A Syllabus for Peace Education

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Information about A Syllabus for Peace Education
Education

Published on September 17, 2008

Author: garygranada

Source: authorstream.com

Slide 1: What’s in the syllabus? 10 Topics 58 Lessons How long is the presentation? 1 hour 16 minutes. Part One (and the Prologue) is 33 mins. Part Two (and the Covenant) is 43 mins. Slide 2: ~ PROLOGUE ~ Slide 3: Nature abhors a vacuum, true or false? Slide 4: False. The universe is 99.99..% vacuum. You can argue of course that there is no such thing as a perfect vacuum since black body radiation fills the entire universe, but there essentially is nothing in vast space. True, photons and other particles traverse space all the time but they neither fill it up nor even care to stop for coffee. And why are we talking about vacuum in peace education? Slide 5: Because only in a vacuum can one find perfect peace. There are neither oppressed nor oppressors in a vacuum, no slaves nor masters, no rich or poor, no child abusers, no wife batterers, no racists, no bigotry, no hunger, no war. But no coffee shops either. In time, if physicists are to be believed, gases and cosmic dust formed into crumbs and buns and stars and planets and coffee beans. And so you have your entities. Soil, air, water, alamid and people. And conflict. Slide 6: Therein lies the universal fundamental dilemma. No entities, no life, no identities, no diversity, no conflict, no coffee as well. Anyone who wants perfect peace then needs to live in a vacuum. But if you want perfect coffee, it comes with complimentary humans and conflict. So it’s down to either vacuum or coffee, nothingness or society, peace or diversity. Slide 7: Coffee please. EVOLUTION AND ORGANIZATION OF SOCIETY : EVOLUTION AND ORGANIZATION OF SOCIETY A SYLLABUS FOR PEACE EDUCATION A FACILITATOR’S COMPANION TO CHILDREN’S SONGS FOR PEACE EDUCATION Slide 9: PART ONE ~ ~ ~ EVOLUTION OF SOCIETY 1FIRST TOPIC~ ~DIVERSITY : 1FIRST TOPIC~ ~DIVERSITY LESSON 1-1~A Diverse World : LESSON 1-1~A Diverse World We may debate all we want whether we evolved, were created, or both. But there is no denying that diversity is a fact of life. LESSON 1-2~Similar as well as Different : LESSON 1-2~Similar as well as Different Diversity is characterized by similarities as well as differences between life forms, social identities and things in general. Slide 13: TRACK #1MAGKAPAREHO AT MAGKAIBA Magkapareho at magkaiba Ang buhay sa mundo paano nagmula Magkapareho at magkaiba Ang di magkaanyo magkahawig pala Magkapareho at magkaiba Natutuwa ako at nakilala ka LESSON 1-3~A Beautiful yet Violent World : LESSON 1-3~A Beautiful yet Violent World The very diversity that makes the world a profoundly beautiful place is also the root cause of all violence. The principle is simple: differences breed differences. LESSON 1-4~The Four Stages of Diversity : LESSON 1-4~The Four Stages of Diversity In the next topics (Topics 2,3,4 and 5) we will discuss the four stages of diversity. These are the many diversities in Ecology, Genders, Economics and Beliefs. LESSON 1-5~Interconnections : LESSON 1-5~Interconnections While all four spheres of diversity have their own distinct characteristics, they are all interconnected. LESSON 1-6~The Meaning of Peace : LESSON 1-6~The Meaning of Peace Peace simply means equity and mutual recognition in all four domains of diversity. 2SECOND TOPIC~ ~ECOLOGY : 2SECOND TOPIC~ ~ECOLOGY LESSON 2-1~Evolution : LESSON 2-1~Evolution In Biology, Evolution is the continuing generation of new species, along with the extinction of some, according to the criteria of nature. In this manner, life on earth is continuously being diversified. LESSON 2-2~Biodiversity : LESSON 2-2~Biodiversity A contraction of “biological diversity”, biodiversity is defined as the variety of all life forms in an ecosystem. It is the overall measure of the wellbeing of the environment – the greater, the healthier. Slide 22: TRACK #2 ANG GANDA NG MUNDO Ang hardin ng daigdig ang lawak, ang lawig Ang ganda, ang ganda, ang ganda May puti, may pula, may lunti, may ginto Ang ganda, ang ganda ng mundo Ang ganda ng kalikasan Yamang-uri umaapaw Dapat nating alagaan Kupkupin araw-araw Makikita mo rin ang buwan at bituin Ang ganda, ang ganda, ang ganda Sa karatig-pook, di ka na lalayo Ang ganda, ang ganda ng mundo Ang ganda ng kalikasan Yamang-uri umaapaw Dapat nating alagaan Kupkupin araw-araw Ang hardin ng daigdig ang lawak, ang lawig Ang ganda, ang ganda, ang ganda May puti, may pula, may lunti, may ginto Ang ganda, ang ganda Ang ganda, ang ganda Ang ganda, ang ganda Ang ganda, ang ganda Ang ganda, ang ganda ng mundo LESSON 2-3~Indicators of Biodiversity : LESSON 2-3~Indicators of Biodiversity Environmental scientists and advocates employ biodiversity indicators to determine whether a given ecosystem is improving or deteriorating. The standard three measures are species diversity, state of threatened species, and status of protected areas. Slide 24: Along with these, there are many other urgent ecological issues and considerations – such as climate change, carbon emission, forest cover, mining, coral reefs, biomass, coastal resources management, garbage disposal, toxic waste, GMOs, and plastics, styrene and non-biodegradable materials, to name some. LESSON 2-4~Anthropocentricity : LESSON 2-4~Anthropocentricity As it turned out, humans have gained an enormous advantage over all other species. They went on to exploit the earth for their own convenience, often with little regard for other species and their shared habitat. Anthropocentrism (centered on humans) is the main culprit of ecological devastation. LESSON 2-5~Eco-friendly Consciousness : LESSON 2-5~Eco-friendly Consciousness Our impact on the environment depends a lot on people’s values and mindset. The following ecology-friendly tenets will go a long way in sustaining a sound ecosystem: Slide 27: 1. Humans suffer as well when humans destroy the environment. 2. Reverence to all creation is a concrete way of showing reverence to its Creator. 