Peace Education – Page 4 – Teach Peace Build Peace Movement

#WOMENFORPEACE: Soteya Trasadas

Tell us something about yourself.

I was born and raised in the Province of Iloilo, and then I moved to Manila in 2015 to study for college. Currently, I am a 2nd-year law student at the University of San Agustin, Iloilo City. My years of experience and exposure in both conflict and non-conflict zones in the Philippines through TPBPM had strengthened my commitment to working for peace and empowering different sectors of society, especially the children and the youth.

Tell us about your role in TPBPM.

I started with TPBPM as an intern back on April 20, 2015, and after that became part of the Secretariat Team where my first exposure was in Mamasapano, Maguindanao. I am one of the Peace Mission Leaders handling peace education projects for children, youth, teachers, parents, soldiers. I am involved in module writing, facilitating workshops, writing articles, creating content for social media and newsletters as well as organizing our schools and communities.

What are the highlights of your experience with TPBPM?

I have to say that every experience with TPBPM especially when we are doing fieldwork is a memorable one. But if there is one thing that struck me the most is during our 3-hour peace education session in Marawi City at the height of the Marawi Siege. One of the facilitators approached me and introduced a kid to me and shared that he (the kid) idolize me and wanted to be like me when he grow up, someone who teaches other children, especially in their area where conflict and war are thriving. I did not expect that I will have an impact on that child given that we did the session for only 3-hours. My takeaway in that session is that – every moment is very precious as we may leave a mark on every child or person’s life. It was then I fully appreciated one of the guiding principles of TPBPM that we hold into – unless we teach our children peace, someone else will teach them violence. Thus, no time is wasted when we show kindness to every person. It is actually through our actions and words, whether we make or break a person. In those trying times, I am humbled to spark hope and draw inspiration to the child to do something not just for himself but also for the benefit of everyone; it allowed him to have a vision of something he can hold into, something beautiful and peaceful.

What have you learned from TPBPM that you have applied in your life?

I am inspired by the words that before world peace, inner peace. This is something that I believe for we cannot give what we don’t have and attaining inner peace is not absolute and actual but an outcome of continuous practice. Being a peace advocate is not about perfection for compassion with oneself and others will always be tested due to the circumstances surrounding us every day. But at the end of the day, it is us and only we will have control over our thoughts, words, and actions. Our conscious effort and choice, one day at a time will be our source of peacefulness and will radiate to everyone surrounding us as well. As Thich Nhat Hanh said, peace is when your thoughts, words, and actions are in harmony.

What’s your advice for young women who wants to advocate for peace?

As we move towards a more complex society, we need more young women and people to advocate for peace in order to transform the cycle of violence and conflict into a generation of peacebuilders. We need more young and passionate people who will educate the next generation on the art of peaceful living. Teaching peace goes beyond every gender and age. It is high time that we share whatever we have, for every act of kindness is an act of peace.

Peace is when you are able to sit still and have positive thoughts no matter what negativity surrounds you.

March 1, 2022 / by MA. SOTEYA APRYLL TRASADAS

#WOMENFORPEACE: Faisah Hadji Sapiin

Tell us something about yourself.

I am Faisah S. Hadji Sapiin from Marawi City Lanao del Sur. I was a Psychology graduate from Mindanao State University. I am a peace and mental health advocate who joins several youth organizations working on these advocacies. I was the College Representative of the College of Social Sciences and Humanities and Commissioner on Student’s Rights and Welfare in the MSU Supreme Student Government 2019-2022 where I was able to hone my leadership skills. I am a member of different youth organizations implementing projects related to youth participation, women empowerment, civic engagement, social inclusion, and social enterprises.

Tell us about your role in TPBPM.

I am the Community Mobilizer and Lead Facilitator in Lanao del Sur. I am in charge of organizing our communities in Lanao del Sur and facilitating peace education sessions for children in the bakwit village in Marawi City and elementary schools in Ramain, Lanao del Sur.

