FPE 101 (Fundamentals of Peace Education)
Summer Class 2023-2024
PART I CONTEXT OF PEACE EDUCATION
Legal Mandates of Peace Education
1. Article II, Section 2 of the Philippine 1987 Constitution
“The Philippines renounces war as an instrument of national policy, adopts the generally
accepted principles of international law as part of the law of the land and adheres to the policy
of peace, equality, justice, freedom, cooperation, and amity with all nations.”
2. Executive Order No. 3 (2001) Defining Policy and Administrative Structure for Government’s
Comprehensive Peace Efforts designed through the six (6) Paths to Peace
Pursuit of Social, economic and Political Reforms
Consensus-Building and Empowerment for Peace
Peaceful, Negotiated Settlement with the Different Rebel Groups
Programs for Reconciliation, Reintegration into Mainstream Society and Rehabilitation
Addressing Concerns arising from Continuing Armed Hostilities
Building and Nurturing a Climate Conducive to Peace
3. Executive Order No. 570 series of 2006
Institutionalizing peace education in basic education and teacher education
4. CHED Memorandum Order (CMO) No. 1 series of 2019
Incorporation or integration of peace education to other subjects such as history, social
sciences, sociology, political science, management and humanities, or
To offer as an elective subject in higher education
5. BOR Resolution No. 356 s. 2017
Mandates the offering of a 3-unit course on Fundamentals of Peace Education (FPE 101) in all
undergraduate courses. This course will help students appreciate the value of life, human
dignity, and respect for religious and cultural diversity, which is necessary to develop them as
peacebuilders and peace advocates.
Components of Peace
Political
Military
Economic
Cultural
Pyramid of Peace
World Peace—on-going investigations and critical dialogue, incentives and deterrents,
legitimacy and law
Inner Peace—spiritual and intellectual attainment, recognition and respect, quietude
and plenitude.
Socio-Economic Peace—reduction of wealth disparities, elimination of discrimination,
full and free employment.
Sanctuarial Peace—minimal harm against nature, minimal state harm, minimal
structural harm and minimal interpersonal harm
Corporeal Peace—education, healthcare, shelter and sanitation and nutrition.
PART II CONTENT OF PEACE
What is Peace?
Peace means a balanced, fair, just and calm state of affairs, where all concerned know and
enjoy their due rights and protection (Schilling 2012).
Dimensions of Peace:
Peace as Personal
Peace as Societal
Peace as Institutional
Meaning of Peace Education
Peace education in UNICEF refers to the process of promoting the knowledge, skills,
attitudes and values needed to bring about behaviour changes that will enable children,
youth and adults to prevent conflict and violence, both overt and structural; to resolve
conflict peacefully; and to create the conditions conducive to peace, whether at an
intrapersonal, interpersonal, intergroup, national or international level (Fountain 1999).
Peace education, or an education that promotes a culture of peace, is essentially
transformative. It cultivates the knowledge base, skills, attitudes and values that seek to
transform people’s mindsets, attitudes and behaviours that, in the first place, have
either created or exacerbated violent conflicts. It seeks this transformation by building
awareness and understanding, developing concern and challenging personal and social
action that will enable people to live, relate and create conditions and systems that
actualize non-violence, justice, environmental care and other peace values (Castro and
Galace 2012).
Sources of Peace
1. Religion
2. Intuition
3. Policies
4. Organization
The famous peacebuilding theorist Johan Galtung (1996) divides peace into two parts: positive
and negative peace. Negatively, peace is the absence/reduction of violence of all kinds.
Positively, peace is nonviolent and creative conflict transformation.
Negative Peace
War
Torture
Women and child abuse
Positive Peace
Well-functioning government
Equal distribution of resources
Free flow of information
Absence of corruption
Acceptance of rights
Good relationships with neighbours
Sound business environment
High levels of human capital
Peace Education Themes
Upholding Human Dignity
Building Tolerance
Promoting Nonviolence
Challenging the War System
Resolving and Transforming conflicts
Sharing the Earth’s Resources
Caring for the Earth
Cultivating Inner Peace
Models of Peace in Islam
Peace in Islam can be achieved through the observance of the following:
1. Rights of Allah
2. Rights of the people
3. Rights of Self
4. Rights of the Environment
References:
Estino, R.G. (2023). Classification of Peace: An Introduction, MSU-Sulu: Institute for Peace and
Development in Mindanao (IPDM).
Bara, H. H. and Estino, R. G. (2021). Handbook on Peacebuilding for Sulu, MSU-Sulu: Institute for
Peace and Development in Mindanao.
G, Johan. (1996). Peace by Peaceful Means: Peace and Conflict, Development and Civilization,
London:SAGE,
S, Katharina. (2012). Peace and Conflict Transformation, Berlin: CPS/Bfdw Bafoussam,
A, Anthony. (2009). Peace: A World History, United Kingdom: Polity Press
De Leon, Hector S. (2014). The Philippine Constitution, Manila: REX Book Store
Prepared by:
PROF. RASHMIE G. ESTINO, DPA
DEPARTMENT OF POLITICAL SCIENCE, FACULTY
College of Arts and Sciences
Mindanao State University-Sulu