3. All beings have an inherent value and integrity that deserves respect. Slide 28: TRACK #3 AYAW Aa-aa-aa-ayaw, aa-aa-aa-ayaw Gusto mo ba ng gubat na walang puno Gusto mo ba ng dagat na tuyo Gusto mo bang sirain ang ating paligid Gusto mo bang wasakin ang daigdig Gusto mo bang masunog ang iyong baga Gusto mo bang malunod sa baha Gusto mong ibasura ang kabundukan At gawing bundok ang basurahan 3THIRD TOPIC~ ~GENDERS : 3THIRD TOPIC~ ~GENDERS LESSON 3-1~Genders / Diversities by Birth and as Persons : LESSON 3-1~Genders / Diversities by Birth and as Persons In Topic 2 we discussed the advantage of humans over other species. In this topic we enumerate the further diversification of humans in the circumstances which we are born and ways that we act as persons. Slide 31: We are all born, for instance, as male or female in a particular place and time, and so we are segregated by sex, race and age. Had we all been born female of one single race at the same moment, there would not have been sexual and racial discrimination or child abuse or violence against the aged. Add to that our diverse physical traits, multi-competences and many preferences, and the social flints that ignite bias against persons are infinitely multiplied. Slide 32: For convenience we collectively refer to these as “genders”, to include sex, race, age, physical traits, competence and preference. In Filipino their first syllables happen to spell “sa-lah-ed-an-ga-na” (sari, lahi, edad, anyo, galing, nais). Taken together we call it “kakanyahan” (kung ano ang nasa kanya). Slide 33: TRACK #4SALAHEDANGANA Ang mga kakanyahan ay sadyang iba-iba Kapwa pahalagahan, sa-lah-ed-an-ga-na Sari, lahi at edad, anyo, galing at nais Ang mga komunidad ang magbibigkis Salahedangana, salahedangana Kapwa pahalagahan, sa-lah-ed-an-ga-na LESSON 3-2~Sex and Patriarchy : LESSON 3-2~Sex and Patriarchy Women are invariably at the receiving end of harassment and rape. At work, they get paid less than men and hold positions of little authority. At home, they do most of the chores and bear the weight of giving birth and nurturing children. That women are doubly-burdened is an understatement. Slide 35: Meanwhile men get to make important decisions, own properties and are regarded as head of the family. Now, how did that happen?? Like this.. The human species has yet to transcend aggression as the main mode of determining positions in society. And for some reason aggressiveness and machismo are more evident in males, therefore males get to dominate females. LESSON 3-3~Racism : LESSON 3-3~Racism Racial discrimination, wars of attrition and genocide abound throughout history. Even petty regionalism and racist slurs and jokes stoke resentment among people. Slide 37: What is race by the way? It is a shared identity (language, diet, physical features, bone structure, temperament, humor, etc.) of a people who, for a considerable length of time, live together in a common territory. Nowadays people migrate, intermarry and move about more freely – all the more reason for us to debunk race as a rigid distinctive. LESSON 3-4~Child Abuse and Ageism : LESSON 3-4~Child Abuse and Ageism Age, alongside human lifespan, creates another obvious distinction among people. Being quite young makes one vulnerable to older people. Being quite old, on the other hand, puts one at the mercy of a younger stronger generation. Abuse of minors and violence against the elderly are heads and tails of the coin of age discrimination. LESSON 3-5~Physical Traits : LESSON 3-5~Physical Traits We are all aware of course that a lot of people don’t get the job just because they are plump, short, dark-skinned, kalbo, pango, bungi, duling, or not that pretty. And that’s just the “looks” part. Slide 40: The world is certainly not friendly to people who are blind, deaf, mute, autistic, paraplegic, and those afflicted with cancer, leprosy, AIDS, Down’s syndrome, amnesia, Parkinson’s disease and other infirmities. LESSON 3-6~Competence and Compensation : LESSON 3-6~Competence and Compensation The “same force, same result” dictum in Physics does not quite apply to salaries and incomes. Eight hours of farming, driving a tricycle or washing clothes is not anywhere near the equivalent of eight hours of board meetings, concert performance or playing professional sports. Slide 42: The philosophy of our education system is partly to blame. Besides stressing the notion that some are smarter than others, competences – or competencies, as some would prefer – are seldom evenly appraised. (Even UP excludes PE in computing GWA.) We also need to remind ourselves that talent is honed by opportunity, hence it is incumbent upon society to prioritize those who sorely lack opportunity to realize their full potential. Slide 43: TRACK #5 ANG GALING Ang galing mong sumayaw Ang galing kong gumalaw Ang galing niyang kumanta Ang ating galing iba-iba Ang galing mong tumakbo Ang galing kong magluto Ang galing niyang magpinta Ang ating galing iba-iba Ang galing pag mag-isip Ang galing managinip Ang galing magpatawa Ang ating galing iba-iba Ang galing sa kwentahan Ang galing sa kwentuhan Ang galing ng pandama Ang ating galing iba Ang ating galing iba Ang ating galing iba-iba LESSON 3-7~Preference Discrimination : LESSON 3-7~Preference Discrimination People have varied preferences over a broad field of choices – from food to music, clothes, books, movies, hobbies and so on – and it seems to be in our nature to look down upon and make fun of those whose preferences happen to differ from ours. Slide 45: And for lesbians and gays particularly, even choosing jobs, friends or lovers are subject to scrutiny and discrimination due to well-entrenched social biases. LESSON 3-8~Individuality and Individualism : LESSON 3-8~Individuality and Individualism The sheer number of combinations of diversities in sex, race, age, physical traits, competences and preferences must tell us that even though people may share quite a number of qualities in common, certainly no two individuals are exactly alike. Indeed each person is special. Slide 47: Individuality, however, is quite different from individualism. Unlike individualism, individuality puts premium on the intrinsic value of every person, but always in the context of the community and its collective wellbeing. Slide 48: TRACK #6 BUKODTANGI Bukodtangi ako, bukodtangi ka Bukodtangi tayo, bukodtangi sila Sa kakanyahang salahedangana Bukodtangi ang bawat isa Bukodtangi ako, bukodtangi ka Bukodtangi tayo, bukodtangi sila Sa kakanyahang salahedangana Bukodtangi ang bawat isa Bukodtangi ang bawat isa 4FOURTH TOPIC~ ~ECONOMICS : 