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MODULE 3
THE GMCR TEACHING AS AGENT OF NATIONAL-BUILDING AND SUSTAINABLE
ENVIRONMENT
LEARNING OUTCOMES
LESSON 1: Caring and Sharing for the Earth
A. BE COMPASSIONATE AND DO NO HARM
At the end of the lesson the students must
be able to

As a mother loves her one and only child, so shall
you love the whole humanity.
-The Buddha

Our planet is incredibly gifted with resources
that allow humans to survive. All that we need in
order to live are gifts from Mother Earth the air

understand that others do not
always
understand what we
mean,
demonstrate awareness of one‟s
own
ability in good
communication
through
compassionate living and
internalize the value of caring for
humans and the environment
we breathe, the food we eat, the water we drink
and the homes we run to for cover. Unfortunately, instead of nurturing the planet that nurtures us, humans
have damaged the earth‟s ability to sustain life. Numerous ecological concerns now threaten the destruction
of earth‟s life support systems. (Castro & Galace).
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ACTIVITY
ACTIVITY MASTER-PARTNER DRAWINGS
This is an activity about learning the effectiveness of two-way communication among participants.
It will help you share responsibility in the care for each other.
TIME ALLOTMENT:20 minutes(may be modified if done alone)
MATERIALS: (Three half sheets of paper per participant, drawings, pen, masking tape)
INSTRUCTIONS:
Step 1.
Let them get into pairs and sit facing one another keeping their desks face-to-face. One assumes to be
A and the other B A draws a picture (e . g, a house, a tree, an imaginary beast, a village) without showing it
to B Having drawn, A explains his picture to B who tries to reproduce it while listening. No one is allowed
to show or see the others drawing. B should draw the picture silently. Questioning or requesting for more
details is not allowed. On completion, B writes on it first attempt and keeps it, on the desk upside down.
Step 2.
On the next round, B has to draw the picture again. A describes his picture again for B to listen and
drawing. However, at this time, B is allowed to ask question for further classification. When B has
completed the drawing, he/she names the second attempt. A write on his drawing „Master picture‟ On the
completion of B‟s picture, they are allowed to see each other‟s pictures and compare them. All pairs arrange
their picture sets for a class exhibition.
Masters pictures should be kept with the pictures. Participants compare the similarities and the
differences between the master pictures and first attempts and second attempts.
1. Did you enjoy doing this activity? Give reasons for your judgement.
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2. Which picture has come closer to the master‟s picture?
3. Out of the pictures of the first attempts and the second attempts which attempts aare generally more
similar to the master‟s picture?
4. Identify pairs whose pictures show a significant difference.
5.Identify a few pairs whose pictures are similar. Find out the causes for the similarity.
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ACTIVITY SHEET
MASTER-PARTNER DRAWING
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Compassion is a simple terms refers to the
quality which encompasses non-violence kindness
empathy and equality in the highest and purest
form. It takes people out of their pursuit egoistic
interest to open their eyes to the realness of the
suffering of others around then it is the essence of
being human. Every religion teaches us to be
compassionate and take it as the supreme guiding
principle in life. It drives man to the kind help and
caring towards all. Let us have a closer look at the
basic live forms of compassion mentioned above.
Non-Violence
Non-Violence is an integral active quality
in compassionate living it means to abstain from
all violent does not mean that you submit your self
to unjust causes. There are many civilized and
democratic ways of struggling against unjust
causes. Mahatma Gandhi demonstrated the power
of non-violent action in his struggle for freedom
from the British Empire. He said that only
cowards take arms Non-Violent
Consider the following principles of NonViolence
Activists desire their power from truth justice
inner convection and
compassion
Kindness This is the
state of mind that
motivate a person to
help and serve those
who suffer Kindness
transcends the ego that seek reward profit and
benefit in return. You can kind in all your
responses to other people by the way you think,
talk and behave Kindness naturally extends to
animals as well. Children learn their first lesson of
kindness to animals seems to be gradually eroding
away from modern mentally of man. Consider hoe
cruelly animals are treated in laboratories farms
and slugger houses. The figures show that in 1980
nearly 70 million animals have been killed for
researched purposes only in laboratories Dr.
Bennen Derby an eminent neurologist says that 90
percent of animal experiment are repetitive and in
adequate. Every religion teaches kindness to
animals
There is no beast on earth not in bed which
1. Hatred cannot be conquered by compassionLord Buddha
2. If somebody slap you on the left check turn
your right check also- Jesus Christ
3. I respond to those who do well by goodness I
also respond to those Lao Tzu
4. If someone lives a life of non-violence he need
not to performed other religions act because nonviolence living itself a highest form of being
religious Thrukkural The Tamil Instructional
Book of Poetry
5. There is so much powerful weapon than
compassion- Mahatma Gandhi
Flack with the wings but the some a people like
Unto you all creators are His family.
-Prophet Mohammad
His, who ignores harmless being from a wish to
give himself pleasure nerves find happiness
neither living not dead. He who does not suck to
cause to suffering beads and death to living
creatures but the good of all obtain internal bliss.
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Empathy
Empathy is a effective response of concern and tenderness of the joys and suffering in other. With
empathy you share the other persons feelings and experience it as if you have entered into that person‟s
inner world. Although in psychology it is used in a technical sense, here, we can use it in general practical
sense, to mean being sensitive, friendly, warm and caring. Like compassion empathy encapsulates feelings
not only the fellow human beings but also for animals and natural environment. Such qualities are necessary
for the survival of the human species. The present dehumanizing social forces destroy empathy in man. It is
slowly replaced by egoism, individualism, selfishness and ruthless competitiveness. This important human
response has o be protected and developed as a part of up bringing and education of children. Children
inherit empathy in intrinsically in abundance. Peace education provides experiences in empathy so that
children can awaken to their own true nature. The traditional curriculum has a very little place for
developing empathy.
Equanimity
Equanimity means maintaining a detached sense of calmness in mind and temper, in face of stressful
provocative situation in life. It also includes being large hearted and forgiving. The most effective way of
fostering compassion in children is to provide opportunities to experience it through action. Such actions
are:











Understanding (others)
Feeling (for)
Providing support/helping/serving
Tolerating
Expressing warmth
Loving
Caring/counseling/consoling/comforting
Listening
Respecting
Giving
Being friendly
This aims at developing these types of behavior
in as in such a way that they could be observed in our daily
interactions with others (Balasooriya,2001).
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APPLICATION AND ASSESSMENT
How are you going to apply what you have learned just now in daily life?
Draw/Write it besides the arrows around the house
Write your specific answers inside the table
BENEFITS of being compassionate
RESULTS in humans/environment
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LEARNING OUTCOMES
At the end of the lesson, the students
must be able to:



INTRODUCTION
LESSON 1-B

demonstrate an affectionate
attitude towards the Earth and
Nature;
describe how we contribute by
the environmental crises;
value reusing repairing and
recycling natural resources and;
appreciate peace with nature.
“CARE FOR THE PLANET”
The earth does not belong to us, we belong to earth
- Red Indian Chief Seattle
ACTIVITY
SILENT WATCHING
This activity helps in developing affection towards Nature (modify if alone)
Time Allotment: 20 minutes
Materials: (nature, picture of a leaf)
Take the group to a pleasant and quit natural surrounding.
Instruction:
“Now each of you leave the group and feel alone by yourself in this beautiful natural
surrounding. Experience the silence for 5 minutes. Do not think. Let the mind quiet down.”
After letting them stay in silence, tell them “Look around. Select a natural object such
as a tree, plant, the sky, the earth, or a cloud. Look at it with complete silence and attention.
Watch it with affectionate and friendly feeling in your heart.
Enjoy the sunshine, freshness of the air, listen to the songs of birds. Listen to the silence
within you and outside you.”
Convene the group. Sit on the ground under a tree in the same surroundings and share the experience
gained from the activity.

Did you enjoy being alone with Nature?
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

How would you explain your experience?
What kind of insights did you get while watching Nature?
Understanding the Concept
This aims at developing the sense of „touch‟
with Nature in us. In fact, we are very sensitive to
Nature But as we gradually grow into adulthood in
this artificial surrounding of the modern era, the
„touch‟ diminishes away from our life Peace with
nature is blissful, healing and fulfilling. It creates
a deep spiritual sense of communication with
Nature, which brings about contentment and
peace. The ever increasing restlessness in the
modern society arises from the loss of touch with
Nature.
In coming into touch with Nature, we
develop what is called, the planet consciousness.
Children need to have it to know how the
ecosystem operates. Fortunately many curriculum
designers have identified the needs. Subject like
science, geography, and social studies area in both
primary and secondary amply provide knowledge
about the planet. Peace education helps
internalization of such knowledge, through
bringing in the affective learning dimension.
Our present era is crucially decisive about
the future of Mother Earth Mankind had been
living on earth at least for the last six million
years. They built many civilizations on various
parts of the earth. The striking fact about the
ancient civilizations was that they were never
posed threats to the earth. But within the short
existence of the modern civilization for the last
twenty-seven decades, say from 1830 with the
beginning of the Industrial Revolution up to the
present, the earth has been threatened with
damage, pollution and destruction as never before.
Unless we stop this, the future of the earth is at
great risk.
Educating to care for the planet
Children need to understand the
consequences of damages we do to the earth
because they are the future citizens. In fact
children can be crusaders to save the earth. To
quote only a few problems affecting the earth:











Global warming
Epidemics/pandemics
Ever increasing poverty
Population growth
Famines, cyclones
Loss of forest
Soil erosion
Extinction of species
Scarcity of drinking water
Chemical poisoning of fertile soil
Toxic waters
Over fishing Air pollution
People accept the need to stop all this
destruction. However, when it comes to action
they are indifferent. The damaging is
continuing as ever year-by-year.
Educationally, raising awareness in
children should be reinforced through
providing an opportunity to get into action.
Participation in action-oriented projects
strengthens attitudes. Schools have to organize
environmental projects as co-curricular
activities. Here we should not forget the fact
that children are capable of changing the
world in their own ways.
We are capable
A teacher from a public school in Colombo, Sri
Lanka reports.
“I did a small classroom activity on the caring for
the earth. A few days later I heard how one of my
students had stopped his destructive habit. The
parents leave home to their offices with the child.
On the way there is a preserved birds sanctuary
land.
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Many people bring their home garbage in bags,
stop cars and throw them away to the preserved
land. On the following morning the child
protested against their parent‟s habit.”
Concluding Thoughts
The earth is at risk as a consequence of our mistreatment. Our life is so intrinsically connected with the
earth. Mistreating earth is mistreating ourselves. In this context, it is so necessary to enhance children‟s
affection towards earth and Nature so that they develop concern for their living surroundings in everyday
life. Children have capacities to help Nature in their own ways. To involve children in persevering and
protecting earth first they have to learn how the ecosystem operates, identify crises and then involve
inaction. (Balasooriya, 2001)
How do you express your affection for Nature? Write one statement to express your affection to nature
across the leaf.
Things you want to continue
Discoveries about self
and nature
Things you want to change
Please complete the statement
1. I wish _______________________________________________________________________
2. I learned _____________________________________________________________________
3. I realized that __________________________________________________________________
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LESSON 2: Becoming an Instrumental of Peace
INTRODUCTION
A.”DISCOVER PEACE”
The best and most beautiful things
in the world cannot be seen or even
touched. They must be felt with the heart.
-Helen Keller
Patricia Mische (2000) explains
that the transformation that we should seek
should not be the transformation of our society,
but also the transformation of our spirit because
the inner the inner transformation inspires the
outer work. She concludes that the “inner and
outer transformations are inseparable parts of one
whole”. This perspective is repeated many times
over in both secular and faith based peace
literature. There is a growing consensus
LEARNING OUTCOMES
At the end of the lesson, the student
must be able to:



demonstrate awareness in the
practice of discipline (mind,
physical, behavior, speech)
develop strategies in classroom
mediation and
practice mindful living peace of
mind
that indeed there is an intimate connection
between our inner scale and what we do in our
outer sphere. This consistency is the foundation of
being a fully integrated person.
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ACTIVITY
LETTING GO
This is an activity about stress-releasing. It will introduce to you methods to enhance your peace of
mind through different ways.
Time Allotment: 20 minutes
Materials: (journal, pen, audio)
Sit on a chair or lie on the floor comfortably. Relax deeply for some time. Once you feel relaxed
say in mind “I am letting go the entire burden on my mind”. Recall all the worries, problems, fears and
anxieties you have in mind one after the other. Feel it. Accept it. Say with it briefly and then say “I let go
this worry completely and the mind is now released and free”. Do it until your mind is completely empty
and free. Concentrate on breathing in and out and repeat mentally.
Breathing in / calm.
Breathing out / calm.
Dwelling in the present moment.
I know this is a wonderful moment.
Thich Nhat Hang
Enjoy and experience the sense of release and the freshness.
What are the dominant feelings that you felt? Write about your feelings in your journal.
ABSTRACTION
Understanding the concept
The statement in the preamble of the UNESCO‟s Constitution, “Since wars begins in the minds of
men, it is in the minds of men that the defenses of peace must be created” provides a guiding principle for
this theme. Learning to BE means learning to live peacefully with oneself. Peace can be experienced within
ourselves. Inner peace arises out of intrinsic inner richness such as compassion, spiritual joy and wisdom.
The significance of beingness is the state of mind where a persons experiences the joy of whole some living.
Peace as Resolution of inner Conflict
At the superficial level of mind, the inner peace can be experienced through resolution of
psychological conflict. Conflicts can be either external of internal. In fact most of our conflicts are
internal.i.e. within ourselves. Various psychological have described the nature of inner conflict. According
to Sigmund Freud, the mind is a battlefield where the life instinct is in conflict with the death instinct and in
the clashes with super consciousness and soon.
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Further, Kurt Lewin showed that we have three
basic types of inner conflicts. They are:
1. Approach – approach conflict
In this type of conflict a person is caught
in between to equally attractive objectives
out of which he can select only one. An
example would be the choice between two
equally attractive jobs.
2. Avoidance – avoidance conflict
Here the person tries to avoid two equally
undesirable objectives where he is forced
by the circumstances to select one other
than selecting one. Say that a person gets
two jobs, which are actually an attractive.
But under the circumstances he is pressed
to select one.
3. Approach- negative conflict
In this type a person is both attractive and
repulsed by the same objective. He wants
something for s certain reason and at the
same time he does not want it for some
other reason.
Erik Ericks on postulates that man‟s psychological
growth results from the healthy resolution of inner
conflicts. According to him in each growth stage
man is confronted with a basic psychological
conflict. Inability to resolve that inner conflict
blocks his further growth and even leads to
pervasive behavior. This is has been proven by the
studies on many criminals and terrorists. Some of
them had been led to adopt violent ways of life as
a result of inability to resolve their inner conflict
such as deep hurts experienced during childhood.
It is evident that a person whom is unable to live
with himself in peace cannot live peace with
others. How can we help children to resolve their
inner conflicts?
Self-knowledge
To resolve one‟s inner problem, first of all
one has to learn to took within and observe
how the mind works. The problems
distressing the mind to be perceived and
understand yourself the more you mature
psychologically. Helping children to look
within and understand the self is An
important life skill. The gravity of this
need in education is evident by the kind of
immature acts people commit throughout
the world. Much disruptive behaviour of
people arise out or there unresolved deep
inner conflicts. Obviously one who cannot
live in peace with oneself cannot live in
peace with others.
Spiritual needs
This themes addresses our spiritual
needs. By spiritually we do not mean here
being religious in the conventional sense.
Peace in one‟s life arises from the deep
human spirit that underlies all faiths. Peace
education deals with the depth of the
human mind. Touching the seat of
spirituality is necessary. Here by
spirituality we mean that essence rooted in
man. Which seeks full fulfilment through
expressing and experiencing goodness in
the highest degree. In drives us to do good,
be kind, search for the true meaning and
values lying deep within us. The present
education has failed even to recognized
children‟s basic needs. Children‟s spiritual
needs are delicate and strong. They want to
experience joy, beauty, love, warmth,
kindness and wonder. They want to feel
good. Education should cater for these
children‟s spiritual needs. Depriving them
of such needs surely withholds the
blooming
of
their
wholesome
personalities. Inner peace is not only
resolution of psychological conflicts. All
religious teach that there is still deep peace
within us. As a matter of fact all of us
know that when the mind calms down a
scene feeling of joy and peace begins to
unfold within us. One of the effective ways
of realizing the peace within is meditation
as taught in all religions. However here
we take it not as religious practice,
attached to any particular belief system but
as an open mental activity. The research
findings show that meditation develop
mental sanity, releases stress and improves
creativity and insight. A meditation may
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be either tranquilizing meditation by
sitting still and concentrating on breathing
in and out.
Self-image is also a construct of imagination. It is how one imagines one‟s own self. Once a self-image is
built, the person tries to live up to it whether it is negative or positive. Teachers have to help children to
build positive self-images, not only by right appraisals but also by encouraging, providing stimulation and
opportunities to express themselves.
Through meditations, soul appealing and meaningful
imaginary experiences could be evoked in chicken using their natural sense of wonder, curiosity and beauty.
Meditation in the conventional sense is an act of awakening to reality or truth. But children have come to
reality walking through their veil of imagination. For them it is steeping-stone to attain
reality. Various forms of meditation for children could be
developed to use in the classroom as educational tools.
Practicing Awareness
Meditation in true sense is an act of establishing awareness, i.e. being aware. The synonyms for
awareness are being alert, mindful, attentive, etc. It is basically a survival life skill. Take for instance, the
function of awareness in an act of crossing a busy road. A moment loss of it may take away one‟s life. Thus
awareness is a basic function of intelligence. We have to be trained in being aware of dangers in our
surroundings. Be it home, school, playground or road. Awareness brings self-control, composure and
sharpening of attention.
The second level of awareness is being mindful of the movement of the body, i.e. how you walk, sit,
eat, etc. It develops one‟s sensitiveness towards the body.
The third level is being mindful of the activity of the mind. That is when you are angry, when you
are confused. This is subtle level of awareness. Awareness helps us to overcome an inherent weakness of the
human mind. We are inclined to be carried away of our own desire ,anger and illusion. Most of the inner
conflicts arise out of the lack of self-understanding.
Varied Ways on How to Meditate:
 Take the class out to an open air or a quiet place. Let them sit quietly and listen to the sounds in the
environment. This helps to develop awareness towards the surroundings.
 Make them sit quietly and repeat in mind “I am a peaceful soul”.
 Watch a tree with a silent mind.
 Sit quietly and concentrate on breathing in and out. Look at the
flower
and concentrate on it.
 Imagine a beautiful natural scene.
 Imagine a trip in a strange land or garden.
 Sit quietly and experience the feeling of a noble human
quality, such as kindness and joy.
Apart from experiencing inner calm and beauty of imaginations, meditations open the door to understanding
one‟s own thought process. It is this self-knowledge that brings emotional maturity in
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us. As educators we have to find effective methods of helping children to understand themselves better.
(Balasooriya, 2001).
You may draw a symbol to express you sense of freedom.
Make a title and short explanation.
What do you promise to do in one week to help attain peace in the community you belong to and in the
country as well? You don‟t have to do something grand. You can do little things, but for sure you will make
a difference.
Mon
Tues
Wed
Thur
Fri
Sat
Sun
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LEARNING OUTCOMES
At the end of the lesson, the students must be able to:




B. “RESOLVE CONFLICT NON-VIOLENTLY”
Define conflict
Analyze a conflict in terms of the needs
of the parties;
Value constructive conflict resolution
and
Explain the steps of effective conflict
resolution.
INTRODUCTION
Being willing to resolve a problem does not mean you aren’t right. It means
you give up making the other person wrong, by wiping the slate clean and make a
fresh start with each other.
-Helena Cornelius and Shoshana Faire
ACTIVITY
CONFLICT OVER A CHICO
This is an activity about understanding people‟s need in conflicts. Situation will be given for
reflection.
Time Allotment: 20 minutes
Materials: (pen. Paper, chico fruit, chart)
Activity: Present the following case study.
Olivia was getting ready to leave for her school. She went to the chico tree and
Plucked the only rripe chico that was on the tree. On seeing it, Victor, her elder brother , came and
snatched away thr chico from her saying that is belonged to him.. They began quarreling . Hearing
the quarrel, their father came to them and tried to settle the conflict He said, “Cut the chico into two
halves, and have you half” No. I don‟t want half” said both in disagreement. Both wanted the full
chico. It was out of season and there were no chicos in the market to buy.
Step 2
Having presented the case , ask the students to propose solutions on behalf of the father

Explain the following points during the discussion
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


Underelying people‟s conflict they have strong needs
Conflict is a situation where two or more needs pull in different directions.
People accept solutions to their conflicts only if they satisfy their needs.
Now let‟s see how Olivia‟s and Victor‟s conflicts were resolved finally. Olivia said that she
would not go to school if she didn‟t get the full chico? Both of them wanted a single chico.
Finally father asked Victor, “ Why do you want this chico?” “I want to have a glass of
CHICO juice, with a half I can‟t have it,” Victor replied then the father askes Olivia the same
question. She said “I have our home science lesson today. Last week I promised my teacher
to bring a chico to make marmalade. We need some chico peels to make marmalade” After
listening to their needs, father peeled the chico and gave the chico flesh to Victor and peels to
Olivia. They were satisfied about the solution and ended the conflict.

What kind of solution was it

Why did they agree to the solution?
Conflict is everywhere. It is a part of life. In fact, it is on the increase in our time. This is because of
the increasing individual differences and diversification of the society. On the other hand, competition in
economic political and other fields is intensifying. With the increasing population, physical space and
resources are getting restricted. In such a background, we have to learn how to live amidst conflict, handle
and resolve them constructively. This theme concentrates on educating children in conflict resolution. We
can begin the discussion by attempting to understand its nature.
It is true that conflicts that arises from a difference of opinion. Inability to resolve conflict at
the beginning leads to complication and intensification. In the process of escalation of conflict your
friend, colleague or neighbour with whom you have the disagreement turns gradually to be rival,
opponent, antagonist and finally the enemy. The initial open and friendly situation that was there at
the beginning becomes gradually tense and hostile.
Definitions:
How do you respond to the question
“What is conflict?” You might say it is


a difference of opinion,
a clash of wants
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



