The document discusses inequality and structural violence. It notes that the richest 5% receive 114 times the income of the poorest 5% and the richest 1% receive as much as the poorest 57%. This highly uneven distribution of wealth is a form of structural violence maintained by powerful states, agencies, and corporations through economic and political systems. Poverty and hunger are symptoms of this violence. The document proposes various solutions to challenge economic inequity on global and national levels such as establishing a fair economic order, debt relief for developing countries, and progressive taxation reforms.

2. ◍The richest 5% of the worlds
people, for instance ,receives 114
times the income of the poorest 5%.
The richest 1% receives as much as the poorest 57%
The richest 1% receives as much as the
poorest 57%

4. The highly uneven distribution of wealth and
resources is situation of violence known as
Structural Violence.
This violence refers to the systems,
institutions, and policies that meet some
people’s human needs, rights or wants at he
expense of others
Hunger and Poverty are symptoms of this violence

5. THESE SYSTEMS AND INSTITUTIONS
AND POLICIES ARE WELL-
ENTRENCHED IN A GLOBAL ECONOMIC
INTERNATIONAL ORDER CONTROLLED
BY:
 Powerful Nation States
 International Agencies
 Transnational Corporations

6.  War and armed conflicts disrupt the people’s
livelihood and all productive activities.
 Political systems created by local political elite that
have combined with profit-motivated economic
systems that reduce opportunities for most people to
earn enough to meet their basic needs.
 Inequitable distribution of wealth and resources
much of which has begun in colonial history.
Other Causes of Poverty:

7. “
 Environment conditions.
 Lack of opportunities such as
employment.
 Lack of education
 Corruption
 Over consumption
 Greed

8. Challenging Economic Inequity
Global
Establish a new economic order that is fair
 Wealthy countries should open up their
markets to poor countries without conditionality
 Developed countries should provide
unconditional debt relief

9. Assistance given to developing nations
should be given in the form of grants without
condition
 Rich countries should open access to
technologies
 Reduce military expenditures so that more
resources would be made available

10. 👉A genuine agrarian reform program should be
implemented
👉 Government should increase subsidy for
education
👉 Government and private lending institutions
should institute credit reforms
👉 Government should provide training skills programs
👉 Progressive taxation reforms should be
instituted to increase the purchasing power of the
poor
National

11. 👉Rural infrastructure should be developed
👉The government should make itself more
accessible and visible through decentralization
👉Transnational corporations should be obliged to
make contributions
👉A code of conduct should be set for
transnational corporations to follow
👉Reduce military expenditures so that more
resources would be made available

12. “◍Peace Theme 6:
Resolving &
Transforming Conflicts

13. ◍It is a natural part of life.
◍It is from the Latin word conflictus which
means striking together with force. It occurs
when one’s action or beliefs are unacceptable
to and resisted by the other (Forsyth,1990).
CONFLICT

14. Resolving conflicts constructively is a
skill that can be TAUGHT and
LEARNED.

15. WHY DO CONFLICTS ARISE?
👉Territorial Disputes
👉Ethnic and Religious Animosities
👉Ideological and Power Struggles
👉Social Injustice
👉Search for Statehood
👉Trade and Market Competitions
👉Contest over Economic Resources
among others.

16. Conflicts may be caused..
 misunderstanding &
miscommunications
 unmet expectations
 incompatibility of ideas
 opinions and beliefs
 values
 goals

17.  interests
 distrust
 competition over material resources
 desire for revenge
 intolerance
 power struggle in group situations,
among others

18. DEALING with ANGER in a CONFLICTS
SITUATION
ANGER is one of the more commonly
experienced emotions when parties are in
conflict.
• Affects our health
• Not merely irritation or disappointment but a
combined feeling of disappointment, anxiety and
indignation.

