INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION: A Teaching Guide

INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION: A Teaching Guide

INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION: A Teaching Guide L B J V B D M D B D M C M D D O D E E M Q G D E D G N K R P L A J S

Contents PREFACE... 1 MESSAGES... 2 INTRODUCTION... 5 MODULE I: PEACE AND PEACE EDUCATION... 13 MODULE II: SPIRITUALITY... 23 L P A E... 24 L W A C... 29 MODULE III: SOCIAL JUSTICE... 32 L S V... 34 L T C... 38 MODULE IV SUPPORTING NONVIOLENCE... 49 L C C...... 50 L L T... 55 L W P... 64 L U M A C T S R A G... 73 MODULE V STRENGTHENING HUMAN RIGHTS... 77 L U W R... 78 L C P... 92 MODULE VI SUSTAINABLE DEVELOPMENT... 97 L E F... 98 L R E... 104 MODULE VII SENSITIVITY... 109 L C P S D... 110 L U M A C T B S S D... 116 L I P D R C S... 120 MODULE VIII TEACHING PEACE... 129 L M L... 130 L P E P P A T S... 134 L Q P E... 140 REFERENCES... 143

Preface S M C H E R O XI CHED RO XI F C P S forumzfd I P E T E T T G T R XI W T T G I O P E T E T E I TEI I CHED RO XI forumzfd TEI T P E G I W I H R XI T E I P E S T C R M N S CHEDRO XI T T G A T T E I W CHED RO XI M L D J P M forumzfd P M D P M forumzfd P 1

M CHED R O XI T T M I P E T E C H E XI F C P S forumzfd G T E O I P E B E T E B T M T forumzfd T M CHED XI P E P T E I R XI A P E M T E I R XI S T T CHED XI F C S forumzfd A I T E I R R M N S P E S T C T E C S Y L T M RAUL C ALVAREZ JR E D CESE A D IV

Message from Jasmin Nario-Galace, Center for Peace E M C E E E E What are we to do in the face of these various forms of violence? A former Catholic Pope summarized what we can do in P P A T E O I I forumzfd C H E R XI T G W G E F G B T G F UN S C R I O B A J N G E D C P E M C

Message from Ofelia L. Durante I CHED XI forumzfd E O I T E R XI I M T M B T W T F I CHED XI forumzfd R XI T T W M M T M I forumzfd CHED R XI I M A G Dr. Ofelia L. Durante P E C

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T T G T E I TEI R XI T C H E CHED R XI F C P S forumzfd G B E O I P E B E T E CHED XI F C P S T E I R XI T T T S T C CHED XI T S T T T How to use the Guide E W M I VIII M L L M VIII II VII T TEI T R XI E However, the lesson plans are not rigid formats to be followed by the teacher, but a guide for teachers to use in developing their own lessons. The lessons are examples which can be adapted, T T I M I M XIII 6

Module Module I: I Lesson Title Peace and Peace E Values O D I D A M Module II: Spirituality L P A I E S D D I G R L W C D R A S S Module III: S J L S V C J E D I S V C H S S L T C S J C D TNC P D TNC L TNC P TNC G Module IV: S Nonviolence L C R I A L P L L T C S D A S A L R P 7

8 Lesson 3: Women in Peacebuilding R S Nonviolence, Gender S P E UN S C R W P S P N A P D M advocates C Lesson 4: Understanding the Mindanao A C The Struggle of the R A Groups N D I D C R Module V: Strengthening Human Rights L U Women s Rights Respect for human nonviolence C W R CEDAW RA A VAWC A W C D S Group discussion on A R Lesson 2: Corporal Punishment N respect R A D corporal punishment M Module VI: Sustainable Development L E Footprints E resources, environmental D A footprints C P E F Q and Small Group Discussion Lesson 2: Resource E C E for nature D D A P P

Module VII: S Lesson 1: Challenging prejudice, stereotyping A inclusivity R I Enumerate ways of handling biases and prejudices in one s daily life Small group discussion Lesson 2: Understanding the Mindanao Armed C T Bangsamoro Struggle S D Respect and solidarity T B Mindanao D B S M Paper dance and analysis of video documentary Lesson 3: Indigenous Peoples of Davao Region: Cultural Survival Intercultural respect and solidarity D IP D indigenous peoples of the region P the IPs of Region 11 M IP S Module VIII: Teaching Peace Lesson 1: Media Literacy Responsible consumerism, empathy I E A C Analysis of video clips and Lesson 2: Peace E P P T Strategies H U Dialogue, Values F C Empowerment E Discuss the appropriate teaching strategies to illustrate each of the pedagogical principles G I L Q Peace Educator Role play 9

O T 1. T T T Contents of the Manual T D T S H D V C U P C R H R XI S S F Module I Module II Module III Module IV M V Module VI Module VII Module VIII P P E Spirituality S J S N S H R E S D S T P F M II VII R XI M I XIII M I M XIII Lesson Format E R R R Values: E O B T T U 10

R R R Materials: T A K M T Overview: B T H Lesson Proper A T S T T Discussion T A Synthesis E T T T C A E S T H References R T A I STUDENT PORTFOLIO ON PEACE EDUCATION T M O T S 11

T A M S P P PORTFOLIO ON PEACE EDUCATION I S T H S T S C 60% C 30% P 10% T 100% 12

MODULE I P P E O At the end of the lesson, the students should be able to: Discuss the basic concepts of peace and violence I Discuss a framework of M W M Time:

Overview I F T M W has become so common that it is now considered a game played by state and non-state actors and poverty has been T P M CPP NPA MNLF MILF A S A populace. A T rights of the human person and the integrity of the environment create the impression of a country heading towards T T F W S I I F P I I UNESCO A C P E T dismantling the culture of war; living in harmony with the earth; 14

T R XI I S R XI u SPIRITUALITY C I P P F T S F T u SOCIAL JUSTICE L C J W I P E u SUPPORTING NONVIOLENCE D C W A W C u STRENGTHENING HUMAN RIGHTS P H R R P T U D H R C V S u SUSTAINABLE DEVELOPMENT L I H E A C U u SENSITIVITY I R R S T D F M I 15

A (max. 70 minutes) T A T A M T B I W A W W W C. Scanning W N L W W A I I I M I P D I A L Current realities Peaceful World E. Group Sharing and visioning F A A F P T 16

