Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar

College of Arts and Communication

Department of Social Sciences

GE Electives 11: PEACE EDUCATION, HUMAN SECURITY, INTEGRITY AND

ACCOUNTABILITY

MODULE 1: PEACE EDUCATION

-Definition of Conflict and Violence SHANE ALEXA D. MARQUITA, JD, LPT
-Principles of Conflict Mondragon, Catarman, Northern Samar
-Conflict and one’s self
- The Concept of Peace

Module Overview

Over the years, we observed several incidents of conflict, some of those are
minor local conflicts between peers, neighbors and relatives, and there are those major
conflicts which involves the whole community, internal political conflicts, and even
conflicts in the relationships between sovereign states or from independent lawless
armed movements labeled as terrorists’ organizations. At our early age, we are already
aware of the fact that while there is peace, conflict is inevitable, as we have the “bad
guys” and the “good guys”. Later on, we get to discover that there are good reasons
behind the actuations of “bad guys”, and the reasonable means employed by the “good
guys” to repel the opposing side. This analogy is applicable not just in major conflicts
but even with the minor ones.

Peace for some who were born and raised in a luckily peaceful community, is
nothing but a state of non-violence and tranquility. It is known, but is not so appreciated,
until the same is seized by those who opt to use violence and escalate conflict, in order
to achieve a goal, or make a point. For some who were less privileged, and are born in
places where armed conflicts are present, or even for those who were raised in areas
with higher criminal rates and struggles, peace is a luxury they always seek to enjoy or
even just experience.

Our appreciation and deep understanding in the matters of peace and unity,
conflict and violence, and everything in between, could make much for the civil society-
to continue to prosper and grow under your wisdom and care; to help flourish economy
under your approaches and methods in resolving and troubleshooting matters which are
often beyond control; and to keep unity and camaraderie with the skill of diplomacy you
acquired after understanding the lessons under this course.

Learning Objectives

By the end of this 1st module, you are expected to learn:

1. What is peace, conflict and violence?

2. What are the principles of peace and that of conflict?
3. What is my role as an individual in peace building and in the resolution or
avoidance of conflict?
4. Why is there a need to be educated about peace?
5. Why is there conflict despite the benefits of peace?

Lesson 1. Definition: Conflict and Violence

Violence is a complex concept. Violence is often understood as the use or threat

of force that can result in injury, harm, deprivation or even death. It may be physical,
verbal or psychological. The World Health Organisation (WHO) defines violence as
"intentional use of physical force or power, threatened or actual, against oneself,
another person, or against a group or community, that either results in or has a high
likelihood of resulting in injury, death, psychological harm, maldevelopment or
deprivation" (WHO 2002, Geneva p
5: http://whqlibdoc.who.int/hq/2002/9241545615.pdf)

An expanded understanding of violence includes not only direct "behavioural"

violence, but also structural violence, which is often unconscious. Structural violence
results from unjust and inequitable social and economic structures and manifesting itself
in for example, poverty and deprivation of all kinds.

Forms of violence can be categorized in many ways. One such classification

includes:

 direct violence, e.g. physical or behavioral violence such as war, bullying,

domestic violence, exclusion or torture
 structural violence, e.g. poverty and deprivation of basic resources and access to
rights; oppressive systems that enslave, intimidate, and abuse dissenters as well
as the poor, powerless and marginalized
 cultural violence, e.g. the devaluing and destruction of particular human identities
and ways of life, the violence of sexism, ethnocentrism, racism and colonial
ideologies, and other forms of moral exclusion that rationalize aggression,
domination, inequity, and oppression.

Each year, more than 1.6 million people worldwide lose their lives to violence.
For every person who dies as a result of violence, many more are injured and suffer
from a range of physical, sexual, reproductive and mental health problems. Violence
places a massive burden on national economies in health care, law enforcement and
lost productivity. ( www.who.int/violence_injury_prevention/violence/en/)

FORMS OF VIOLENCE

There are various forms of violence all over the world, some are not noticeable
and are most often taken as a simple non-violent act in the ordinary course of
human dealings. Among those are:

Structural and cultural forms of violence are often deeply impregnated in

societies to the point of being perceived as inherent. This type of violence lasts
longer, thus eventually having similar consequences as direct violence, or, in some
cases, even leading to the oppressed using direct violence as a response. Lower
education opportunities in disadvantaged neighborhoods, limited access to leisure
for foreigners, harmful working conditions in certain fields of work, and so on, are
acts of structural and cultural violence which have a direct influence on people's
access to their rights. Yet these forms of violence are rarely recognized as violations
of human rights.

