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SocSci2 LESSON 3
SocSci2 LESSON 3
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SOCSCI 2 PEACE AND DEVELOPMENT
Learning Outcomes:
1.3.1. Recognize the different knowledge, skills and attitudes in Peace
1.3.2. Utilize knowledge in the analysis of personal, interpersonal and social issues.
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Some of the knowledge or content areas that are integral to peace education are:
1. Holistic Concept of Peace
• Disarmament — Learners can be introduced to the goal of abolishing war and reducing
global armed forces and armaments. It is good for them to see the folly of excessive arms
and military expenditures and the logic of re-
allocating resources toward the fulfilment of
people’s basic needs (e.g. food, housing, health
care and education). This a springboard for the
exploration of the meaning of true human
security which springs from the fulfilment of both
basic needs and higher needs of humans (e.g., the
exercise of fundamental freedoms).
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• Conflict Resolution, Transformation and Prevention — Students can study effective ways of
resolving conflicts non-violently (e.g., collaborative problem-solving) and how these can be
applied into their lives. They can move on to
examine how a conflict that has been resolved
can be transformed into a situation that is more
desirable. Ways to prevent conflict can also be
explored because as Johan Galtung has said,
like in the medical field it is better to prevent
than “remedy a situation that has gone wrong.”
• Human Solidarity — many commonalities bind together divergent religious, cultural, local
and national groups. All humans have common basic needs and aspirations and a shared
membership in an interdependent human/global community. We have only one home
(planet earth) and a common future. The major world
religions also have shared values and principles. Students
can look at how to increase inter-religious, inter-cultural
and inter-group trust, empathy, respect and cooperation,
as well as discourage stereotyping and prejudice.
Picture is from www.irishtimes.com
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• Development Based on Justice — Learners can be made critically aware of the realities and
tragic consequences of structural violence and how a philosophy of development based on
justice is a preferred alternative. They need to understand that development is not economic
growth alone but also the equitable sharing of its fruits.
• Self-respect - having a sense of their own worth and a sense of pride in their own particular
social, cultural and family background as well as a sense of their own power and goodness
which will enable them to contribute
toward positive change
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• Respect for Life/Nonviolence - valuing of human life and refusal to respond to an adversary
or conflict situation with violence; preference for nonviolent processes such as collaborative
problem-solving and other positive techniques as
against the use of physical force and weapons
acting with deep empathy and kindness toward those who are marginalized/excluded
the natural environment, preference for sustainable living and a simple lifestyle
Cooperation - valuing of cooperative processes and the principle of working together
toward the pursuit of common goals
Openness/Tolerance - openness to the
processes of growth and change as well
as willingness to approach and receive
other people’s ideas, beliefs and
experiences with a critical but open mind;
respecting the rich diversity of our world’s
Picture taken from khaleejtimes.com
spiritual traditions, cultures and forms of expression
Justice - acting with a sense of fairness towards others, upholding the principle of equality
(in dignity and rights) and rejection of all forms of exploitation and oppression.
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Skills
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• Imagination - creating and imagining new paradigms and new preferred ways of living and
relating.
Note:
This part of the module is mostly extracted from the book “Peace Education: A
Pathway to Culture of Peace - 3rd Edition (March 2019) by Loreta Navarro-Castro &
Jasmin Nario-Galace
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KNOWLEDGE
Holistic Concept of Peace
Confict & Violence — causes
Some Peaceful Alternatives:
Disarmament
Non−violence — Philosophy
& Practice
Confict Resolution,
Transformation, Prevention
Human Rights Human
Solidarity Democratization
Development Based on
Justice
Sustainable Development
SKILLS
ATTITUDES/VALUES Reflection
Self−respect Critical Tinking & Analysis
Respect for Others Decision−Making
Gender Equality Imagination
Respect for Life/Nonviolence Communication
Compassion Confict Resolution
Global Concern Empathy
Ecological Concern Group Building
Cooperation
Openness & Tolerance
Justice
Social Responsibility
Positive Vision
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Test Yourself
Exercise 6: Re-arrange the letters to reveal the words being asked or defined in each number.
Write your answers on the space provided.
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Exercise 7: Chain of thoughts: Notice the terms that are given below. Make a concept chain
by using all of these words and adding short explanations. You must make a logical
connection between one term to the other to make a complete thought.
Self-respect Tolerance
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Exercise 8: Self-reflection: From what we have discussed above, what do you think are the
knowledge, skills and attitudes that you would like to develop in yourself, in your family and
your community in order to achieve peace? Write at least one (1) knowledge, skill and
attitude for self, family and community and discuss why?
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