What are the highlights of your experience with TPBPM?

When I started working in Teach Peace Build Peace Movement I was amazed by their kind words and acts of kindness to people. I was being Influenced by their genuine engagements, hope, and energy for peace. Challenging but I was so happy to be part of this family. I will never regret being part of this organization. Hearing the different stories of kids and parents inspires me to be more genuine with my work and advocacy in life. Preaching my knowledge and experiences to participants is great zakat for the people I’ve met.

What have you learned from TPBPM that you have applied in your life?

As I become an I Teach Peace Facilitator, I learned to use constructive ways to managed differences and resolve conflicts. By practicing forgiveness and acts of kindness. Being mindful of what should I say or how should I respond to people I met and I talk to. Words are really powerful, and sometimes it is not what you say but “how,” you say those words that can impact other people. Controlling our own negative emotions and how to mindfully deal with them is one of the lessons I practice in my daily life.

What’s your advice for young women who wants to advocate for peace?

To young women out there, let’s join groups that advocate for peace and social justice to reap the benefits of mutual support and collective actions. Let’s give time for this kind of activity (Peace Missions). There are many practices or ways to accomplish peace. Let us be conscious keeping our mind at peace regardless of external circumstances.

Peace is —
When every individual has inner peace and when they know how to manage their own emotions. When they know how to deal with people they met and transform conflicts happening around them. And when everyone promotes fairness, respect, and dignity for all.
FAISAH HADJI SAPIIN

March 1, 2022 / by Ate Badet

#WomenForPeace: Jane Marie Dimacisil

Tell us something about yourself.

I’m Ate Jane, the Mental Health & Psychosocial Support Consultant and Peace Mission Council Member, Teach Peace Build Peace Movement. I am passionate about Islamic mental health and peace education in our communities which all started when I learned more and more about the challenging situation of our Muslim Filipino brothers and sisters not just in Mindanao but also in Metro Manila. I’m currently based in Turkey but continue to work for our communities from afar. I’m a mother, wife, daughter, sister, friend, and forever knowledge seeker.

Tell us about your role in TPBPM.
As TPBPM’s MHPSS Consultant, I help ensure our peace education programs integrate mental health and psychosocial support principles and practices. I also contribute as a module writer and peace education leadership formator for educators, parents and youth leaders.

What are the highlights of your experience with TPBPM?
There are so many, but what stands out most is our psychosocial peacebuilding emergency response during the Marawi siege. Hearing stories of survival and loss due to the conflict was simultaneously challenging and inspiring; challenging in that it was really hard to remain strong as we process survivors’ thoughts and emotions, and inspiring in that we learned (and continue to learn) so much from them about how to keep hope alive amidst all the chaos.

What have you learned from TPBPM that you have applied in your life?
I love TPBPM’s focus on inner peace first and foremost. It’s quite difficult, actually, with the challenges that come with the basket of roles we play in life. But, I try my best to nurture and protect my inner peace as it is the only way for us to truly contribute to positive change in our homes and communities.

What’s your advice for young women who wants to advocate for peace?
Peace begins from within; hence, we need to continue to know ourselves, our ultimate purpose in life, and what helps us protect our inner peace. We also need to surround ourselves with people who share the same vision and mission in life. It is by knowing ourselves and our tribe that we can fulfill our purpose in life as peaceful servants of The Almighty.

Peace is —
Patient Entelechy Amidst Chaotic Environments (P.E.A.C.E.); i.e, finding the patience to continue actualizing and fulfilling our daily purpose no matter how challenging our contexts are–always through and for the sake of The Almighty.
Jane Marie Dimacisil-Samur

March 1, 2022 / by JANE MARIE DIMACISIL-SAMUR

Peace Education Leadership Towards a Peaceable School

Dr. Azcayah Sacar, Principal of Barimbingan Central Elementary School, has always strived to excel as a mother and as a leader, in the school, she is leading. As a person who always strives to give what is best for her family, she also continues to aspire to be a good leader to the school community.