Military spending and arms trade. The production and trade in arms and
weapons are undoubtedly one of the greatest threats to peace, not least because of
the economic, financial and social dimensions of arms production. The production
and export of arms is often encouraged on economic grounds with little con-
sideration to the impact on peace and security. World military spending is steadily
increasing; in 2014 the world spent an estimated €1776 billion on the military. The
database of the Stockholm International Peace Research Institute3 shows in 2014
the USA (€610 billion) as the biggest military spender, followed by China (€216
billion) and then three European countries, Russia ($84 billion) the United Kingdom
($60 billion) and France (€62 billion). Europe as a whole spent $386 billion.

Bullying. A form of inter-personal violence, bullying is one of the forms of

violence that affects young people and is often not considered as a form of violence.
Bullying refers to aggressive behaviour which is repeated and intends to hurt
someone. It can take the form of physical, psychological or verbal aggression. It can
take place in any situation where human beings interact, be it at school, at the
 workplace or any other social place. Bullying can be direct, confronting a person
face-to-face, or indirect by spreading rumours or harming someone over the Internet,
for example. Although it is difficult to have clear statistics, research shows that
bullying is an increasing problem. Victims often do not dare to speak out, and it is
therefore extremely difficult to identify and support victims of bullying.

Corporal punishment is the most widespread form of violence against children

and is a violation of their human rights. In the past, some argued that smacking was
a harmless form of punishment which enabled parents to educate their children,
whereas others considered it a violent form of physical punishment. The Council of
Europe campaign Raise Your Hand Against Smacking provoked strong debates in
Member States, and took human rights stand against this practice.

Gender-based violence is one of the most frequent forms of structural and

cultural violence. It is present in every society and its consequences affect virtually
all human beings. According to the UNFPA, gender-based violence "both reflects
and reinforces inequities between men and women and compromises the health,
dignity, security and autonomy of its victims. It encompasses a wide range of human
rights violations, including sexual abuse of children, rape, domestic violence, sexual
assault and harassment, trafficking of women and girls and several harmful
traditional practices. Any one of these abuses can leave deep psychological scars,
damage the health of women and girls in general, including their reproductive and
sexual health, and in some instances, results in death"
( www.unfpa.org/gender/violence.htm) Gender-based violence does not have to be
physical. In fact, young people suffer much verbal violence, especially targeted at
LGBT (young) people and girls.

In situations of conflict, women become particularly vulnerable and new forms of

violence against women emerge. These can range from mass rape to forced sexual
assaults, forced pregnancy, or sexual slavery. The polarisation of gender roles
during armed conflicts is increased, women thus being seen as objects of war and
territories to be conquered.

Violence against Human Rights Defenders. Investigating, reporting human

rights violations and educating people about human rights and campaigning for
justice can be dangerous work. Human rights defenders are people who individually,
or with others, promote and protect human rights through peaceful and non-violent
means. Because of their work, human rights defenders can be subjected to different
types of violence, including beatings, arbitrary arrest or execution, torture, death
threats, harassment and defamation, or restrictions on their freedom of expression,
and association.

LESSON SUMMARY

Conflicts arise when there is a violation of a right, or when one is offended; in the
same way, violence are committed in the middle of each conflict. These two concepts
contradicting peace must first be established and be known, in order for us to better
appreciate peace and its benefits, and develop this critical thinking in determining even
the minor acts of violence, so as for us to better make quick responses that would
prohibit the furtherance of these wrong doings. As a matter of fact, there are certain
violent acts that would escalate to a higher level of conflict, which are less noticeable
yet needs to be repelled in an instant so as not to propagate into something that would
fatally disrupt peace.

ASSESSMENT.

Directions. In paragraph form, answer the following questions based on your

understanding and learning from the above short discussion:

1. Express your view on the statement of Mary Robinson, as follows:

 “Today’s human rights violations are the causes of tomorrow’s conflict”

2. In our local setting, the Communist Terrorists (e.g. New Peoples’ Army, CPP/
NDFP) allegedly protect the rights and welfare of those who are marginalized
and oppressed. What do you think is the rationale behind their use of force
and armed struggle in the furtherance of their cause, considering that their
concerns may be raised in the proper forum? Make a point and argue.

