes a culture of peace, is essentially transformative. It seeks this transformation by building awareness and understanding, developing concern, and finally, challenging personal and social action that will enable people to create conditions and systems that actualize nonviolence, justice, environmental care and other peace values.
This means that the learning process utilized in peace education is holistic and it tries to address the cognitive, affective, and active dimensions of the learner.

A

Why Educate for Peace?

Peace Education as Transformative Education

19
Q

Educating for peace will give us in the long run the practical benefits that we seek. It is expected to build a critical mass of people who will demand for and address the needed personal and structural changes that will transform the many problems that relate to peace into nonviolent, humane and ecological alternatives and solutions.
Educating for peace will give us in the long run the practical benefits that we seek. It is expected to build a critical mass of people who will demand for and address the needed personal and structural changes that will transform the many problems that relate to peace into nonviolent, humane and ecological alternatives and solutions.

A

Why Educate for Peace?

Peace Education is a Practical Imperative

20
Q

Educating for peace is an ethical imperative considering the negation of life and well-being caused by all forms of violence.
The ethical systems of the major world faith traditions, humanitarian ethics and even primal and indigenous spiritually have articulated principles that inspire the striving for peace.

A

Why Educate for Peace?

Peace education is an Ethical Imperative

21
Q

is a commitment to peace and opposition to war. The word BLANK is derived form the word “pacific” which means “peace making” (Latin, Paci (from pax) meaning “peace” and ficus meaning “making”)
A pacifist is a person who is opposed to war and violence. Pacifist believe that we should not kill or harm other people.
Bentrand Russell pointed out that “patriots always talk of dying for their country, but never of killing for their country.
And if killing is wrong , war must be wrong - because war is basically a matter of killing. Yet that is ultimately what was means: being prepared to kill other people and inflict suffering on them. Therefore, pacifism and idea of pacifists to be integrated with the educational curriculum.

A

What is Pacifism?

22
Q

allow a person to live with dignity and in peace, away form the abuses that can be inflicted by abusive institutions or individuals. But the fact remains that there are rampant human rights violations around the world.

A

Human Rights

23
Q

– it is a gift from God that no one can take from you. (Ex. Right to life, right to love)

A

WHAT ARE THE CLASSES OF RIGHTS?

• NATURAL RIGHTS

24
Q

– conferred and protected by the constitution. (Due process)

A

WHAT ARE THE CLASSES OF RIGHTS?

• CONSTITUTIONAL RIGHTS

25
Q
  • provided by law, promulgated by the law-making body and consequently may be abolished by the same body. (Ex. Right to preliminary investigation, right to receive minimum wage)
A

WHAT ARE THE CLASSES OF RIGHTS?

• STATUTORY RIGHTS

26
Q

x– enables to people to participate in running and influencing the administration. (Ex. Right to vote, right to be voted, right to freedom of expression)

A

WHAT ARE THE CLASSES OF RIGHTS?

• POLITICAL RIGHTS

27
Q

– rights belonging to a person by reason of citizenship. (Ex. Right to name, right to equality before the law, right to freedom from discrimination, right to public trial, right to marry, right to leave the country, etc)

A

WHAT ARE THE CLASSES OF RIGHTS?

• CIVIL RIGHTS

28
Q

– pertains to the access of resources such as land, labor, physical and financial capital, (Ex. Right to own property, right to dispose property, right to practice one’s profession, right to work)

A

WHAT ARE THE CLASSES OF RIGHTS?

• ECONOMIC RIGHTS

29
Q
  • relates to living together or enjoying life in communities or organized groups. (Ex. Right to social security, right to social welfare, etc.)
A

WHAT ARE THE CLASSES OF RIGHTS?

• SOCIAL RIGHTS

30
Q

– ensures the well-being of the individual and foster the preservation, enrichment and dynamic evolution of arts, manners and way of living of a group with principles of unity in diversity of expression. (Ex. Right to cultural life

A

WHAT ARE THE CLASSES OF RIGHTS?

• CULTURAL RIGHTS

31
Q

Our human rights in the Philippines are protected by the THREE BALNKS It includes 22 sections which declare a Filipino citizen’s rights and privileges that the Constitution has to protect, no matter what. Prohibits the use of torture, force, violence, threat, intimidation or any other means which vitiate the free will and mandates the compensation and rehabilitation of victims of torture or similar practices and their families

A

Where do human rights come from?

1987 Philippine Constitution, Article III or the Bill of Rights.

32
Q

is an independent office created when the 1987 Philippine Constitution was drafted; to protect and promote the rights and dignity of every human being in the country.

A

Who is the Commission on Human Rights?

Commission

33
Q

What is Human Rights Violations?
Violations occur when a person or group of people do not have all of their human rights respected by others.
Violations of human rights can be carried out by:
-

A

Governments and officials

  • Organizations and corporations
  • Non state actors
  • Service providers
  • individuals
34
Q 
The group of individuals who are at high risk of discrimination, social exclusion and “higher risk” of experiencing human rights violations
•	Women
•	Children
•	PWD
•	Indigenous People
•	Minority
•	Migrant Workers
•	Refugees
•	LGBTQ+
A

Vulnerable Groups

35
Q

3 Main Tasks to Uphold The Human Rights Of Others;

A
  • To Respect – this is achieved by not violating the human rights of another person.
  • To Protect – this is achieved by preventing others form violating a person’s human rights.
  • To Fulfill – this is achieved by taking positive steps to make sure that a person or group, have the same human rights protections as everyone else.
36
Q

– this is achieved by not violating the human rights of another person.

A

• To Respect

37
Q

– this is achieved by preventing others form violating a person’s human rights.

A

• To Protect

38
Q

– this is achieved by taking positive steps to make sure that a person or group, have the same human rights protections as everyone else.

A

• To Fulfill

39
Q

How do human rights help you?
Human rights are relevant to all of us, not just those who face repression or mistreatment. They protect you in many areas of your day-to-day life, including:

A
  • Your right to have and express your own opinion
  • Your right to an education
  • Your right to a private and family life
  • Your right not to be mistreated or wrongly punished by the state
40
Q

Dictionary defines BLANK as a place in which a person or category of people can feel confident that they will not be exposed to discrimination, criticism, harassment or any other emotional or physical harm
Everybody needs and deserve a BLANK, a worry-free environment whether inside or outside our home.
The BLANK act, is enforced to protect everyone form sexual harassment both physical and online spaces, and not just by persons in authority. It is closely related to the first Anti-Sexual Harassment Act (RA 7877) of 1995. This “Bawal Bastos” law penalizes catcalling, wolf-whistling, misogynistic and homophobic slurs, unwanted sexual advances and other forms of sexual harassment in public places, workplaces, schools , as well as in online spaces

A

Safe Space

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