Challenges have always been there, but Ma’am Azcayah shared that this pandemic has made connection difficult, not just with the learners but also with the school community including the parents and the different stakeholders. During module distributions, attendance of parents is inconsistent and schedules are not being followed and in some instances, teachers who reach out to the parents to assist the learners face the challenge of being unwelcomed by the parents because of the risk of getting COVID-19. These made her more determined to bring about a solution to these challenges and to make the school feel more like a close-knit community.

Joining the Peace Education Leadership Formation Course for Educators, Ma’am Azcayah shared that the most impactful session for her was the session on understanding bullying. This has reshaped her perception of making a school safe from all kinds of violence and handling it proactively. Bullying is a kind of violence that should not be taken lightly because it is one of the associated risks in terms of recruitment in violent groups because for the victim, a study entitled When Kids Hurt Other Kids: Bullying in Philippine Schools by Margaret S. Sanapo, a common reaction is being angry with their bullies and this is a motivation to seek retaliation and for the bully who seeks to have power over those who seem weaker. These vulnerabilities increase the likelihood of children being enticed by groups with ideologies of inflicting violence and harm towards another person. In the same study, it was said that teachers’ interventions are short-term.

Having an Anti-Bullying Policy increases accountability among the school community. This also makes the students aware of the school’s efforts and with this, they will also know how to interact with their peers in school and who to go to for conflict resolution and conflict transformation.

Before the Peace Education Leadership Formation Course, her understanding of excellence in leadership was about accomplishing all requirements and compliances. But upon learning about Peace Education, another lens was introduced. It has added the component of fostering relationships with the community. Ma’am Azcayah emphasized that she now makes it part of her goal to establish a deeper relationship with the stakeholders in her school community. Learn to process with them and peacefully negotiate when necessary.

This is now her definition of a Peaceable School. A school where people do not just get along but we’re striving for the safety and well-being of children are prime. This is what gave a growing desire to establish strong Anti-Bullying policies in school that promote Peace Heroism with the children. She shared that there was no Anti-Bullying Policy in their school before. This endeavor is a milestone for the school in strengthening measures and making sure the whole school is part of making the school community more peaceable for the learners, teachers, parents, and other members of the school community.

While many forms of conflict do exist and it is inevitable, this is a step towards making meaningful relationships within the school community. Safety for the learners also means establishing a deeper and ever-growing relationship between the parents, who are key to the learners’ ability to learn especially now when physical connections are limited. This is a strong start to their journey as a school and Ma’am Azcayah is determined to strengthen the commitment through Peace Education Leadership.

September 30, 2021 / by MICAH EMILLE VERZOLA

Empowered Peace Educator, Proactive Learners and Peace Champions

Teacher Ommo Hani, from Maharlika Integrated School, has experienced living in diverse communities. Having spent her childhood years in Manila, spent her college years in Marawi City and presently living in and teaching in a school in an interfaith community in Taguig, where most of the members of the community are Muslims.

With her exposure to several kinds of conflict growing up, including armed conflict, violences relating to religious beliefs, discrimination, and community conflicts such as RIDO, her understanding of conflict and peace has been shaped by those experiences – viewing peace as the absence of such conflicts and violences inflicted towards other people.

Taking pride in being an educator, she sees and understands her role in shaping the minds of children not just from learning in the classroom but also the way they relate with them. Admittedly, she mentions employing discipline methods in the classroom that are, in her words, “old fashioned.” When getting mad at her students for certain misbehavior, she did not know how to handle some situations in a calm manner which she says affects her physical health and mental well-being sometimes. Learning from the Peace Education Leadership Formation Course, she shared that she learned how to refrain from being mad as a reflex response whenever her students misbehave and that Peaceful Classroom management not only affects what’s inside the classroom but also life outside the classroom.