Discussion A W W C A W W H NOTE I I T T L X F G G G G G 17

A Parable O A W A A S T W I H T W I W I W I W Y Y A R K M P P J I C 18

Discussion A W W H A L T S S J S N S H R S D S Divide the class into 6 groups E T A T Discussion F W H D I I W Synthesis S F T W W II I T M P 19

B I A C H P D O UNESCO I P R E O T E O S P G A I P m H m H P I P E m S U m S J B m S N R m S H R D m S D L m S R Annex: Handout (see next page) 20

SPIRITUALITY C I P T S S P E F P F T S F T SOCIAL JUSTICE L C J W I P E SUPPORTING NONVIOLENCE D C W A W C STRENGTHENING HUMAN RIGHTS P H R R P T U D H R C V S SUSTAINABLE DEVELOPMENT L I H E A C U SENSITIVITY I R R S T D F M I 21

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MODULE II: Spirituality T I T N C L T A T T L A L T

L P A E Values S O : At the end of the lesson, the students should be able to: D D I Materials: R R CD R R W M O T Overview B U A M R B T I R XI P O G T M P T C A I U I I T C C A K M T A F 24

I T T C P A S B The way we behave The way we are perceived The way we see ourselves The way society treats us T A I I 25

A R O S O (max. 40 minutes) T T T G R P R Discussion A A A A T W R D T W H W R D W D W C W I W W W W S S E A A M A I 26

As people pursue the goal of inner peace, this will contribute to a more peaceful community. A peaceful person is H A C A O R W What will yo T At S D R T P E A L S R 27

R Look at me, you may think you see who I really am But you ll never know me. Everyday, it s as if I play a part Now I see if I wear a mask, I can fool the world But I cannot fool my heart. (Chorus) Who is that (man) I see Staring straight back at me? W Who I am inside? I am now in a world where I have to hide my heart And what I believe in. But somehow I will show the world What s inside my heart and be loved for who I am. Who is that (man) I see Staring straight back at me? W Someone I don t know? M I I W I I T That burns with a need to know the reason why Why must we all conceal what we think, how we feel? Must there be a secret me I m forced to hide? I I W I L D Z M M W 28

Lesson 2: Winning at All Costs Values C O A D R A S Materials: W M A K Overview W H T I I T H T M R I T B P I W I Pe K I A N O 29

As future peace educators, there is a need for students to prepare themselves in facing the challenges of providing T A S G D T T D A E E E E A TV D W H H W T I Discussion A W W H W D W W W 30

Synthesis S O O O F A P C A E T E E W 31

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MODULE III S J T - I P I I L - S M - L M A M L TNC P L TNC T NGO TNC F TNC - T

Lesson 1: Structural Violence Values C J E O A D I S Materials: W M LCD C H DVD T S V J G Overview U I S H A A T G H I U B B T I T M M T M I F L 34

T M W M T T Z N M S N L S M O T NSCB P S A M E P F T M T S A V C H L C H M T A W W W D I T D C H P R T 35

A C O S T I D T D O D N D S D O D C D C D S C V Q W W W A V V V T E C A 36

D S W A W W A W W W I Synthesis S S I I C C A I W I T C A E T I B C A V M 37

L T C V S O A D TNC P D TNC L TNC P TNC Materials: P TNC P D R W M Overview M I T W T C TNC T TNC MNC T TNC T TNC GDP TNC S TNC N U J J D M M E P I D F C C S BP A TNC M TNC T C GDP E M W M R D S BP GDP V H K N D S T M A U N C T D 38

T T W F TNC R D TNC H T W T T T W T T C T W R E F TNC T F I P TNC B P W P C TNC I D P L L A N D C NDC T P S S M S T CARAGA W V L M D N D S S C M O J P B B B T TNC N M TNC A M N P A NPA TNC I M NPA S N S S M Z 39

T TNC TNC M T A T M TNC S E E E A Discussion A W W W TNC P D R I TNC W TNC S W I TNC Synthesis S TNC B TNC TNC P T TNC N P A M A TNC P TNC 40

C A E T S TNC S TNC S TNC Annex: Newspaper clippings on TNCs in the Philippines and Region XI (see next pages) 41

A Bishops ask banana growers to stop aerial spraying B J M T I M F P DAVAO CITY, Philippines. Four members of the Catholic Bishops Conference of the Philippines (CBCP) have challenged the Pilipino Banana Growers and E A PBGEA responsibility by stopping the aerial spraying of M I PBGEA S A M A Gaudencio Cardinal Rosales, described the aerial spraying of chemicals by the country s leading banana exporter as an immoral act that infringes upon human health and dignity. Joining Rosales in this call are Auxiliary Bishops of M B P B C C B D I T CBCP A M M E M A A S MAAS C A S M M MAAS We appeal to the goodness and wisdom of your hearts to value the dignity of life and the integrity of targets. Your professed corporate social responsibility R dated October 26, a copy of which was obtained by the Philippine Daily Inquirer. T MAAS T D for the city government to pass an ordinance banning aerial spraying in the city. The movement grew and the call to ban aerial spraying snowballed across the Davao Region where chemicals to protect their crops from pest. T M T U S E P A T about 200,000 people in the provinces of Davao del Sur, Davao del Norte, Compostela Valley and Davao C aerial spraying. A study conducted by the Department of Health (DOH) in Barangay the village of Camocaan in Hagonoy, Davao del Sur, showed that 80 percent of the village P and in the air and soil samples. We cannot allow their people, especially the least of our brothers and sisters, G T from seeing dying crops and having contaminated water. The chemicals sprayed from the airplanes that you use for your bananas indiscriminately expose the I said. In 2007, the city government of Davao passed an ordinance banning aerial spraying. The decision was PBGEA local government of Davao to protect the people and the environment from harm. The PBGEA contested the decision before the Court of Appeals in Cagayan de Oro. The appellate court overturned the decision of the local court upholding MAAS S C D City ordinance banning aerial spraying. C I M A reserved. This material may not be published, S B A J 42

A W C P I S W Dole and Del Monte, through their subsidiaries, T P O B C R P W T P rise. F C R P ILO U T C R P C L C R D P P D U P widespread increase in contract labor. Read ILRF s F W Dole Philippines has been able to evade its A pineapple supplied to Dole are contract laborers and C W C N S O P A C R P C C R D T R T C A F T A CAFTA T M pineapples are pressured into reducing costs to be able S A J 43

