CHAPTER IV: LEGAL BASIS OF AND LAWS RELATED TO PEACE AND EDUCATION

• In accordance with the pertinent provisions of REPUBLIC ACT NO. 7222, otherwise known as the “HIGHER EDUCATION ACT 1994”, and by the virtue of Commission en Banc Resolution No. 662-2021 dated October 19, 2021, the “Suggested Guiding Principles and Practices on Peace Education/Studies for Higher Education” are hereby adopted and promulgated by the Commission.

PEACE EDUCATION

• Is the process of acquiring the values, knowledge and developing the attitudes, skills, and behaviors to live in harmony with oneself, with others, and with the natural environment.

• It is about helping students to understand and transform conflict in their own lives, in the community and in the world at large.

• It is the process of promoting the knowledge, skills, attitudes, and values needed to bring about behavior changes that will enable children, youth, and adults to prevent conflict and violence.

GOALS OF PEACE EDUCATION:

1. TO LEARN: to cultivate awareness, concern, and behaviors that lead to peaceful relationships, conditions, and structures.

2. TO UN-LEARN: unpeaceful patterns of thinking and relating and seek changes/transform people’s mindsets, attitudes, and values, as well as behaviors that, in the first place, have either created or exacerbated violent conflicts.

PRACTICAL APPROACHES

1. SOCIAL EMOTIONAL LEARNING (SEL) – emphasizes the importance of social and emotional development. It includes the nurturing of self-awareness, emotional management, social awareness, and decision-making. Its programming allows young people to acquire pro-social skills, while teachers and school leaders model and support positive and caring behaviors and inclusive pedagogical strategies that bring children’s voices into the classroom and school.

2. CONFLICT RESOLUTION EDUCATION (CRE) – its programs offer skills training to support participants to engage constructively in conflicts that occur in their everyday lives.

3. PROBLEM-BASED, TRANSFORMATIONAL APPROACHES ­– these approaches encourage students to examine specific social problems affecting their community and develop ways to address and transform them.

4. HUMAN RIGHTS EDUCATION – a field of its own, encompasses education geared toward fostering human rights knowledge, skills, and values. It includes teaching about the UNIVERSAL DECLARATION OF HUMAN RIGHTS and subsequent international treaties, as well as building awareness and skills to exercise and respect human rights and human dignity.

5. ENCOUNTER AND INTEGRATION APPROACHES – it aims to build intergroup understanding.

6. MEMORY AND TRANSITIONAL JUSTICE PEDAGOGIES – It includes attention to how collective history informs current realities. Intercultural and antiracist education: A broad area of practice in peace education addresses the on-going dynamics of racism and discrimination.

7. SAFE SCHOOLS AND COOPERATIVE SCHOOL CLIMATE – These approaches blend efforts to integrate peace education curriculum, peer mediation, restorative justice, and other practices to schools in order to foster a positive and cooperative relational climate.

LAWS RELATED TO PEACE EDUCATION IN THE PHILIPPINES

1. EXECUTIVE ORDER NO. 570 – which was issued in 2006 by the President of the Philippines. This order establishes the Peace Education Program and mandates the Department of Education (DepEd) and the Commission on Higher Education (CHED) to implement it.

2. REPUBLIC ACT NO. 7610 – this law is known as SPECIAL PROTECTION OF CHILDREN AGAINST ABUSE, EXPLOITATION AND DISCRIMINATION ACT. It defines children as Zones of Peace and protects schools from being used for military purposes.

3. REPUBLIC ACT NO. 10821 – which was enacted in 2016. This law is known as CHILDRENS’S EMERGENCY RELIEF and PROTECTION ACT. It governs the provision of emergency relief and protection for children in disasters.

4. REPUBLIC ACT NO. 11188 – which was enacted in 2018. This law is known as the SPECIAL PROTECTION OF CHILDREN IN SITUATIONS OF ARMED CONFLICT ACT. It defines guidelines for protecting and rehabilitating children in case of armed conflict.