Aside from classroom management challenges before, she has also raised the concern in terms of the increasing vulnerability of children and exposure to many violent narratives. Teacher Ommo Hani shared that some children from Marawi City who experienced the devastating effects of the war have enrolled in Maharlika Integrated School. Being a close-knit Muslim community, Maharlika Village in Taguig was home for Muslims who seeked refuge and home after the Marawi Siege happened where many were displaced and children were greatly affected and vulnerable. Teacher Ommo Hani had some students in her class who were from Marawi City. Knowing and experiencing the cultural differences between Metro Manila and Marawi City, she has observed among the students some adjustment difficulties – she saw that the students felt fear and experienced challenges in connecting with other students. This has resulted in some bullying cases and fights among students in their school. She has seen this as possibly a way for children to defend themselves from feeling like they are “othered” which makes her believe that strategies in handling bullying and banter is not only essential for the school but also for the formation of the child and the child’s response to the difficult situations he/she faces. Teacher Ommo Hani shares her appreciation for Restorative Chat, she says “I’m always thinking about practicing the Restorative Chat ever since I have learned about it from the Peace Education Leadership Formation Course.

“That strategy not only is about resolving conflict but it more importantly empowers the children to resolve conflicts because they can voice out what they want and the resolution comes from them.”

Other than that, she also shared stories where other students can’t afford to go to school. This, Teacher Ommo Hani shares, has opened the opportunity for the children and youth in their community to be recruited by what she has termed “extremist groups” and offer the students money. Presently, she shared that she does not hear active recruitment from violent groups but she believes that anytime, it can happen again and children continue to be at risk especially in a difficult time in this pandemic.

Moving forward, she is motivated to share what she has been learning from the Peace Education Leadership Formation Course. Teacher Ommo Hani is looking at opportunities to immediately apply what she has learned and hopefully other teachers can also experience the formation course. She shares..

“I am thinking of ways how I can integrate my learnings when I teach, and I am ready to even conduct activities even once a month with my learners. And hopefully other teachers can do this too because we all have to be reminded that we need this not only for our school but more importantly, how we engage with the learners for them to also champion peace.”

August 13, 2021 / by MICAH EMILLE VERZOLA

A new peace journey begins..

In March 2021, the Teach Peace Build Peace Movement (TPBPM) through the Peace Heroes Formation Programme conducted interviews with teachers from different schools to gain a better understanding of the schools and communities’ peace and conflict situation in Lanao del Sur. Before the onset of the Programme, TPBPM wants to impart the stories of our Peace Educators as we begin this journey of Peace Education.

Though outside of Marawi City, Ditsaan-Ramain was one of the 20 municipalities affected by the Marawi Siege in 2017. Residents of different barangays (communities) heard the loud explosions that shocked their homes. Azcayah Sacar, 37, the Officer-in-Charge (OIC) Principal of Barimbingan Central Elementary School (CES), recalls, “During the Marawi Siege, we experienced violence. Education stopped. We were not able to protect education, even our homes. We did not know where to go. There was no stability. Everything was affected, our mental, emotional, and physical health.” Conflict and violence affected Azcayah, her family, community, and her students at Barimbingan CES.

When there is no peace, different individuals experience the devastating effects of war. Alaina Ampuan, 35, a teacher from Barimbingan CES, described what they went through. She shared, “During the siege, we evacuated. When bombs were crashing to the ground near us, we felt it. We couldn’t bring anything. The explosion was only five minutes away from the school.” The conflict greatly sowed fear among the school and community members. It affected the focus of students and teachers, especially the service they render for the school community.

Alyannah Mamailao Macmod, 35, Division Office Staff at Buayaan Elementary School, added “When there is gunfire, our children cannot go to school, even the economy and lives of people in the community are affected. People feel fear, they do not have peace of mind when there is violence.”

In the current modular learning setup, they faced inner conflicts and challenges relating to the increased workloads and stress, and difficulties in contextualizing the modules, printing, releasing and distributing it to parents and students, as well as evaluating students’ performances in the new normal.

