#WOMENFORPEACE: Janessa Tek-ing

Tell us something about yourself.

I’m Nessa, a storyteller, and writer at heart. I am passionate about weaving my love for storytelling and technology with advocacy. I use my voice and my words to tell stories that inspire people to act and give back. I have been a TPBPM volunteer since 2013 (when it started!).

Tell us about your role in TPBPM.

I’m a communications consultant to TPBPM since 2013 and in my role, I help the organization with their communications needs to the best of my ability. I also volunteer in some activities —whether as a mentor or a writer — whenever I can.

What are the highlights of your experience with TPBPM?

I believe every moment with TPBPM is a story worth remembering in itself. But if I were to choose only one experience, it would be the Artist for Peace Mentoring Workshop which we held in Lanao Del Sur. I love it because I got the opportunity to listen to the stories of kids from Mindanao: their stories of resilience and strength, as well as their dreams and aspirations. It touched me so much because it made me realize (as with all TPBPM activities!) how lucky I am in life and how much more work we need to do. Children in conflict areas have so much potential, they just need to be in a nurturing, peaceful environment and that’s the part we’re helping to build with our advocacy.

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

I will always remember this: peace starts within us. So, I consciously made it my own personal mission to constantly do the inner work because I cannot share peace if I don’t have it within me. I believe that’s what we’re also trying to share through our advocacy in TPBPM: that for peace to be truly attainable, we all have to get rid of our personal biases towards people, places, and circumstances.

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

Start with yourself. Any advocacy starts with a small gesture because if you strive for a much bigger step right away, you might end up not taking any action at all. What do you have that you can share with others? Because that gift was given to you for a reason. I remember my peace advocacy started when I was in college, a time when I missed volunteering so much. I told myself, “You’re good at public speaking and writing. Maybe you can do something with that.” So I offered myself and looked for organizations I can support: first with PeaceTech (as a youth ambassador) then with TPBPM (as a comms consultant and writer). I’ve been advocating for peace since then. But, the work doesn’t stop there—you also have to be a constant role model. If you’re trying to advocate for something, you have to walk the talk. So, I’ve been trying my best to live mindfully and really, just be authentic with who I am and how I deal with others.

Peace is looking at the world around you and seeing the good that surrounds it. It’s living your life in the present, offering yourself mindfully to others and being aware of who you are and what the world needs from you.
Janessa Tek-ing

March 1, 2022 / by JANESSA TEKING

#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

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

BE AN AGENT OF HUMANITY – STREAMLINING UNITY AMIDST DIVERSITY

Who we are is humanity.

As we all live in a pluralistic world that takes into account multi-faith,-cultural,-racial (etc) society, it is then when we recognize the stories and journey of other people which best deserved to be untold, revealed, and shared. Experiential learning enables us to see the different perspectives on living our life, which sometimes becomes only a reminder, yet takes a greater stance on how we become part of the said humanity.

I am humbled enough to share with all of you my reflection and takeaway during the International Conference on Cohesive Societies (ICCS) 2019 in Singapore last 19-21 June 2019. As I listen, everything served as an inspiration for me to see the hows and whys of retaining the sole purpose of humanity as we also transcend ourselves in all forms.

TO KNOW ONE IS TO KNOW NONE.

Unfortunately, we live in routinized violence which is a product of our own hatred, prejudice – something that is already inculcated in our system, a process of normalization that causes hatred, biases, prejudices which really needs to be transformed.

It is a reality that in the state of our growing up – politics, faith system, culture, and other preferences affect the totality of our own self. As society sometimes dictates the way we think and behave towards other people. Which, unconsciously shapes how we interact with other people most especially those we consider not identical to who we are.

We then see more of the differences that we have rather than discovering the common grounds that highlights the goodness in every human being.

SEEK TO LEARN TO UNDERSTAND.