A Food prices up by 75% since 2000 - IBON G IBON F T I G W B P A T IFI S TNC W TNC C A D M O TNC IFI T W T T TNC T T W G T W IBON W F D T W TNC T GMAN TV Source: GMANews. TV. 2008. Food prices up by IBON O food-prices-up-by-75-since-2000-ibon. (Accessed 3 July 44

A M Foreign environmentalists asked the government Tuesday to impose a moratorium on mining to avoid Catholic Bishops Conference of the Philippines (CBCP). The London Working Group on Mining in the Philippines unveiled here results of their study conducted across six mining sites in the country, which the local Catholic Church, academe, nongovernmental The study was conducted at mining sites in Midsalip, Zamboanga del Sur; Libay, Zamboanga del Norte, Tampakan, South Cotabato; Pujada Bay, Davao Oriental; Victoria, Mindoro and Sibuyan Island, Romblon. M environment problems jeopardizing food security and book Philippines: Mining or Food, authored by Clive Wicks and Robert Goodland, said. The book will be launched on Feb. 4 in Manila. Mr. Goodland, a former World Bank environment stance. [To avert this rice crisis] the government should H P was rooted in the failure of the government to maintain the health of its agricultural sector. In an interview with BusinessWorld at the sidelines, M G S M I area. Open-pit mining is terrifying, especially that the mining area sits in an earthquake fault. The oceans surrounding the mining area will be in danger said. S X C A I R NL S Mr. Goodland noted the mines development site Lake Buluan, an important source of livelihood for the Moro-dominated town of Buluan in Maguindanao province. Forget Lake Buluan [in the long-term] once the D E V P A I C D separate interview. Mr. de Vera presented a map showing the watershed areas within and outside the mines development site of S The map showed Lake Buluan that serves as catchment of water coming down from the mountains of T mines site, he said. Last month, the CBCP, through its president, Jaro Archbishop Angel Lagdameo, has asked the government sake of the environment, livelihood and food security in the country. N E Filipino depends on the environment. Because of the threats against these fragile resources, our lives and M L U S L The Chamber of Mines of the Philippines has said the CBCP Mining has been one of the investment sectors crisis. But investments in the sector have been slow due to issues on ancestral land ownership claims of tribal Source: Sarmiento, Romer S. 2009. Moratorium on B W A J 45

A Militants to Aquino: Don t give Filipinos false hopes about jobs A P B S N A III U T U S US A P H M M E A M A I M P M ME J L M C B C P CBCP E A C O M I TNC MNC P M P E H P A P P M H MNC TNC P H E B A M B A V F A US P B O II I VFA B W W A C US M C T VFA RP US C P B R R J W M A VFA Source: GMANews.TV. 2010. Militants to Aquino: Don t give Filipinos false hopes about jobs. 28 September. A J 46

A A TNC P C W N P D P A N P N P D P T M M P A N A P PAN AP P P C A R B T D R Q PAN P U P D Q L A D C A L L J D D S K T K H PAN AP D N D N B F S C AMS F C D A V C D M F P P D P I FS D S I K P I L F C M D A G O T C S T T S G C T M P D D I M E U F P A S R NGO PAN B D S S N C T W P A K A D Q M M N E L B C C V RESIST R S A A TNC T P P C W A P R D N P D S T NGO M S P P U A MASIPAG N C D T GMO P GMO M D W N P D B I U C D C T I C J B T T I C J B I D A A C C D C B D C S P A N P A TNC P A J 47

A CHR S B F A C I M P D I BUTUAN CITY The Commission on Human Rights (CHR) has formed a team to look into reported S H R L A R T CHR R I T S I CHR R O M T C M I T S C C S S S N S T T M C P G M C O S M C S M G C M M D C T T Tricom also alleged that the said mining companies C S N C C S S M A O P A T P S N C I P NCIP C CHR S I CHR D G H I P R A T proper enforcement of this consent mechanism during O G I U FPIC T B G C FPIC H NCIP NCIP FPIC S E E A J 48

MODULE IV S N T I A contexts. Through this module, learners are also guided to recognize the prevailing culture of war and examine the symbols of violence being faced in their daily lives through the media and internet. L A I cyberviolence in their own contexts. Through the lesson, it is hoped that students will learn to be more responsible in L T A

Lesson 1: Challenging Cyberviolence Values: Responsible use of the internet and social media, nonviolence O At the end of the lesson, the students should be able to: I A L Materials: W M T SNS F M S T L I Overview T I O SNS M R P G A S N P B A P S M S S P I S S C T SMS I C T 50

C O D T P C S P W C H F H C C I V D T M C S T T T C F H S T T T C P A O S S B N H B N R A N C P A T A I A C P A S Q I T F P T H R W A B A I F P ABS CBN N I S C P T C P A GMA N N 51

While Social Networking connects people, brings people together and make the world within reach by everyone, it can T S Ac P G S T S S G P E W W H S W W W W P E T S Discussion W W W 52

A P (max. 20 minutes) D P C M P P D W C P A C T T S E Discussion H W W W A I A C (max. 60 minutes) A T F D PC M I FB T T FB T FB JOIN T I F T LIKE T A H 53

Synthesis S A S I I S B I T T C A S T F T G T A C P A A R A N DVD 54

C P A I I F T U C P A Y S M T R P C T Y I U C P A S O T T I I I A N A M S M A M U S L C P A S M I F I R P C F T S N S could get arrested. I I I A P V U P C L P A JJ D C P A T D K B S S Y I I K W Y P S S A I A I A H R W HRW A T P A M I T T L F T T F T I U C P A W T T F 55

H I I I I A R D G I S C P Y I I W I I I A A M S M S A III B R C H S C P A A D J DOJ N DOJ I I I W S A J 56

Lesson 2: Let s Talk Values: Forgiveness, nonviolence O At the end of the lesson, the students should be able to: C S D A S Materials: P T H C C Overview R C W A T C I I I V I C T M S T I C G T 57

A F A U A Dialogue. A I T T N N C F W M I A A H 58

Peace table I P T I I O C C T P T A I A T T A P T S P T T P T U P T T B D P F P T S C P T O T S O E S T P E S T W E S F B S F D I A 59

A A L (max. 15 minutes) T T T T E E T T A A R P C T (max. 45 minutes) T Discussion I T T E E M E T T W W T W H 60

Synthesis The teacher distributes the handouts and synthesizes the lesson emphasizing the following points: C C F A S S I the classroom C A S T are some possible answers: S S P Annexes: Handouts (see next pages) 61