NON-GOVERNMENTAL ORGANIZATIONS (NGO) that promotes peace education in the Philippines:

1. The PEACE EDUCATION NETWORK in the PHILIPPINES (PNEP0

2. The CENTER for PEACE EDUCATION and RESEARCH (CPER)

3. The MIRIAM COLLEGE PEACE EDUCATION PROGRAM (MCPEP)

CHAPTER V: HUMAN RIGHTS and HUMAN DIGNITY

WHAT IS HUMAN RIGHTS?

• are the fundamental rights and freedoms that are inherent to all individuals by virtue of their humanity.

• They are universal, indivisible, and inalienable; meaning they apply to every person without exception, cannot be taken away, and are interconnected and interdependent.

• It encompasses a wide range of entitlements, including civil and political rights, such as the right to life, liberty, and a fair trial; economic, social, and cultural rights, such as the right to education, healthcare, and adequate standard of living; and collective rights, such as the right to self-determination and participation in cultural, social, and political life.

• These rights are protected by international legal frameworks, including the UNIVERSAL DECLARATION of HUMAN RIGHTS adopted by the UNITED NATIONS GENERAL ASSEMBLY IN 1948. The Universal Declaration serves as a guiding document that sets out the fundamental human rights and freedoms to which all individuals are entitled.

PRINCIPLES OF HUMAN RIGHTS:

1. UNIVERSALITY and INALIENABILITY – Human rights are universal and apply to all individuals, regardless of their nationality, race, gender, religion, or any other characteristic. Every person is entitled to the same fundamental rights and freedoms simply by virtue of their humanity.

2. INDIVISIBILITY – Human rights are indivisible, meaning they are interrelated and interdependent. Civil, political, economic, social, and cultural rights are all interconnected and mutually reinforcing. The realization of one right often depends on the fulfillment of other rights.

3. INTERDEPENDENCE and INTERRELATEDNESS ­– Human rights are also independent, as the enjoyment of one right can be enhanced or impeded by the realization of other rights. The right to freedom of expression can contribute to the protection of other rights, such as the right to information, participation, and a fair trial.

4. EQUALITY and NON-DISCRIMINATION ­ - Here all individuals should be treated with dignity, respect, and fairness, and no one should be subjected to discrimination based on their race, sex, religion, disability, or other protected characteristics.

5. PARTICIPATION and INCLUSION –This highlights the need for individuals to have a voice, to be heard, and to participate in shaping policies and practices that impact their human rights.

6. ACCOUNTABILITY and RULE OF LAW – Human rights are accompanied by the principles of accountability and the rule of law. States have an obligation to respect, protect, and fulfill human rights and are accountable for any violations. Societies can foster an environment of equality, justice, and dignity, where every individual’s right are upheld and protected.

PROTECTIPN of HUMAN RIGHTS

• In the ARTICLE 3 of the 1987 Philippine Constitution, also known as the BILL of RIGHTS, it enumerates the fundamental rights and freedom of Filipino citizens. It serves as the crucial part of the constitution, ensuring the protection of individual liberties and the promotion of social justice.

ASPECTS that HIGHLIGHT the IMPORTANCE OF PROTECTINF HUMAN RIGHTS:

1. GOVERNMENT ­– It play a central role in upholding human rights. They have responsibility to adopt and enforce laws, policies and practices that respect and protect human rights.

2. CIVIL SOCIETY ORGANIZATION – It includes human rights group, advocacy organizations, and grassroots movement, play a vital role in promoting and protecting human rights. They often at as watchdogs, monitor human rights violation.

3. INDIVIDUALS – They also have a responsibility to uphold human rights. It involves respecting the rights of others, challenging discrimination, and injustice, and actively participating in the promotion of and protection of human rights. They can contribute through peaceful protests, advocacy, raising awareness, and supporting organizations that work towards human rights.