Lesson 2. Principles of Conflict

CONFLICT THEORY (Karl Marx)

Conflict theory is a sociopolitical theory that originated with Karl Marx. It seeks to
explain political and economic events in terms of an ongoing struggle over finite
resources. In this struggle, Marx emphasizes the antagonistic relationship between
social classes, in particular the relationship between the owners of capital—who Marx
calls the “bourgeoisie”—and the working class, which he calls the “proletariat.”

Conflict theory has sought to explain a wide range of social phenomena,

including wars, revolutions, poverty, discrimination, and domestic violence. It ascribes
most of the fundamental developments in human history, such as democracy and civil
rights, to capitalistic attempts to control the masses (as opposed to a desire for social
order). Central tenets of conflict theory are the concepts of social inequality, the
division of resources, and the conflicts that exist among different socioeconomic
classes. The central tenets of conflict theory can explain many types of societal
conflicts throughout history. Some theorists believe, as Marx did, that societal conflict is
the force that ultimately drives change and development in society.

With the rise of capitalism, Marx theorized that the bourgeoisie, a minority within
the population, would use their influence to oppress the proletariat, the majority class.
This way of thinking is tied to a common image associated with conflict theory-based
models of society; adherents to this philosophy tend to believe in a pyramid
arrangement in terms of how goods and services are distributed in society. At the top of
the pyramid is a small group of elites that dictate terms and conditions to the larger
portion of society because they have an outsized amount of control over resources and
power.

Uneven distribution within society was predicted to be maintained through

ideological coercion; the bourgeoisie would force acceptance of the current conditions
by the proletariat. Conflict theory assumes that the elite will set up systems of laws,
traditions, and other societal structures in order to further support their own dominance
while preventing others from joining their ranks.

Marx theorized that, as the working class and poor were subjected to worsening
conditions, a collective consciousness would raise more awareness about inequality,
and this would potentially result in revolt. If, after the revolt, conditions were adjusted to
favor the concerns of the proletariat, the conflict circle would eventually repeat but in
the opposite direction. The bourgeoisie would eventually become the aggressor and
revolter, grasping for the return of the structures that formerly maintained their
dominance. (University of Hawai'i. "Understanding Conflict and War: Vol. 3: Conflict in
Perspective.")

Conflict Theory Assumptions:

Competition

Conflict theorists believe that competition is a constant and, at times, an

overwhelming factor in nearly every human relationship and interaction. Competition
exists as a result of the scarcity of resources, including material resources—money,
property, commodities, and more. Beyond material resources, individuals and groups
within a society compete for intangible resources as well. These can include leisure
time, dominance, social status, sexual partners, etc. Conflict theorists assume that
competition is the default (rather than cooperation).
 Revolution

Given conflict theorists' assumption that conflict occurs between social classes,
one outcome of this conflict is a revolutionary event. The idea is that change in a power
dynamic between groups does not happen as the result of a gradual adaptation.
Rather, it comes about as the symptom of conflict between these groups. In this way,
changes to a power dynamic are often abrupt and large in scale, rather than gradual
and evolutionary.

Structural inequality

An important assumption of conflict theory is that human relationships and social

structures all experience inequalities of power. In this way, some individuals and
groups inherently develop more power and reward than others. Following this, those
individuals and groups that benefit from a particular structure of society tend to work to
maintain those structures as a way of retaining and enhancing their power.

War

Conflict theorists tend to see war as either a unifier or as a "cleanser" of

societies. In conflict theory, war is the result of a cumulative and growing conflict
between individuals and groups and between entire societies. In the context of war, a
society may become unified in some ways, but conflict still remains between multiple
societies. On the other hand, war may also result in the wholesale end of a society.

CYNICAL REALISM ABOUT SOCIETY (Machiavelli and Hobbes)

Individuals' behavior is explained in terms of their self-interests in a material

world of threat and violence. Social order is seen as being founded on organized
coercion. There is an ideological realm of belief (religion, law),and an underlying world
of struggles over power; ideas and morals are not prior to interaction but are socially
created, and serve the interests of parties to the conflict.

LESSON SUMMARY

For the purpose of this course, the conflict theory discussed is based on a socio-
economic perspective, and conflict in a broader sense/ upstream level. Under the
conflict theory of Karl Marx, conflict occurs as there are two conflicting classes within
the social community. There can always be a conflict as long as there is social
differentiation, such as the gap and difference between landlord and tenants, the labor
and the capital, and even among social classes recognized today, the bourgeoise and
the proletariat, or in layman’s term, the peasants and the working class, versus those
above this social class, known as the bourgeoise.