B A U A A L E A W A L I P A A Paraphrasing D Dialogue. A I T T N N C F W M I A A H 62

Peace Table S P T T P T U P T T B D P F P T S C P T O T S O E S T P E S T W E S F B S F D I A 63

Lesson 3: Women in Peacebuilding Values R O At the end of the lesson, the students should be able to: P E UN S C R W P S P N A P D M Materials: LCD MEME NA MINDANAW DQQR AF I C C S D F C W R P S C P Overview P M M GNWP CPE T D B C M ZFD WEA W E A B W T T P A GNWP CPE H M S M T P U N 64

T UN S C R P N A P NAP A U N S C R T R A P R P NAP NGO S CARHRIHL I W T C IWTC O NGO P C W N C R F W O P A P P OPAPP UNSCR NAP OPAPP T NAP I UNSCR I I r OPAPP T P P NAP C P D P P G UNSCR A P UNSCR CSO OPAPP F A P N P NAP 65

A V S M M (5 minutes) Discussion A W F W M H P A C S A O S W C W R P A D F ZFD WEA D C N S C N B C M T B C C N B C COMIPPA T I P C C N D J W R C T P D A T W W W W C A O P Synthesis I A B W D M I B B I 66

F A T U N S C R UN SCR G R M R S C UN S G M S related areas: P G P G UN T P N A P UNSCR P E P C F A P N P NAP O K A C A E T L P UNSCR P N A P Annexes. Cases of Women Empowerment in Peacebuilding 67

Case No. 1: The Bangsamoro Context S A B C M N P O H U N W F P S O I C A S C V C S P M C W W P L N D I E UNSCR B M A T B C M ZFD WE A I B I T B T T B F I B B I W W T B M T T B T ARMM T G F F I B F GPH MILF M A F A B FAB F B B B T D F B T B 68...please, next page.

T B L S T M B E T T T B S GPH MILF 69

Case No. 2: The Indigenous Peoples Context B C M I P S C M I P P A M F IP M IP M A R S R M P A N P N I J T T B C C M I P P A COMIPPA C T P T T I P IP T N A P UNSCR IP T IP T IP M A H F M T IP A COMIPA QRT IP T NPA LGU M I IP T IP T T U 70

T IP A S A S I CPP NPA NDF I P M G COMIPPA M COMIPPA IP M IP T T H E S T 71

C N W R C T nd Peacebuilding Darwisa Jakiramis a midwife by profession and a Barangay Captain from Sulu who is also a member of Tumikang Sama-sama (TSS), a group of 18 mediators composed of both men and women coming from the MNLF and other barangay leaders situated in Who are the women? Women are the mothers, sisters, aunts, bearers of life and T G J I T M W A T J S M J F A J C I I E T F B A T S T T A T A B G I 72

Lesson 4: Under M A C T S R A G Values N O A D I D C Materials: W M LCD A J I P N P A O T A J F CE L FKY IM W M Overview M M S T M M M H M C P P CPP N P A NPA I A AFP M CPP NPA L V S T CPP NPA S I M I T NPA CPP N D F NDF S I J M M F Q S M M H H W W II M HDN OPAPP I N U R R H T 73

HDN T CPP NPA NDF H T M T M O T P C A S T HDN E CARHRIHL I CARHRIHL IHL HDN I A NDF J M S CPP NPA US A GPH A I F GPH NDF O N OPAPP R O P A P P OPAPP S T D T S T A OPAPP I GPH RPM M T T I T S 74

A P A Before the actual conduct of the class, invite the students to form groups of 6 students and let them research, discuss, and L W W W W W W NGO C A L I N P A F P E T L Discussion guide in processing the short video documentaries P W D W H D 75

Synthesis A I A A I I O R A I M C F O O C A A M S T M T GPH NPA CPP NDF 76

MODULE V: Strengthening Human Rights T T U D H R A V S Lesson 1 T S T Lesson 2 I T F A I

Lesson 1: Upholding Women s Rights Values: Respect for human rights, gender equality, nonviolence O At the end of the lesson, the students should be able to: C W R CEDAW RA A VAWC A W C D S A R Materials: N M S Overview U I H R U A W I T F I R XI P D I J D D S I I D S W D DSWD R X T T T C E D A W CEDAW B R I I U N D E V A UN G A W T T 78

(b) The right to equality; (c) The right to liberty and security of person; T T T T (h) The right not to be subjected to torture, or other cruel, inhuman or degrading treatment or punishment. I P A V A W T C A RA I T R A F A I A C V A W C N P A T T M H S T E T W W W W W A W N C C S W A E 79

Discussion A D D W H W W I I A Synthesis S T I D H R S M W O F CEDAW RA W C D C C A E T S E T Annexes (see next pages) A H R A A 80

H R U N C E D A W CEDAW A W T T T T T T T T T R A N A V A W T C A S RA I T R A F A I A C V A W C S J V M N F A J 81

Women Development Code of Davao City (City Ordinance No. 5004) SECTION D P P L G D C I L G D C W T L G D A T L G D C TO ATTAIN THE FOREGOING POLICY T O D A RA W D N B A L G D C A L G D C W RA A U N D P A L G D D C C T C W D C S A II C II B I C 82

A K FOURTEEN YEARS ago, on March 29, 1996, Karen V D S D C C K S K I K K W A I K S S M D B D H S B K U P K E U B K THAT K J U N C E A F D W C K E C O P U O P C I K P F I V C C P K I K (The decision is referred to as CEDAW/C/46/D/18/2008 UN O H C H R S D R J K P D I O C S K A S 83

A The Many Faces of Corazon as a Woman 50 year-old Corazon (not her real name) is a mother of six. Three of them are already married while the C S S C S C P C I S S C F S A Corazon as a Worker C S H E H C D G N P I T W A C P H I C T H P P C T C T C G J W P J W I W visitors. C M C M T C F S C A T T P T S F 84