4. LEGISLATION and POLICIES ­– Strong legal frameworks and policies are essential for protecting human rights.

5. ADVOCACY and AWARENESS –It involves educating individuals about their rights and responsibilities, challenging societal norms that perpetuate discrimination and inequality, and advocating for the inclusion of human rights education in educational curricula.

HUMAN DIGNITY – is a core principle that lies at the heart of human rights. It recognizes and upholds the inherent worth, value, and equality of every individual, regardless of their background, identity, or circumstances.

SEVERAL KEY ASPECTS:

1. INHERENT WORTH ­– It affirms that all individuals are deserving of respect, regardless of their age, race, gender, religion, disability, or any other characteristic.

2. EQUALITY and NON-DISCRIMINATION – It rejects any form of discrimination or marginalization based on factors such as race, ethnicity, gender, sexual orientation, disability, or social status.

3. AUTONOMY and AGENCY – It acknowledges that individuals have the capacity to make decisions that reflect their own values, beliefs, and aspirations.

4. PROTECTION from HARM – It prohibits torture, cruel or degrading treatment, and any form of violence or abuse.

5. FULFILLMENT of BASIC NEEDS – It encompasses the idea that everyone should have the opportunity to live a life of dignity and well-being.

HUMAN RIGHTS VIOLATIONS

1. DISCRIMINATION ­– It can be based on race, ethnicity, gender, religion, sexual orientation, or other characteristics denies individuals their equal rights and opportunities. This can manifest in unequal access to education, employment, healthcare, and social services.

2. TORTURE and CRUEL TREATMENT – It involves the intentional infliction of physical or psychological pain or suffering, often with the aim of obtaining information, punishment, or control.

3. SLAVERY and FORCED LABOR – It involves the exploitation and control of individuals against their will, often through forced labor, human trafficking, or debt bondage. It also denies individuals their freedom and subjects them to inhumane and degrading conditions.

4. GENDER-BIASED VIOLENCE – It includes domestic violence, sexual assault, and harmful traditional practices, violates the rights and dignity of individuals based on their gender. It perpetuated gender inequality and restricts opportunities for empowerment and participation.

5. RESTRICTIONS on FREEDOM of EXPRESSION – Imposing limitations on freedom of expressions, including censorship, surveillance, and harassment of journalists, activists, and individuals expressing dissenting opinions, undermines the right to free speech and stifles democratic participation.

MULTI-FACETED APPROACH on HUMAN RIGHTHS VIOLATIONS:

1. LEGAL MECHANISMS – It strengthens domestic and international legal frameworks to protect human rights, ensure accountability for violations, and provide avenues for victims to seek justice.

2. ADVOCACY and AWARENESS – It raise awareness about human rights issues, advocates for policy changes, and mobilize public support to address violations and promote a culture of respect for human rights.

3. EMPOWERING CIVIL SOCIETY – It supports and strengthens civil society organizations that work to promote and protect human rights, providing resources and platforms for advocacy and awareness-raising.

4. INTERNATIONAL COOPERATION ­– It promotes international cooperation and dialogue to address human rights violations, holding governments accountable, and supporting initiatives to strengthen human rights protections worldwide.

5. EDUCATION and TRAINING – It promotes human rights education and training at all levels of society to foster a culture of respect for human rights, tolerance, and understanding.

ADVANCING HUMAN RIGHTS

1. EDUCATION and AWARENESS – It includes integrating human rights education into school curricula, organizing workshops, seminars, and awareness campaigns, and utilizing media platforms to disseminate information about human rights principles and issues.

2. GRASSROOTS MOVEMENTS and CIVIL SOCIETY ORGANIZATION – These organizations play a vital role in mobilizing communities, conducting research, documenting human rights violations, and demanding accountability from governments and other stakeholders.

3. ADVOCACY and LOBBYING – This involves working with policymakers, lawmakers, and government officials to advocate for the adoption and implementation of human rights-friendly policies, laws, and practices.

4. INTERNATIONAL COOPERATION and DIALOGUE – It is essential for addressing human rights challenges that transcend national boundaries.