ASSESSMENT.

Directions. In paragraph form, answer the following questions based on your

understanding and learning from the above short discussion:

1. Is the theory of Karl Marx still applicable in today’s setting?

2. How does socioeconomic conflict arise in the system of capital or capitalism?
Explain and give examples.

Lesson 3. Conflict and One’s self

Ourselves is the best representation of what our society is today. Our thoughts
and perspectives can bring about change, unity, peace and repel violence. All changes
start within you. The same is the very reason why, despite being lightly taken, a
separate course is made just for peace education. In understanding peace, we must
appreciate conflict and violence. Violence and all its forms often start with one’s deviant
thoughts and even with ideologies.

However, it does not follow that those who resorted to physical or armed violence
are bad people with no other purpose but to proliferate crimes. There are those who are
so oppressed and exploited, that they reached the boundary that holds his/her non-
conventional resolve, such as killing or inflicting physical harm.

The concept of this view in the matter of “Conflict and one’s self” does not pertain
to the person’s identity crisis nor one’s psychological and/or psychosocial condition.
This is a socio-political concept now introduced by your course lecturer (Shane Alexa
Marquita), which posits that “since a person/individual is capable of escalating conflict,
maybe through violence or any other means, what can you, as a member of a civilized
society do and/or overcome, in order to secure that you can contribute positively in
securing a more orderly society”. Our viewpoint and standpoint on matters of politics
and economy could affect the future of the general masses. We cannot underestimate
the human capability effecting actual physical results through specified means. There
are various theorists and reformists who made important contributions in the society,
which affected our political and socioeconomic perspectives. Here, “conflict and one’s
self”, deals not on the actual conflict theories and principles on different matters, but
focusses on the “self”- that important member of the community who could effect a
result, in relation to politics and economy.

In short, take this concept of “conflict and one’s self” as a sort of a values
education theory, which focusses more on the “self”, and the effects of one’s decisions
in peace building.

ASSESSMENT.

Directions. In paragraph form, answer the following questions based on your

understanding and learning from the above short discussion:

1. Take a moment of silence, and reflect. What can you do or suggest - a not so
popular individual member of this civil community, in order to promote peace
and lessen if not end, the constant socioeconomic and political conflict?
2. Read the statements of Mahatma Gandhi in the matter of non-violence. Pick
one from the three statements, and indicate whether you agree to his views or
not, and explain concisely your reasons and views.