Corazon as a Woman For 16 years, Corazon endured her work since it is her only way to feed her children. She shared that her income was never enough for her family. Kulang gyud ang kita labi na kay dili manghatag ang akong bana sa galastuhan sa balay (My income was always not enough as my husband never helps in my family s daily expenses). T C S C had to leave their home for a while but she eventually went back because of her children. Corazon as a Fighter T C oppression experienced by majority of Filipino women. Just like Corazon, most Filipino women are being denied of their rights to stable and decent job. Women rights are not only violated in the workplace M by the Integrated Gender and Development Division (IGDD) is economic abuse (71 percent) and followed by physical abuse (10 percent). The need to provide for their families, forces women to work even in companies which policies are oppressive and the nature of work is O C of the women s courage to resist oppressive work I The women workers and the rests of the workers of Superstar will inevitably stand united against the company s management and further push humane and pro-worker policies. Source: Women Studies and Resource Center- Southern Mindanao Region. 2011. The Many Faces of C A J 85

A W NGO A I W D IWD A F R M AFRIM M areas. M M D ARMM M A T HIV AIDS W G A R M M ARMM C R C M I L F N P A NPA P H I I P I C P R E T F I C W M A AFRIM I T P P P P T S R AFRIM A T IWD E E T IWD F N Y USA T S AFRIM A J 86

A U DAVAO CITY (MindaNews/03 October) Unspeakable J A T J J D C J J J T B A S J J I D C T I B because of the tacit belief among most people that the P A W M T A S I I D C T O A A S of this permit to submit themselves to smear tests to Ampog said her group used to ask the government to B T T T C P GRO P P T A T and health checkups twice a month to keep their pink W B A L B W A T T F I E S FIES G Lacorte/MindaNews) S A J 87

A W B INA ALLECO R SILVERIO B 2013 I T C W R N M I CWR N D R R M C NDRRMC S W T M T NDRRMC P T E S F B NDRRMC V M NDRRMC P C V T CWR A T A CWR I D W W T T CWR A T S I T I T CWR F I F J F S J L J P C V T R C F F O F C S C N O L M O S C S D O S N T T T Z N A M O F F F R C F 88

2 Region. Two were killed, and 6,000 families were A D A U N T U N H E S E E D A UN N S I I W H O I M W P T UN E P UNEP A A A E S 89

A Women IDPs who became migrant workers %E2%80%93-cwr/. Accessed June 6, 2013 Melan Tumbi, was born on August 2, 1972 and has S P D Salibo town in Maguindanao,a nd got married there at S B S F M S U M S W P H P B C C L S G C C T T T H H T M H S M Q C I I I I T S S M S D J T W J I I S S T O W A A I P S T P I I I I I I T B B M C C S K I Source: Mindanao Migrants Center for Empowering A MMCEAI W C T P I D P Camps in Mindanao 90

A Returning women migrant workers who became displaced Warda Antao, 24 or Makir, Sinsuat, Maguindanao, D U A E J I D S S W J I S T A G W I I I I I S T D S M T M S J A S D S I J S T J A M T I I S S P S M V S M M M T P J D S M Source: Mindanao Migrants Center for Empowering A MMCEAI W C T P I D P Camps in Mindanao 91

Lesson 2: Corporal Punishment Values N O A R A D Materials: W M Overview C T T A U D H R A UN C R C U N T UNICEF R E F C C I I P C I E N V A S C F I UNICEF P A F F H R S T E T 92

faces two college students for not complying with a class requirement (TV Patrol, June 26, 2012). I P T T I the school disciplinary system. C P I S C UK P T S Children, 2008) D S G M UP P G H C P U UP PGH CPU B A W WHO R V H A I T I C N cruel acts. A H B C P R A N C A P S 2011) D M S H B S S C D M C A T 93

A M (max. 60 minutes) T T G D S G C P G C P T T T M D G Q W W W M D A G W E P A Discussion A W A W W A W W Synthesis S C H R A UN C R C 94

C P F T C H B P P D C P C P A C T T C A E T E I 95

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MODULE VI: Sustainable Development T T T T L T E T L M T M

Lesson 1: Ecological Footprints Values: Equitable sharing of resources, environmental concern, simple lifestyle O At the end of the lesson, the students should be able to: D A C P Materials: W M P Overview P C H H E I T T P N O A R R P C D R C C T M A A E A T C T W W H T 98

A B H W T E F I E APCEIU S G F N S E T E G F N T T U N T B E WWF O T F C I W T W E F F D W I W T US A D M I E I I E A M G I T 99

A Q PLEASE NOTE T BEFORE D S T A S F Food H H W Travel: H Housing: H H H D D H I W A D T E Discussion W H H H D W W D W H 100

Synthesis S T E F E S E T E T T T T R R C F I T C A E T E T S E E I P S E B I B C C U D W S T B C Annexes: (see next pages) 101

Annex 1: ECOLOGICAL FOOTPRINT QUIZ (adopted from Fien, 2004) ECOLOGICAL FOOTPRINT QUIZ H F E lifestyle. Food: How much meat do you eat? Vegetarian (no meat) ------ 1 Meat (1-4 days a week) ------ 2 Meat almost everyday ------ 3 How much food is wasted in your homes? Most are eaten ------- 1 Occasional wastage ------- 2 Uneaten food thrown away almost daily ------- 3 Travel: Where does your food come from? Grown at home or from local market ------- 1 Local produce from supermarket ------- 2 Mostly imported food from supermarket ---------- 3 How far does your family travel each week? Less than 100 km per week -------- 1 100-300 km per week -------- 2 Over 300km per week -------- 3 How do you travel to school On foot -------- 1 Public transport -------- 2 Car -------- 3 Does your family have a car? No --------- 1 Small one --------- 2 Large car --------- 3 Housing: How big is your house? Small (1-2 rooms) --------- 1 Medium (4-7 rooms) --------- 2 Large (over 7 rooms) --------- 3 What power source does your house have? Solar/wind grid -------- 1 Electricity -------- 2 Wood/coal -------- 3 102

How much electricity does your house hold use? 0-P3000 per month --------- 1 P3000-P6,000 per month --------- 2 Over P6,000 per month --------- 3 How much water does your household use? 700 ltrs or less per day -------- 1 700 1200 litrs per day -------- 2 Over 1200 ltrs [per day -------- 3 D A -------- 1 S -------- 2 N -------- 3 H Small (less than 2 children) -------- 1 Medium (2-4 children) -------- 2 L -------- 3 N G T Annex 2. What your grand total means: Less than 16 Y E W 17 to 30 Y E Over 30 L I like this, we would need several more E 103

L R E Values: Care for the Earth, respect for nature O At the end of the lesson, the students should be able to: D D A P Materials: C M K A M J A CD P W M T M I Overview L V I I I M U M M S M I T M T G M I P I F E B S F T I A M K O T D NGO P P M A I 104