4FOURTH TOPIC~ ~ECONOMICS LESSON 4-1~Equipment and Surplus, Rich and Poor : LESSON 4-1~Equipment and Surplus, Rich and Poor As soon as humans started utilizing stones and metals, and particularly when they learned how produce and control fire, evolution then shifted to second gear – from natural Biology to applied Physics. If previously humans were at the mercy of nature, it was now nature’s turn to adapt to human engineering. Slide 51: With better “means of production” they transformed earth’s landscape and quickly developed agriculture, metallurgy, animal husbandry and a complex language. These advances precipitated a “surplus” of valuable resources, and with it comes the bitter contest over its control. Those who prevailed became the new “class” of owners of properties, thus dividing society between ‘haves’ and ‘have-nots’, or rich and poor. LESSON 4-2~Nature, Human Resource and Capital : LESSON 4-2~Nature, Human Resource and Capital To help us see the connections between ecology, genders and economics, first we consider natural and human resources as economic factors. We can then see that the exploitation of natural resources directly impacts on ecology, while the human factor implicates genders. Slide 53: Trade, or the exchange of products in a “market” required the creation of “money” as a handy means of representing the value of increasingly numerous kinds of goods and services that people come up with. And as people accumulated money, it took a life of its own and represented itself as generic “wealth” and became traded as “capital”. Capitalism often pays little attention to ecologic and human welfare, along with its single-minded pursuit of “profit”. LESSON 4-3~Indicators of a Sound Economy : LESSON 4-3~Indicators of a Sound Economy Principles like smallness and simplicity, reciprocity, volunteerism, collective self-determination and communal self-reliance are all essential to a sustainable economy. In Lessons 4-4, 4-5 and 4-6 we consider three other crucial Economic parameters: Production, Distribution and Consumption. LESSON 4-4~Production / Growth versus Needs : LESSON 4-4~Production / Growth versus Needs Three factors constantly exert pressure on the economy to increase production or “grow”: population, scientific development (explorations, discoveries, inventions) and people’s insatiable desire for luxury and bragging rights that come hand in hand with owning many expensive shiny things. Slide 56: Especially with the strong lobby against population planning, the first two can’t be helped. But giving in to the wants of a few (such as converting agricultural lands into golf courses and vast shopping complexes) undermines the capacity of an economy to sustain the basic needs of a community: Shelter, clothes, food, education, health, clean water, clean air, employment, peace and order, and rest and recreation. Slide 57: TRACK #8 MGA PANGUNAHIN Tirahan, damit at pagkain Pag-aaral at kalusugan Malinis na tubig at hangin Hanapbuhay at kapanatagan Ito ang mga pangunahing Kailangan sa mundo At ang paborito nating Pahinga at laro LESSON 4-5~Distribution / Ownership and Social Benefit : LESSON 4-5~Distribution / Ownership and Social Benefit We can talk all day about CSR and young enlightened entrepreneurs, but in the end it is the major stockholders who get the choice cuts. There’s just no going around it, ownership equals benefit. Which makes a strong case for cooperatives, small guilds and group farms, albeit within the confines of market economics. Slide 59: With communitarian values, however, ownership assumes a collective meaning. Rather than patented creations of private enterprises, what are produced by society are regarded as “social goods” crafted by the community as a whole. Therefore those who have a hand in the process deserve to benefit from and take pride in their shared handiwork. Slide 60: The capitalist reflex for treating labor as nothing more than a portion of production cost that needs to be minimized along with other expenses in order to maximize profit results in the “alienation” of workers from the true value and very dignity of their toil. LESSON 4-6~Consumption and Sufficiency : LESSON 4-6~Consumption and Sufficiency It may seem like a paradox but its not a big surprise that “primitive” indigenous communities fare better in maintaining the integrity of their environment than their “modern” urban counterpart. The logic is very basic: they only take from nature what they need to subsist and preserve and enhance their traditions – no more, no less. Slide 62: Far from being a mere idle expression, the phrase “no more, no less” captures the complementary requisites of sufficiency – as a lifestyle and as a basic economic right. In the realm of economics, peacebuilding is a challenge for all of us to resist and insist – resist our accumulative and consumerist impulses, and at the same time insist that the majority who do not have enough are entitled to demand of society their rightful and sufficient share of material provision. Slide 63: TRACK #7 SAPAT Sapat para sa lahat ang kasaganahan ng mundo Sapat para sa lahat ang kasaganahan ng mundo Mamuhay ng sapat sa ikagiginhawa ng lahat Mamuhay ng sapat sa ikagiginhawa ng lahat 5FIFTH TOPIC~ ~BELIEFS : 5FIFTH TOPIC~ ~BELIEFS LESSON 5-1~The Evolution of Ethics : LESSON 5-1~The Evolution of Ethics The surplus made possible with the use of better equipment in Economics in turn afforded humans a “surplus of time” to toy with their imagination. Very early on in our history, for instance, we find paintings and carvings and burial sites, suggesting that perhaps serious theological debates on life after death is nothing new at all. Slide 66: From there belief systems evolved and became huge organized religions and social movements. In fact many of us live side by side as Muslims, Christians, Marxists and natives of indigenous faiths. Ethics, our fourth diversity, is a sort of a weighing scale that people carry around to help them measure good and evil, right or wrong, proper and not. Conflicting views of many people on such matters often lead to quarrels, murder and full scale wars. LESSON 5-2~Goodness : LESSON 5-2~Goodness It would help to constantly remind each other that the social value of having beliefs is not in being proven right or in being saved while others suffer, but in being good