19. WAYS TO CHANGE THE FORM OF ANGER
Recognize that you are angry
Distance yourself from the situation
Release anger physically in indirect forms
Use relaxation techniques
Calm your mind
Apply therapeutic techniques
Turn to spiritual support
Use social support
Redirect energy
Cry it out

20. How do we directly express our anger?
Describe the behavior that angers
you.
Describe how you feel about the
behavior.
Describe the reason for your
feeling

21. How do we deal with other people’s
anger?
o Allow expression. Listen
o Do not counter-attack
o Stand in the shoe of other
o Help him/her to calm down
o Paraphrase/Clarify
o Explain your Situation
o Look into options together
o If you can’t deal with the other person’s
wrath, ask for help

22. Main options in Dealing with Conflicts
o Avoidance or Withdrawal- when the person has no
power to change the situation
o Aggression- when the person considers the issue
important and will use power to achieve his/her goal.
o Accommodation- when a person gives up to preserve
harmony in the relationship.
o Compromise- when both parties cannot get what they
want fully and they usually meet in the middle.
o Collaboration- when both issue and relationship are
important to the parties.

23. Steps in the Collaborative Problem Solving
Approach
o Story Telling- exchange information on
what happened.
o Focusing- focus the discussion on each
other’s underlying needs and interest.
o Thinking UP- Think of all possible options
that can reconcile needs.
o Concurring- Evaluate alternatives and agree
on the best option.

24. Some Tips to a Good Dialogue
o Speak in a gentle, non-threatening manner
o Think carefully of what you are going to say
o Use the I-message
o Admit your own responsibility to the
conflict
o Avoid using hazy statements and global
words

25. oBe willing to tell the other person
his/her positive attributes
oShow positive regard and respect
oBe tough on the problem, not on the
person
oDon’t take anything personally
oBe solution-oriented

26. Listening Tips
o Actively listen
o Listen with empathy
o Accept criticism of your ideas or
behavior
o Paraphrase what you heard and clarify
when needed

27. What is Mediation?
• An effective way of resolving disputes
without the need to go to court.
• It involves an independent third party - a
mediator - who helps both sides come to
an agreement.

28. There are characteristics or qualities
essential to a good mediator;
oMediators have to be impartial to
establish trust among parties in conflict.
oThey should be nonjudgmental and
understanding.
oMediators must be flexible and creative.
oThey should know how to reframe
situations and broaden perspectives.
oMediators should be good at analysis.

29. oMediators should show regard and concern
for the parties in conflict.
oThey should be trustworthy and optimistic.
oThey should anticipate a positive outcome
and influence adversaries with such hope.
oThey should encourage the disputants to
try again.

30. From Conflict Resolution to Conflict
Transformation
“Ending something
not desired”
“Building something
desired”

31. The Peaceful Classroom
STUDENTS FIND IT DIFFICULT TO FOCUS ON ACADEMIC
WORK WHEN THERE ARE SOCIAL DISTRACTION.
◍The camegie coural or Adolescent Development hold that
mutually respectful relations are imperative for intellectual
development and growth (1989) cited in Goodnow, (1992).
Goodnow likewise posits that belonging and acceptance are
potentially important factors of learning.
◍Lantieri and Patti (1996) put forward that there are
relationship between distress, anxiety and 5the ability of our
memory to work.

32. WHAT IS
CLASSROOM ?

33. A peaceable classroom is
characterized by affirmation,
cooperation, communication,
appreciation for diversity,
appropriate expression of
feelings and peaceful conflict
resolution.

34. The camegie coural or Adolescent
Development hold that mutually
respectful relations are imperative for
intellectual development and growth
(1989) cited in Goodnow, (1992).
Goodnow likewise posits that belonging
and acceptance are potentially important
factors of learning.

35. Lantieri and Patti (1996) put
forward that there are
relationship between distress,
anxiety and 5the ability of our
memory to work.

36. Schwitzer, et al. (1999) write that
one of the vital tasks related to a
successful academic experience is being
able to establish successful
interpersonal relationships in the
campus.