A V M S C C T T M D T S A T W B A P S M S T G G G G L M M B P I E T O Discussion T W W W W W M I 105

Synthesis S O E I T T P F I T Assignment T M K M T A R T C A E T S F The Four Laws of Ecology F B C T C C E E E T E M G S T N K B H C T I N S T F L E Handouts: Song Lyrics 106

Lyrics: Magkaugnay (Joey Ayala) Lupa, laot, langit ay magkaugnay Hayop, halaman, tao ay magkaugnay CHORUS Ang lahat ng bagay ay magkaugnay Magkaugnay ang lahat Tayo ay nakasakay sa mundong naglalakbay Sa gitna ng kalawakan Umiikot sa bituin na nagbibigay-buhay S [Repeat CHORUS] Iisang pinagmulan I Kamag-anak at katribo ang lahat ng narito Sa lupa, sa laot at sa langit [Repeat CHORUS] [Repeat 1st stanza] [Repeat CHORUS] Lyrics: Masdan mo ang Kapaligiran (Asin) Wala ka bang napapansin sa iyong mga kapaligiran? K Refrain 1: Hindi na masama ang pagunlad at malayo-layo na rin dagat D A S pumanaw man, Refrain 2: Mayron lang akong hinihiling sa aking pagpanaw sana ay tagulan Gitara ko ay aking dadalhin upang sa ulap na lang tayo magkantahan Refrain 3: Ang mga batang ngayon lang isinilang may hangin pa M kayang lalanguyan? Refrain 4: B kapaligiran Hindi na masama ang pagunlad kung hindi nakakasira ng kalikasan D madadapuan M Refrain 5: Lahat ng bagay na narito sa lupa biyayang galing sa Diyos K I P R R 107

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MODULE VII S T T M M L V M T M B R L T L M B I I B I M

L C P S D Values A O A R I E Materials and Equipment: W M I Overview T P T S W D T APCEIU A I P T N S T R T U P 110

In the context of Region XI, it can be noted that policies and programs of the Local Government of Davao City to address exclusion of marginalized sectors such as women and children, indigenous peoples, and Muslims are in existence. D public service, among others. These include the following: W D C D C T D C LGU GAD LGU D C T T M T W D C D C T I G D D IGDD T IGDD C M O W D C D C A D C URL D M T LGU the Moro and Lumad tribes being represented in the city such as Bagobo, Tagabawa, Kalagan, Clata, Maranao, M T T LGU designing programs for their own people. T A D O D C I T C D C G M C D P P T C M M K F A O S T C G T appreciate cultural diversity, and promote inclusiveness. 111

A S G D (max. 50 minutes) Divide the students into groups with 4-5 members in each group. I E B A L Discussion P H W W A I I A arious indigenous peoples in the region. Synthesis S A G U D T Y T Y 112

C A E T T L F E T IP IP B T D A I L M W Annexes for handouts (see next pages) 113

Annex 1. Types of Prejudice In the previous decades, racism has been the most popular form of prejudice especially in other countries. However, T T < Sexism - of their sex (Mcginnis & Oehlberg, 1991). < Heterosexism - < Classism L < Linguicism language groups (Chen-Hayes, Chen and Athar, n.d) < Ageism < Looksism T N G < Religious intolerance - prejudice against those who are followers of religion other than one s own (Source: Castro and Galace, 2008) 114

A T A D O D C T A D O D C T A R R R R S R D S A J P T A D B D C C C D A O 115

L U M A C T B S S D Values: Respect and solidarity O At the end of the lesson, the students should be able to: T B M D B S M Materials and Equipment: LCD A C A Z L D V M V P DVD FS X W W M M I M Overview T T M I L I M S F R T B T B S M B I A I I M I W S P C I T I M C K H I S P U S T P D A B T M I E P B P R B K D T B B P R T B T M N L F MNLF 116

T T A P G MNLF P M I F P A MNLF R A P M M H MNLF MILF OPAPP MILF B T MILF B K T MILF P OPAPP I GPH MILF T A A T MOA AD I A GPH MILF GPH MILF D P P T B B ARMM N G T GPH MILF A F A B FAB O T FAB B A R M M OPAPP T B MILF T OPAPP S T D GPH MILF F M GPH MILF T C TC I FAB B OPAPP I F T C GPH MILF C I B B L B T FAB C A B F T GPH OPAPP H M GPH C M C S OPAPP O 117

Engage the students in a paper dance game. P manila paper at the center of the class. A P D (max. 10 minutes) L C A P let them all stand on the paper. T L W T T Discussion W R T M W M H O C A V M V P (max. 50 minutes) L M V P M B T A Discussion W B H M R XI C M GPH MILF A C M B T P W B W B I W M H M 118

Synthesis S M M I L I M S W T M T B T T T M F O I M C A A B S T B T B M T GPH MILF 119

Lesson 3: Indigenous Peoples of Davao Region: Cultural Survival Values: intercultural respect and solidarity O At the end of the lesson, the students should be able to: D IP D P IP R M IP Materials: R IP W M M M C Overview I T M I T I P IP A D V C M A B M A B T B D T G O B T M M T D N D O W D N A D G K T M M M V A S I S T M D O T T K T B W M M M L D C V V A C A A D M M M 120

As with most indigenous tribes anywhere else in the world, the Indigenous People of Region XI face the constant struggle T I P C P P M W I P W A I P I P R A R A F F T A T IP M T I P R A R A T C A D T CADT C A D L T CALT T I P Z P T I P A F P O I F A S E T I I P F S D IP XI T T G G G G IP G IP G 121

E A T Discussion W D W W W W Synthesis W W W T M D R T IP C A E I T V IP I IP T N IP A IP M Annexes: Readings for handouts (see next pages) 122

Reading 1. Understanding the Lumad: A Closer Look at a Misunderstood Culture (an excerpt) T into the Lumad culture. It celebrates the Lumads right I L In the Philippines, laws like the Indigenous Peoples R A IPRA immemorial and who have retained their customs and B L Visayas, which started in the Spanish period and has L M T M B L the people below. Through the years, the Lumad have newcomers have given rise to long standing biases and misunderstandings. T U N D R I P I L their ancestral lands. But up to this day, the Lumad are not only driven away D L L O A M Y M G M M Y Y M T M M M K B F P M recounted the story told to her by her mother and her ground around the daraga (maiden) crumbled, leaving untouched the place where she was seated. That was how the mountain Kandaraga came to be called. Babo F rock, shaped like a chair, stood. It was the rock where the maiden sat when everything else around her crumbled. She must have been our great, great grandmother, B F W M F SILDAP SE L F L B B B I T B A M dagmay (woven abaca cloth). I Lumad that a non-lumad needs to understand, says A D D SILDAP SE A S horror how an academic researcher had desecrated M M S Ironically, though, the places where the Lumad live A M O P A M F 123