at being good to others. All creeds and manifestos profess what is beneficial to all, so be it. Slide 68: TRACK #9 KABUTIHAN Kabutihan ang sadya, kabutihan ang sadya Ng iba’t ibang mga paniniwala Kabutihan sa kapwa, kabutihan sa kapwa Alang-alang sa mundong mapayapa Kabutihan ng bayan at mga pamayanan Layun ng iba’t ibang paninindigan Sa halip na digmaan, tulunga’t unawaan Pairalin ang sadyang kabutihan (3x) LESSON 5-3~Fanaticism : LESSON 5-3~Fanaticism Many conflicts and wars are reinforced if not instigated by the insistence of people that their beliefs or ideology, or lack of it, is closer to the truth than those of others. Slide 70: Religious sects and political movements often share three counterproductive habits: FUNDAMENTALISM We are the exclusive distributor of truth. SECTARIANISM Don’t even try to understand their beliefs. CENTRALISM Though our beliefs are similar, those who do not belong to our religious tradition or political network are utterly mistaken. LESSON 5-4~Friendship : LESSON 5-4~Friendship Why not instead train ourselves to be open to converse, work and make friends with people whose beliefs may be different from ours yet whose ardent hope for a just and generous social order we deeply share. This we cultivate through ecumenism, interfaith conversations, dinner and drinks. Slide 72: TRACK #10 KAIBIGAN TWICE: Ang kaibigan mo’y kaibigan ko kaibigan Maaasahan mong may karamay ka at sandigan Ang kaibigan ng kaibigan ng kaibigan Ng kaibigan ko’y kaibigan mo Ang kaibigan mo’y kaibigan ko Ang kaibigan ko’y kaibigan mo Ang kaibigan mo’y kaibigan ko kaibigan ~END OF PART ONE~ : ~END OF PART ONE~ Slide 74: PART TWO ~ ~ ~ ORGANIZATION OF SOCIETY 6SIXTH TOPIC~ ~NAMEGIVING : 6SIXTH TOPIC~ ~NAMEGIVING LESSON 6-1~Organization of Society : LESSON 6-1~Organization of Society The development of language, technology, politics and culture along with the settling of communities and establishment of public institutions constitute the parameters of social organization. We may think of them as battlefronts where diversities collide and resolve their often conflicting interests – sometimes peacefully, sometimes violently. Slide 77: To put it somewhat neatly, we sort them into the four aspects of organizing society: LANGUAGE Words and Numbers – Names and Ranks PEDAGOGY Technology, Politics and Culture COMMUNITIES Global, National, Personal and Local PUBLIC INSTITUTIONS State, Estates, Trade, Religion, Academes, Media, Insurgency, Empires and Civil Society Slide 78: If it is in the arenas of social organizing that hierarchism flaunts its hydra heads, then it is here that we must concretely deal with the question, WHAT ARE WE TO DO? And our answer is: We develop vocabularies, technologies, polity and cultures that uphold democracy, rights, good governance and peace values to equip communities to demand duty from public institutions. Slide 79: TRACK #11 SA BUONG MUNDO Ilan ang babae sa buong mundo Sa buong mundo, sa buong mundo Ilan ang lalake sa buong mundo Sa buong mundo, sa buong mundo Iba-ibang hugis, iba-ibang kulay Iba-ibang bihis, iba-ibang bahay Kahit magkalayo, kanikaniyang buhay Sa buong mundo tayo’y ugnay-ugnay Ilan ang babae sa buong mundo Sa buong mundo, sa buong mundo Ilan ang lalake sa buong mundo Sa buong mundo, sa buong mundo Iba-ibang laro, iba-ibang wika Iba-ibang lahi, iba-ibang mukha Kahit magkalayo, kanikaniyang buhay Sa buong mundo tao’y pantay-pantay LESSON 6-2~Namegiving : LESSON 6-2~Namegiving One of the very first things that humans did was give themselves and things around them names. And as it is today, those who do not have names, walang pangalan as we say, and literally millions of children don’t have legal names, are taken for granted. Slide 81: Furthermore the invention of words and numbers codified humanity’s instinct for ranking and hierarchies. Such titles as MA, PhD, Most Reverend, His Excellency, as well as casual expressions like “one of a kind”, “walang sinabi” and “we’re the best”, stress rank and privilege and emphasize the edge and advantage of some over others. Ever wonder why we never hear people exclaim We are number two, yeah! Slide 82: And as it goes, our vocabularies reek of racial and sexual slurs and biases, religious dogmatism and of ideological superiorism. And as to other species, snake means traitor, ape is ugly, and pig is pig. Also, the selections that we see in books and journals are conveyed in the language and history of dominant groups in society. For instance, we could hardly find Visayan or folk literature and historical accounts in libraries and bookstores – even in Cebu! Slide 83: WHAT TO DO OPPOSE discriminatory, provocative and violent language, elitist designations and linguistic hegemony PROPOSE creative, inclusive, species-fair, genders-neutral, candid and courteous vocabularies, multilingual literature and local histories Slide 84: TRACK #12 PATAASAN Pataasan pasigaan patigasan pasindakan Yan na raw ang pamantayang kasanayan na Pahigitan palamangan pasikatan payabangan Yan na raw ang nahirati datirati pa Laging sinasabing iba kami sa iba Sinasabi laging angat sa kanila Paano babaguhin, paano nga kaya Kung panatilihing nakagawian na 7SEVENTH TOPIC~ ~PEDAGOGY : 7SEVENTH TOPIC~ ~PEDAGOGY LESSON 7-1~Accumulation and Transfer of Knowledge : LESSON 7-1~Accumulation and Transfer of Knowledge Pedagogy comes from paidagogos which means someone who brings kids to school. Many parents regard knowledge as their children’s ticket to a more secure future. That simple sentence in fact may well be a summary of civilization. Education makes the world a safer place for humans. At least for some humans anyway. And we say some because knowledge is not value-free. Slide 87: Knowledge comes in three interactive containers – technology, policy and culture. And the science, laws and traditions that we come up with and pass on to others favor humans over other species, the males above females, the wealthy over the poor, and the mighty against the marginalized. And as we shall soon see, the conflicting diversities in ecology, genders, economics and beliefs again manifest themselves in the pedagogic aspect of social organization. Slide 88: TRACK #13 PARA KANINO Ang ating kaalaman sa sining at agham Para kanino ba? Haa Ang daming patakaran at kaugalian Para kanino ba? Para sa ikabubuti ng mga nangangailangan