5. CORPORATE SOCIAL RESPONSIBILITY – It includes engaging in dialogue with companies, encouraging transparency, and holding them accountable for their impact on human rights.

6. LEGAL and JUDICIAL REFORM – This includes advocating for the enactment of human rights legislation, strengthening judicial independence, and promoting access to justice for marginalized and vulnerable populations.

7. INTERSECTIONALITY and INCLUSIVITY ­– Through understanding that different forms of discrimination and oppression are interconnected is key to promoting inclusivity and addressing the specific challenges faced by the individuals who face multiple forms of discrimination based on their race, gender, ethnicity, sexuality, disability, or other identities.

8. PROTECTING HUMAN RIGHTS DEFENDERS – This involves providing resources, legal assistance, and physical protection for those at risk due to their activism.

CHAPTER VI: SEX and GENDER

SEX

• It is a fundamental aspect of human biology and reproduction, playing significant role in the continuation of our species.

• It can be categorized into two primary aspects: primary characteristics and secondary characteristics.

PRIMARY CHARACTERISTICS ­ - refers to the reproductive organs that distinguish males and females.

MALE – (PENIS, TESTES, SCROTUM)

FEMALES – (VAGINA, UTERUS, OVARIES)

SECONDARY CHARACTERISTICS – refers to variety of physical traits that develop during puberty and further differentiate the sexes.

MALE

1. FACIAL HAIR

2. ADAM’s APPLE

3. DEEPENED VOICE

4. INCREASED MUSCLE MASS

5. BROADENING OF SHOULDERS

6. INCREASED BODY and FACIAL HAIR

FEMALE

1. DEVELOPMENT of BREASTS

2. LIGHTER and LESS PROMINENT ADAM’s APPLE

3. HIGHER VOICE PITCH

4. BODY FAT DISTRIBUTION

5. WIDENING of HIPS

6. MENSTRUAL CYCLE

REPRODUCTIVE RESPONSIBILITIES – encompass the decisions and actions related to reproduction, family planning, and the choices individuals make regarding starting or expanding a family.

SOCIAL and CULTURAL INFLUENCES – these factors play a vital role in shaping the understanding and perception of sex.

1. SOCIETAL NORMS ­and EXPECTATIONS – regarding on sex these are often deeply ingrained and can vary across different cultures and communities. It includes beliefs about gender roles, behaviors, and responsibilities associated with being male or female.

2. STEREOTYPES – It also play a vital role in shaping the understanding of sex. These generalized beliefs or assumptions about the characteristic, behaviors, and abilities of individuals based on their sex. It can also reinforce gender roles and expectations and may perpetuate harmful biases and discrimination.

WHAT IS SEXUALITY

• It is a multidimensional concept that encompasses a person’s sexual desires, attractions, behaviors, and identities. It is a fundamental aspect of human nature that influences how we perceive and engage with our own bodies, emotions, and relationships. It exists on a spectrum, recognizing the diversity and fluidity of human experiences and expressions.

• Refers to the ways individuals understand and define their own sexual orientation or gender identity in relation to their own experiences of desires, attraction, and self-perception.

SEXUAL DESIRES – refers to the internal, subjective feelings of attraction and longing that individuals experience towards others. These desires can encompass various forms, such as sexual attraction, romantic attraction, or both.

PSYCHOSOCIAL DIMENSIONS of SEXUALITY

1. PSYCHOLOGICAL DIMENSIONS – This includes the exploration of one’s sexual desires, attractions, and preferences.

2. EMOTIONAL DIMENSIONS – It involves the formation of deep emotional bonds, love, and affection within sexual relationships.

3. SOCIAL DIMENSIONS – Remember that sexuality is influenced by social factors, including cultural, religious, and societal norms. Societal attitudes, values, and expectations shape individuals’ understanding and expression of their sexuality.

