This document discusses poverty and the unequal distribution of resources between wealthy and poor groups. It notes that 1.2 billion people live on less than $1 per day according to UN reports. Other causes of poverty mentioned include war, unequal political and economic systems, environmental factors, lack of opportunities, and overconsumption. The document proposes several solutions to challenging economic inequity, including establishing a fair international economic order, debt relief for developing countries, and ensuring access to technologies and education. National solutions include agrarian reform, rural infrastructure development, and progressive taxation.

1. PEACE THEME 5
(SHARING THE EARTH’S RESOURCES)
PEACE
EDUCATION

2. PEACE Theme 5
SHARING THE EARTH’S RESOURCES
THERE IS A HUGE NUMBER OF PEOPLE
WHO LIVE IN ABSOLUTE POVERTY
WHILE THERE ARE THOSE WHO ARE
EXTREMELY WEALTHY,
DEMONSTRATING THE GREAT
CONTRAST AND FINANCIAL DIVIDE
BETWEEN THESE GROUPS.

3. 3
• THE HUMAN DEVELOPMENT REPORT
INDICATES THAT OF THE WORLDS SIX
BILLION PEOPLE, 1.2 BILLION LIVE ON
LESS THAN 1 DOLAR A DAY.
• ACCORDING TO UNICEF, 30,000
CHILDREN AGE 5 AND BELOW DIE EACH
DAY DUE TO POVERTY.
• IN THE PHILIPPINES 4.7 MILLION
FAMILIES OR 29% OF THE POPULATION
WERE POOR IN 2006.
PEACE Theme 5
SHARING THE EARTH’S RESOURCES

4. PEACE Theme 5
SHARING THE EARTH’S RESOURCES
OTHER CAUSES OF POVERTY
• WAR AND ARMED CONFLICTS DISRUPT THE
PEOPLES 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 NEED.

5. PEACE Theme 5
SHARING THE EARTH’S RESOURCES
OTHER CAUSES OF POVERTY
• INEQUITABLE DISTRIBUTION OF WEALTH AND
RESOURCESS MUCH OF WHICH HAS BEGUN IN
COLONIAL HISTORY.
• ENVIRONMENTAL CONDITIONS. SOME PLACES
ARE BLESSED WITH MORE ABUNDANT
RESOURCES WHILE OTHERS HAVE TO CONTEND
WITH LANDS THAT CANNOT YIELD CROPS.

6. PEACE Theme 5
SHARING THE EARTH’S RESOURCES
OTHER CAUSES OF POVERTY
• LACK OF OPPORTUNITIES SUCH AS
EMPLOYMENT
• LACK OF EDUCATION
• CORRUPTION
• OVER CONSUMPTION
• GREED

7. PEACE THEME 5
SHARING THE EARTH’S RESOURCES
CHALLENGING ECONOMIC
INEQUITY
GLOBAL
• ESTABLISH A NEW INTERNATIONAL AND POLITICAL
ECONOMIC ORDER THAT IS FAIR
• WEALTHY COUNTRIES SHOULD OPEN UP THEIR
MARKETS TO POOR COUNTRIES WITHOUT
CONDITIONALITY
• DEVELOPED COUNTRIES SHOULD PROVIDE
UNDCONDITIONAL DEBT RELIEF AS IT IS THE FOREIGN
DEBT BURDEN THAT COMPELS MOST DEVELOPING
COUNTRIES TO REDUCE ALLOCATIONS FOR BASIC
SOCIAL AND ECONOMIC SERVICES

8. PEACE THEME 5
SHARING THE EARTH’S RESOURCES
CHALLENGING ECONOMIC
INEQUITY
GLOBAL
• ASSISTANCE GIVEN TO DEVELOPING NATIONS
SHPULD BE IN THE FORM OF GRANTS WITHOUT
CONDITIONS THAT FURTHER PUSH THE COUNTRY
IN THE BOTTOM OF THE POVERTY CAULDRON.
• RICH COUNTRIES SHPULD OPEN ACCESS TO
TECHNOLOGIES AS TECHNOLOGY HELPS PROPEL
DEVELOPMENT.
• REDUCE MILITARY EXPENDITURES SO THAT MORE
RESOURCES WOULD BE MADE AVAILABLE FOR BASIC
SERVICE AND PRODUCTIVE ACTIVITIES.

9. PEACE THEME 5
SHARING THE EARTH’S RESOURCES
CHALLENGING ECONOMIC
INEQUITY
NATIONAL
• A GENUINE AND COMPREHENSIVE AGRARIAN
REFORM PROGRAM SHOULD BE IMPLEMENTED.
• GOVERNMENT SHOULD INCREASE SUBSIDY FOR
EDUCATION WHICH HELPS EVEN THE PLAYING
FIELD.
• GOVERNMENT AND PRIVATE LEADING
INSTITUTIONS SHOULD INTSTITUTE CREDIT
REFORMS THAT WIL SUPPORT SMALL AND
MEDIUM SCALE ENTREPRENEURS.

10. PEACE THEME 5
SHARING THE EARTH’S RESOURCES
CHALLENGING ECONOMIC
INEQUITY
NATIONAL
• GOVERNEMENT SHOULD PROVIDE TRAINING SKILLS
PROGRAM SUCH AS LIVELIHOOD AND MARKETING
PROGRAMS.
• PROGRESIVE TAXATION REFORMS SHOULD BE
INSTITUTED TO INCREASE THE PURCHASING OF THE
POOR.RURAL INFRASTRACTURES SUCH AS FARM TO
MARKET ROADS AND DRYING FACILITIES FOR
HARVEST, SHOULD BE DEVELOPED.
• THE GOVERNMENT SHOULD MAKE ITSELF MORE
ACCESSIBLE AND VISIBLE TO THE PEOPLE THROUGH
DECENTRALIZATION.