Para sa nakararami at di lang sa iilan Di lang sa iilan, di lang sa iilan Di lang sa iilan lang LESSON 7-2~Science and Technology : LESSON 7-2~Science and Technology The technological prowess of humanity enables humans to rule over other species. Given more devices intended for women’s use, they bear the brunt of birth control. Cryptography secures the information-rich. Weapons of war and surveillance systems reinforce fundamentalism, be it religious, secular or such supremacist nationalism as propelled by U.S. foreign interests. Slide 90: WHAT TO DO OPPOSE the proliferation of genetically modified crops, escalation of war implements, cruel experiments and toxic production methods PROPOSE environmentally safe, genders-equitable, pro-poor and communal technologies such as clean energy, organic agriculture, herbal medicines and traditional crafts LESSON 7-3~Polity : LESSON 7-3~Polity For our purposes, policies are laws that people have to follow else suffer penalties. Culture is what people do, law or no law. Both are meant to make people behave well and be good to others, but just as in technology, politics and culture are often maladies to nature, children, women, gays, minorities, the handicapped, poor people, and religious and ideological outsiders. Slide 92: And speaking of public policies, squatter communities are helpless against a legal demolition order. Birds don’t get to vote whether or not trees should be cut down! Unwritten perhaps but gays are kept out of military service. Rules on trade, industry, banking, investment, taxation and copyright protect rich people as well as rich countries. And religious schools often bar enrollees of different faith as a matter of policy. Indeed politics is a powerful ally of the politically powerful. Slide 93: WHAT TO DO OPPOSE policies that are ecologically destructive, genders-oppressive, segregationist, pro-rich and ideologically-discriminative PROPOSE regulations that are habitat-protective, genders-just, economically distributive and actively pluralist Slide 94: WHAT TO DO Enlist in social movements and political parties that studiously track the workings of Congress and local lawmaking councils. Oppose legislations that contravene public interest. Work for fair implementation of fair policies. Be vigilant against abuse of political power and authority, not just in government but in workplaces, in schools, in churches, and at home. LESSON 7-4~Culture : LESSON 7-4~Culture Culture is so compelling we often never even ask why we do what we do even if we don’t have a clue. Activists burn tires and effigies and soot the air. The princesses of festivals are of course girls from rich clans. The leading men in the movies are machos. Children are not to refute their parents and teachers. And local indigenous customs are subverted by the religions of invaders. Slide 96: WHAT TO DO OPPOSE wasteful, destructive and macho habits, consumerism, acquisitiveness, and customs ingrained through colonization and cast in subservience, superstition and violence PROPOSE creative resistance and the preservation of traditions and arts that positively tally with environmental, interpersonal, economic and ideological peace imperatives Slide 97: TRACK #14 SALAWIKAIN Salawikain, mga ginintuang gabay sa pamumuhay Salawikain, mga buhay na araling pamana Salawikain ay isadiwa at sikaping ipamuhay Salawikain, yamang hiyas nitong ating kultura Ang hindi marunong lumingon sa kanyang pinanggalingan Ay di rin makararating sa paroroonan Ang hindi marunong magmahal ng kanyang sariling wika Ay mas masahol pa’ng amoy sa isdang malansa Salawikain, mga ginintuang gabay sa pamumuhay Salawikain, mga buhay na araling pamana Salawikain ay isadiwa at sikaping ipamuhay Salawikain, yamang hiyas nitong ating kultura Salawikain, mga buhay na araling pamana Salawikain, yamang hiyas nitong ating kultura Salawikain, mga buhay na araling pamana Salawikain, yamang hiyas nitong ating kultura 8EIGHTH TOPIC~ ~COMMUNITIES : 8EIGHTH TOPIC~ ~COMMUNITIES LESSON 8-1~Settling of Communities : LESSON 8-1~Settling of Communities The map of the world is inked in water and blood. Water, because it separates land areas (notice how countries, provinces and cities and towns, and even small barangays are demarcated by oceans, lakes and rivers). And blood, because in wars territories are drawn and redrawn depending on who lost and who won. Slide 100: Organized societies have a long history. From early communitarian settlements like our indigenous tribes, to city-states like old Sparta, empires like Rome, modern nation-states like France, present day imperialists like the U.S., transnational alliances such as the European Union, and many other kinds and types of what people call “nations” and “states” or “countries” and “republics”. Slide 101: In any case, for our purposes, we can classify communities into four interlocking settings and scopes: Global [Lesson 8-2] National [Lesson 8-3] Personal [Lesson 8-4] Local [Lesson 8-5] Slide 102: TRACK #15MGA PAMAYANAN Tayo’y bahagi, tayo’y bahagi ng Bahagi ng iba’t ibang pamayanan Namamalagi, naninirahan Malalaki’t munting mga pamayanan Magkaplaneta, magkababayan Magkakilala at magkakabarangay Magkatadhana, magkaugnayan Sana’y magkakaibigang tunay LESSON 8-2~Global Community : LESSON 8-2~Global Community Since all of us live in one planet, we are all affected by a myriad of global issues such as world trade, international conflicts, toxic waste, chemical weapons, nuclear power, climate change, AIDS, natural and human-made calamities, human trafficking, debt, viruses that knock down millions of computers via the internet, and of course NBA scores and Hollywood gossip. Slide 104: One quick survey of our “global village” and we realize that our common residence is again controlled by humans, males, the moneyed, the world’s leading religions and formidable armed groups. Furthermore, the countries of the world are sharply and bitterly divided according to race, economic clout and worldviews. Slide 105: WHAT TO DO OPPOSE global pollution, xenophobia, genocide, north-south economic divide and terrorism, whether sponsored by governments or not PROPOSE popular awareness of planetary issues, alongside international solidarity in forging and advocating a global peace agenda LESSON 8-3~National Community : LESSON 8-3~National Community We know