a situation that arises from a disagreement
between two persons or several persons
a broken relationship and
a vicious competition against one another.
Causes
Why do people get into conflicts? It is
because of other person‟s way of behaviour. When two
or more people are at conflict their interest may be
concerned with.
• commodities at stake, e.g. object, land money;
• opportunities at stake, e.g. opportunity for gain,
privileges
• principles and values at stake, e.g. religious beliefs
,ideologies, cultural values.
• Territory at stake e.g. house ,land, physical space
road, status and
• Relationship at stake ,e.g. trust, promise, personality
clashes.
You can take any conflict you know and
identify the interest perceived at stake by the parties. It
may be one interest or combination of several interest.
Ross Stinger (1967) defines conflict as a “situation in
which two or more human beings desire goals to which
thing perceive as being obtainable by one or the other
but not both”
According to the definition, a conflict is made
of three components; They are
• Situation where the conflicting parties view
each other as competitors, or having mutually
competitive interest or wants.
• Attitudes e.g. leading to hostility and
frustration and
• Behaviour, e. g. threatening, descriptive,
egoistic, opposing ,withdrawing acts.
This model of conflict is simple and useful in
analyzing a conflicts. (Mischell 1981).
Can conflicts be constructive?
As we said earlier, experiencing a
conflict is unpleasant because of the tense
feelings it produces. Intensive conflicts and
associated with a flood of anxiety, confusion
suffering and negative emotions. However this
stake of mind can be transformed into a
positive state with a sense of challenge,
efficient and strength. It depends on the way
you look at the conflict. If you look at from a
constructive attitude, then you feel positive .To
have a positive attitude towards a conflict is to
take it as challenge and opportunity for
development and self-correction. New time
you are confronted with a conflict, ask
yourself .What are the opportunities it can
bring for me? How can I develop myself
through this situation? What is the learning
brings for me?
Conflict become destructive simply
because of the lack of skills in handling them.
If they are handled properly towards positive
results. It will bring growth and renewed
relationship, sense of fun and self-confidence.
Recall a conflict you have resolved
constructively. Destructive conflict occurs
when the value of the conflict is not
understood and when you react with negative
emotions to it.
In a constructive approach to conflict
resolution:
• Control your negative emotions.
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• Listen actively. • Speak efficiency.
• Use a sense of humor.
• Deal with the other, as a person with
problem, need and human reaction.
• Generate alternatives acceptable to both you
and other person.
• Face the issue directly and precisely.
• Speak to the point.
• Separate the problem from the person and
adopt a problem solving approach.
• Use interpersonal skills.
• Show understanding and be understood.
•Be
persistent.
• Be willing to change your position in face of
acts and reason.
Steps in Conflict Resolution
Our general tendency out of the situation. When confronted with a conflict is to attempt to win by defeating the others.
This pushes the other person also to adopt the same approach. As a consequence a destructive competition emerges.
There are four possible solutions to any conflict. Let‟s name the two parties in a conflict as a
A and B. The possibilities are:
1
2
3
4
A
WIN
DEFEAT
DEFEAT
WIN
It is easy to understand possibilities of (1) and (2)
when one person wins both parties are defeated. An
example for it would be a situation in an organization
where two officers assault each other and as a result
both of them get sacked. The ideal solution is the
fourth possibility where both parties win. That means
they resolve the problem in such way that both are
satisfied. But that does not necessarily mean you win
on your own the predetermined wishful way. In the
case of negotiation for solving the problem each party
has to give up certain things in order to gain other
things. Only them can they arrive at a common ground.
The conflicting parties should co-operate with each
other by adjusting their positions to reach a solution
satisfactory for both of them.
In a conflict the solution is reached by undergoing
three basic stages:
1.confrontation
B
DEFEAT
WIN
DEFEAT
WIN
2.Negotation
3.Implementation
Let us see the way to work towards a satisfactory
solution through the three stages.
Confrontation is the stage when the difference surface
as a consequence, the parties feel disturbed and are
even threatened in their position.
However it is easy to discuss the problem openly at
this initial stage in this stage they can.
1. Define the problem in terms of needs of the
people involved.
In this context, it is important to know the meaning of
the word need of the conflicting parties. In fact a
conflict is a two or more sets of needs pulling in
different directions whenever a person finds that his
need is threatened the natural reaction is to be
defensive fear is inbuilt in defense. Thus need and fear
go together.
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One day I burst into anger with the station
master, when he announced that the train was delayed.
It was the first day of may examination. Instantly fear
arose in me that the delay of the train might lead to
failure in the examination.
Every need generates a fear of possible loss.
To understand a conflict you have to identify the
underlying needs and fear of the others as well as your
own. However people‟s needs are mostly covered up
by their wants. A want is different from a need. A want
is born out of desire In other words a want is a wishful
intention, whereas a need is real ,in the sense that you
can‟t survive without it. For instance:
1% are thirsty, and you get angry with the
village shopkeeper for not having your particular brand