Go and learn. Experience as they say is the best teacher. Noting, through our experience we realize that we do better when we speak to each other. This has been proven as I immerse myself in an interfaith, intercultural, and intergenerational organization, school, and communities that we have in Teach Peace Build Peace Movement (TPBPM). As one of the 6 full-time volunteers of TPBPM, which is a non-profit, non-partisan, and independent organization that spearheads strategic peace education both in conflict and non-conflict zones, it opened the door for me to see not just myself but many pieces of myself in every person that we reach and teach to.

Identity is what we all have; a broken piece of one humanity that stands out independently and uniquely. The sum of all our preferences is what constitutes our identity. Preferences are not just there for nothing; it is something we embrace. Likening oneself means living out our own preferences. However, something that one should not impose on other people.

It is important that we educate ourselves without having compulsions. Giving emphasis on what we always teach ‘going an extra mile getting to know other people’ then we should not praise our own preferences, if you do so you will disbelief any others.

IN THE WISDOM OF BELIEFS, PEACE IS AT REST.

Our differences are imaginary walls that divide us. It is what sets us apart from those we consider ‘others’. Our differences should not be regarded as a problem but part of a solution, when managed properly and accordingly.

One of the things that made me fall in love with Singapore is the fact that they enjoy religious harmony – as they are blessed to have the existence of 10 various religions namely: Baha’i Faith, Buddhism, Christianity, Hinduism, Islam, Jainism, Judaism, Sikhism, Taoism, and Zoroastrianism. Seeing all religions exists side by side harmoniously set forth a message that today’s connectivity is founded on a society where everyone should practice absolute respect for one another’s religion (preferences) and for the beliefs one regards as sacred.

INTERPLAY OF ALL -INTERS.

The very core of TPBPM lies at Interfaith, Intercultural, Intergenerational which puts a premium on nurturing the foundations of human resilience – identity, community, and purpose.

In Singapore every -inter is entrenched within all levels, institutions, and policymaking. Giving us an image that it becomes a commodity – to have a balance of individuality and wholeness of the community. Taking into consideration the Philippine geographical setting and context, there is a great need to recognize that everything starts within ourselves and our individuality plays a vital role in shaping our future. Tolerance should be highly regarded as one of the key instruments to repair human infrastructure. We need to confront our own biases, reduce our level of fear, and accept individuality.

The essence of being one human family and gloabl citizenship should be instilled in every hearts and minds.

DIALOGUE, A QUEST FOR SURVIVAL.

“We are one community that depend on each other for survival” a Dharma Drum Mountain precept. In our world today, we encounter different tensions affecting our cohesive society, such as security instability, climate change, exclusion, social media, ignorance, and others – it is then high time that we seek to understand and resolve things altogether – through experiencing human interactions and dialogue.

It is through dialogue that we move towards that supposed constancy and having a sense of consciousness that something is greater than ourselves, allowing room for inclusiveness to take place; reminding ourselves that we have others along with us. By then, we can put a meaningful substance and explanation to our identity as we practice relationship building and highlighting persistent sameness.

As we all live in a diverse world, may we not put labels on everyone as it diminishes the core reason of human existence. May we all live a life that continuously binds illuminates the authenticity of positive human values which I think are instrumental in reducing moral poverty, and in attaining an inclusive, sustainable future.

To understand humanity, there is a greater need to look beyond ourselves – as we all move along the vision of realizing our interconnectedness in a world where there are many communities yet one shared future.

Originally Posted in https://malayasiharaya.wordpress.com/

July 30, 2019 / by MA. SOTEYA APRYLL TRASADAS

Tag: TEACH PEACE BUILD PEACE MOVEMENT

#WOMENFORPEACE: Janessa Tek-ing

#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..

Small Steps In Peace: A testimony from little Adzam

BE AN AGENT OF HUMANITY – STREAMLINING UNITY AMIDST DIVERSITY

Who we are is humanity.

TO KNOW ONE IS TO KNOW NONE.

SEEK TO LEARN TO UNDERSTAND.

IN THE WISDOM OF BELIEFS, PEACE IS AT REST.

INTERPLAY OF ALL -INTERS.

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