from history that our so-called republic was just assembled and imposed upon us by our colonizers. Nevertheless we have altogether internalized the idea that we are all Filipinos, whether from Mindanao, Visayas or Luzon. There are quite a number of issues that affect all of us as one country whether we want it or not. Slide 107: Like many countries, ours is a hotpot of languages, races and religions. Yet since we are one nation, we ought to try to welcome each other, listen to each other, understand each other, and align our energies with the interest of the marginalized majority. This will be our shield against opposing armies, ecologic ruin, religious intolerance and wholesale looting of our national wealth by landlords, macho trapos, transnational corporations and their local dummies. Slide 108: WHAT TO DO OPPOSE centralism and monolithic nationalism PROPOSE vigilance in tracking national issues like public debt, militarization, agreements that government enters into with international entities, and national policies and programs that encompass the whole archipelago Slide 109: WHAT TO DO Constantly revisit and examine history, and relearn the lessons of our continuing struggle and elusive hope for self-rule and democracy, reaffirm the integrity of our varied traditions, and accordingly redefine our national priorities. Slide 110: TRACK #16 WATAWAT Kay inam tantuin, pula dilaw puti’t bughaw May tatlong bituin at walong sinag ng araw Kaytingkad, kaytayog ng ating mithiin Tulad ng bantayog ng watawat natin Lalala-lala, lalala-lala Lalala-lala, lalala Lalala-lala, lalala-lala Lalala-lala, lalala Mapayapang bansa ang aking adhika Ang pamamahala, manungkulan ang diwa Mahalin ang bayan ang pakaisipin Tuwing masisilayan ang watawat natin Lalala-lala, lalala-lala Lalala-lala, lalala Lalala-lala, lalala-lala Lalala-lala, lalala LESSON 8-4~Personal Community : LESSON 8-4~Personal Community We are born with parents, relatives and persons whom we spend most of our lives with. As expected, the males, the adults and the breadwinners are the authorities in our personal communities. It is often said that peace begins at home. It is therefore quite a tragedy that violence against women and child abuse happen among kin and friends. Slide 112: WHAT TO DO OPPOSE domestic violence, slavery and nepotism PROPOSE a holistic view of family, the cultivation of peace habits like sapat (sufficient) living, non-aggressive conflict resolution, candor, optimism and personal integrity Slide 113: TRACK #17 KAMAG-ANAK Sa bayan ng lola’t lolo Kami minsa’y nagbakasyon Nakadaupangpalad ko Ang kadugo’t karelasyon Biyenan ang turing ni tatay Dun sa nanay ni nanay Na ang tawag ay balae Dun sa tatay ni tatay Tsiki-tsiki-tsing, tsiki-tsiki-tsing Tsiki-tsiki-tsing, tsing-tsing-tsing-tsing Tsiki-tsiki-tsing, tsiki-tsiki-tsing Tsiki-tsiki-tsing, tsing-tsing-tsing-tsing Mga kapatid ni ina Ay tiyahi’t tiyuhin ko raw Ngunit ayon kay ama Ay mga hipag niya’t bayaw Kala ko nanloloko Lolo niya ang lolo ko Sabay nagmano sa noo Kami pala’y pinsang buo Tsiki-tsiki-tsing, tsiki-tsiki-tsing Tsiki-tsiki-tsing, tsing-tsing-tsing-tsing Tsiki-tsiki-tsing, tsiki-tsiki-tsing Tsiki-tsiki-tsing, tsing-tsing-tsing-tsing Ya’y unang araw pa lang Sa nayon ng ninuno ko Ang aming angkan hanggang Tuhod, talampakan at kuko Nang kami na’y pabalik Isang libo ang humalik Dahil kamag-anak ko Halos ang buong baryo LESSON 8-5~Local / Basic Democratic Communities : LESSON 8-5~Local / Basic Democratic Communities It may be the barangay, a neighborhood association or an indigenous tribe. In local communities people have more chances to be heard since there are fewer of them. The principle is simple: as social structures are decentralized and “devolved”, more people get to participate in the democratic process. As the classic VW ad puts it, Think small. Slide 115: It is also in BDCs that people are trained in the intricate art of a working democracy. Consistent exposure of people to direct democracy serves as a countervailing force against the cold and faceless hegemony of traditional partisan politics and privatized political dynasties. The social implication is indeed crucial: the more vibrant and participative small communities you have, the better chances for society as a whole to prosper in peace. Slide 116: WHAT TO DO OPPOSE private armies and narrow parochialism PROPOSE bioregional planning, active engagement in barangay, municipal, city and provincial governance; practice subsidiarity, and uphold the eminence of IPs over ancestral domains LESSON 8-6~Leadership and Governance : LESSON 8-6~Leadership and Governance As much as we say organizations should not be top-heavy, it cannot be denied that history is shaped by leaders, for good or ill. Now of course we can rant all we want but the truth is we get the leaders we deserve. We elected them in the first place. Please take note that in the booklet that came with the music CD, this lesson is lined up under INSTITUTIONS as Lesson 9-9, mainly for layout considerations. Slide 118: WHAT TO DO Get involved in the painstaking process of instituting transparency, accountability and good governance in public institutions. Strengthen public administration and civil service schools and training centers. Help spot, support and elect good qualified civil servant leaders. LESSON 8-7~Democracy : LESSON 8-7~Democracy For all our folly, humanity accomplished two magnificent achievements in history – the establishment of democracy, and the installation of human rights. Please take note that in the booklet that came with the music CD, Democracy and Rights are Lessons 8-6 and 8-7 for layout considerations. Slide 120: The basic idea of democracy which is “rule by the governed” (as opposed to rule of the monarch or oligarchs) is attributed to Plato. But proportional representation is well documented in much earlier societies, though not the term democracy itself. Democracy is indeed a testament to the depth and excellence of human imagination, a redeeming wellspring of inspiration to all of us who often find history a tragic tale of a mean species. LESSON 8-8~Rights : LESSON 8-8~Rights Around the same time that democracy entered the scene, inklings on human rights started appearing in ancient literature. The UDHR and its corollaries (children’s rights, women’s rights, animal rights, civil