4. RELATIONSHIP DIMENSIONS – Sexuality plays a significant role in romantic and sexual partnerships. Healthy sexual relationships require consent, communication, and the negotiation of sexual boundaries.

5. CULTURAL DIMENSIONS – It involves recognizing and respecting diverse perspectives and practices.

EXPLORING ONE’s SEXUAL ORIENTATION

1. SELF-REFLECTION – It involves questioning and exploring one’s own feelings, attractions, and experiences.

2. EXPLORATION and AWARENESS ­– Individuals may seek out information and resources to better understand different sexual orientations. It can provide validation, support, and a sense of belonging.

3. EMOTIONAL and ATTRACTIONAL EXPERIENCES – It involves paying attention to the individuals one feels attracted to, developing a deeper understanding of those attractions, and recognizing one’s own emotional responses in different situations.

4. INTERNAL ACCPTANCE – This can be a challenging journey, as societal norms, expectations, and potential stigma may create internal conflicts. It is important for individuals to practice self-compassion, patience, and self-care during this process.

5. COMING OUT – It is a personal decision and varies for each individual. It involves sharing one’s sexual orientation with others, which can be a liberating and empowering experience.

6. CONTINUAL SELF-DISCOVERY – Discovering one’s sexual orientation is not a one-time event, but an ongoing process. Sexual orientations can evolve and change over time, and individuals may find themselves reevaluating or questioning their orientation as they continue to grow and learn about themselves.

WHAT IS GENDER

• It is not something we possess or are born with, as noted by WEST and ZIMMERMAN in 1987 and BUTLER in 1990. It is something we do, instead.

DIFFERENCE BETWEEN GENDER and SEX

HISTORICAL DEVELOPMENT of GENDER in the PHILIPPINES

1. PRE-COLONIAL PERIOD: Gender was not a prominent issue in social or political structures, and people were free to express their gender in ways that seemed natural to them.

2. SPANISH COLONIAL PERIOD – Spanish established a binary system of gender, with men denoting power and strength and women denoting domesticity and servitude. It has profound effect on Philippine society and still has an impact on gender roles and expectations today.

3. AMERICAN COLONIAL PERIOD – It spanned from the late 19th century to the mid-20th century. After women gained the right to vote in 1937, attempts were made to educate them and give them opportunities to work outside the home. But despite our best efforts, gender inequity continued in many aspects in the country’s society and was frequently faced with opposition.

4. POST-COLONIAL PERIOD – Women’s right and LGBTQ+ rights movements were active in the 1970s and 1980s, and they are still going strong today. Additionally, there have been initiatives to advance gender equality in fields like politics, work, and education. However, gender disparity still exists in many facets of Philippine society, and achieving gender equality continues to be difficult.

GENDER SPECTRUM – denotes the notion that there are several gender identities (female, male, transgender, two-spirit, etc.). It also recognizes that there are several gender expressions, or methods by which people make their gender identification known to others by their conduct, attire, hairstyle, voice, and other physical manifestations.

LANGUAGE OF GENDER – language has a tremendous influence on how we view other people.

1. BIOLOGICAL/ANATOMICAL SEX – The genitalia’s physical makeup, which was used to determine a person’s sex at birth.

2. GENDER ROLE – These are the roles, pursuits, standards, and conduct that society typically associates with men and women. (MASCULINE and FEMININE)

3. TRANSGENDER – It describes a person whose gender identity differs from their assigned birth sex. Transgender individuals may also identify as straight gay, lesbian, bisexual, pansexual, etc.

4. GENDERQUEER – It refers to the blending of gender and sexual orientation. They reject the idea of fixed gender categories and embrace the fluidity of gender identity and sexual orientation.

5. CISGENDER/GENDER NORMATIVE – Refers to the people whose sex assignment at birth corresponds to their gender identity, and often their expression (CIS- from Latin meaning “on the same side” or “on this side”. In contrast to trans from the Latin, root meaning “across” “beyond” or “on the opposite side”).