11. PEACE THEME 5
SHARING THE EARTH’S RESOURCES
CHALLENGING ECONOMIC
INEQUITY
NATIONAL
• TRANSNATIONAL CORPORATIONS SHOULD BE
OBLIGED TO MAKE CONTRIBUTIONS TO
COMMUNITY DEVELOPMENT AND ENVIRONENTAL
PROTECTION.
• A CODE OF CONDUCT SHOULD BE SET FOR TRANS
NATIONAL CORPORATION TO FOLLOW.
• REDUCE MILITARY EXPENDITURES SO THAT MORE
RESOURCES WOULD BE MADE AVAILABLE FOR BASIC
SERVICES AND PRODUCTIVE ACTIVITIES.

12. PEACE THEME 6
( RESOLVING AND TRANSFORMING
CONFLICTS )
PEACE
EDUCATION

13. CONFLICT
•
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).

14. 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.

15. DEALING with ANGER in a
CONFLICTS SITUATION
•
ANGER is one of the more
commonly experienced
emotions when parties are in
conflict.

16. •
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
WAYS TO CHANGE THE FORM OF ANGER

17. How do we directly
express our anger?
1. Describe the behavior that angers
you.
2. Describe how you feel about the
behavior.
3. Describe the reason for your feeling.

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

19. Main Options in Dealing with Conflicts
•
Avoidance or withdrawal
•
Aggression
•
Accommodation
•
Compromise
•
Collaboration

20. Steps in the Collaborative Problem
Solving Approach
•
Story Telling
•
Focusing
•
Thinking up
•
Concurring

21. •
Speak in a gentle, non-threatening manner.
•
Think carefully of what you are going to say.
•
Use the I-message.
•
Admit your own responsibility to the conflict.
•
Avoid using hazy statements and global words such as always and never.
•
Be willing to tell the other person his/her positive attributes.
•
Show positive regard and respect.
•
Be tough on the problem, not on the person.
•
Don’t take anything personally
•
Be solution oriented.
Tips to a Good Dialogue:

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

23. •
Impartial to establish trust among parties in
conflict.
•
Nonjudgmental and understanding.
•
Know how to reframe situations and broaden
perspective.
•
Show regard and concern for parties in conflict.
•
Anticipate a positive outcome and influence
adversaries.
Mediation
Characteristics of Mediators:

24. Conflict resolution to conflict Transformation
•
Lederach explains that conflict
transformation involves
changing the way parties look at
issues, behaviors and people or
groups.

25. PEACeABLE CLASSROOM
•
characterized by affirmation,
cooperation, communication,
appreciation for diversity,
appropriate expression of feelings
and peaceful conflict resolution.
(William Kreidler)

26. 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.

27. Teaching-learning approaches
and strategies in peace education
Teaching learning approaches are
compatible with the goals of peace
education are holistic, participatory,
cooperative, experiential and humanist.

28. 28
Holistic education
•
Does not confine itself to the parameters of facts and concept.

29. 29
Participatory education
•
Allowing learners to inquire, share and collaborate.

30. 30
Cooperative learning
•
Giving opportunities to the participant to work together and
learn, rather than compete with each other.

31. 31
Experiential education
•
Learning not to through didactic means but through the
processing of one’s experience from activities initiated in
the classroom.

32. 32
“Teaching learning strategies that are compatible
with the approaches to peace education”
•
Discussion
•
Pair share
•
Visualization/ imagination exercise
•
Perspective-taking
•
Role playing
•
Simulation game
•
Problem-solving

33. 33
•
Considering position/issue poll
•
Encouraging action
•
Reading or writing a quotation
•
Web-charting
•
Use of film and photographs
•
Telling stories, including personal stories
•
Song/poem analysis
•
Sentence completion

34. 34
•
Journal writing/individual reflection
•
Go-round
•
Teachable moments
•
Interview/research
•
Expert resources
•
Reciprocal teaching
•
Twinning projects
•
Dialogues

35. 35
•
Exposure trips
•
Use of globes and map
•
Brainstorming
•
Reading quotation
•
Use of chart and graphs
•
Case studies
•
Collage-making
•
Show and tell

36. 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.
•
S/ He is motivated by service and is actively
involved in the community.
•
S/ He is a life long learner.
•
S/ He is both a transmitter and transformer of
cultures.

37. •
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.
•
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.

38. •
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.
•
A teacher of peace has the skills of communication
and conflict resolution.
•
S/ He practices cooperative learning tasks and
discouraging negative competition or in- group- out-
group behavior among students.

39. •
A teacher of peace inspires understanding
of alternative possibilities for the future
and for a culture of peace.

40. Toward a Whole school approach
•
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.

41. THE END. . .
•
Prepared By:
•
Cayanan, Angelie Grace
Canon, Joevanie
•
Delgado, Jayson
•
Gamilla, Kristine Rose
•
Marfiel, Mylen
•
Molaben, Edna
•
Pagunsan, Claire
•
Pahilanga, Loren Lloyd
•
Santillan, Ofelia
•
Tadayca, Gladys Mae
BEED4_A

42. •
Prepared By:
•
Cayanan, Angelie Grace
Canon, Joevanie
•
Delgado, Jayson
•
Gamilla, Kristine Rose
•
Marfiel, Mylen
•
Molaben, Edna
•
Pagunsan, Claire
•
Pahilanga, Loren Lloyd
•
Santillan, Ofelia
•
Tadayca, Gladys Mae
BEED4_A