VIOLENCE THE CHOICE NO COWARDICE SELF DEFENSE BY

VIOLENCE
I do believe that, where I want both the Hindus I have been repeating
there is only a choice and Mussalmans to over and over again that
between cowardice and cultivate the cool courage he who cannot protect
violence, I would advise to die without killing. But if himself or his nearest and
violence... I would rather one has not that courage, I dearest or their honour by
have India resort to arms want him to cultivate the non-violently facing death
in order to defend her art of killing and being may and ought to do so by
honour than that she killed rather than, in a violently dealing with the
should, in a cowardly cowardly manner, flee from oppressor. He who can do
manner, become or remain danger. For the latter, in neither of the two is a
a helpless witness to her spite of his flight, does burden. He has no
own dishonor. commit mental himsa. He business to be the head of
flees because he has not a family. He must either
But I believe that
the courage to be killed in hide himself, or must rest
nonviolence is infinitely
the act of killing. content to live for ever in
superior to violence,
helplessness and be
forgiveness is more manly My method of
prepared to crawl like a
than punishment. nonviolence can never
worm at the bidding of a
Forgiveness adorns a lead toloss of strength, but
soldier...But abstinence is it alone will make it bully.
forgiveness only when possible, if the nation wills
The strength to kill is
there is the power to it, to offer disciplined and
not essential for self-
punish; it is meaningless concerted violence in time
defence; one ought to
when it pretends to of danger.
have the strength to die.
proceed from a helpless
My creed of When a man is fully ready
creature....
nonviolence is an to die, he will not even
But I do not believe extremely active force. It desire to offer violence.
India to be helpless....I do has no room for cowardice Indeed, I may put it down
not believe myself to be a or even weakness. There as a self-evident
helpless is hope for a violent man to proposition that the desire
creature....Strength does be some day non-violent, to kill is in inverse
not come from physical but there is none for a proportion to the desire to
capacity. It comes from an coward. I have, therefore, die. And history is replete
indomitable will. said more than with instances of men who,
once....that, if we do not by dying with courage and
We do want to drive out
know how to defend compassion on their lips,
the beast in the man, but
ourselves, our women and converted the hearts of
we do not want on that
our places of worship by their violent opponents.
account to emasculate
the force of suffering, i.e.,
him. And in the process of Nonviolence cannot be
nonviolence, we must, if
finding his own status, the taught to a person who
we are men, be at least
beast in him is bound now fears to die and has no
able to defend all these by
and again to put up his power of resistance. A
fighting.
ugly appearance. helpless mouse is not
No matter how weak a nonviolent because he is
The world is not entirely
person is in body, if it is a always eaten by pussy. He
governed by logic. Life
shame to flee, he will stand would gladly eat the
itself involves some kind of
his ground and die at his murderess if he could, but
violence and we have to
post. This would be he ever tries to flee from
choose the path of least
nonviolence and bravery. her. We do not call him a
violence.
No matter how weak he is, coward, because he is
he will use what strength made by nature to behave
he has in inflicting injury on no better than he does.
his opponent, and die in
But a man who, when
the attempt. This is
faced by danger, behaves
bravery, but not
like a mouse, is rightly
nonviolence. If, when his
called a coward. He
duty is to face danger, he
harbors violence and
flees, it is cowardice. In the
hatred in his heart and
first case, the man will
would kill his enemy if he
have love or charity in him.
could without hurting
In the second and third
himself. He is a stranger to
cases, there would be a
nonviolence. All
dislike or distrust and fear.
sermonizing on it will be
My nonviolence does lost on him. Bravery is
admit of people, who foreign to his nature.
cannot or will not be Before he can understand
nonviolent, holding and nonviolence, he has to be
making effective use of taught to stand his ground
arms. Let me repeat for the and even suffer death, in
thousandth time that the attempt to defend
nonviolence is of the himself against the
strongest, not of the weak. aggressor who bids fair to
overwhelm him. To do
To run away from danger,
otherwise would be to
instead of facing it, is to
confirm his cowardice and
deny one's faith in man
take him further away from
and God, even one's own
nonviolence.
self. It were better for one
to drown oneself than live Whilst I may not actually
to declare such bankruptcy help anyone to retaliate, I
of faith. must not let a coward seek
shelter behind nonviolence
so-called. Not knowing the
stuff of which nonviolence
is made, many have
honestly believed that
running away from danger
every time was a virtue
compared to offering
resistance, especially
when it was fraught with
danger to one's life. As a
teacher of nonviolence, I
must, so far as it is
possible for me, guard
against such an unmanly
belief.
Self-defense....is the
only honorable course
where there is unreadiness
for self-immolation.
Though violence is not
lawful, when it is offered in
self-defense or for the
defense of the
defenseless, it is an act of
bravery far better than
cowardly submission. The
latter befits neither man
nor woman. Under
violence, there are many
stages and varieties of
bravery. Every man must
judge this for himself. No
other person can or has
the right.
WORK SHEET #1- UNDERSTANDING CULTURE
EXPRESS YOURSELF!
1. Why do we need to study popular culture?
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2. With our acceptance of different cultural practices, do we still need to raise and
fight for our own cultural identity?
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3. Give an example of a Filipino culture that has been practiced or observed for a
long period of time but has been modified or changed as the society modernized.
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4. Try to reinvent a new kind of characteristic of culture that would suit the modern-
day cross-cultural variations. Discuss.
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5. What other misconceptions about culture can you add or site, based on your
observations in your community?
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 References:

COMPASS: Manual for Human Rights Education with Young People. Peace and
Violence Council of Europe.
Retrieved from:
https://www.coe.int/en/web/compass/peace-and-violence

Adam Hayes. Conflict Theory Definition, Founder and Examples. Investopedia. Updated
last September 27, 2023.
Retrieved from: https://www.investopedia.com/terms/c/conflict-theory.asp#:~:text=Current
%20conflict%20theory%20has%20four,%2C%20structural%20inequality
%2C%20and%20war.

Randall Collins. 1974. Conflict Sociology. New York Academic Press, pp. 56-61.
Retrieved from:
https://web.pdx.edu/~tothm/theoryii/THE%20BASICS%20OF
%20CONFLICT%20THEORY.doc

The Mind of Mahatma Gandhi. Bombay Sarvodaya Mandal. Between Cowardice and
Violence.
Retrieved from: https://www.mkgandhi.org/nonviolence/phil8.htm#:~:text=Though
%20violence%20is%20not%20lawful,must%20judge%20this%20for
%20himself.