A I P R A S L I S C U N C E A F R D CERD CERD P S S L T M D G A S T I D G A S I I F M A A L W T E D A M D O M T D D B C L S E T L W L S 124

Reading 2. T A M H The Ata Manobo is one of the three tribes living in the T D N T M A M A A M A I A M T T T A I T I S A M T T site. T A T S BINOTOK 125

Reading 3. Tribes from Mindanao, the Bagobo, the New People The mountainous region between the upper Pulangi and Davao rivers is the homeland of the Upland Bagobo, the coastal Bagobo once lived in the hills south and east of Mount Apo, where according a legend, their supreme god and common ancestor Apo Sandawa ruled as God. Mount Apo is the Bagobo ancestral domain and their sacred place of worship. T Anitos, spirits, which include deceased ancestors and nature-spirits or diwatas, who could grant their desire T of innumerable gimokods (spirits) who have to be shown respect. The Bagobo also believe in a supreme being who inhabits the sky world, as well as a deity, a supernatural immortal being who will brings sickness and death to incestuous couples. The principal Spirit is the great creator named Eugpamolak Manobo or Manama. The knowledge of spirits and ancient legends resides in tell story of Tuwaang, a brave and strong warrior with O Tuwaang and a giant from the land of Pinanggayungan. A B S giant of Pangumanon came across Tuwaang who was T for the maiden, the giant used his magical powers and T H this ordeal by using his own magical ability and call the T include healing, they are also skilled as weavers.the women weave abaca cloths with earthly tones, heavily T T became a Bagobo symbol. It is not rare that the heavily ornamented Bagobo are considered the most colourful people of the Philippines. Some Bagobo people have abandoned their tribal roots and embraced modern life, but most of the tribe s T colorful costumes and play their ritual music with gongs and kulintang, they dance their indigenous dances, stomping their feet on the ground and sing their harvest rituals in solemn chants. They will pass on their skills and knowledge to preserve their living, ethnic culture, to come. S 126

Reading 4. R I P S S COMPOSTELA VALLEY, Philippines, 28 January T I I S O M N D D T T S T D N P T C T A M M C M C V T T I O F A T D E S D C M W Rituals and knowledge transfer S T M O S T T T I B U T M D C B C S B L I P US N C M D N P M T C C O Religion and indigenous peoples O R C M S B S V C V II C B S P C PCP II C J C J S V II C C T J F PCP II C C C F C G F 127

In fact, Ponciano Tandica an elder in Maduao, Concepcion in Maco town, Compostela Valley Province acknowledged how some Catholic priests between and among Mindanao s lumad or indigenous peoples in recent years. B C T C of worship and our balyan s ways of healing as works S T us to destroy all materials such as jars, drums and other musical instruments, which we use for our worship S Reading 5. Uphold Indigenous Peoples Rights, Stop Development Aggression (an excerpt) While the world commemorates the 60th anniversary U D H R Filipino people, especially the Indigenous Peoples and the rural poor have yet to realize their worth as humans A their fundamental rights. I I P R A IPRA neglected, underserved and undeveloped. Worse, their by large-scale mining interests, agro-industrial W them dearly in terms of lives lost and rights violated. T indigenous peoples and the rural poor can expect the environment and their culture. The indigenous B D K N V T T A D N evicted from their homes to make way for mining projects, are currently locked in an uphill struggle to T N L S S C Daguma Coal Mining Project. T would mean more indigenous peoples displaced and T T B N L S S C that one day, they may lose what remains of their D C P C W A business over community interests plan the immediate I D F I of the Mindanao Indigenous Peoples Council for Peace D MIPCPD T F G TFG between indigenous groups and between the IPs and their support groups. We reiterate our call for an immediate stop to development aggression large scale mining, agro- caused community division, strings of human rights abuses, harassment and killing, and irreparable damage to the environment. We join the rest of human rights advocates and even as we pledge our faith in the genuine movement society. S B C 128

MODULE VIII: Teaching Peace I P W This module will seek to develop understanding among the students of both the pedagogical frameworks and T T L T T L I L T T

Lesson 1: Media Literacy Values: Responsible consumerism, empathy O At the end of the lesson, the students should be able to: I E A C Materials: LCD UNICEF JQC R Z D R B S X O MX JG M F Overview W I W T M A H A T I W M L M L I I M M A E E B P L M U N M E A T M E T T T W F M E H M E M E I 130

M E I I C M E T T M E I M E I M E M E M E I M E M E I I M E I M E I M E I U M E E I I What Media Literacy is NOT: T M NOT M NOT J NOT S NOT L NOT M L NOT 131

A M T P T I W R B T W I A T B A T T S C L UNICEF P A K Q F UNICEF Y U S W E S G D A W W UNICEF W UNICEF C M P W T B G A I S T Discussion D 132

Synthesis S T B T TV M O I W Q M B T A T T T T T T C A D R B S T Group Work E T A 133

L P E P P T S O At the end of the lesson, the students should be able to: E D G Materials: W M P Overview T H A F B T T H A F V F V V R C C H A C 134

Dialogue I A T A C E P I P I P C G A I I T S D G H G V F G D G C E E A P R P S S C G O 135

P E A Discussion W H V D C H D W H Synthesis S T T P E UNICEF I R F 136 T T E z S G W M L z R S L z G D L z B L z W C T a T a A L T a A ac T z N E S z C S L S

z Opinion Poll. Students give their own opinions on a series of statements or principles that are neither right or wrong in order to explore peoples values and opinions on an issue. z S W L S z P A in a poster or mural. z P W z M A TV z C L z F I z P O z S T S I C A P strategies of teaching W peace issue. Annex: Handouts (see next pages) 137

P P P E 1. Holism A F B T T H A F V F V V R C C H A C 3. Dialogue I A T A C E P I P I P C G 138

P E T L S Small Group Work. M L R S L G D L B L W C. T T A L T A C T N E S C S L S O P S S W L S P A or mural. P W M A TV C L F I P. S T S 139