In TPBPM’s consultation with teachers in conflict-affected schools in Ditsaan-Ramain, all of them conveyed that there is a lack of training on Peace Education for teachers. They also have not participated in training on cultivating inner peace, conflict transformation, and relationship-building which are essential in coping up with today’s challenges in teaching in the new normal, and in building the resilience of communities highly vulnerable to conflict and violence. Peace Education proved to be even more relevant when interviewed teachers recalled their experiences of teaching during a pandemic. The presentation of the programme and consultation led them to the realization that there is strong hope in the possibility of cultivating change in schools and communities through Peace.

“Peace Education is important because we can achieve what we want with peace; we are in the right direction. We can also aim for quality education because we also have peace in our pupils, teachers, and community,” Monaimah Salic, 35, Principal of Rantian Elementary School shared during the consultation.

For the teachers in Lanao del Sur, Peace Education is important for children to have quality education, nurturing relationships and the resiliency to achieve their goals. A common sentiment they shared is that when there is no peace, teachers experience inner conflict, including the parents and their children. They deeply emphasized that we can only have good quality education for children if we have peace within ourselves and towards others.

Through these consultations and conversations, it has cultivated a sense of hope for schools and communities amidst trying times. While the PHFP with partner schools in Ditsaan-Ramain, Lanao del Sur is at its onset, the teachers and school leadership have already captured the need to teach Peace to schools and communities and the relevance of living Peace as a Way of Life.

May 11, 2021 / by RACQUEL CORREA

Creating a Ripple Effect of Goodness Through Peace

For Asnia B. Salic, a teacher from Pendolonan Elementary School, Marawi City, peace creates a ripple effect of goodness. When a person has inner peace, he’s more able to share and spread goodness to others, the community, and the environment.

“Peace begins within ourselves. You cannot impose peace to anyone if you alone have no inner peace. Before you can motivate others, you must have peace within yourself,” she said.

While the recent Marawi siege brought challenges to the community, she can now say that her community has started to rebuild itself and people exist harmoniously with one another. Parents and teachers are also very supportive of the children.

As one of the participants of TEACHER LEADERS FOR PEACE: PEACE EDUCATION DEVELOPMENT JOURNEY (PEDJ) developed by the Teach Peace Build Peace Movement (TPBPM) for the Pathways for iCOPE Program, Asnia echoed what she learned: “I’m really glad because it’s a great opportunity to be part of this training. Now I have a clear vision of peace, peace education, and how we, as teachers, can integrate it in our curriculum.”

This was co-organized with Save the Children in partnership with Plan International and other members of the Pathways for iCOPE Program consortium to achieve a sustainable positive engagement, collaboration, and convergence of key actors and stakeholders in providing and supporting conflict-sensitive quality basic education services and protection.

She highlighted how useful the peace jargons and peace chants are in her class after observing a change in behavior of her students. “The children have become more cooperative through peace jargons and peace chants. They also fight less.”

When it comes to spreading peace, one thing is clear for Asnia: the role of parents and teachers like her as peace heroes. That’s why she loves the Peace Circle session during the training because it gives her the opportunity to release all her emotions and share, without fear of judgment, what’s happening in their school and community.

Learning more about peace taught her why starting from within is important before you can even motivate others. Whether you’re a parent or a teacher, this lesson still rings true: “You cannot give what you do not have.”

ABOUT PATHWAYS FOR ICOPE PROGRAM

Save the Children, in partnership with Plan International, is implementing a program called Pathways for Integrated and Inclusive Conflict-Sensitive Protection and Education for Children in Mindanao (iCOPE). This program aims to achieve a sustainable positive engagement, collaboration, and convergence of key actors and stakeholders in providing and supporting conflict-sensitive quality basic education services and protection.

As part of ICOPE Program, Teach Peace Build Peace Movement’s (TPBPM) Peace Heroes Formation Program (PHFP), formerly called Schools and Communities of Peace Heroes Formation Program will be introduced for the purpose of helping schools institutionalize Peace Education to nurture a Culture of Peace and Resiliency amongst children with the whole school community being involved.