of sweetened drink. On this instance what is your
need? In fact, your real need is water to quench thirst.
In the above situation you have confused want
with need. The implication confused want with need.
The implication for conflict resolution here is not to
get upset by the people demands or their wants. See
through their wants and identify the needs underlying
them. Each person in conflict has to identify ones owns
need as a well as the others need For this you have to
avoid blaming and use expression like:
• “What I need here is ……….”
• “I feel upset when you have this way,
because ……..”
• “Tell me what you really need is ?”
2. Agree with the definition of the problem
with other party
A conflict cannot resolved unless the parties come
to a common definition of other problem for
instance they should agree to what exact problem
is for example is the conflict of someone I say one
thing and the other say another thing as to what the
conflict is then we can't solve if this situation is
obvious in any on going conflict around you.
Negotiation is the process of reaching a
common and far agreement on a solution to the
problem effecting two or more parties in negotiating
asked questions for getting to know the problem for
the other side and trying to explain your side having
thus established the understanding both you try to find
a win-win solution in negotiating you ask questions to
steer the negotiation on the right track. you may seek
specific clarification on the issues and the needs of
other person .
Active listening in an important skill in
negotiation. active listening involved giving you full
attention to what the encouraging deeper probing
supporting the other person attempt to find solution
and summarize what is said
3. Brain Storm possible solution for both
Find the other, the alternative solution extensive to
problem don't get fixed to your position demanding the
only way you want to solve the conflict takes away to
other person also from his. Fixed position by
exploration of alternative solution which are agreeable
to both parties
4. Select best solution for both
Taking the alternative solution one by one which
the parties can evaluate them eliminating those that
they consider unacceptable the evaluation of
alternative goes until become to one alternative
must agreeable to both implementation is the final
stage
5. Implement solution
This means planning setting agreed time target and
acting according to agreed term of the solution.
6. Evaluate the implementation
Find out how it works in practice and
how people feel about the solution perhaps the
parties may need some adjustments as the
implementation takes place and the original
problem might change however ,if the parties
are not satisfied as things go they can restart
regulations.
In the procedure of conflict resolution
you need skills and active listening
assertiveness conflict analysis and negotiation.
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through the above sequence of step seems
formal in a particular situation they may be
mixed however to reach solution in this
manner both parties need to be honest,
respectful to each other on an equal power
basis. They must welling to arrive at a
consensus and to cooperate with each other
in finding a satisfactory solution.
Children words conflict
Children are not Free conflict from
teacher need to know the natural and the
types of conflict that children have in
helping them to learn conflict resolution
the teacher can takes example and cases
from their conflict .
out their responsibility
-inability to deal with anger,
negative comment violence
-Deprivation of freedom To play
meet friends and express one sell
-Deprivation of parents love
–Deprivation of physical needs e.g.
food proper shelter. owing to low income problems with older brother or bigger kids
in the neighbourhood
- Drunkenness of father disturbing
peace at home
-instance of children abuse e.g.
reserve punishment.
Conflict at home
-separation of parents
* Jealousies among brother and
sisters by: -comparing from each other in
what they get to each parent
-false accusations.
-problems of equal treatment
privileges and personal rights
-problems arising from carrying
Conflicts in school
-Name calling
-Being snubbed/being teased
-False accusation
-Fear of being unprepared e.g. not having a pencil not ready for homework
not having read a lesson
-Misunderstanding by teachers.
-Negative remarks by teachers, Being cheated by a poem.
-Being deprived at opportunity to participate in the activities
that the child likes.
-Inability to buy things that the school request.
-Psychological problems e.g. hunger, low energy, exclusion by pee
The classroom should have open sessions where students can freely discuss and express their conflicts and
problems. Unfortunately, the traditional school is too busy to take into consideration this lively aspect of
children‟s growth (Balasooriya,2001).
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Read the following questions. What would you if
1. Somebody gets angry at you?
2. Your friends got jealous of you?
3. Somebody always notices your shortcomings and mistakes?
4. Your classmates laughed at when you have gave a wrong answer?
5. Your parents reprimanded you for doing something which they did not like you?
Do you agree with the following attitudes about conflicts? Write your reflection in your
journal
Let him win and I will lose. If I do not win, I will never allow him to win, too.
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lk
LESSON 3-A Call for Filipino Patriotism
A. “RESPECT FOR HUMAN UNITY”
LEARNING OUTCOMES
A landmark papal encyclical,
Pacem in Terris, has also declared that
peace would be built if citizens “apply
themselves seriously to respecting the
rights of others and discharging
their own duties” (Pope John XXIII,
1963). In Islam, it is believed that all
human beings have the right to life at
conception, and after birth, a right to
full opportunities to lead a rewarding and
satisfying life (MahmoodAbedin un Mishe and Merkling
(eds), 2001).
At the end of the lesson, the
students must be able to:



Show concern for the rights
of others;
Practice tolerant behaviour
towards diversity of views,
culture and beliefs and
translate human rights into
social reality.
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ACTIVITY
IDENTIFIES MY RESPONSIBILITIES AND RIGHTS
This is an activity that helps to understand one‟s responsibilities and rights
Time Allotment: 30 minutes
Objective: Understanding one‟s responsibilities and rights in different situations
Material: (chart, pen)
Brainstorm responsibilities and rights you have as a citizen. List the
responses from the GROUP.
Responsibilities


Rights
To performed duties assigned
Not to disturb other‟s rest
To remind others in my group
of their duties when necessary
Not to disturb other‟s when rest.
(Develop the test as much as possible)
How are rights related to responsibilities?
Understanding the Concept
The tradition of human rights concepts is as old as human civilization .Every society as varying
norms to protect human life and dignity. Great religious strengthen the traditions.
Human rights can be broadly defined as those rights which human beings are entitled to which no
one can deprive them. They are a set of guarantees that ensure not only living but also basic conditions to
live with dignity as a human being. They are designed to protect individuals from the threat to life and
human dignity with the growth of the power of state, complexity and stratification of the society, such as a
set of guarantees was necessary.
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The Declaration of the Universal Human Rights
by the United Nations Organization is a moral
victory of mankind as a whole in recent times. It is
the culmination of the moral values that all
religions advocated from the beginning of history.
Now for the first time in history the whole world
has accepted a set of rights applied to every
human being irrespective of nationality, religion,
sex, social status, occupation, wealth, property or
any other differentiating ethnic, cultural or social
characteristics. The declaration begins with the
article:
Developing consciousness of rights is important in
that they are strong factors in peace. Most of the
conflicts arise from violation of human rights.
Mere acceptance of the rights nationally or
internationally alone is not sufficient.
All human beings are born free and equal in
dignity and rights. They are endowed with reason
and conscience and should not act towards one
another in a spirit of brotherhood.
Education on Human Rights
The purpose of the declaration is obviously to
provide a global foundation to protect human
dignity. It subsequently initiated various States to
adopt and enlarge the principles of human rights
in their Constitutions. Many codes of rights, like
African Charter on Human and People‟s Rights,
European Convention on Human Rights and
American Declaration of rights and Duties of Man
Sprang up following it. The declaration also led to
include principles of human rights into various
sections of public laws, such as race, equality, sex,
discrimination and court procedures. The
declaration covers right to life, liberty, and
security of person slavery, torture, cruel
punishment, arbitrary arrest and detention and
invasion of privacy ad family are banned. Due to
process of law is guaranteed using such principles
as “innocent until proved guilty.” Freedom of
thought and speech, conscience and religious
belief are accepted. Private ownership of property,
freedom of movement, right to employment,
health and education are also guaranteed.
The Declaration covers such major areas like
survival, dignity, political action, culture, and
economic and social rights. However, the
convention in the present form may not be perfect
according to certain cultural perspectives because
of the strong Western cultural influence in their
make. At least it has got to be accepted as a set of
minimum moral standards required by all cultures.
The political, cultural and economic diversities of
the globe are so complex and therefore there is a
need to have determined action to make human
rights a reality in the societies. It is the
responsibility of every citizen, government and
civil organization to secure them.
Schools have the responsibility to educate
the next generation on human rights and inculcate
the basic values embedded in there. Although
many curricula have it as a unit generally it is
taught only at the cognitive level. Such academic
learning has little impact on the actual behaviour.
Merely, memorizing the articles in the convention
does not go far. What is necessary is to help
learning them in a manner that the respect for
human dignity is internalized and be a part of
one‟s character. We have yet to search for
effective methods of teaching human rights.
One of the critiques of the present
approach to teaching rights is that it ignores the
responsibility side. In the West we see the over
stress for the rights which has led to unbalance of
civic consciousness and human relationships.
Campaigns that propagate human rights rarely
speak about duties that go with them. Therefore,
the message that people get is “fight for your
rights, neglect your duties.” In the Orient the
emphasis is always given to one‟s duties before
rights. There is an interesting Buddhist discourse
called Sigalowada Sutta, which reflects the
Oriental attitude to rights. There in the Buddha
explains that parents are bound to do their rightful
to children, when children perform their duties to
parents. Masters are bound to do their rightful to
workers when they perform their duties to
masters. One has to earn one‟s rights by
performing the duties. They are inseparable as the
two sides of the same coin.
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Children especially in primary grades may
find it difficult to grasp the concepts evolved in
human rights. Their ability to understand abstract
concepts like rights, freedom is yet to develop.
Learning human should begin with understanding
them in daily experiences of personal life of
children. For instance:




Returning a debt in time.
Helping injured and sick.
Keeping the public places clean.
Not encroaching on other‟s property.
Sharing experiences of such familiar situations
are helpful. (Balasooriya,2001)
Standing in a queue for one‟s turn.
Keeping promises.
Individual retrospection under such circumstances is encouraged. The teacher opens up students to
discuss, share their feelings and thoughts. The experiences are interpreted and judged by the principles of
human rights, equality and justice. The basic approach adopted here is to develop sensitivity to deep
suffering experienced by human beings in situations where their natural rights are deprived. For instance, the
feelings of being socially rejected are recognized. Along with the development of affective feelings of
deprivation students begin to broaden their consciousness and change their attitudes towards the necessity of
respecting and protecting human dignity. Building on that issue of the rights of women, children, minorities,
religious sects, refugees, and various other social groups could be discussed. The notion of rights needs to
be extended to the animals and from there to Nature as well. Peace recognizes and respects life in every
form.