liberties, minority rights..) are sanctuaries of peace. Sadly though, trampling of rights is daily staple in our part of the world. Slide 122: If in fact there is any genetic connection between these two revolutionary concepts, it should not surprise us. Democracy and rights could very well be twins born of the human yearnings for civility and freedom beyond mere survival of the fittest. Slide 123: WHAT TO DO OPPOSE undemocratic practices and violations of human and other rights PROPOSE to recall leaders who are unmindful of people’s views and sentiments, to institute a comprehensive rights education program in schools, and especially among soldiers and the police Slide 124: TRACK #18 DEMOKRASYA, KARAPATAN Sali ka, sali ka, sali ka Panukala ay pangkalahatan At igalang ang bawat isa Kalakiha’t kaliit-liitan Magkasuno nating alagaan Dun sa puno ng kapayapaan Ang kambal na sanga Demokrasya’t mga karapatan 9NINTH TOPIC~ ~PUBLIC INSTITUTIONS : 9NINTH TOPIC~ ~PUBLIC INSTITUTIONS Slide 126: We consider the historical development of public institutions as an important field of study and encourage a continuing inquiry into the subject. In the meantime, this ninth topic very briefly outlines the supposed main functions of various public institutions, and how they often fall short of their pledge to promote public welfare. Herein lies the heart and soul of all social ills, in the sheer fact that public institutions benefit the institutions more than the public. LESSON 9-1~State : LESSON 9-1~State The task of government is supposedly to manage vast national and local resources, and collect taxes from its citizens in order to redistribute wealth equitably by way of socialized services and infrastructures. The State of course is the most powerful of all public institutions. Its apparatus is very big – big on corruption, big on misallocation of funds and extra big on political opportunism. Slide 128: WHAT TO DO OPPOSE a police state, graft and opportunism in government, and privatization of key state implements (energy, water, technology and scientific research) PROPOSE prioritizing social services (particularly education, health, housing, food and jobs) before military spending and debt service LESSON 9-2~Estates : LESSON 9-2~Estates Agricultural lands and marine resources constitute the backbone of our economy. In the countryside particularly, large estates remain in the hands of a few rich families. In constricting Philippine agriculture to its inefficient feudal mode, tenancy deprives farmers the fair return of their hard work, consigns them to perennial poverty, and renders precarious our food security. Slide 130: WHAT TO DO OPPOSE deliberate delays in the implementation of agrarian reform, playing down of urgent food security concerns, land conversion PROPOSE full application of agrarian, aquatic and forestry reforms, towards non-petroleum based agriculture, fishing and aquaculture; genders-integrative and collective farming LESSON 9-3~Business : LESSON 9-3~Business Toxic products and disregard for public safety, tax evasion and rigging of bids don’t surprise anybody in this country. Whatever it takes to make big money is the business of business. The denudation of our forests, poisoning of rivers, air and water pollution, along with the marginalization of laborers, are the monuments of corporate genius. Slide 132: And after all these so-called progress, the Philippines remains a supplier of cheap labor and underprocessed raw material. Slide 133: WHAT TO DO OPPOSE ecologically hazardous industries, union-busting, casualization, contractualization, child labor, and impingement of corporate interest upon government PROPOSE strengthening the consumer movement, promoting cooperatives, barter guilds, and developing communitarian business ethics and networks like Fair Trade LESSON 9-4~Churches : LESSON 9-4~Churches The “prophetic” mandate that churches assumed unto themselves is to prepare the way for the coming dispensation of justice and love. But the hierarchical institutional church is well known for its ambivalence. As it preaches humility and love for enemies, it had its dissenters burned at the stake. Its daring prophetic voice is ironically often late and lame, if not downright reactionary. Slide 135: While admonishing people against the lure and futility of material possessions, it extends the borders of its vast properties. While insisting that God is no respecter of persons, it demonizes gays and lesbians, and disallows women from priesthood. In many ways, religion is in reality more a tool of oppression than the much hyped messenger of salvation. Slide 136: WHAT TO DO OPPOSE sectarian encroachment in public spaces and genders-biased catechism PROPOSE propagating social teachings of various faiths on such themes as justice, peace and integrity of creation, ecumenism, interfaith spirituality and interreligious dialogue and cooperation LESSON 9-5~Media : LESSON 9-5~Media The job of media is to facilitate the flow of information and mediate the exchange of views. But in the hands of private investors it inevitably succumbs to profit motive. The sexist and racy rubbish that TV dishes out regularly is the fruit of a conspiracy among media networks, advertisers and a passive viewing public. Slide 138: Furthermore it has become a routine for media programs and personalities to “spin” information and manipulate public opinion. Meanwhile real journalists are frequent customers of harassment and killings which are taken for granted, if not in fact licensed, by government. Slide 139: WHAT TO DO OPPOSE censure, advertisers-driven publications and persecution of the press PROPOSE independent, free, fearless and socially responsive journalism; small community-owned and managed media facilities LESSON 9-6~Belligerents : LESSON 9-6~Belligerents They say the same thing: protect the people. But when government forces and insurgents collide, it is ordinary civilians (particularly women and children) who get caught in the crossfire. That power comes from the barrel of a gun still pretty much dictates the mores of armies, and soldiers often get away with terrorizing the people in the name of the people. Slide 141: WHAT TO DO OPPOSE hamletting, forced evacuations, and the stationing and operations of armies of all sides in civilian residences PROPOSE peace pacts and ceasefire