August 11, 2020 / by JANESSA TEKING

Peace Starts From Within

Inculcating a culture of peace is more than just providing a community with basic necessities or educating teachers and children of its importance. It requires going back to the core of every individual: if a person is not at peace with himself or herself, he or she can never be at peace with everything around him/her.

This is Acmidah A. Bocua’s realization after undergoing through the TEACHER LEADERS FOR PEACE: PEACE EDUCATION DEVELOPMENT JOURNEY (PEDJ) created by the Teach Peace Build Peace Movement (TPBPM) for the purpose of nurturing a Culture of Peace and Resilience in children. This was co-organized with Save the Children in partnership with Plan International and other members of the consortium as part of Pathways for Integrated and Inclusive Conflict-Sensitive Protection and Education for Children in Mindanao (iCOPE) Program.

A teacher at Sultan Alauya Alonto Central Elementary School, Acmidah is one of the 36 teachers who was given the opportunity to participate in the program, which aims to turn teachers into agents of peace to be able to build a citizenry of peace heroes in schools.

Acmidah admitted that she wasn’t a perfect teacher. Before the program, she had a tendency to act in ways that would sometimes scare students. Now, she realized the impact of a teacher in a child’s life. “I hope I was more patient with them,” she said.

But it’s never too late.

While Acmidah’s community in Lanao Del Sur does not have a serious threat to peace and security, Acmidah still pointed out cases of discrimination in their school where some children are judged because of their gender or physical attributes. However, after learning from the program, Acmidah is determined to integrate what she learned in any way possible.

“When I came back from the seminar, I shared everything I learned with my children and students. I started integrating the concept of peace in subjects like Edukasyon sa Pagpapakatao.”

Acmidah is also grateful for the opportunity to bring several peace hero children with her to the training. These kids were also taught about the importance of peace and how to incorporate peace in their everyday lives.

According to her, the students had become more aware of their actions towards others and have learned to respect other children. “They now try to teach other kids to stop bullying others,” she observed.

For a person who doesn’t like to share her problems with friends and family, Acmidah now knows the importance of starting from within, “The Formation Session taught me a lot especially when it comes to reflecting. I was able to share and express my feelings and it helped me a lot in terms of realizing what peace really is all about.”

When asked what her most important learning is from the program, Acmidah responded with a genuine smile on her face, “If you don’t have inner peace, how can you encourage your students to have inner peace? It really starts from within, especially for teachers who are supposed to be agents of peace.”

“If you don’t have inner peace, how can you encourage your students to have inner peace? It really starts from within, especially for teachers who are supposed to be agents of peace.”

ABOUT PATHWAYS FOR ICOPE PROGRAM

August 11, 2020 / by JANESSA TEKING

Small Steps In Peace: A testimony from little Adzam

“… I throw the trash away, I sweep the floor, and now, my teacher can even ask me to go up the board and answer in front of the class.” This is what Adzam, 12 years old, said when asked about the changes he observed since joining the Teach Peace Build Peace Movement’s peace education sessions. He ignored those simple tasks back when he was still, as he described himself, “stubborn”. But now, Adzam sees himself as more obedient and diligent in and out of their home.

Adzam shared having one particular friend who he partners with to clean their classroom after school. He described his friend as having a good heart telling us about how he would offer to lend his pen during class or share his food with others.

At such a young age, Adzam went beyond just learning the importance of these little acts of peace. He is also putting them into practice. It often gives him positive feelings not for but from doing good deeds.

With joy and pride in his eyes, Adzam recalled how happy his parents were since he started showing positive changes in his behavior and recounted the times he peacefully heeded their guidance. This makes him genuinely happy, both as a son and as a Peace Hero.

“If not for TPBPM, I wouldn’t be a Peace Hero.” Adzam felt that he would not learn about the virtues of doing good if not for the peace education sessions he attended.

