Enabling our teachers (& administrators) to become peace educators, because “the medium is the message” and “how we teach is what we teach.” Baseline training on Peace Ed for all faculty Training for all new faculty Challenging Bullying Mini-workshop Creating a Peaceable Workplace Workshop Creating a Peaceable Home Workshop Enrichment Program for the Faculty, etc., on Peace & Conflict Resolution

Participative Structures & Caring Relationships; Peace-oriented Policies Participation in committees Institutionalized consultation Teambuilding and spiritual opportunities Examples of Peace-oriented Policies Grading system that enables less competition Restorative Discipline

 Restorative discipline has its roots in restorative justice: healing rather than hurting through punishment.  To help young people become aware of the impact of their behavior on others as well as to learn personal accountability and how to deal with conflict.  To repair the harm and to rebuild; to reintegrate the person(s) who did the harm; to restore a sense of well- being to all parties concerned; to restore the connection or relationship

 Brings together affected parties to discuss how to put things right (Reflective/ Circle process).  The offender faces and listens to those who have been affected by their inappropriate behavior.  S/he helps decide how to repair the harm and make a commitment to this. The student is held accountable.  The main idea is to help both victim and offender, and to be concerned with the well-being of both.  Need to shift thinking about problem behaviors- from punishment such as suspension and expulsions (retributive approach) and towards using a restorative approach.  Possible formation activities after the circle process- counseling, reflection paper, ppt presentation during a post-circle meeting

Peace Action/ Activities of Social Concern “ How does peace come? Through works of love.” –Mother Teresa Helping victims of war, domestic violence, exclusion and marginalization- by raising awareness, fund-raising for these causes, lobbying Initiating a twinning project or solidarity project.

Engaging with other groups (Peace CSOs, government) to benefit from the collaboration, sharing and joint projects and also to help advocate peace issues -Peace Education Network- Reps. of schools, peace CSOs, interfaith orgs., OPAPP -Peace Advocacy Groups- e.g., Philanca, Mindanao Solidarity Network, Sulong CARHRIHL

Supporting the peace processes & being an active part of the peace constituency: e.g., call for resumption of peace talks, respect for ceasefire, participation and protection of women, etc.

Where can we begin as Individuals? Let us re-examine our own beliefs and attitudes. What are my own narrow beliefs, prejudicial attitudes and discriminatory or hurtful actions that contribute to un- peace in my home, school and in the larger community? Let us strive for inner peace or the practice of “being peace.” Cultivate the seeds of love & compassion within us, calm and deep listening, forgiving rather taking revenge, continuing to do good to others despite hurts that may have been inflicted on us. Thich Nhat Han says: Being peace is the basis of doing peace and making peace

Let us ask ourselves: how can I contribute to the “whole school approach” to peace? Make a plan and persevere in its implementation.

When we educate and work for peace, especially for the eventual abolition of the war system and toward a more just society, some ask: Why do you take on such a futile project? Are your feet on the ground? Do you really think this dream will ever be achieved? In response, we can only say: Because it is the right thing to do. The peace journey is not an easy one, but the answer to the many challenges is not hopelessness nor cynicism, but the conviction that peace is possible, if only we would join our minds and hearts, our spirits and will - toward action.