L Q P E Materials needed: M P Overview I S T 140 A T T V S V B C D T I C C P T P O E P N B T S P E H C D M C P R E

A R P P (max. 60 minutes) T D A T T P E T Discussion L T B L C N H Synthesis S B T S C B P T C A T D W A H 141

Q P E (Vision) Sees things/events as wonderful as they can be and not as they are and strives to create change toward a peaceful future. V B bringing about societal change. C D T I C C P the learners. T P O E P N B T S P E H C D M C P R E 142

References Module I B P P C L G J P E A P C P Q C C P E M C I C J P I C M P P J I C T S H F R A E J C P I J C I T S H U V C P E E S L G U B A T S H C V F P T P P E Q C P P H Online Resources D C N P P A J T S H C V F A T M C P W P P P C P P C I A A J KP SS P COPPCIA PDF Module II, Lesson 1 B P P M P V N C N Y W B P T S H C V F P P Q C P P H Online Resources B C C P A A J S C D S S S A C C T D S V D T C P A Module II, Lesson 2 B P P T W T D C N W L T S H C V F P Q C P P H T S H C V F P A P Q C P P H Online Resources C G P C S C H S L P S R A J K A N C T C A C A J M J M D S C P D T B Y S A J 143

Module III, Lesson 1 B P P Alternate Forum for Research in Mindanao. (2009). Toward a Unifying Mindanao People s Agenda for Peace and Development. Mindanao Focus, 2. Mindanao Peaceweavers (2010). Towards a Mindanao People s Peace Agenda. S D C T E P F U T S H F R A E J T C P I J C I Online Resources B A S A J L P S A J S D N S V A J N S C B NSCB T T P P A J Module III, Lesson 2 Online Resources B R C A J C F CHR S I J A J E E GMAN TV F IBON O GMA N O A J M A D F GMA N O S A J I L R F T W A J K C E M D E I S U A A J P A N P A TNC P C W N P D A J S R S M B W GMA N O J A J T J H C TNC T D P I C A W I CAWI A J T J B I A J B 144

W D S T L H A J Z J I P P M A J Module IV, Lesson 1 B P P K R M C B M MA B P Online Resources ABS CBN N C A J A D C A J L I D BBC N P A J B W C P A A J B D E N S D J C M C A A J C P U O C P A R A N A J D I D S N S B J S C A B A J G A P A J GMA N N S C TRO A J M A M R A J M S A J S S C A J P T P C C P A S P C A J Module IV, Lesson 2 B P P C L G J P E A P C P Q C C P E M C D O L P E C M S A S A U P A P P R B C A L T NY H A P 145

T A T P H R C R P P T H R M UP C I D S B E Online Resources B S S P T C C R I H M A J C R C G I O T P O I C A J C L T E S R E E C A P W J K S T A J O M A P T E M S E U S I P G P C A J GPC E T M S Module IV, Lesson 3 B P P GNWP CPE G N W P C P E UNSCR P ZFD WE A D D F C W R P B R C C D C N Online Resources CBCP C B C P B A M OPAPP O P A P P T P N A P W P S A M U N S C R O A M Module IV, Lesson 4 B P P H D N HDN P H D R P H S H D P E S J A S M I M P P C F W P I N T KONSULT MINDANAW S P P M J Online Resources O P A P P OPAPP T P T U GPH CPP NPA NDF P N A M P CPP NPA NDF D A M E 146

Module V, Lesson 1 B P P C L G J N P A Q C C P E M C M M C E A MMCEAI W T M D C MMCEAI Online Resources AFRIM W NGO A J C C DSWD R E D A J I D R J K P D I S A S K H R W W R A J L G U M A J N J R A A J P D I A S A J S I W CWR B A J E UN G A D E V W A J W S R C S M R T M F C A S Module V, Lesson 2 B P P C R C P D I A Online Resources H R H B A C P A I R B H D A S HB H B N T P N D C A A S HB P D L C P C A S C A T F C E F C P C A S P B S H A S 147

UNESCO A C P M T C C D A J U N U D H R A S un.org/en/documents/udhr/. W H O WHO W R V H A J Module VI, Lesson 1 B P P A P C E I U APCEIU L T S S K APCEIU Online Resources C D R C P A J F L A J E F D G F N F B O A J GFN WWF L P R A J Module VI, Lesson 2 B P P B B L H E I L T S S K APCEIU C B N M T N Y K V A R K M I M D C AFRIM I Online Resources K J M C W F M E S S A I C R P A E E N R G I C M E A T H L S C A S E N R C K T E D D M A P E O B UP A C M H U P D F A J Module VII, Lesson 1 B P P A Y P E C M S A S A U P A P P A P C E I U APCEIU L T S S K APCEIU C L G J P E A P C P Q C C P E M C Q C 148

Online Resources Davao City Government (n.d.). The Integrated Gender and Development Division. Accessed on 8 June 2012 from V M P T A D O D C A J P J C S S D A J Module VII, Lesson 2 B P P R R B B D C AFRIM I D O I P E C M S A S E A U P K J U H R B A D C M P USIP I W A D E N P D C M L A T V M L S I R D C Petaling Jaya. Online Resources OPAPP O P A P P B B M S J A M F A B A M E M F A M E E I GPH MILF D A A M Module VII, Lesson 3 Online Sources I P C P P M M D I P M C S C C SCC P D T C M C N A M J R T M B N P A T T I A M L G E U L A C L M C T I P I C P R E A M LRC K K F E P P M U I P R S D A P S A M B C T I I S R I P S S A M T K M B T A M H A M BINOTOK 149

Module VIII, Lesson 1 Online Resources C M L W A I L M A A O O G M LI E A A C M L A M I Q T D E TV P D I A M S M Y A E C A A Module VIII, Lesson 1 B P P C V P P E C P I S H T V C E C B M F C G U T S H C V E C B M F C G U P V E Q C P P H Online Resources A M T T A J F S P UNICEF UNICEF S W P U N C F P P A J P E Module VIII, Lesson 3 B P P C L G J P E A P C P M C Q C R B E E T P T C P P E M N T S H C V P T P V E Q C P P H Online Resources W M D Y T P P S T C D P J J V N A J 150

T S S P E F SPIRITUALITY SOCIAL JUSTICE SUPPORTING NONVIOLENCE STRENGTHENING HUMAN RIGHTS SUSTAINABLE DEVELOPMENT SENSITIVITY