agreements, not between government and revolutionary fronts, but between communities and both insurgent and government forces Slide 142: WHAT TO DO Urge government to abandon war as a policy in addressing social unrest. Demand accountability from all armed groups. Set up community-run and openly-monitored sanctuaries and zones of peace. Remind soldiers that the true mission of genuine revolutionaries is neither to broker political power nor to serve the party, but to protect the public and serve the people. And that’s even according to them. LESSON 9-7~Schools : LESSON 9-7~Schools The social mission of an academe is not to educate, but to educate everybody. And its scholarly task is not to provide answers but to provoke questions. Slide 144: The irony of “quality education” which teaches genders-fair and benevolent values is that it is so expensive it disqualifies by default the supposed beneficiaries of such an education – the underprivileged. It’s like saying let us be fair to the poor by properly educating the rich. On the other side of campus are colleges and seminaries that manufacture memory chips, robots and dogmatists. Slide 145: WHAT TO DO OPPOSE expensive, exclusivist, sectarian, elitist, profit-driven schools (if you have a choice, don’t enroll in them, don’t work there) PROPOSE the full extent of academic freedom and education for all, rights-based instruction, multi-competent and cooperative – instead of competitive – learning platforms LESSON 9-8~Empires / Internationalism & Globalization : LESSON 9-8~Empires / Internationalism & Globalization The internet or worldwide web used to be an exclusive postal service of scientists. Nowadays more and more people converse, do business, do their homework, research, play games, find love and gather around in virtual space. McLuhan’s village is literally an international world! Slide 147: On the other hand, big governments and their multinational corporate counterparts want to ensure control over all the world’s resources by invading other countries and regulating trade to maintain their faltering global economic stronghold. Slide 148: WHAT TO DO OPPOSE global hegemony such as championed by WTO, justified by economic liberalism and imposed upon all through US aggression PROPOSE to promote shareware platforms, open-source technologies and people-to-people cross-cultural internationalism LESSON 9-9~Civil Society : LESSON 9-9~Civil Society They are usually NGOs, small institutes, civic and people’s organizations. Many are mere pets of funding agencies, politicians, corporations and even government. Please take note that in the booklet that came with the music CD, this lesson is lined up under INSTITUTIONS as Lesson 9-10, mainly for layout considerations. Slide 150: Civil society was originally understood to be a persuasive balancing force vis-à-vis the awesome coercive powers of the State and the formidable clout of Commerce. In our case, we simply say its role is two-pronged: campaign and community building. As campaigner, it keeps tabs on institutions. And as builder of communities, it explores communitarian models and praxis that meet the prescriptions of peace. Slide 151: WHAT TO DO OPPOSE civil society organizations that merely serve as transmission belts of government, business or revolutionary fronts PROPOSE campaigns that urge public institutions (including civil society!) to devise or revise policies and programs to better serve – not lord it over – the public; to explore positive models of communities that demonstrate cooperation and equity in diversity Slide 152: TRACK #19 KUNG BAKIT Mula pa sa sinapupunan Ay di ka ika tatantanan Ng mga institusyong lipunan Di mo ba tinatanong minsan Kung bakit may gobyerno Kung bakit may negosyo Kung bakit may mga simbahan Radyo TV’t dyaryo, rebolusyonaryo Kung bakit may mga paaralan Magpahanggang sa iyong libingan Ay di ka nila lulubayan Taumbayan ba’y tinutulungan O di kaya’y pampabigat lang Kung bakit may gobyerno Kung bakit may negosyo Kung bakit may mga simbahan Radyo TV’t dyaryo Rebolusyonaryo Kung bakit may mga paaralan Ano pa’ng katuturan Kung di mapaglingkuran ang bayan Ano pa’ng katuturan Kung di mapaglingkuran ang bayan Ano pa’ng katuturan Kung di mapaglingkuran Ano pa? 10TENTH TOPIC~ ~SPIRITUALITY : 10TENTH TOPIC~ ~SPIRITUALITY LESSON 10-1~Spirituality : LESSON 10-1~Spirituality So far we have outlined a social vision moored in equity and mutual recognition. As if that’s not difficult enough, spirituality (a deep faith in goodwill and grace) goes beyond fairness and social responsibility. It is a calling to a joyful life of self-giving and daily renewal of oneself. And we know very well that social transformation and self-renewal are inseparable helpmates. LESSON 10-2~Truth : LESSON 10-2~Truth Deceit is godfather to corruption. Ninong ng tiwali ang sinungaling. LESSON 10-3~Compassion : LESSON 10-3~Compassion Sympathy is the cornerstone of the house of peace. Pakikiramay ang panulukan ng tahanan ng kapayapaan. LESSON 10-4~Humility : LESSON 10-4~Humility Arrogance and envy make the recipe for hierarchism and cruelty. Yabang at inggit ang sahog ng pataasan at pananakit. LESSON 10-5~Joy : LESSON 10-5~Joy Bless those who find joy in doing good, hindi sila madaling mapagod. Pinagpala ang masasayang gumagawa ng mabuti, they don’t tire easy. LESSON 10-6~Optimism : LESSON 10-6~Optimism The wings of change are made of hope. Yari sa pag-asa ang bagwis ng pagbabago. Slide 160: TRACK #20 MANGYARI NAWA Sa wangis ng Dios tayo ay ginawa Sa Biblia’t Koran, Alamat, Haraya Aniya ni Hesus, Allah at Bathala Paglingkuran, mahalin ang kapwa Sa sangnilikha maging pagpapala Mamuhay ika bilang halimbawa Ang pananampalataya’y sa gawa Mangyari nawa, O mangyari nawa Mangyari nawa, O mangyari nawa ~END OF PART TWO~ : ~END OF PART TWO~ Slide 162: ~ A ONE-PAGE SUMMARY ~ Slide 164: We are determined to work with others in evolving vocabularies, technologies, laws and customs that uphold democracy, rights, good governance and peace values to enable communities to exact accountability from public institutions. Amidst conflicts emanating from species and human diversities, economic disparity and divergent belief systems, we envision a diverse, fair, sufficient and plural society. A PEACE COVENANT ~~~~ Slide 165: ~ THANK YOU ~

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