6. GENDER-EXPANSIVE – It is a generic term for those who go beyond the narrow conceptions of gender that are generally accepted in their particular culture, including those regarding expected gender expression, identities, roles, and/or other perceived gender norms.

7. CROSS GENDER – It is frequently used to describe kids who have traits that defy typical gender roles or expectations or kids who do not identify with the two sexes as they currently defined.

8. DSD/INTERSEX (Disorders/Differences of Sexual Development) – 1% of babies are born with chromosomes, hormones, genitalia, or other sex traits that are not exclusively male or female as those terms are used by our society’s medical system.

9. FtM (Female to Male)/AFFIRMED MALE/TRANSMAN – A youngster or adult who, despite having feminine genitalia, identifies as a man. This person might or might not have gone through a shift of some kind.

10. MtF (Male to Female)/AFFIRMED FEMALE/TRANSWOMAN – A person whether young or old, who was biologically male but identifies as a feminine. This person might or might not have gone through a shift of some kind.

11. TRANSITION – It can happen in 3 different ways: socially, through non-permanent changes to items like dress, hairstyle, name, and/or pronouns; medically, through the use of hormone replacement therapy; surgery, through the gender confirmation procedure.

12. TRANSSEXUALS – It is a difficult multi-step procedure that could take years and may involve gender confirmation surgery among other things.

13. TRANSPHOBIA – It is a fear or hatred of transgender persons; it can take many forms, including violence, harassment, and discrimination.

CHAPTER VII: EVERYONE HAS SOGIESC (SEXUAL ORIENTATION, GENDER IDENTITY and EXPRESSION, and SEX CHARACTERISTICS)

SEXUALITY – Encompasses sexual orientation, gender identity, gender expression and variations in sex characteristics. Understanding and acknowledging the diversity within these aspects is crucial for fostering inclusivity, promoting equality, and creating a more accepting society.

SOGIESC ­– is a framework that recognizes and affirms the wide range of human experiences and identities in relation to sexuality. It acknowledges that individuals can have different sexual orientations, gender identities, and gender expressions, as well as variations in their physical sex characteristics.

SEXUAL ORIENTATION – refers to an individual’s enduring pattern of emotional, romantic, and/or sexual attractions to others. It encompasses orientations such as:

1. HETEROSEXUAL – also known as being straight, refers to individuals who are primarily attracted to people of the opposite gender.

2. HOMOSEXUAL – also known as being gay (for men) and lesbian (for women), refers to individuals who are primarily attracted to people of the same gender.

3. BISEXUAL ­– refers to individuals who are attracted to people of both their own gender and other genders.

4. PANSEXUAL – refers to individuals who are attracted to others regardless of their gender identity or biological sex.

5. ASEXUAL – is a sexual orientation characterized by a lack of sexual attraction to others.

Other types of sexual orientations that reflect the diverse range of human experiences and attractions:

1. POLYSEXUAL – refers to an individual who are attracted to multiple genders, but not necessarily all genders.

2. QUEER – is an umbrella term that encompasses a wide range of non-heterosexual and non-cisgender identities.

3. QUESTIONING ­– refers to individuals who are exploring and questioning their sexual orientation.

4. SAME-GENDER LOVING – is a term used primarily within the Black community to describe individuals who have emotional, romantic, and/or sexual attractions to people of the same gender.

5. FLUID – refers to individuals whose sexual attractions and orientations are not fixed and may change or fluctuate over time.

GENDER IDENTITY – refers to an individual’s deeply felt sense of their own gender, whether it aligns with the sex assigned to them at birth or not.

GENDER EXPRESSION – refers to the way individuals present their gender identity to the world through their appearance, behavior, and self-expression.

SEX CHARACTERISTICS – encompass the physical and biological attributes typically associated with male or female bodies.

INTERSECTIONALITY – is a concept that recognizes how multiple aspects of an individual’s identity, such as race, ethnicity, class, disability, and more intersect and interact with one another, shaping their experiences and social realities.