37. The concept was first coined by William Kreidler,
an elementary school teacher and conflict expert
who saw that conflict in the classroom was caused
by many factors such as:
 miscommunication,
exclusion,
the inability to express feelings appropriately
the lack of care
and respect for each other.

38. Damaged self-esteem is one of the known
effects of bullying. Students, guidance
counselors and teachers interviewed from
different secondary schools in Manila
confined that victims of bullying withdraw
or keep themselves frequently from class
and some drop out. Grades are also
reportedly affected.

39. Ways to create an atmosphere of love and
acceptance in classrooms:
Declare your classroom a zone of peace and establish rules to
achieve it.
As the teacher, let this peace begin with you.
Affirm your student.
Express feelings appropriately and encourage students to do
so.
Encourage respect for and acceptance of differences.
Employ more cooperative than competitive activities.
Teach students how to resolve conflicts peacefully and
constructively.
Practice students’ skills of communication.

40. Teaching-Learning Approaches and
Strategies in Peace Education
The “how” is as “important” as the “what”.
Teaching-learning approaches that are
compatible with the goals of peace
education are:
 holistic,
 participatory,
 cooperative,
experiential and humanist.

41. Holistic education
Does not confine
itself to the
parameters of facts
and concept.

43. Cooperative learning • Giving opportunities
to the participant to work together and
learn, rather than compete with each other.

45. Experiential education
. Learning not to through didactic means
but through the processing of one’s
experience from activities initiated in
the classroom

47. Carl Rogers and Abraham Maslow, are proponents of a
type of education that is humanist.

48. Teaching-Learning Approaches and
Strategies in Peace Education
• Discussion
• Pair Share
• Visualization/Imagination Exercise
• Perspective-taking
• Role-playing
• Simulation Games
• Problem-solving
•Considering positions/Issue poll

49. •Encouraging actions
• Reading or writing a quotation
• Web-charting
• Use of film and Photographs
• Telling Stories, including Personal Stories
• Song/poem Analysis
• Sentence Completion
• Journal Writing/Individual Reflection

50. •Go-Round
• Teachable Moments
• Interviews/Research
• Expert Resources
• Reciprocal Teaching
• Twinning Projects
• Dialogues

51. •Exposure Trips
• Use globes and maps
• Brainstorming
• Reading quotations
• Use of charts and graphs
• Case Studies
• Collage-making
• Show and Tell

52. Attributes of a Peace Educator
 The teacher of peace is a responsible global citizen, an
intentional agent of a culture of peace, a person of vision,
capable of hope and the imaging of positive change.
 S/he is motivated by service and is actively involved in
the community.
 S/he is both a transmitter and transformer of
cultures.
 S/he is a seeker of mutually enhancing relationships
that nurture peace and a sense of community.
 S/he is gender sensitive and alert to any possibility of
gender bias in self or students.

53. A teacher of peace is constructively critical.
 A teacher of peace intentionally develops
the capacity to care by knowing the learners in
their charge as individuals.
 S/he is an inquirer.
 S/he has the skills of reflective learning
through which s/he applies what is learned
from teaching to deepen his/her own
understanding of the students and the learning
processes.

54.  A teacher of peace has the skills of
communication and conflict resolution.
 S/he practices cooperative learning by
encouraging cooperative learning tasks and
discouraging negative competition or in-
group – out-group behavior among
students.
 A teacher of peace inspires
understanding of alternative possibilities
for the future and for a culture of peace

55.  In a whole school approach, we try to engage
all learning areas, all the members of the school
community (students faculty, staff) and the
wider community.
Towards a Whole School Approach

56.  The approach also includes other aspects of school life
such as teaching practices and methods, student
activities, administrative policies, school structures and
relationships, as well as social action for and with larger
community.
 A whole school approach is important because the
consistent peace messages and values found in the
various aspects of the school and community will
facilitate and reinforce the intended learnings.

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