Little did he know that peace has always been inside him; the sessions just served as a tool to let the inherent good in him manifest. Adzam’s transformation, together with the other children who have undergone TPBPM’s Peace Education Program, is a testament to how Peace Education has contributed to these children’s cognitive, emotional, and interpersonal skills which in turn, resulted to positive behavioral transformation.

Adzam’s testimony of how transformative peaceful actions can be is truly inspiring. Take it from a child who continuously strives to lead by example.

“I learned to play, draw, and color.” As small as these may be, Adzam went on to learn beyond his years. Next time we think of grand ways to teach our kids peace, we might want to consider starting small. After all, one small step leads to another.

PEACE HEROES FORMATION PROGRAM

The Peace Heroes Formation (PHF) Program provides a holistic approach to Peace Education by incorporating Conflict Prevention, Conflict Transformation, and Proactive Citizenship Peace Building. It was designed to apply creative and innovative ways and approaches in teaching about knowledge, skills, attitudes, values, and behavior towards a Culture of Peace. It aims to bring about behavior change that prevents the transformation of conflict into violence and war. This program also hopes to show the relevance of Peace Education in our society, and be able to contribute to ways on how to institutionalize educating schools and communities on the art of peaceful living. TPBPM utilizes existing social structures such as family, school, and communities as the primary niche in nurturing the heart of a child to be a Peace Hero.

Get to know more about this program:

October 30, 2019 / by TROJAN TROY PABICO

Being a peace hero starts with the little things

A warzone is also the last place you’d want to raise a child in.

For the students and teachers of Tatak Elementary in Mamasapano just a few years ago, and the chance of a bomb dropping was their normal. Living in constant fear of getting hit by a stray bullet is not how any person should live, but the residents of that area have no choice but to endure.

While this environment of war and conflict can be a traumatic experience for anyone regardless of age, it is the children who are most likely to be affected.

King Paris Ambolodto, a student from Tatak, recalls that time sadly: “Dati pag may bomba kaya di nakakapagaral dahil natatakot ang mga teachers sa school, at natakot matamaan ng ligaw na bala.”

(Before when there were bombs, we couldn’t study because our teachers were scared. They were scared of getting hit by stray bullets.)

King Paris is just one of the many students who have undergone Teach Peace Build Peace’s Peace Heroes Formation Program. The program aims to use creative and innovative ways to teach and build a culture of peace in these conflict areas.

These sessions don’t attempt to address war head on – instead, they use existing social structures, such as family and school to nurture loving hearts and spread the importance of peace in our everyday lives. Usually, this begins within the classroom, with lessons that explain why fighting is bad, and why kindness and respect for one another is needed to keep the peace.

At school, King Paris used to participate in playful fights with his classmates that sometimes wouldn’t end well. “May napipikon sa classmate, may umiiyak,” he says.

(Some of my classmates end up easily angered by the jokes and eventually cry.)

After attending the formation sessions, King Paris says that he learned to be friendlier to his friends and family, avoiding any kind of fighting. He even extends kindness to others, volunteering to clean up after class and even bringing food to his lola (grandma) who lives nearby. Sometimes, he helps his mother wash clothes.

While it is difficult to control the situations in which these children are brought up, teaching them to become peace heroes is one way to prevent the transformation of conflict into violence and war.

PEACE HEROES FORMATION PROGRAM

Get to know more about this program:

October 30, 2019 / by GABY GLORIA

Category: Peace Education

#WOMENFORPEACE: Soteya Trasadas

#WOMENFORPEACE: Faisah Hadji Sapiin

#WomenForPeace: Jane Marie Dimacisil

Peace Education Leadership Towards a Peaceable School

Empowered Peace Educator, Proactive Learners and Peace Champions

A new peace journey begins..

Creating a Ripple Effect of Goodness Through Peace

Peace Starts From Within

Small Steps In Peace: A testimony from little Adzam

Being a peace hero starts with the little things

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