As you move forward you begin to see every right arises from a basic human need. For example, the
right to education has that education is a need in man. Thus, denying him an education is violating a right.
All violations of human rights are violent acts, because they involve depriving a person from fulfilling his
need.
Taken as a while, all the rights are expressed in the articles, provide the foundation for democracy. In
short, democracy is the governance that ensures human rights. Democracy is the process of ensuring and
securing human rights. It is basically a conflict resolution process. Peace arises from the proper functioning
of democracy. In other words, peace in a country is the product of democracy. (Balasooriya,2001)
From newspapers and magazines, cut out some pictures showing abuses
against the rights of a child. Paste the pictures below to make a collage.
Give a title to the collage and write a short paragraph below stating how
you feel about these abuses.
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It is very important to respect the rights of other. Read each
Situation. What will you do in each situation to show respect
For the rights of others?
1. Sasah is very much different from your classmate. She is short, black and has very curly hair. Your
classmates often call her names which are offensive.
2. The issue on new tax imposed on online services is being discussed in class. The opinion of one of
your classmates differs from yours and she is very insistent that her opinion is right and yours is
wrong.
3. Your friend belongs to another religion. At times, then you talk to each other, you notice that you
always have differ views.
B. “BUILDING PATRIOTIC
COMMUNITY”
LEARNING OUTCOMES
We can make the new world if we want
We can make the new world if we all try
What we do is to make it show
At the end of the lesson, the students must be able to:
 Discuss contemporary social issues;
 Demonstrate healthy patriotism and
 Adopt democratic principles.
And the old world’s got to go
We can make the new world and we will.
-From a song by P.J. Hoffman
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ACTIVITY
Look at the pictures of two communities below. Study them, then
answer the questions that follow.
1. What do you think happens when people live in a crowded, dirty and unsafe community?
2. Why should people help each other maintain clean and orderly surroundings?
This theme aims at developing knowledge, attitudes
and skills for active and responsible citizenship.
Education is accountable to produce good citizens
for both the country and the world. Schools can
easily forget this obligation in their competition
for examination results or daily organizational
maintenance efforts.
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Are schools genuinely concerned for developing
students citizenship? Does that concern reflect in
the behaviour of our youth? We often hear people
saying, that the present youth lack interest in
issues of their own country. The general
immaturity into social problems is reflected by
their values system. In some countries terrorism
thrives on this lack of informed citizenship of the
youth. School has a heavy responsibility to
develop their students‟ civic attitudes. For this,
first of all schools should set examples in being
interested in contemporary social issues, in
preference to keeping up with the long prevailing
tradition distancing themselves from the social
reality. Schools teach children the past as history
but are somewhat blind to the present.
Citizenship Attitude Building
Being a citizen involves understanding
one‟s role as a member of the community or
nation and acting with responsibility. A social role
is built upon certain set of attitudes. Attitudes are
predispositions to behaviour. Education is
accountable to society to produce good citizens.
The word citizen is basically a political term. It is
the politics in the global context. Thus a good
citizen thinks globally and acts locally.
Citizenship need not always be interpreted in a
parochial narrow sense as blind obedience to the
immediate political forces.
In promoting citizenship a school needs a
clear model of it both terms of local and global
needs. With that picture in mind they have to draw
education programs within the curriculum. Peace
education basically attempts developing peaceful
attitudes in the future citizen. Good citizenship is
built upon the following attitudes anywhere in the
world.
1. Patriotism is the ground on which citizenship
and democracy are based. A person is obliged to
perform his duties
because of his love for the community and
country. It is a basic attachment to nation beyond
the present interest of the government in power. In
it there, is general willingness to co-operate with
the nation‟s effort for advancement.
2. Productivity is the degree of contribution a
citizen makes towards the development of one‟s
society. A good citizen does not want to be a
burden on his people. He or she thinks in terms of
“What can I give to the country?” not in terms of
“What can I get from the country?”
3. Civic responsibility is the consciousness of
one‟s duties towards the society in day-to-day life
as well in long-term perspective, e.g. being
informed about the current political and other
issues, abstaining from disturbing the peace of the
neighbourhood, protection of public property,
participation in community building activities.
4. Interest in contemporary community,
national and global issues
A citizen takes interest to seek information on the
issues affecting his or her society at every level.
Today there is a global tendency developing
towards individualism. One of the seeming
dysfunctions of this tendency is selfishness, which
drives people to pay less care or no care to social
issues and duties. Elders often criticize the youth
as being increasingly disinterested in the problems
of their society.
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5. Active participation in community building a
citizen is bound by duty to participate actively in
community building according to his or her best
capacities.
The Convention on the Rights of the Child lays
great stress on the need of recognizing children‟s
right to participate in community life and
development through seeking information,
expressing views and opinions through equal
access to opportunity for personal development
and cultural activities and education.
of people in spite of their differences of ethnicity,
language, religion and class. Social diversity has
to be viewed as an opportunity of social and
cultural enrichment. Today many countries are
becoming plural societies. Education is considered
an effective means of promoting national
harmony. To meet this need teachers have to be
equipped to respond to ethnic and cultural
diversities of students in schools. The curriculum
has to be reconsidered in the light of multicultural
needs.
Active participation in community building and
environmental protection is the most effective way
of developing children‟s attitudes and interests on
responsible citizenship.
9. Simple living
6. Cultural enrichment
A good citizen is a cultured person in that he is
disciplined by the rich qualities of his culture as
well as the global culture. Educationally speaking,
children at the beginning need to be nurtured and
disciplined by their own cultures. As they grow up
they should be exposed to other cultures as well so
that they can appreciate and learn from them to be
world citizens.
7. Obedience to law
A citizen is necessarily one who abides by the law
of his country. Here by law we mean the
established code of law. Justice is the source of
rightful law. However a citizen tries to rectify
laws when they happen to be unjust as it happens
sometimes. Schools need to develop law
consciousness in children. It is a striking fact that
many school syllabi are silent about social justice
and civic laws.
The need for simple living has never been felt in
such a degree before as it is now. All the
commercial forces press us to buy their products.
They create new needs in us through their strong
machinery of propaganda. The consequence is the
ever-growing consumerist society that wastes
natural resources in the production of unnecessary
goods only to satisfy the greed of people. They
pollute the environment both during the process of
productions and after their use, as heaps garbage.
Thus simple living is nature-friendly in every way.
To live simply is to lead a life, outwardly, poor
but inwardly rich.
8. National coherence
A citizen living in a multicultural society
preserves the national unity by respecting and
giving due recognition and rights to all the sectors
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lOMoARcPSD|13470685
Republic of the Philippines
State Universities and Colleges GUIMARAS STATECOLLEGE
Buenavista, Guimaras
10. Democracy is interpreted in different forms in
different countries. However the basic features in
democracy are freedom of speech, public
participation
in
governance
through
representatives, tolerance of differences and
respect for human rights. In addition, a democracy
can be evaluated by the degree of public
confidence, voluntary compliance
with the law, party activism, voluntary
organization, activism, and political discussion. In
a country, democracy emerges essentially from
the ways people adopt in their lifestyle and
administration of social institutes. For instance,
children learn democracy by the way home,
school and classroom are managed. (Balasooriya,
2001).
Draw your idea of a model patriotic community? Color your drawing.
Write three WORDS OR PHRASES campaigning for a patriotic and nationalistic community.
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